10. Making the most of rudimentary language skills

Discuss in pairs or groups.

  1. Have you ever been in a situation where basic knowledge of a language was useful? What happened and how did the situation progress? What language or other help did you end up using?
  2. Come up with a situation where you meet with your pair for the first time, using a language or languages other than your first language. Play it out.

25. My language and culture

Reflect individually, in small groups, or with your whole class:

  1. What do your home languages mean to you? You can start by thinking about yours and others’ right to use their home language(s) in their daily lives.
  2. Communities and cultures can be groups of friends, hobby groups, family, relatives, or society. Which culture or cultures do you identify with? Reflect on culture in terms of which communities define the way you are or influence the way you perceive the world.
  3. Can any of the above have an impact on your well-being? How?

4. Language in social media

In this task you will reflect on how you use language in different situations and for different purposes.

  1. Using less than 50 words, describe how you use language in social media. Remember that emoticons, memes, pictures, videos, and voice messages are also ways of using language.
  2. Describe briefly how your language use may vary depending on whether you are speaking with your friends or your family. You can start by thinking about whether you have noticed any differences in your use of emoticons or more casual language depending on your audience.

3. Using languages in different contexts

Take out the inventory you made of your language skills in the task called “My language repertoire” .

Discuss in pairs:

  • Where (e.g., at school, at home, in your free time) and with whom do you use different languages?
  • Do you use languages in different ways at school and at home?

For teachers: This task can be used as a demonstration of oral proficiency, compiled for the purposes of the oral language proficiency certificate, in module 1, in pairs or individually.

14. The CEFR proficiency levels

Take out the inventory you made of your language skills “2. My language repertoire“.

Think about what you can do and in which contexts you can use the languages you listed. If you find it difficult to get started, try to think of situations where you usually cope well with the languages you listed.

Try to avoid overly general descriptions, such as “I speak Swedish well and French satisfactorily”. Instead, aim to give concrete examples of what you can do with the languages you have knowledge of.

15. Describing language skills

Take out the inventory you made of your language skills in task 2. “My language repertoire“. Familiarize yourself with the table below.

  1. For each language you have knowledge of, fill in a verbal description of your skills in the table below.
  2. Fill in your proficiency level in each language according to the Evolving Language Proficiency Scale (in Finnish, see ePerusteet).
  3. Set yourself some goals: what aspects of language would you like to be better at in each language?
  4. Complete the table as you progress in general upper secondary school and add links to demonstrations of your skills in each language. At the end of your studies, place the last column in your Language CV.

Language1st year2nd year3rd year3rd year spring
Add this column to your language CV!
Home language(s)Insert here a description of your skills (verbal and CEFR-level. Insert a goal, as well: What would you like to do better?Verbal description;
Proficiency level
School languages
A language
B language
Insert additional languages