Kakvo oznachava niva intermediaire/avance?
Prez m. uli imahme intervu i ni varnaha zaradi frenskia ezik. Prez avgust i septemvri izkarahme 1 i 2 nivo v ICS, t.e. 150 chasa. Izpratihme udostovereniata vav Viena, no ot tam ni otgovoriha, che tova ne e dostatachno. Kolko udostoverenia iskat o6e, vazmojno li e savsem da ni otrejat? Moje li otnqkade samo da im izpratim udostovereniq, a da prodaljim da si u4im frenskiq na 4astno? Molq, pomognete!
Frenski ezik
Chesno kazano ne znam kolko niva sa v I4S, no da ti kaja ne vi go i preporychvam, moiata informacia e, che tam se dvijat dosta bavno, pri uslovie, che minavat po edin uchebnik za 2 meseca i polovina.... za primer az minah pyrvi uchebnik i sym na 1/4 ot vtoria za niama dva meseca. No sym s chasten uchitel. Za nivoto kakvo da ti kaja, az razbiram Intermediere kato da mojesh da vodish razgovor na frenski, ot sorta kakvo rabotish, kakvo si uchil, kakvo iskash da pravish v Canada i s jivota izobshto, kakvo e vremeto navyn, kakva muzika haresvash i so on s malki zatrudnenia.
Kakto niakolko pyti veche se e obsyjdalo tuk, tiahnata cel ne e da ni spirat, a naprotiv, ako beshe na sreshtata za predstavianeto na Quebec, shteshe da si na syshtoto mnenie. na tiah im triabvat emmigranti. Problema e, che ako preceniat, che niama da se opravish s nivoto si na frenski v dadenia moment, razbira se te vryshtat. minavaneto na interview-to vse pak e samo nachaloto. na Canadska zemia idvat istisnkite problemi pri nevladeeneto na ezika. Sys sertifikatite ne znam kak da ti pomogna, predpolagam ako v gi iskat, prosto triabva da se zapishete i da karate niva. Tova e.
Stiskam palci i pojelavam uspeh!
Kakto niakolko pyti veche se e obsyjdalo tuk, tiahnata cel ne e da ni spirat, a naprotiv, ako beshe na sreshtata za predstavianeto na Quebec, shteshe da si na syshtoto mnenie. na tiah im triabvat emmigranti. Problema e, che ako preceniat, che niama da se opravish s nivoto si na frenski v dadenia moment, razbira se te vryshtat. minavaneto na interview-to vse pak e samo nachaloto. na Canadska zemia idvat istisnkite problemi pri nevladeeneto na ezika. Sys sertifikatite ne znam kak da ti pomogna, predpolagam ako v gi iskat, prosto triabva da se zapishete i da karate niva. Tova e.
Stiskam palci i pojelavam uspeh!
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Rosi i Bobi
- Мнения: 161
- Регистриран на: Пон Юли 28, 2003 7:45 am
- Местоположение: Montreal
Vizhte statiyata ni za podgotovkata za intervyu na portala, tam e daden malak orientir za ezicite i nivata. Dano da vi pomogne.
Inache, i ot chasten uchitel mozhete da dadete uverenie, che ste uchili ezika. Nie naprimer predstavihme nyakolko sertifikata ot shkola i v dopalnenie za uchenoto sled nivata v shkolata - uverenie ot chasdtnata ni uchitelka za broyat chasove, koito sme imali pri neya i dve-tri dumi kak dobre sme se spravyali.
Samo idei.
Kasmet i uspeh!
Inache, i ot chasten uchitel mozhete da dadete uverenie, che ste uchili ezika. Nie naprimer predstavihme nyakolko sertifikata ot shkola i v dopalnenie za uchenoto sled nivata v shkolata - uverenie ot chasdtnata ni uchitelka za broyat chasove, koito sme imali pri neya i dve-tri dumi kak dobre sme se spravyali.
Samo idei.
Kasmet i uspeh!
