CEFR

Familiarisation
Training
Primary

Dr Nor Haslynda A
Rahman
IPG Kampus Perempuan
Melayu Melaka
 Introducti
on to the
CEFR and
Overview the aims
Day 1 of the
course
Listening:
The six Primary
referenc Interlocutor
e levels Perspectives
and the CEFR

The
Cambridg
e Baseline
2013
Day 1
Session 1 & 2

Introduction to the CEFR

What do you think the map
shows?
 CEFR: De facto world standard

Map showing the influence of the Common European

Framework of Reference (CEFR) around the world at national
policy level.
 CEFR regional and world impact

Educational language policy in China, Hong Kong, Japan, Korea,

Philippines, Taiwan, Thailand, Singapore and Vietnam is aligned to the
CEFR

Countries in South America (Chile, Colombia, Argentina), the

Middle East (Bahrain, Qatar) and Africa (Egypt) are incorporating the
CEFR into their educational systems

Even countries which have developed their own language frameworks,

such as Canada and the USA, are beginning to utilise the CEFR or
identify ways of bringing their own frameworks and the CEFR together.

All of the following countries have undertaken CEFR-related projects:

Albania, Armenia, Austria, Bulgaria, Croatia, Czech Republic, Cyprus,
Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Israel,
Italy, Lebanon, Lithuania, Macedonia, Moldova, Netherlands, New Zealand, Norway,
Mexico, Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey,
Ukraine

Translated into 40 languages

 Terminology
Terminology

CEFR Common European Framework

of Reference

CEF Common European Framework

(of reference)

CFR Common Framework of

Reference
What is the CEFR and why is
it useful?
 Background to the CEFR

need to create a comprehensive, transparent and

coherent basis of understanding as to what being
able to use a language at different levels means,
regardless of language or location of instruction

growth in European Union membership and

processes of integration and movement
increased mobility of people and need for mutual
recognition of language qualifications obtained from
different institutions and from different countries

developments in language learning: from

grammar translation to functional, notional,
communicative approaches
 Aims of the CEFR

to describe in a comprehensive way what language

learners have to learn to do in order to use a language for
communication and what knowledge and skills they have to
develop so as to be able to act effectively.

to provide a common basis for the elaboration of

language syllabuses, curriculum guidelines, examinations
and textbooks.

to define levels of proficiency which allow learners

progress to be measured at each stage of learning and on a
life-long basis
CEFR developmental vision

What [the CEFR] can do is to stand as a central point

of reference, itself always open to amendment and
further development, in an interactive international
system of co-operating institutions ... whose
cumulative experience and expertise produces a solid
structure of knowledge, understanding and practice
shared by all.
John Trim
CEFR developmental vision

What [the CEFR] can do is to stand as a central point of

reference, itself always open to amendment and further

development, in an interactive international system of

co-operating institutions ... whose cumulative

experience and expertise produces a solid structure of

knowledge, understanding and practice shared by all.

John Trim
What are the common uses of
the CEFR?

Discuss with your

partner
 Common uses of the CEFR

evaluating language learning needs

designing courses
teacher training programmes developing
syllabuses informing test development
guiding assessment criteria development
developing learning materials
describing language policies
informing continuous/self-assessment
Handout 1
 Aims of this course
to introduce the CEFRs core conception of language learning

to introduce the CEFRs six level framework of language proficiency

to consider salient differences between approaches to teaching young

children L2 compared to teenagers and adults relating to literacy onset,
linguistic progression and cognitive and emotional development

to raise awareness of language learning pedagogy perspectives in the CEFR

and interpreting action-oriented perspectives on curriculum, teaching
methodology and assessment in terms of primary-aged children

to induct participants into four skills constructs and consider perspectives

on early enabling skills for children

to induct participants into rating scales for childrens Speaking and Writing
related to CEFR and assessment practices appropriate for testing primary-
aged children

to encourage participants to reflect on how CEFR could impact on areas of

education - and more specifically Primary education - in Malaysia
 The CEFR:
view of language learning
and the six reference levels
 The CEFR: two focuses

CEFR presents the view of communication

as the goal of language learning

CEFR provides a descriptive framework

of levels of language proficiency, enabling
all languages and contexts of learning of what it
means to master a language at a given level

the CEFRs action-oriented / can-do

approach

Handout 2
 Defining key notions in the
CEFR
The core view of language learning in the CEFR is that learning a language is
essentially a process of learning to use language to perform communicative
acts - either in social contexts with others or in private contexts in
communicating with ourselves. These are shaped by the different forms of
language activity of which they are comprised, which can be described in
terms of four broad categories: reception, production, interaction and
mediation. The process of engaging with texts - spoken or written - in these
different ways requires language users to draw on a range of communicative
language competences [linguistic, socio-linguistic, pragmatic] to negotiate
communication with flexibility in a variety of contexts. Performing tasks in
different contexts, to the extent that these tasks are not routine or automatic
and subject to different conditions and constraints , will require learners
to use different strategies for their successful completion. It is this broad
conception of language use and emergent communicative competences that
underpins the action-oriented approach to language teaching and learning
embodied in the CEFR.
A six level framework

Proficient user

Independent
user

Basic user

Handout 3
The Global Scale

Handout 4a/b
Global Scale: Activity
 A driving metaphor

The mechanics of
driving
Core linguistic
knowledge

A range of driving
situations
A range of communicative
situations
A six level framework

