Other useful methods in the trait "for free." That are abstract in the trait: length and apply. ![]() To make a new random access sequence, all you must do is extend trait Know from arrays or lists: take, drop, map, filter, exists, ![]() RandomAccessSeqs have most of the utility methods that you Which describes random access sequences over elements of type 21.1 Implicit conversions īefore delving into the details of implicit conversions, take a look at a Presents some of the most common ways they are used. This chapter shows you how implicits work, and Results in code that is focused on the interesting, non-trivial parts Tedious, obvious details that obscure the interesting parts of your code. Libraries much more pleasant to deal with by letting you leave out Scala's answer is implicit conversions and parameters. Restrictive in that you can only add methods, not fields, to a class, and you can't make a class Modify the behavior of a class for an entire application, some partsĬ# 3.0 has static extension methods, which are more local, but also more These are very powerful, but also dangerous, in that you Modules, and Smalltalk lets packages add to each other's classes. Of other people: you can change or extend your own code as you wish,īut if you want to use someone else's libraries, you usually have toĪ number of constructs have sprung up in programming languages to There's a fundamental difference between your own code and libraries Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.Chapter 21 of Programming in Scala, First Editionīy Martin Odersky, Lex Spoon, and Bill Venners Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.Ĭan understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. very basic personal and family information, shopping, local geography, employment). Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.Ĭan understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. Can produce simple connected text on topics which are familiar or of personal interest. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.Ĭan understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.Ĭan understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. ![]() Can use language flexibly and effectively for social, academic and professional purposes. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.Ĭan understand a wide range of demanding, longer texts, and recognise implicit meaning. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Official translations of the CEFR Global ScaleĬan understand with ease virtually everything heard or read. Such a simple ‘global’ representation will make it easier to communicate the system to non-specialist users and will provide teachers and curriculum planners with orientation points. For some purposes it will however be appropriate to summarise the set of proposed Common Reference Levels in a holistic summarized table. It is desirable that the common reference points are presented in different ways for different purposes. Selection of other CEFR-related documents Learners as social agents in the classroom ![]() Transparency and coherence in the classroom The Council of Europe and Language education
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