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yaiuat
- Мнения: 612
- Регистриран на: Нед Юли 27, 2003 6:29 am
- Местоположение: Wall street
- Обратна връзка:
Re: Frenski ezik
Зависи колко точки трябва да защитиш със жена ти. Мисля че някъде бях писа нещо колко такива учебни часа на колко квадратчетета по принцип се равняват във формуляра.Sf написа:Kakvo oznachava niva intermediaire/avance?
Prez m. uli imahme intervu i ni varnaha zaradi frenskia ezik. Prez avgust i septemvri izkarahme 1 i 2 nivo v ICS, t.e. 150 chasa. Izpratihme udostovereniata vav Viena, no ot tam ni otgovoriha, che tova ne e dostatachno. Kolko udostoverenia iskat o6e, vazmojno li e savsem da ni otrejat? Moje li otnqkade samo da im izpratim udostovereniq, a da prodaljim da si u4im frenskiq na 4astno? Molq, pomognete!
По мое мнение 150 часа са ти в началото на "intermediaire" (5). А ако на теб ти трябва 7-7 мин. ще трябва нали разбираш какво...
Просто имаш си работа с маниаци и педанти на тема точки и правила. Дай им това което искат иначе пускане няма.
Какви са ти другите данни(образов., стаж, въобще колко сте се самооценили с другия кандат) Ако искаш не казвай просто любопитство
Frenski
Mnogo blagodarq na vsi4ki, koito pisaha i za dobrite pojelaniq. Strahuvame se, 4e me4tanata Kanada mai zatvarq vrati za nas. Sega 6e razkaja malko istoriq. Prez m.uli.2003 g. minahme intervu, no ni6o ne znaehme za udostovereniq za minat kurs i ne nosihme. Qvno i s frenskiq ne sme bili na ti. Dadoha ni edno udostoverenie, za da si podobrim frenskiq i da im izpratim dokumenti. Izpratihme udostovereniq ot I4S za parvo novo za 150 4asa i kogato o4akvahme da ni nasro4at data za novo intervu ni otgovoriha, 4e tova e nedostata4no. A sega ve4e nqmame i vreme za novi ofi4ialni kursove. Hodim samo na 4astni uro4i, za6oto sme ot provin4iqta i ni izlizat mnogo soleni sofiiskite kursove, spane, otsastvie ot rabota i t.podobni. Mislq, 4e na predi6noto intervu sabrahme okolo 74 to4ki, no ne sam siguren, dokolkoto vidqh. I sega ako ne im izpratim dokumenti ot nqkakvi kursove do m. dekemvri mai 6e ni otrejat savsem.
Tova za ydostovereniata po frenski novo iziskvane li e? Kogato nie se qvqvahme niamqshe takova neshto(predi tri godini).Nie sashto hodihme samo pri chasten ychitel i ot nego naychihme mnogo poveche i mnogo po-barzo ot raznite kyrsove.Ne sme nosili nikakvi yverenia.Ako tova e neshto novo namerete nachin da izmaknete ot niakade saotvetnia dokyment(po printzip v BG vsichko moje),a vie prodaljavaite s chastnia ychitel.No triabva mnogo seriozno da se zanimavate,za da im dokajete che naistina vladeete ezika na razgovorno nivo. Te iskat da vidiat che shte mojete da se spravite sami na raznite randevyta v bankata,imigratziata,za raznite karti koito se izvajdat tyk,da razgovariate po tel. i t.n. Yspeh.
Наистина най-добре е да погледнете статията на Роси и Боби. Аз мога да споделя, как си определих сама нивото по френски, естествено субективно.
Това, което ще дам е от сайта на федералните, но спред мен е дста добър ориентир, какво се очаква от теб, независимо дали говорим за френски или английски език.
Speaking: Basic Level
Global Performance Descriptor
•Learner can take part in short routine conversations about needs and familiar topics of personal relevance with supportive listeners.
•Can communicate basic needs and personal experience.
•Can ask and respond to simple familiar questions.
•Can describe a situation, tell a simple story, describe the process of obtaining essential goods (e.g., purchasing, renting) or services (e.g., medical). Uses a variety of short sentences.