Proficient user

Independent
user

Basic user

Handout 5
 Distinguishing between levels
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
B situations likely to arise whilst travelling in an area where the language is
1 spoken. Can produce simple connected text on topics which are familiar or of
personal interest. Can describe experiences and events, dreams, hopes and
ambitions and briefly give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
A
simple and routine tasks requiring a simple and direct exchange of
2 information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas
of immediate need.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
A1 details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
 Extensive range of scales

helping teachers, learners, course designers,

assessors to conceptualise the language
competences and strategies exhibited by
learners at different levels in relation to different
language activities

Handout 6
 Extensive range of scales
teachers, learners, course designers,
helping
assessors to conceptualise the language
competences and strategies exhibited by learners
at different levels in relation to different language
activities

Handout 7
 Reflection

Go back to your KWL chart:

1. Can you move any post-it notes
from W to L on your chart?
2. What are the key aspects that may
be challenging for you to apply in
your classrooms?
3. Which aspects do you find helpful.
How do you think you can apply
these to your own classrooms?
Day 1
Session 3

Cambridge Baseline 2013

1. What are the key
aspirations for
English language
learning in Malaysia?
2. What are the key
challenges to
learning English in
Malaysia?
Undertake a comprehensive
review to understand the
current performance and
challenges

Create a 2013 baseline in

order to:

Establish a clear vision and

aspirations

Create an evidence-based
language policy and strategy
 Participants

5.2m students,
10,000 schools, End of Pre-school,
70,000 teachers Year 6, Form 3, Form
5, Form 6
Results by state,
school type, 16 states, 426
location, grade, schools, 20,000+
Two-stage
gender stratified students, 1,000+
sample design teachers

Schools, classes and 41 schools, 78

students randomly classes visited.
selected to create a Speaking tests,
representative classroom
sample observations,
interviews
 Methodology

Comprehensive: pre-school to pre-

university
Comprehensive: learning, teaching,
assessment
Evidence-based
Mixed-method
International standards

Students: language levels, 4 skills

Teachers: language levels, 4 skills
Teachers: teaching knowledge
Teachers: teaching practice
National curricula, assessments, and learning
materials reviewed
Questionnaires, interviews
 Positive findings

Approximately 85% of students

agree that they like their English
classes at school

Approximately 95% of teachers

agree that they like teaching
English

Many sampled teachers have a

high level of English and a good
knowledge of teaching

Some students have a high level of

English

Policy is moving in the right

direction
 Student language levels

Form 6 At A2/B1 41% at A1/A2 and below; 53% at B1/B2; 6% at

C1/C2
Form 5 At A2 55% at A1/A2 and below; 43% at B1/B2; 2% at
C1/C2
Form 3 At A2 12% below A1, 57% at A1/A2, 30% at B1/B2;
1% at C1/C2
Year 6 At A1 32% below A1, 56% at A1/A2, 13% at B1/B2

Pre- Below 78% below A1, 22% at A1/A2

school A1
Students: levels B1 and above
Students: levels A2 and below
Achievement gaps

Urban schools perform best

Female students outperform boys

Science specialists outdo those in

Arts
Students: weakest skill is speaking

Speaking emerged as the weakest skill for students at all

school grades

Students reported that they would most like to improve their

speaking skills
Attitudinal and background factors

Students report that they enjoy learning

English

However, not all students recognise the

importance of English

Learners report that they rarely use English in the

classroom

Learners have little exposure to English outside

the classroom

English-speaking parents have

positive impact
 Teaching knowledge and practice

Teaching knowledge Teaching practice

Strong on establishing a good rapport with

students
Weaker in planning, managing and
monitoring learning
A range of classroom management
techniques from teacher-dominated to
learner-centred
Some excellent examples observed
Factors influencing teaching and
learning

Teachers like teaching English

Teachers want more professional
development
Teachers need differentiation strategies
Students need an English-friendly
environment
Parents need support to participate more
 Reflection

This session is the only one in the training

programme that exclusively targets the
Malaysian learning context.

Discuss in groups what the implications of

these findings are for you and your
teaching.

In what way can the CEFR help you address

some of the issues raised in the study?
 Day 1
Session 4
LISTENING: primary
interlocutor perspectives
and CEFR scales
 Questions related to key
issues this session that
trainers will address
a) Why is spoken input so important in Pre-school
Language learning?
b)How can teachers change input and
instructions so students can understand them?
c) What type of listening activities within CEFR
Pre-A1 and A1 ranges will most probably
interest very young learners?
d)What does a CEFR-based, action-oriented
English only classroom look like ?

