A CEFR-aligned syllabus starts from what learners must be able to do at the exit level, then maps language,
skills and assessment to those outcomes unit by unit. scripts/cefr_hours.py estimates the hours needed;
scripts/syllabus_check.py checks coverage and alignment against the core inventory.
Trigger Conditions
Activate this skill when the user:
- Designs a language course or syllabus for a level or a level range
- Wants to align a course or coursebook to the CEFR
- Asks how many hours or weeks learners need to reach B1, B2, etc.
- Reviews a syllabus for gaps or items at the wrong level
Ordering units and term pacing: language-course-scope-sequence-planner. Outcomes: can-do-statement-writer. US frameworks: actfl-proficiency-curriculum-mapper.
Workflow
1. LEVELS -> entry level (placement data) and exit level
2. HOURS -> python scripts/cefr_hours.py --from A2 --to B1 --hours-per-week 6 [--distance far]
3. TYPE -> topic / functional / task-based / skills-based / multi-strand
4. OUTCOMES -> can-do statements per unit across reception, production, interaction, mediation
5. LANGUAGE -> grammar (references/core-inventory-by-level.md), lexis, functions, pronunciation
6. SEQUENCE -> needs first, simple to complex, recycle every item later
7. ASSESS -> formative per unit, progress tests, exit test at the exit level
8. CHECK -> python scripts/syllabus_check.py syllabus.csv --level A2 --from A1If the hours available are far below the estimate, say so plainly and propose either a lower exit level or a partial-level outcome (e.g. "A2+ in speaking and listening").
Review Codes (syllabus_check.py)
| Code | Severity | Problem |
|---|---|---|
| SY001 | high | Unit without a can-do statement |
| SY002 | medium | Core grammar item for the course level not covered |
| SY003 | medium | Grammar item above the course level |
| SY004 | medium | A skill in fewer than half the units |
| SY005 | low | Unit with no vocabulary or functions |
Output Format
Course overview (levels, hours, weeks, syllabus type, materials), then a unit table: unit, topic, can-do
outcomes, grammar, vocabulary, functions, pronunciation, skills/modes, assessment. Include a recycling note and an
assessment calendar. Then the syllabus_check.py result with gaps explained (deliberate omissions are fine if
stated).
Scripts
python scripts/cefr_hours.py --from A0|A1..C1 --to A1..C2 [--hours-per-week 6] [--weeks 30] [--distance near|medium|far]Exit codes: 0 printed, 2 target not above start.
python scripts/syllabus_check.py syllabus.csv --level B1 [--from A2] [--inventory file.md]Columns: unit, grammar, vocabulary, functions, can_do, skills. Exit codes: 0 no high findings, 1 high findings, 2 read error or bad CSV.
Additional Resources
| File | Content |
|---|---|
| cefr-levels.md | Levels in brief, modes including mediation, competences, guided hours, building a syllabus, unit template |
| core-inventory-by-level.md | English grammar items by level with keywords used by syllabus_check.py |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
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Coach ESL/EFL teachers in classroom management: the instruction sequence (attention, group first, graded imperatives, demonstration, ICQs, hand out, start, check), ICQ examples, online instructions, routines for the first weeks (class agreement, L1 use, phones, lateness, homework, seating), strategies for L1 use in tasks, dominant and quiet learners, mixed levels, large classes, fast finishers, low motivation, disruptive young learners and teens, cultural expectations, classroom language to teach early and teacher presence. Checks planned instructions for length, missing ICQs, useless ICQs like 'Do you understand?', no demonstration, long sentences, filler and missing grouping or timing, and builds seating plans that keep named learners apart, seat learners who need the front, mix first languages and alternate stronger and weaker learners.