•Demonstrates control of basic grammar (basic structures and tenses).
•Uses correct past tense with many common verbs.
•Demonstrates adequate vocabulary for routine everyday communication.
•Clear evidence of connected discourse (and, but, first, next, then, because).
•Pronunciation difficulties may impede communication.
•Needs only a little assistance.
•Can use the phone only for very short, simple, predictable exchanges, communication without visual support is very difficult for him or her.
Performance Conditions
•Interaction is face to face, with one person at a time or in a familiar supportive group.
•Interaction on the phone is rare and brief.
•Speech rate is slow to normal.
•Verbal communication is strongly supported by gestures and other visual clues.
•Instructions and directions have only three to four steps and are sometimes supported with hand gestures.
•Learner's speech is guided by specific questions from the interlocutor if needed.
•Interaction is empathetic and supportive.
•Topics are about common everyday matters.
Listening: Basic Level
Global Performance Descriptor
•Learner can follow, although with considerable effort, simple formal and informal conversations and other listening texts/ discourse on topics of immediate personal relevance at a slower to normal rate of speech.
•Can recognize many topics by familiar words and phrases.
•Can follow simple short direct questions related to personal experience and general knowledge.
•Can understand many common everyday instructions and directions related to the immediate context.
•Can follow simple short predictable phone messages.
•Often requests repetition.
•Needs a little assistance (such as speech modification or explanation).
Performance Conditions
•Listening texts are short monologues, presentations and dialogues (several exchange turns) on familiar everyday topics.
•Speech is clear and at a slow to normal rate.
•Learner has been adequately briefed for focused listening.
•Communication is face to face or video-and audio-mediated (e.g., tape).
•Instructions are clear and explicit, used with some visual clues. They are mostly simple and compound clauses containing longer phrases of location, movement and manner.
•Some tasks require oral or physical response.
•Some tasks are in a "guided" writing format (e.g., circle or match items, fill in blanks).
•Learner may require an occasional repetition.
Speaking: Moderate Level
Global Performance Descriptor
•Learner can communicate with some confidence in casual social conversations in some less routine situations on familiar topics of personal relevance.
•Can communicate facts and ideas in some detail: can describe, report and provide simple narration.
•Can use a variety of structures with some omission/reduction of elements (e.g., articles, past tense, morphemes). Grammar and pronunciation errors are frequent and may sometimes impede communication.
•Can demonstrate a range of everyday vocabulary, some common phrases and idioms.
•Can demonstrate discourse that is reasonably fluent, with frequent normal hesitations.
•Can use the phone to communicate on familiar matters, but phone exchanges with strangers are stressful.
Performance Conditions
•Interaction is face to face, or on the phone, with familiar and unfamiliar individuals and small informal groups.
•Rate of speech is slow to normal.
•Context is familiar, or clear and predictable.
•Context is moderately demanding (e.g., real world environment, limited support from speaker).
•Circumstances range from informal to more formal.
•Setting or content is familiar, clear and predictable.
•Topic is concrete and familiar.
•Presentation is informal or formal.
•Use of pictures or other visuals.
•Presentation is five to seven minutes long.
Listening: Moderate Level
Global Performance Descriptor
•Learner can follow the main idea and identify key words and important details in oral discourse in moderately demanding contexts of language use (e.g., face to face formal and informal conversations, audio tapes and radio broadcasts) on relevant topics and at a slower to normal rate of speed.
•Can understand a range of common vocabulary and a limited number of idioms.
•Can follow conceptualized discourse related to common experiences and general knowledge.
•Can understand conceptualized short sets of instructions and directions.
•May still frequently request repetition.
•Can follow simple short predictable phone calls.
Performance Conditions
•Learner is adequately briefed for focused listening.
•Communication is live, or video- and audio-mediated (e.g., tape).
•Speech is clear and at a slow to normal rate.
•Instructions are clear and explicit, used with some visual clues, but not always presented in a step by step form.
•Listening texts are moderately short (five to eight exchange turns, each turn three to five sentences long, or two to five minutes), on familiar topics.