Rank them according to which you can answer in

the fullest detail.
 Teacher modified
language and
comprehensible input
strategies
 L1 early oral development

Input Output
Semantically Optimum opportunity
contigent to try out
Opportunity to work
Contextualised
out (comprehensible
language routines output)
Recasts Evolving
interlanguage
Lexicalisation
Grammaticisation
Relexicalisation
 L2 early oral phase: teacher is
the main spoken input
Silent period provider
Pre-school L2 learning
For carer susbtitutes teacher
For contextualised routines substitutes class routines
For CDS substitutes TML (Teacher modified language)
Instinctive appeal of methods like TPR
Success of high energy, non-threatening
output/feedback

All contribute to exposure to sounds and

the developments of phonological processing
 Core methodological approach
The core goal in a CEFR action-oriented
classroom is:

co-opting the learner into the process of

making English the medium as well as the
goal of all their learning

which means co-opting teachers into this

too.
 Whole child learning

utilise the experiences, knowledge

and interests children bring to
learning
make tasks meaningful,
purposeful and fun
think of an embedded rather than
an explicit language focus
make sense from the learners
perspective
add elements of performance
Sample activity: Hand shadow
shapes
 Teacher talk
contextualised language
language contingent on gesture, picture
and action
support of class routines
Teacher Modified Language (TML)
appeal of methods like TPR
positive reinforcement
affectively engage
power of song and movement.
 CEFR can do perspectives

Learning outcomes are framed as a

progressive can-do sequence.

This encourages the use of learner-centred,

activity-based approaches by teachers in
targeting learning outcomes or results related
to CEFR
 Overall Listening
Comprehension Scale
A2
Can understand enough to be able to meet needs
of a concrete type provided speech is clearly and
slowly articulated.
Can understand phrases and expressions related
to areas of most immediate priority (e.g. very
basic personal and family information, shopping,
local geography, employment) provided speech is
clearly and slowly articulated.
A1
Can follow speech which is very slow and
carefully articulated, with long pauses for him/her
to assimilate meaning
 Listening to announcements
and instructions
B1
Can understand simple technical information, such
as operating instructions for everyday equipment.
Can follow detailed directions.
A2
Can catch the main point in short, clear, simple
messages and announcements.
Can understand simple directions relating to how to
get from X to Y, by foot or public transport.
A1
Can understand instructions addressed carefully
and slowly to him/her and follow short, simple
directions.
 Now I can ... listen and

follow simple instructions

draw simple shapes
write words that are spelled out
join in with songs
follow simple directions
match conversations to pictures
answer simple questions

learning objectives related to CEFR A1 Listening

comprehension descriptors
 Meaning-focused early
listening input formats
Instructions
Teacher gives learners
worksheet with animal
outlines to colour. Learners
listen and colour animals
according to teacher
instructions.
e.g. Colour the monkey
blue and red. Thats right.
The monkey is blue and
red.
Direct questions
Learners are given
worksheets with
numbers 1 to 10 written
on and options y/n (for
yes/no). Teacher reads
out ten questions.
e.g. Do cats like milk? Do
cows eat eggs ?
 Early listening input formats

Listen and do Listen and identify

Listening and putting Learners given
objects on and colouring worksheet and tick the
different parts of a correct option of three
getting to school according to teachers
transport scene card. descriptions.

e.g. Write number 10 on

the bus. Colour the bike e.g. There are two black
blue. Put the cat in the cats under a chair.
car.
Listening input/output
challenges and grading
length of text
language in text
sentence length
number of distractors
picture support
language needed for
answers Handout 8
Just a few of the contingent language input
opportunities a medium like YouTube
represents:
wrap a present
learn a dance step
sing along
how to sign
perform a trick
make projected puppet
shapes
draw cartoon characters
making a Chinese lantern
that will fly
 Primary Classroom: Methodological
implications

Learning: high-quality interaction with the

teacher as facilitator of language
development encouraging active use.

Interactive full class teaching:

challenging and careful use of questioning,
elicitation and positive reinforcement.

Pair and group work: high levels of

participation and language use.
 Reflection
Look at the questions we began this session with:

1.Why is spoken input so important in Primary Language learning?

2.How can teachers modify input, instructions to make them

comprehensible?

3.What type of listening activities within CEFR Pre-A1, A1 and A2

ranges are most likely to engage young learners?

4.What does a CEFR-based, action-oriented English only

classroom look like ?

Which question would you most like to research

more?
Day 1

Session 5

Plenary: Round-up and

reflection

Handouts 9 & 10
 Primary
Learner
Speaking
Overview
Competen
Day 2 ces

CEFR Text level

Reading Reading
scales and Activities and
early CEFR
literacy
breakthroug
h CEFR
scales and
early
written
productio
n
Day 2
Session 1

Primary Learner Speaking

Competencies and strategies
Speaking Competences and Strategies

Lets watch three video

clips
Handout 11
 Spoken Interaction
A1
Can interact in a simple
way but communication is
totally dependent on
repetition at a slower rate
of speech, rephrasing and
repair.
Can ask and answer
simple questions, initiate
and respond to simple
statements in areas of
immediate need or on
very familiar topics.
A2
can communicate in
simple and routine tasks
requiring a simple and
direct exchange of
information on familiar
topics and activities.
can handle very short
social exchanges even
though I cant usually
understand enough to
keep the conversation
going myself.
Handout 12
 CEFR Spoken Production

A1 A2
Can produce simple Can give a simple
mainly isolated description or
phrases about people presentation of people,
and places. living or working
conditions, daily
routines,likes/dislikes,
etc. as a short series of
simple phrases and
sentences linked into a
list.
Handout
13
 CEFR qualitative aspects of
spoken language use

INTERACTION FLUENCY
RANGE

ACCURACY COHERENCE

Handout 14
 Generating spoken language
in the Primary classroom :
questioning and eliciting
techniques
Same or different
Odd-one-out
Whats missing?
Whats would you ask?
If the answer iswhat is the
question?
Handout
15
 Wait-time with children

Sufficient wait-time is needed after the question for learners to

c _ _ _ _ _ _ _ _ _ the question
f _ _ _ _ _ _ _ _ an answer
p _ _ _ _ _ _ language
r _ _ _ _ _ _.

