TAJUK

TARIKH

PELAKSANAAN CASCADE TRAINING BAGI PROGRAM USAHASAMA

KEMENTERIAN PENDIDIKAN MALAYSIA (KPM) DAN CAMBRIDGE
ENGLISH (CE)
9 OKTOBER 2016 13 OKTOBER 2016

MASA

8.30 A.M. 5.30 P.M.

TEMPAT
PENGANJUR

IPG KAMPUS SULTAN ABDUL HALIM SHAH (IPG KSAH), SUNGAI

PETANI, KEDAH
PROGRAM KERJASAMA KPM DAN CE

NAMA GURU

KU NURUL NABILAH BT CHE KU PENGIMRANG

LAPORAN
RINGKAS

Nurul Ashikin (SK Kuala Kurau, Kuala Kurau, Perak) Master Trainer

Rujuk lampiran berikut untuk laporan

terperinci
Penting :
Maklumat dan bahan CEFR
Google Drive
Username: cefripsah1
Password : cefripsah123
Laman Web.
Young Learners English (YLE) Handbooks for Teachers
www.cambridgeenglish.com/younglearners
CEFR
-

ONLINE: http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
The CEFR and language examinations: a toolkit
Towards plurilingual education: Two Guides and Studies
40 languages including Chinese Version
Language Education Policy Profiles

English Profile (akaun Nabilah)

http://www.englishprofile.org
username: englishprofile
password : vocabulary
(untuk akses cara menggunakan kosa kata dan tahap kosa kata
serta tatabahasa dalam bahasa Inggeris)
Penggunaan
Merujuk kepada: Kindly refer Workshop Presentation Slides for
Primary 2016 Blue and White Cover book for more details (page
).
Merujuk kepada: Kindly use Workshop Handouts for Primary
2016 for further reference and practices.

TINDAKAN YANG
Makluman kepada pihak sekolah
PERLU DIAMBIL
Latihan dalaman peringkat sekolah
TANDATANGAN GURU
__________________

Day 1
Monda
y
10
Oct
2016

Session 1- Ice- breaking

Session 2 CEFR Roadmap / Introduction to the CEFR and Aims of
Course
Introduction
- CEFR (Common European Framework of Reference) = CEF (Common European
-

Framework)
= CFR (Common Framework of Reference)
Need to create a comprehensive, transparent and coherent basis of
understanding as to what
being able to use a language at different levels, regardless of language or
location of
instruction (up to international standards)
40 countries around the world are influenced by the CEFR (aligned to
educational policy,
incorporated CEFR into educational system, identified ways to bring own
framework and CEFR,
CEFR- related projects)
Increase mobility of people and need for mutual recognition of language
qualifications obtained
from other institutions and countries
Developments in language learning (emphasizes on communication skills
particularly in
listening and speaking skills)
(Page 1-3).

Aims of CEFR
-

To describe in a comprehensive ways (what do actually do when we speak to

each other)
A common basis (language syllabi, curriculum guidelines, examinations,
texbooks)
To define levels of proficiency on a life- long basis (main things 1. Skills 2.
Views)
roadmap
o A ten- year plan ( 2016 2025 )
o By the year 2025 ( able to see outcomes of the roadmap)
o Adopt CEFR (Common European Framework References of Languages)
o High quality teachers + high quality learning materials + high quality
learning
environment
To familiarize teachers with CEFR in order to create awareness
Vision (Professor John Leslie Melville Trim- Director of the Council of Europe's Modern
Languages projects
1971 to 1997)

o Central point of reference

o Open to amendment and further development
o Interactive international system
o Produces a solid structure of knowledge, understanding
o Practice shared by all
Common uses of CEFR
o Evaluating language needs
o Developing learning materials
o Describing language policies
o Et cetera

Aims of the course

- 8 aims

View
-

(page 5).
Communication as the goal
CEFR provides a descriptive framework of levels of language
Can do approach

