
Type
of worksheet 
Type
of worksheet 
Introduction / conclusion 
Chapter
1:
Reflexivity 
Chapter
2:
Living (with) languages 
Chapter
3:
Becoming more competent 
Chapter
4:
Assessment 
Key concepts and paradigm 
A


X 




Communicative and actionoriented approach 
A

B






Methodological spectrum 
A

B

X 
X 



Situation and situational context 
A

B


X 
X 


Professional competences and development 
A

B

X 
X 



Personal theory of teaching 
A

B


X 
X 


Learners' needs and learning objectives 
A

B


X 



General competences 
A

B


X 

X 

Reflection on types of competences 
A

B




X 

Plurilingual profiles and partial competences 
A

B



X 


Pragmatic competence 
A

B




X 

Sociolinguistic competence 
A

B




X 

Sociocultural competence 
A

B




X 

Lexical and semantic competence 
A

B




X 

Communicative language competence 
A

B




X 

Plurilingual (and pluricultural) competence 
A

B


X 
X 


Plurilingualism vs multilingualism 
A

B



X 


Role of previous knowledge and experiences in learning 
A

B



X 
X 

Curriculum and curricular scenarios 
A




X 
X 

Branching approach 
A

B


X 



Construction of teachers’ professional competences 
A

B


X 



Successful teachers and successful learners 
A

B


X 



Critical thinking and relation to norms 
A

B



X 


Individual/social dimensions in learning 
A

B


X 
X 


Reflexivity and autonomy in the professional practice 
A

B


X 
X 


The users/learners and their strategies 
A

B


X 



Learning to learn 
A

B


X 



Language biography 
A

B


X 
X 


CEFR and ELP 
A

B

X 




Existential competence and the user/learner's mental
context 
A

B




X 

Home and target cultures 
A

B



X 


Domains: the context of language use 
A

B



X 
X 

Literature and aestetic uses of the language 
A

B



X 


Reception and production 
A

B



X 
X 

Interaction 
A

B



X 
X 

Mediation 
A

B



X 
X 

Intercultural awareness 
A

B



X 
X 

Tasks 
A

B




X 

Intercultural tasks 
A

B




X 

Successful task completion 
A

B




X 

Constraints 
A

B



X 
X 

Level scales, checklists, grids 
A

B





X 
Fundamental principles of assessment 
A

B





X 
Descriptors of communicative activities and competences 
A

B




X 
X 
Assessment traditions 
A

B



X 

X 
Curriculum objectives and linguistic competences 
A

B

X 
X 
X 
X 

Curriculum objectives and communicative activities 
A

B

X 
X 
X 
X 

Curriculum objectives and domains/strategies/tasks 

B

X 
X 
X 
X 

Responsibilities in assessment 
A






X 
Assessment pairs 
A

B





X 
Error (vs mistake) 
A

B


X 


X 
Personal experience of assessment 
A



X 



The issue of objectivity in assessment 
A

B


X 
X 
X 
X 
Assessing and classifying: when and how? 
A

B





X 
Assessment: from competence to action 
A

B





X 
Assessment: actors, modalities and reasons 
A

B





X 