Wait-time before nominating and after the initial response

encourages
longer _______
______ from the learners
self-_________
level of learner _______.
 Correction/recasting
techniques

Positive reinforcement
Finger correction
Correction images/symbols/spaces
Recasting
Avoid echoing
 Drilling

Energise and focus

Model
Chorus drill
Highlight
Individual drill
Pair/group drill
Chorus repeat
Back-chaining, change emotions, change
accents
 Pair and group work
gives learners more speaking time
changes the speed of the lesson
focus off you and onto the learner
mix with everyone in the group
sense of achievement when reaching a team goal
leading and being led by someone [not teacher]
teacher monitors, moves and listens to learners
language
improves sense of challenge, performance and
can-do.

Think: seating, change of scene, group dynamics

 Primary teacher toolkit

Visuals
Gesture
instructional (semantically contingent)
language
L1 cognates
songs and rhymes
in school/out of school environment:
international
words/names/symbols/shapes/numbers
positive reinforcement (recasts, not
corrections/echoes)
easily identifiable formats: gaming,
 Sample activity: How to tie
races
shoe laces
knots
a balloon
a bow
a tie
a blind fold
 Combining Listening and
Speaking

Watch, Listen and Speak, Make,

Decorate and Fly a paper plane
 Aspects of child spoken
output not necessarily
reflected in CEFR
Trade-off between control of learner output and
authenticity of tasks in primary language
classrooms
Scaffolding of tasks prevalent in pre-school
learning
Learning to learn, enabling skills very
prominent in primary classrooms
Limits to childrens cognition, linguistic progress,
psychological, emotional, social development not
acknowledged in CEFR
In pre-school/early primary learning no task
should tax childrens cognition by requiring them to
deal with multiple perspectives other than their own
Day 2
Session 2

CEFR Reading Scales and

early literacy breakthrough
Questions related to issues in
this session
In this session trainers will address:
What is alphabet knowledge and how
might this affect early literacy ?
What are some of the barriers to early
effective L2 [English code] literacy for
children ?
What are good ways for helping children
to decode ?
What does a multi-sensory Reading
classroom look like?
CEFR six-level Reading scale

Begins at A1 level and does not talk

about issues of early literacy
onset/breakthrough (learning to read)
in children.

Handout 16
 Reading construct model

This scale, however, is just as valid in

primary learning as it is secondary
learning contexts. We just need to
consider issues and approaches as
young pre-school learners work
towards A1.

Handout 16 (pg 21 & 22)

 A simplified version

A model of Word
Reading recognition
Lexical search

Syntactic
parsing
Meaning
construction
Discourse
construction
(adapted from Field 2013: 97,101,104)
 Quick quiz

1. How many sounds are there in English ?

2. How many characters are there in the
English alphabet?
3. How many consonant clusters are there in
English?
4. How many consonant clusters can occur
both at beginning and end of English
words?
5. What is a digraph?
6. Why have UPPER CASE letters increased
in importance in the last few years?
 Early Primary literacy issues

Why teach the alphabet?

When should you teach the alphabet?
What can cause confusion with alphabet
teaching?
Can we teach English spelling/decoding
systematically?
a e i o u
Sounding and sound
pictures

bdtpmgcfh
Spot check: sound / i : /
Frequency
tree me

key beach

me tree

pony key

beach pony
Spot check: sound / k : /
Frequency
duck cat

kitten kitten

queen duck

school school

cat queen
We can show this knowledge as:
For sound / s /
sun dress horse city ice

sound picture chart - THRASS chart

 Early literacy sequence

introduce most common sound pictures first

single letter consonant pictures b p t d l m and most frequent single
letter vowel pictures a e i o
move to consonant blends: st br
move to digraphs: sh ch
move to split vowel digraphs: made r ide

Mid-Primary
move to proper vowel digraphs: r ai n
make learners aware of initial, mid- and final position sound picture
potential:
st o p l o st

Higher Primary
present variation: dog egg
present overlap: snow now
 Key skills

Blending:
Blend sound pictures (letters) to make words
h o t t r y

Segmenting:
Segment words in to sound pictures
th / a / t l / igh / t

Phoneme manipulation:
Manipulate sounds in and out of words.
__ a p c a __

These skills are reversible: they work for both reading and
spelling.
 Phono graphix

Four principles
English is a sound to grapheme code: think
sound pictures: t g
Some sound pictures are represented by more
than one letter: ch sh ae
There is variation in the code - some sounds
are represented by more than one sound
picture: g gh gg
There is overlap in the code - some sound
pictures represent more than sound: h ea t gr
ea t
 Following a phonographic
approach means:
you teach sound - sound picture
relationships in a fixed order
you teach encoding and decoding at the
same time
key skills are reversible
you reject the idea of silent letters,
exceptions to rules
you can add a sight word approach which
allows early access to meaning through texts
and books
Sight-words: may be kept in a
different place
 Skills framework

sounds and sound pictures

motor skills
names
sight words/environment words
be multi-sensory: hear look say touch move
write
letter patterns and spelling
integrate with wider listening and speaking work
following stories being read (whole books)
 Reflection

Lets return to our question:

What are effective approaches for
helping children to decode?