•Some tasks require oral or physical response; some tasks are in a "guided" writing format (e.g., circle or match items, fill in the blanks, complete a chart, answer questions, etc.).
•Learner may need one to two repetitions.
•Presentation or interaction is live, informal or semi-formal.
•Topic is concrete and familiar.
•Setting and context are familiar.
•Pictures and visuals are used.
•Length of discourse is up to 10 minutes.
Speaking: High Level
Global Performance Descriptor
•Learner can communicate effectively in most daily practical and social situations, and in familiar routine work situations.
•Can participate in conversations with confidence.
•Can speak on familiar topics at both concrete and abstract levels (10 to 15 minutes).
•Can provide descriptions, opinions and explanations; can synthesize abstract complex ideas, can hypothesize.
•In social interaction, learner demonstrates increased ability to respond appropriately to the formality level of the situation.
•Can use a variety of sentence structures, including embedded and report structures, and an expanded inventory of concrete, idiomatic and conceptual language.
•Grammar and pronunciation errors rarely impede communication.
•Discourse is reasonably fluent.
•Uses phone on less familiar and some non-routine matters.
Performance Conditions
•Interaction is with one or more people, face to face or on the phone. It is often at a normal rate.
•Speech is partly predictable and does not always support the utterance.
•Considerable level of stress affects performance when verbal interaction may result in personal consequences (e.g. on the job).
•Audience is small familiar and unfamiliar informal groups.
•Setting and context are familiar, clear and predictable.
•Topic is familiar, concrete and abstract.
•Pictures and other visuals are used.
•Length of presentation is 15 to 20 minutes.
Listening: High Level
Global Performance Descriptor
•Learner can comprehend main points, details, speaker's purpose, attitudes, levels of formality and styles in oral discourse in moderately demanding contexts.
•Can follow most formal and informal conversations, and some technical work-related discourse in own field at a normal rate of speech.
•Can follow discourse about abstract and complex ideas on a familiar topic.
•Can comprehend an expanded range of concrete, abstract and conceptual language.
•Can determine mood, attitudes and feelings.
•Can understand sufficient vocabulary, idioms and colloquial expressions to follow detailed stories of general popular interest.
•Can follow clear and coherent extended instructional texts and directions.
•Can follow clear and coherent phone messages on unfamiliar and non-routine matters.
•Often has difficulty following rapid, colloquial/idiomatic or regionally accented speech between native speakers.
Performance Conditions
•Tasks are in a standard format, with items to circle, match, fill in a blank, and complete a chart.
•Learner is adequately briefed for focused listening.
•Communication is face to face, observed live, or video- and audio-mediated (e.g., tape, TV, radio).
•Speech is clear at a normal rate.
•Instructions are clear and coherent.
•Listening texts are monologues/presentations and dialogues (five to 10 minutes), within familiar general topics and technical discourse in own field.
•Topics are familiar.
•Presentation/lecture is informal or semi-formal with the use of pictures, visuals (10 to 15 minutes).
•Learner is briefed for focused listening.
•Speech is clear, at a normal rate.
Това, което ще дам е от сайта на федералните, но спред мен е дста добър ориентир, какво се очаква от теб, независимо дали говорим за френски или английски език.
Speaking: Basic Level
Global Performance Descriptor
•Learner can take part in short routine conversations about needs and familiar topics of personal relevance with supportive listeners.
•Can communicate basic needs and personal experience.
•Can ask and respond to simple familiar questions.
•Can describe a situation, tell a simple story, describe the process of obtaining essential goods (e.g., purchasing, renting) or services (e.g., medical). Uses a variety of short sentences.
•Demonstrates control of basic grammar (basic structures and tenses).
•Uses correct past tense with many common verbs.
•Demonstrates adequate vocabulary for routine everyday communication.
•Clear evidence of connected discourse (and, but, first, next, then, because).
•Pronunciation difficulties may impede communication.
•Needs only a little assistance.
•Can use the phone only for very short, simple, predictable exchanges, communication without visual support is very difficult for him or her.