A six level of framework

- Define content and scope of language

- The global scales/ activities (page 7- 9).
Session 3 Baseline Study 2013 /Listening: Primary Interlocutor
Perspectives and CEFR Scales
Baseline Study
Key aims
- Establish a clear vision and aspirations (allow for comparison of issues in
English language learning)
- Create an evidence- based language policy and strategy
Participants and Methodology (page 11).
Findings
- Urban schools performed best
- Female students outperformed boys
- Science specialists outdo those in arts
- Students weakest skills: Speaking
- Students enjoy learning English
- Not all students recognise the importance of English
- Students rarely use English in the classroom
- Students have little exposure outside the classroom
- English- speaking parent have positive impact
- Teaching knowledge and practice (page 14).
Teacher modified language and comprehensible input strategies
o Process of making English the medium and goal of their learning
o Early oral development
Input (CDS) and comprehensible output
Exposure to sounds and the development of phonological
processing
silent period, pre-school L2 teaching, for carer substitute
teacher, for contextualized routines substitute class
routines , for CDS substitute TML, other methods that
appealing, feedback classrooms
- Whole child learning ( page 17)
- Teacher talk and can do perspectives + scales and activities( page 18- 20)
- Listening input/ output challenges and grading ( page 20)

Implications: high quality interaction, interactive full class teaching, active

participation from pair and group works.

Session 4 Group Discussion /Baseline Study /Speaking Production

and Interaction/ Finding Level
page 1- 18

Day
2
Tuesd
ay 11
Oct
2016

Session 5 Primary Learner Speaking Competencies and Strategies

Spoken Interaction
- Primary school teachers and learners should focus to attain level A1 and A2 in
-

spoken interaction.
Qualitative aspects (interaction, fluency, range, accuracy and coherence)
Wait time , questioning and eliciting techniques, correction/ recasting
techniques, drilling, pair
and group works, primary teacher toolkit
Sample activities
Aspects of a child spoken output:
o Trade off control learner output vs authenticity
o Scaffolding
o Learning to learn, enabling skills
o Early primary learning, tasks should not tax childrens cognition
12, 13,14, 15, page 22 26

Session 6 CEFR Reading Scales and Early Literacy Breakthrough

-

CEFR six-level Reading Scale ( 16)

Reading Construct model (working towards A1) ( 17)

adapted Field 2013: 97, 101, 104

Early primary literacy issue (confusion alphabet vs sound, spelling, decoding etc)
Early literacy sequence (sound picture letter consonant pictures consonant
blends digraphs split vowel digraphs initial, mid and final position sound
potential variation overlap
- Key skills (blending, segmenting, phoneme manipulation
- Phonographix (a sound to grapheme code) : 4 principles
o Think sound pictures (t g)
o Same sound pictures represented by more than one letter (ch, sh, ae
o Variation in the code same sounds represented by more than one sound
picture (g, gh, gg)
o Overlap in the code some sound pictures represent more than one sound
: heat vs great
- Sight words (refer DSKP)
- Skills Framework
Sound and sound pictures
Motor skills
Names
Sight words/ environment words
Be a multi- sensory
Letter patterns and spelling

Integrate with wider spelling and

speaking work

Whole books (stories being read)

- page 27 -33
Session 7 CEFR Scales and Early Writing
-

Orthographic Control
Grammatical Accuracy
Overall Written Production Scales
Polysystemic in English spelling ( phonological, graphemic, etymological,
morphological, lexical)
How to deal :
o Learning common patterns
o Split digraph : magic e
o Link to sound picture approach
o Pass the pattern (games approach)
o Visualising : box patterns (letters with sticks, letters with tails, in- line
letters
o Graphemic knowledge
page 34 - 39

Session 8 Text Level Reading Activities and the CEFR: Extending to

the Primary Context
-

Day 3
Wedn
esday
12
Oct
2016

Reading activities, purposes and strategies

Reading model (as above in Session 6)
Reading ( not reading aloud)
Perceptual
Memory
skills
Making
Predicting
inference
Rapid scanning
Referring back
and forth
CEFR Global Reading Scale 19
Top- down and bottom- up processing
Whole child: Reading perspectives
Emotional needs
Engaging with
environment
Cognitive abilities
Citizenship