Discuss these terms in small groups:

sound picture blending sounding
encoding
segmenting sight-word phoneme
manipulation digraph
Day 2
Session 3

CEFR scales and early

writing
 Orthographic control

A1
Can copy familiar words and short phrases e.g.
simple signs or instructions, names of everyday
objects, names of shops and set phrases used
regularly.

Can spell his/her address, nationality and other

personal details.
 Grammatical Accuracy

A1
Shows only limited control of a few
simple grammatical structures and
sentence patterns in a learnt
repertoire.
 Overall Written production
C2
scale
Can write clear, smoothly flowing, complex texts in an appropriate and effective style
and a logical structure which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant
salient issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate
conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest,
synthesising and evaluating information and arguments from a number of sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his field
of interest, by linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like
and, but and because.
A1
Can write simple isolated phrases and sentences.
 Issues in this session for
participants to reflect upon
What do we consider as early motor skills
in learning to write as learners work
towards CEFR A1?
How can we make strong connections
between decoding and encoding [spelling]?
Can we help young learners to visualise
and remember spellings?
If we took Malaysian early primary learners
to a spelling clinic what words would be
their common problems?
y
English spelling is polysystemic
 Almost all top 100 words
come from Old English roots

wh- kn- -gh igh

aw ow

are all Old English orthographical

patterns.
Learning these common patterns

Learners who expect to -gh are less likely to hg

Learners have fewer strange patterns to learn

when they start to see these patterns, e.g. start
to chunk: th- sh- -ion

Permits silent letter approach when we know k

/ w at beginning of words used to be
pronounced.
 Split digraph: magic e
(incredibly wide-ranging)

Tim - time mad - made

us - use Sam - same

not - note hat - hate

Link to sound picture approach

Opposites igh
day r
low l
wrong t
loose h
heavy n
Pass the pattern

ch ee
ou ea
st le
ing es
igh ck
al tion
Spelling: graphemic knowledge

Possible environment for letter strings

Useful graphemic patterns which can help
learners:
syllables
word length
CVC doubling
illegal endings
letters that dont double
-f / -ves
 Sticks and tails

Key:
Letters with sticks bdfhklt
Letters with tails gjpqy
In-line letters aceimnorsuvwxz

which bicycle
Visualising: ps and
bs
 Piaget discovery

get learners into the habit of looking with intent

point out that print is all around them
take an interest in words as you read/ come
across them (sounds like/looks like but.../word
families)
encourage learners to take mental photos of
words/hold the image in their mind/break it down
into sound pictures
get learners to write down words and see if it
looks right
air write / back-write words
be multi-sensory: hear look say touch move
sound write
Lets return to our question
If we took your learners to a spelling clinic, what
words would be their common complaints?
Do any of these strategies help with the problems?

Word
within a
word

Emotive
Pattern log Spelling
Mnemonic
recording
Handout 17
Day 2
Session 4
Text level reading activities
and the CEFR: Extending to the
primary context
Reading purpose
Reading activities, purposes
and strategies

What is the difference? Can

you think of some
examples?

Handout 18
 Global reading scale

A2 Can understand short simple texts

containing the highest frequency
vocabulary, including a proportion of
shared international vocabulary items.

Handout 19
 A simplified version

A model of Word
Reading recognition
Lexical search

Syntactic
parsing
Meaning
construction
Discourse Handout 20
construction
(adapted from Field 2013:97,101,104)
 Reading [not aloud]

Skills involved include:

perceptual skills
memory
decoding skills
inferencing
predicting
imagination
rapid scanning
referring back and forth
interpreting
 Reading for orientation
B1 Can scan longer texts in order to locate desired information, and
gather information from different parts of a text, or from different
texts in order to fulfil a specific task.
Can find and understand relevant information in everyday
material, such as letters, brochures and short official documents.
A2 Can find specific, predictable information in simple everyday
material such as advertisements, prospectuses, menus,
reference lists and timetables.
Can locate specific informationin lists and isolate the information
required ( e.g. use the Yellow Pages to find a service or
tradesman). Can understand everyday signs and notices: in
public places, restaurants, railway stations; in workplaces, such
as directions, instructions, hazard warnings.
A1 Can recognise familiar names, words and very basic phrases on
simple notices in the most common everyday situations.

Handout
21
 Top-down and bottom-up
processing
When we misread
something or come We read different
across something texts or parts of texts
unfamiliar we adjust differently according
our strategy to the type of reading
activity we are
engaged in
A large part of
reading
effectively is
reading
information at an
appropriate
speed for a
reading purpose
 Which are more likely to
involve top-down processes?
finding specific words/numbers in a text
extracting main ideas in a text
using a dictionary to check the meaning of a word
using context to guess the meaning of an unknown
word
using word shape/lexical clues to guess meaning of
a word
stating explicit and implicit meaning of text
highlighting direct speech in a text
predicting outcomes in a text
summarising ideas in a text
[ These different types of skills are described across the CEFR illustrative reading
scales ]
 Whole child: Reading
Perspectives
emotional needs
engaging with environment
emergent (developing) literacies and
languages (different literacies)
cognitive abilities
citizenship
emergent cultural identity and
understanding
 Active learning
Broad early reading activity types:

Integrated Tasks whole books

read and use computer menus read and do digital

activities

word patterns picture dictionaries read and do

read, research, write for display read and predict

read and solve puzzles

Picture dictionary quest

Find the animal by looking in the dictionary.