Performance Conditions
•Interaction is face to face, with one person at a time or in a familiar supportive group.
•Interaction on the phone is rare and brief.
•Speech rate is slow to normal.
•Verbal communication is strongly supported by gestures and other visual clues.
•Instructions and directions have only three to four steps and are sometimes supported with hand gestures.
•Learner's speech is guided by specific questions from the interlocutor if needed.
•Interaction is empathetic and supportive.
•Topics are about common everyday matters.
Listening: Basic Level
Global Performance Descriptor
•Learner can follow, although with considerable effort, simple formal and informal conversations and other listening texts/ discourse on topics of immediate personal relevance at a slower to normal rate of speech.
•Can recognize many topics by familiar words and phrases.
•Can follow simple short direct questions related to personal experience and general knowledge.
•Can understand many common everyday instructions and directions related to the immediate context.
•Can follow simple short predictable phone messages.
•Often requests repetition.
•Needs a little assistance (such as speech modification or explanation).
Performance Conditions
•Listening texts are short monologues, presentations and dialogues (several exchange turns) on familiar everyday topics.
•Speech is clear and at a slow to normal rate.
•Learner has been adequately briefed for focused listening.
•Communication is face to face or video-and audio-mediated (e.g., tape).
•Instructions are clear and explicit, used with some visual clues. They are mostly simple and compound clauses containing longer phrases of location, movement and manner.
•Some tasks require oral or physical response.
•Some tasks are in a "guided" writing format (e.g., circle or match items, fill in blanks).
•Learner may require an occasional repetition.
Speaking: Moderate Level
Global Performance Descriptor
•Learner can communicate with some confidence in casual social conversations in some less routine situations on familiar topics of personal relevance.
•Can communicate facts and ideas in some detail: can describe, report and provide simple narration.
•Can use a variety of structures with some omission/reduction of elements (e.g., articles, past tense, morphemes). Grammar and pronunciation errors are frequent and may sometimes impede communication.
•Can demonstrate a range of everyday vocabulary, some common phrases and idioms.
•Can demonstrate discourse that is reasonably fluent, with frequent normal hesitations.
•Can use the phone to communicate on familiar matters, but phone exchanges with strangers are stressful.
Performance Conditions
•Interaction is face to face, or on the phone, with familiar and unfamiliar individuals and small informal groups.
•Rate of speech is slow to normal.
•Context is familiar, or clear and predictable.
•Context is moderately demanding (e.g., real world environment, limited support from speaker).
•Circumstances range from informal to more formal.
•Setting or content is familiar, clear and predictable.
•Topic is concrete and familiar.
•Presentation is informal or formal.
•Use of pictures or other visuals.
•Presentation is five to seven minutes long.
Listening: Moderate Level
Global Performance Descriptor
•Learner can follow the main idea and identify key words and important details in oral discourse in moderately demanding contexts of language use (e.g., face to face formal and informal conversations, audio tapes and radio broadcasts) on relevant topics and at a slower to normal rate of speed.
•Can understand a range of common vocabulary and a limited number of idioms.
•Can follow conceptualized discourse related to common experiences and general knowledge.
•Can understand conceptualized short sets of instructions and directions.
•May still frequently request repetition.
•Can follow simple short predictable phone calls.
Performance Conditions
•Learner is adequately briefed for focused listening.
•Communication is live, or video- and audio-mediated (e.g., tape).
•Speech is clear and at a slow to normal rate.
•Instructions are clear and explicit, used with some visual clues, but not always presented in a step by step form.
•Listening texts are moderately short (five to eight exchange turns, each turn three to five sentences long, or two to five minutes), on familiar topics.
•Some tasks require oral or physical response; some tasks are in a "guided" writing format (e.g., circle or match items, fill in the blanks, complete a chart, answer questions, etc.).
•Learner may need one to two repetitions.
•Presentation or interaction is live, informal or semi-formal.
•Topic is concrete and familiar.
•Setting and context are familiar.
•Pictures and visuals are used.
•Length of discourse is up to 10 minutes.
