Comprendre et résumer un article
Comprendre et résumer un article
Lire et comprendre un article pour pouvoir le résumer par la suite.
- L’article Les mérites de la cuisine maison
- Dictionnaire
- Crayon et papier
- Notes pour le formateur ou la formatrice : Si la personne apprenante utilise un dictionnaire pour tous les mots de la tâche 1, le niveau de la tâche diminue au niveau A1.1.
Comprendre_ResumerArticle_ES_A_A1 2_B2 1_B2 2_B2 3.doc — Never downloaded
Comprendre_ResumerArticle_ES_A_A1 2_B2 1_B2 2_B2 3.pdf — Never downloadedA2. Interpret documents
Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 1
At this level, learners: Interpret very simple documents to locate specific details
Performance Descriptors
The learner:
- Scans to locate specific details
- Interprets brief text and common symbols
- Locates specific details in simple documents, such as labels and signs
- Identifies how lists are organized (e.g. sequential, chronological, alphabetical)
- Requires support to identify sources and to evaluate and integrate information
Task Descriptors
- Scope of task is limited
- Involves one document
- Contains brief text, symbols, or both
- Uses a very simple format
- Contains common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may contain up to one paragraph of text
Examples:
- Signs
- Labels
- Lists
- Coupons
- Simple forms
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.1
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 3
At this level, learners: Write longer texts to present information, ideas, and opinions
Performance Descriptors
The learner:
- Writes texts to present information, summarize, express opinions, present arguments, convey ideas, or persuade
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Selects and uses vocabulary, tone, and structure appropriate to the task
- Organizes and sequences writing to communicate effectively
- Uses a variety of vocabulary, structures, and approaches to convey main ideas with supporting details
Task Descriptors
- Scope of task may not be clearly defined
- Content of writing may be non-routine
- Addresses a familiar and unfamiliar audience
- Uses conventions of formality, such as tone, appropriate to the occasion, intent, and content
- Is up to a few pages long
- Requires organization to support the message (e.g. paragraphs, headings, sub-headings)
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- May contain specialized vocabulary
Text types:
instructional, descriptive, narrative, informational, and persuasive texts
Examples:
- Letters
- Reports
- Essays
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.3