1.It begins with c. It lives on a farm. It has got

four legs.

2.It lives on a farm. It begins with sh. It ends

in p.

3.They live in the sea. They begin with f. They

lay eggs.

4.Its a bird. It begins with p. It cannot fly.

 Whole child: cognitive abilities,
participation, sharing - reading and
listening quiz
1. Can camels swim?
2. How many legs has a spider got?
3. Do snakes lay eggs?
4. Can ducks fly?
5. Does a chicken foot have three or four toes?
6. Can frogs walk?
7. Can chickens say quack quack?
8. Do penguins lay eggs?
9. Name two animals we get milk from?
10. Can cows jump?
11. How many legs has a frog got?
12. Can you spell bee aloud in two ways?
Key class phases in story
activity
Pre:
pre-teaching/eliciting vocabulary
introducing characters
story-telling setting: mat, props, hats, puppets,
signs, etc.
While:
images, animation, reinforcing language
listening and reading along
audience participation/pantomime
Post:
show feeling for character/voice consolidation
consolidating language
drama, craft, display
CEFR can-do oriented early Reading
ideas
Now I can:
solve letter puzzles
read and write my name
read and make labels for display
spell CVC words aloud
read and make English signs
use a picture dictionary
read and point
read and say what comes next
read and follow picture stories
read and do crosswords
read and follow animations with subtitles
read cartoons and add/match captions
 Towards a reading construct
READING FOR INFORMATION AND
ARGUMENT

C2 as in C1
C1 Can understand in detail a wide range of lengthy, complex texts likely to be
encountered in social, professional or academic life, identifying finer points of detail
including attitudes and implied as well as stated opinions

B2 Can obtain information, ideas and opinions from highly specialised sources within
his/her field.
Can understand specialised articles outside his/her field, provided he/she can use a
dictionary occasionally to confirm his/her interpretation of terminology.
Can understand articles and reports concerned with contemporary problems in
which the writers adopt particular stances or viewpoints.

B1 Can identify the main conclusions in clearly signalled argumentative texts. Can
recognise the line of argument in the treatment of the issue presented, though not
necessarily in detail.
Can recognise significant points in straightforward newspaper articles on familiar
subjects.

A2 Can identify specific information in simpler written material he/she encounters such
as letters, brochures Handout 21
and short newspaper articles describing events.
 Reflection

What are key aspects that may be

challenging for teachers to grasp?
What, if any, additional activities
would you need to do to help
teachers understand these aspects?
Day 3
Session 1
Text level writing activities and the
CEFR: Extending to the primary
context
 Text level
Writing
Overview activities
Day 3 and CEFR
CEFR and
assessment :
Communicativ
Assessing
e language
Primary
pedagogy and
Learner
the role of
Speaking and
assessment
Writing

CEFR
language
knowledg
e scales
 Creative Writing descriptors

C2
Can write clear, smoothly flowing, and fully engrossing stories and descriptions of experience
in a style
appropriate to the genre adopted.
C1
Can write clear, detailed, well-structured and developed descriptions and imaginative texts in
an
assured, personal, natural style appropriate to the reader in mind.
B2
Can write clear, detailed descriptions of real or imaginary events and experiences, marking
the relationship between ideas in clear connected text, and following established conventions
of the genre concerned.
Can write clear, detailed descriptions on a variety of subjects related to his/her field of
interest.
Can write a review of a film, book or play.

B1

A2

A1
Handout 23
 Overall Written Interaction
Scale
B1
Can convey information and ideas on abstract as well as
concrete topics, check information and ask about or
explain problems with reasonable precision.
Can write personal letters and notes asking for or
conveying simple information of immediate relevance,
getting across the point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to
matters in areas of immediate need.
A1
Can ask for or pass on personal details in written form.

Handout 24
Written text types

Handout
25
Multi-sensory writing techniques
back writing
directional letter writing
pattern within a word:
making mnemonics
making string words
completing CVC words
rhyming words : guess
and write
air writing
caption
matching/completion
sight word gaming
story prediction
letter change dictation
making string letters
multiple blank
summaries
 Typical early curriculum integrated writing focus
School
[P] Give learners a blank
diagram/floorplan of their school. Give
learners different images, e.g. car park,
hall, toilet, gym, office, classrooms,
canteen or library to cut out and stick on
their diagram according to school layout.
[W] Walk learners around school to find
and copy down names of different parts
of school in English
[P] Learners label their diagram with
words they have found around school.
The world around us
[D] Teacher demonstrates different things
signs can typically mean
Here Danger Please Stop This way Dont
[P] Learners read different signs in English
and say which one of above each one means.
[W] or [P] Online interactive sign reading.
Learners read signs and complete short
sentences either as whole class to board or
on computers.
[P] Learners draw/make signs using guided
templates to put around school/classroom. All
signs placed on a wall and other learners say
what they mean and where you would put
them.
Day 3
Session 2
Communicative language
pedagogy and the role of
assessment
 Language learning classroom
environment

What do you like or dislike

about this classroom?

What dimensions of a
CEFR-oriented curriculum
would be hard to deliver in
this environment?