Speaking: High Level
Global Performance Descriptor
•Learner can communicate effectively in most daily practical and social situations, and in familiar routine work situations.
•Can participate in conversations with confidence.
•Can speak on familiar topics at both concrete and abstract levels (10 to 15 minutes).
•Can provide descriptions, opinions and explanations; can synthesize abstract complex ideas, can hypothesize.
•In social interaction, learner demonstrates increased ability to respond appropriately to the formality level of the situation.
•Can use a variety of sentence structures, including embedded and report structures, and an expanded inventory of concrete, idiomatic and conceptual language.
•Grammar and pronunciation errors rarely impede communication.
•Discourse is reasonably fluent.
•Uses phone on less familiar and some non-routine matters.
Performance Conditions
•Interaction is with one or more people, face to face or on the phone. It is often at a normal rate.
•Speech is partly predictable and does not always support the utterance.
•Considerable level of stress affects performance when verbal interaction may result in personal consequences (e.g. on the job).
•Audience is small familiar and unfamiliar informal groups.
•Setting and context are familiar, clear and predictable.
•Topic is familiar, concrete and abstract.
•Pictures and other visuals are used.
•Length of presentation is 15 to 20 minutes.
Listening: High Level
Global Performance Descriptor
•Learner can comprehend main points, details, speaker's purpose, attitudes, levels of formality and styles in oral discourse in moderately demanding contexts.
•Can follow most formal and informal conversations, and some technical work-related discourse in own field at a normal rate of speech.
•Can follow discourse about abstract and complex ideas on a familiar topic.
•Can comprehend an expanded range of concrete, abstract and conceptual language.
•Can determine mood, attitudes and feelings.
•Can understand sufficient vocabulary, idioms and colloquial expressions to follow detailed stories of general popular interest.
•Can follow clear and coherent extended instructional texts and directions.
•Can follow clear and coherent phone messages on unfamiliar and non-routine matters.
•Often has difficulty following rapid, colloquial/idiomatic or regionally accented speech between native speakers.
Performance Conditions
•Tasks are in a standard format, with items to circle, match, fill in a blank, and complete a chart.
•Learner is adequately briefed for focused listening.
•Communication is face to face, observed live, or video- and audio-mediated (e.g., tape, TV, radio).
•Speech is clear at a normal rate.
•Instructions are clear and coherent.
•Listening texts are monologues/presentations and dialogues (five to 10 minutes), within familiar general topics and technical discourse in own field.
•Topics are familiar.
•Presentation/lecture is informal or semi-formal with the use of pictures, visuals (10 to 15 minutes).
•Learner is briefed for focused listening.
•Speech is clear, at a normal rate.
-
yaiuat
- Мнения: 612
- Регистриран на: Нед Юли 27, 2003 6:29 am
- Местоположение: Wall street
- Обратна връзка:
Re: Frenski
Ama ne mojesh da si predstavish kolko dobre te razbiram. Znam mnogo dobre kolko e trudno da se uchi i da se vzemat razni dokumenti kogato si v dulbokata provincia. Nqma strasjno! Ne razchiteite sus drugia kandidat nqkoi kurs da vi naichi da se predstavite dobre na interwvu vkl i tozi v I4S. Ostani si s tezi 150 chasa i zapochnete da hodite na chasten uchitel tam kudeto ste i posle mu iskaitte belejka za izkarani chasove pri nego.Sf написа:Mnogo blagodarq na vsi4ki, koito pisaha i za dobrite pojelaniq. Strahuvam........sem.
Tova e moe mnenie no mi se struva che vmesto da se putuva do Sofiq zaradi kursove e po dobre chovek da se koncentrira i da uchi po spokoino v rodniq si grad ili tam kudeto ste. :haplio:
Ne se zablijdavai che na tqh im puka za dokumenta ot I4S ili za drugi podobni. Toi ima sushtata tejesht kakvato i dokc ot tvoi chasten uchitel(s adresa mu).
Dokument za FRezik koito moje da gi trogne sa "tcf" i drugi podobni mejdunarodni. :nenam: