Learner Profile Input Session 3: Levels of Proficiency & Needs Analysis
Levels of Proficiency & Needs Analysis: Task 1 (CEFR Scale Level Descriptors)
Match the Can Do statements to the levels.
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Level Descriptors & Skills
Look at the level descriptors by level across the skills.
Consider the differences from one level to the next.
Level Test
Watch this video and consider the student’s level.
Level of Material
Look at this vocabulary exercise and consider what level it is for.
Click on the arrow on the right-hand side to check your answer.
Look at this gramar exercise and consider what level it is for.
Click on the arrow on the right-hand side to check your answer.
Identifying Learners’ Needs
Written/Online placement tests
Oral level tests
Conducting needs analysis
Identifying Learners’ Needs
Personal Needs
age, gender, cultural background, interests, educational background, motivation
Learning Needs
past language learning experience, learning goals and/or expectations, learning gap (gap between current level and target level), learning styles, learner autonomy
Professional/Future Needs
language requirements for education, training or employment
How do teachers meet their learners’ personal and learning needs?
- materials and topics
- activities
- pace
- interaction patterns
- approach to teaching
- individual treatment
- language and skills
- learning strategie
- feedback
- workload
