[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78478-en":3,"doc-seo-78478-105":29,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},78478,4398048950312,"Violet","https://ap-avatar.wpscdn.com/avatar/400002538284de19e3c?_k=1778320343897328908",4,"Exam","Actividades para los videos CEFR","Two video-based classroom activities focused on the Common European Framework of Reference for Languages (CEFR). Learners first complete a proficiency table matching CEFR levels A1–C2 with corresponding “can do” descriptors covering comprehension, interaction, and written production. A second activity uses sentence-pieces to construct correct statements, encouraging reflection on CEFR’s aims: inclusive quality education, descriptive schemes of proficiency, curriculum orientation, and practical tools for assessment and learning progress.","VIDEO 1 “The benefits of the CEFR”  \nAfter you watch the video “The benefits of CEFR”, be ready to complete the following tasks  \n1. Complete the table with the adequate descriptor for each level  \n\n| Proficient User | C2 | \u003Cbr>Can understand with ease virtually everything heard or read. Can summarise\u003Cbr>information from different spoken and written sources, reconstructing\u003Cbr>arguments and accounts in a coherent presentation. Can express him/herself\u003Cbr>spontaneously, very fluently and precisely, differentiating finer shades of\u003Cbr>meaning even in more complex situations. |\n| --- | --- | --- |\n|  | C1 | \u003Cbr>Can understand a wide range of demanding, longer texts, and recognise\u003Cbr>implicit meaning. Can express him/herself fluently and spontaneously\u003Cbr>without much obvious searching for expressions. Can use language flexibly\u003Cbr>and effectively for social, academic and professional purposes. Can produce\u003Cbr>clear, well-structured, detailed text on complex subjects, showing controlled\u003Cbr>use of organisational patterns, connectors and cohesive devices. |\n| Independent User | B2 | \u003Cbr>Can understand the main ideas of complex text on both concrete and abstract\u003Cbr>topics, including technical discussions in his/her field of specialisation. Can\u003Cbr>interact with a degree of fluency and spontaneity that makes regular\u003Cbr>interaction with native speakers quite possible without strain for either party.\u003Cbr>Can produce clear, detailed text on a wide range of subjects and explain a\u003Cbr>viewpoint on a topical issue giving the advantages and disadvantages of\u003Cbr>various options. |\n|  | B1 | \u003Cbr>Can understand the main points of clear standard input on familiar matters\u003Cbr>regularly encountered in work, school, leisure, etc. Can deal with most\u003Cbr>situations likely to arise whilst travelling in an area where the language is\u003Cbr>spoken. Can produce simple connected text on topics which are |\n\n\n|  |  | \u003Cbr>familiar or\u003Cbr>of personal interest. Can describe experiences and events, dreams, hopes &\u003Cbr>ambitions and briefly give reasons and explanations for opinions and plans. |\n| --- | --- | --- |\n| Basic\u003Cbr>User | A2 | \u003Cbr>Can understand sentences and frequently used expressions related to areas of\u003Cbr>most immediate relevance (e.g. very basic personal and family information,\u003Cbr>shopping, local geography, employment) . Can communicate in simple and\u003Cbr>routine tasks requiring a simple and direct exchange of information on\u003Cbr>familiar and routine matters. Can describe in simple terms aspects of his/her\u003Cbr>background, immediate environment and matters in areas of immediate need. |\n|  | A1 | \u003Cbr>Can understand and use familiar everyday expressions and very basic\u003Cbr>phrases aimed at the satisfaction of needs of a concrete type. Can introduce\u003Cbr>him/herself and others and can ask and answer questions about personal\u003Cbr>details such as where he/she lives, people he/she knows and things he/she\u003Cbr>has. Can interact in a simple way provided the other person talks slowly and\u003Cbr>clearly and is prepared to help. |\n\n(PONER CADA UNO DE ESTOS CUADROS EN AMARILLO FUERA DE LA TABLADE MANERA QUE LOS PARTICIPANTES SEAN CAPACES DE ARRASTRAR YSOLTAR EN EL LUGAR ADECUADO DE LA TABLA)  \nVIDEO 2 “Applying CEFR in the classroom”  \nEn esta actividad se les da a los participantes oraciones picadas y se propone que lasunan. (arrastrar para formar una oración)  \nBEFORE YOU WATCH THE VIDEO  \n1. You will be given some statements, try to find the correspondent pair to  \nmake your statement become a sentence. For your personal development, reflect about the main ideas of each sentence and try to think on a practical example to contextualize the sentence.  \nlearning, teaching  \nspecific  \nplanning, taking ‘proficiency  \nPRIMERA PARTE DE LA ORACIÓN The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR), and this current extension of it,  \nThe CEFR has proved successful precisely because it encompasses educational values, a clear model of language related com","cbCaij7TJVlV1uuR","https://ap.wps.com/l/cbCaij7TJVlV1uuR","pdf",101891,1,7,"English","en",105,"# VIDEO 1 “The benefits of the CEFR”\n## Task 1: Complete the CEFR descriptor table\n# VIDEO 2 “Applying CEFR in the classroom”\n## Task: Drag-and-drop sentence construction activity\n## Before you watch the video: Match pairs and contextualize examples","[{\"question\":\"What do participants have to do after watching VIDEO 1?\",\"answer\":\"They complete a table by selecting the adequate 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