Handout 26
 Pedagogic principles and
communicative language
learning

Modelling Cross-curricular links

Active learning Responding to learners

needs
Learning Collaborative learning
conversations Differentiation

E-learning
 Attitudes to learner error

Which best represents your perspective?

errors and mistakes are evidence of failure to

learn
errors and mistakes are evidence of inefficient
teaching
errors and mistakes are evidence of the learners
willingness to communicate despite risks
errors are an inevitable, transient product of the
learners developing interlanguage
mistakes are inevitable in all language use,
including that of native speakers
 Error correction

all errors and mistakes should be immediately

corrected by the teacher
immediate peer-correction should be systematically
encouraged to eradicate errors
all errors should be noted and corrected at a time
when doing so does not interfere with communication
errors should not be simply corrected, but also
analysed and explained at an appropriate time
Discuss
mistakes which are mere slips should be passed over,
your
but systematic errors should be eradicated view in
errors should be corrected only when they interferegroups ?
with communication
errors should be accepted as transitional
interlanguage and ignored.
Developing teacher
assessment literacy

Handout 27
 Developing learning-oriented
assessment practices
Basic principles
school learning proceeds within a community it is a social process
learning concerns personal development, consisting in attitudes,
dispositions and skills which are key to present and future learning
teaching goals and assessment goals must be closely aligned to
specific desirable outcomes (communicative ability in the case of
languages)
language learning concerns the purposeful use of language to
communicate personally significant meanings
tasks must have interactional authenticity, that is, learners must
engage with the task at hand, not the winning of positive appraisal
of performance
evidence drawn from classroom interaction if systematically
recorded could be usefully fed back to promote further learning
Handout 28
Learning-oriented
assessment
Put the learner at the
centre
Learning Oriented Assessment
(LOA)
A Question:

After a day at school, which of the

statements below are you more
likely to think of?
Today what I taught was
Today what my student learned
was
Today what my students learned
was
?
 Using a
framewor
k of
reference
(e.g.
CEFR)
 LOA: Key features

Setting goals
Collecting evidence
Giving feedback

An informed and systematic approach

keeping the learner at the centre
 Differentiated learning in
practice
It is not just about:

individualising instruction e.g. through

worksheets or homework tasks

OR
balancing group work with individual work
so as to support different learners differently
 Effective differentiated
learning
Effective differentiated learning is more about
noticing how different learners react to different
techniques...responding and adapting to this
modifying and varying activities within the teaching
mix, keeping all learners involved in lesson outcomes.
 Differentiated by support

Different amounts of support can be offered

to learners in many ways.
Weaker learners can be supported through
instruction modification
The stronger learners will need to feel
challenged too. Their input could provide help
for weaker learners; they could be given more
challenging instructional tasks, or they could
be given additional contextualised problems.
 Differentiated success criteria

The success criteria specified could be

differentiated by indicating what proportion of
the class will finish which criteria:
ALL every learner in the class will achieve this
MOST a large proportion of the class will
achieve this
SOME a few of the more able will achieve
this. Some learners will not try to do this but
instead focus on earlier success criteria.
 Differentiated by task
Tasks are set according to learners abilities.
What they can do may differ in content or
structure.

This may be as simple as having a choice

between a variety of questions getting
progressively more difficult, or learners can
try completely different tasks on the same
topic.
Learning styles or modes are
also a way of picturing
differentiation by task

Digital
Virtual
 Differentiated by outcome
Each learner is set the same investigative, creative and/or open-
ended task. Learners produce a variety of solutions/designs
dependent on their ability, strengths and preferences in learning.

Pre-school learners could be given tasks of different complexity

in the production of a group class display that teacher then talks
about in English

Pre-school learners can keep their own English portfolio using

pictures to record what they can do in English

http://elp-implementation.ecml.at/
Day 3
Session 3

CEFR: Language knowledge

scales
 Language awareness

I want to sell many dolls. (a lot of)

Why do you give those information
in an advertis(e)ment? (this)
I will move to other city so I want to
sell it. (another)
It was really interesting to hear about
all the different people and theirs
[backgrounds]. (their)
CEFR general lexical, grammar,
orthographic and phonology
scales
Vocabulary Range
A2
Has a sufficient vocabulary
for the expression of basic
communicative needs.
Has a sufficient vocabulary
for coping with simple
survival needs.
A1
Has a basic vocabulary
repertoire of isolated words
and phrases related to
particular concrete
situations
Grammatical Accuracy
A2
Uses some simple structures
correctly, but still systematically
makes basic mistakes for
example tends to mix up tenses
and forget to mark agreement;
nevertheless, it is usually clear
what he/she is trying to say.
A1
Shows only limited control of a
few simple grammatical
structures and sentence patterns
in a learnt repertoire.
 CEFR is not supported by a
language syllabus
specification
However there are many important projects linked
to CEFR that have given insight into the language
areas that are implied in its skills specification;

Breakthough [A1] Waystage [A2] and Threshold

[B1] specification
English Profile [ Cambridge English Language
Assessment ]
Cambridge English YLE lexical and structural
syllabus
Handout 29
English Vocabulary Profile
(EVP)
http://www.englishprofile.org

Handout 30
 Lexical progression

A1 A2 B1 B2 C1

TAKE Take a Take a bus Take part Take a Take the

[tr.] book deep matter
breath further

Take a Take an Take a nap Take a

picture exam chance

Take care Take place Take

sb/sth
seriously
Take a
keen
interest
 Starters: working towards A1

correct adj
cousin n
cow n
crocodile n
cross n + v
cupboard n
D
dad(dy) n
day n
desk n
dining room n
dinner n
dirty adj
 Pedagogic Grammar

Can you say at which level

Starters working towards A1
Movers A1
Flyers A2

These structures would first appear as part of the specification:

If clauses (in zero conditionals)

If its sunny, we go swimming.