Decoding skills

Imagination

Interpreting

Emergent literacies
and languages
Emergent cultural
identity and
understanding

Early reading activity types (integrated tasks, whole books, words patterns, write
for display, picture dictionaries, etc)
Key class phases in story activity (Pre, While, Post)
CEFR can do oriented early Reading Ideas page 44
page 39 45

page 31 45 (for further reference, discussion and practices)

Session 9 Text Level Writing Activities and the CEFR: Extending to the
Primary Context
-

Overall Written Production Scales

Creative Writing descriptors
Overall Written Interaction Scales (example: memo, letters, notes, messages,

emails etc)
Multi- sensory writing techniques:
Back writing
Air writing

Making mnemonics

Making string words

Rhyming words

making/

Story prediction

Caption
completion
Letter
dictation

Directional
letter
writing
Completing
CVC
words
Sight- word gaming

change

Making string letters

Multiple
summaries

blank

page 46 - 48

Session 10 Communicative Language Pedagogy and the Role of

Assessment
-

Language learning classroom environment (seating arrangement, learning and

teaching materials etc)
Pedagogic principles and CLT:
Modelling
Active
Learning
Collaborativ
learning
conversatio
e learning
ns
E- learning
Differentiati
Cross Responding
on
curricular
to learners
links
needs
Attitudes to learner error and error correction
o Errors and mistakes = learners willingness to communicate despite risks
o Errors = inevitable, transient product of the learners developing
interlanguage
o Mistakes = inevitable in all language use, including the native speakers
o Errors = should not simply corrected, but also analysed and explained at
an appropriate time
Learning- oriented Assessment (LOA) practices
o Principles
Social process
Concerns personal development (attitudes, dispositions, skills)
Goals and assessment closely aligned to outcomes (communicative
ability)
Personally significant meanings
Interactional authenticity
Evidence systematically recorded for further learning

o
o

Key features: (setting goals, collecting evidence, giving feedback, learnercentred)

Differentiated learning approaches
o How learners react to different techniques
o 4 ways ( task, process, outcome, learning environment)
o Differentiated by support support learners through instruction/ prompt
modification

Differentiated by outcome - by indicating what proportion of the class will

achieve the criteria all, most, some
o Differentiated by task tasks are set according to learners abilities
page 48 - 55
o

Session 11 CEFR Language Scales

-

Language awareness (Vocabulary Range versus Grammatical Accuracy

A1 A2 B1 ( Breakthrough Waystage Threshold )
English Vocabulary Profile (EVP) - offers reliable information about which words
and phrases are known and used by learners at each level of the Common
European
Framework (CEF)
(
as
cited
in
EVP
website:
http://www.englishprofile.org/) 29, 30
Pedagogic Grammar 31, 32 page 55 - 58

Session 12 CEFR Oral Production Scales: Assessing Primary Speaking

Skills
-

Day 4

Thursd
ay

13
Oct
2016

Assessment Criteria
o Reception
o Pronunciation
o Production (promptness and size of response)
33, 34, 35, 36, 37
page 55 58 - 59

Session 13 CEFR Written Production Scales: Assessing Primary Writing

-

Overall Written Production Scales

Overall Written Production Interaction Scales
page 61 62 , 38

Session 14 CEFR Training Delivery / Micro- training Tasks page 63 - 67

-

Training room cycles 38, 40

Areas of training room skills

o Preparation and delivery
o Questioning

o Providing input
o Setting up tasks
o Monitoring group work
o Processing group presentations and output
o Managing plenary and round- up
Micro- training cycle ( 41)

Closing (PPD Kulim Bandar Baharu, PPD Baling Sik, PPD Kuala Muda Yan/ IPG

KSAH)