Adjectives Including possessive adjectives

Hes a small boy. His name is Bill Handouts 31 &
32
Day 3
Session 4

CEFR Oral Production Scales:

Assessing Primary Speaking skills
 Teacher/Interlocutor frameworks with younger
children
Teacher Learner

Sets the scene and ______ action _______ to items in a scene picture
_______ cards while talking _______ an object card in a group of cards by
_______

Gives example and _____ task _______ object cards to places in a scene
picture
Asks _____ questions _______ about things in a scene picture
Asks closed _______ questions

Asks questions and ____ learner wait- Answering questions about ________ object
time cards

________ to learner that focus of Answering personalized questions _________

questions has changed to object cards

_________ clear eye contact with Answering personal questions without

learner __________
Handout 33
Speaking Assessment Tasks

At what level on the CEFR scale was the

learner in the video clip operating?

Which parts of the CEFR Spoken Interaction

and Production scales point to the level?

Handout 35
Plenary: Round-up
and reflection
Look at some of the images and icons from the recent
sessions. Which CEFR-related things are likely to most
impact on your work ? Explain to another participant.
Reception
Pronunciation
Production
Day 4
Session 1

CEFR Written Production Scales:

Assessing Primary Writing
 CEFR
written
productio
Overview
n scales:
Day 4 assessing

Micro-training
Training room and course
skills round-up

Micro-
training
 Overall Written production
C2
scale
Can write clear, smoothly flowing, complex texts in an appropriate and effective style
and a logical structure which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant
salient issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate
conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest,
synthesising and evaluating information and arguments from a number of sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his field
of interest, by linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like
and, but and because.
A1
Can write simple isolated phrases and sentences.
 Overall Written Interaction
Scale
B1
Can convey information and ideas on abstract as well as
concrete topics, check information and ask about or explain
problems with reasonable precision.
Can write personal letters and notes asking for or
conveying simple information of immediate relevance,
getting across the point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to matters
in areas of immediate need.
A1
Can ask for or pass on personal details in written form.
 Criteria in the scales

Look at the scales on the next slide

for assessing A2 writing. The rating
descriptors relate to three broad
criteria.

What are they?

 A2 writing scale

Band Marking criteria

5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the
message is only partly communicated
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.

Handout
38
Day 4
Session 2

CEFR training delivery

Your role as trainers
Questions relating to issues in
the session for trainers

What dispositions and potential

knowledge/skills deficits will you
have to address in presenting CEFR
to your trainees?

In what ways are training room skills

different to classroom skills?
Handout
39
Training room cylces: what we did
today

Handout
40
How is the term application relevant
to training?

Discuss with another trainer different

activities you have experienced on this
course which have involved you as
participants in application.
Handout
37
Areas of training room skills

Preparation and delivery

Questioning
Providing input
Setting up tasks
Monitoring group work
Processing group presentations and
output
Managing plenary and round-up Handout
37
 Training room sub-skills
Planning the questions to
be asked
Writing out the key
questions
Wording questions
appropriately
Asking concise and
specific questions
Using participants existing
knowledge
Asking relevant questions
Asking questions in a
logical order
Varying the manner of
asking questions
Asking questions in a non-
threatening manner
Allowing enough time for
participants to think
Rephrasing questions for
clarification
Following-up on
participants answers
Acknowledging the
participants and their
answers Handout
37
Question Types in
learning/training
display referential

probing convergent

concept procedural

hypothetical divergent

Handout
37
 Trainer questioning

Convergent To move course processes/activities

question along
Hypothetical To elicit more extended trainees
question response to content
Probing question To monitor trainee understanding
Procedural question To encourage trainees to expand on
their answers
Display question
To focus on factual information and
Divergent question meta-language terminology
Concept checking To promote trainee speculation
question To elicit a simple correct answer in
Referential question inductive sequences
To elicit something the trainer does not
know the answer Handout
37
Micro-training cycles

Handout
41
Day 4
Session 3 & 4

Micro-training tasks
Revisiting content
 Planning your session

Draw up a quick four point delivery

plan

Plan questions you will ask around

slides and material

Handout
37
 Micro-training focuses

Group A Group B

Slides/Handout 9 Slides/Handout 35

CEFR levels and speaking tasks on language classroom arrangements

Handout
37
 Micro-training focuses

Group A Group B

Slides/Handout 29 Slides/Handout 38

CEFR: types of listening LOA model task

activity

Handout
37
 Micro-training focuses

Group A

Slides/Handout 1

Impact areas of CEFR in Malaysia

Handout
37
Round up
 CEFR Online
http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

Useful areas to go to:

The CEFR and language
examinations: a toolkit
Towards plurilingual education:Two Guides and Studies

40 languages including a Chinese version:

LANGUAGE EDUCATION POLICY PROFILES