Académique Documents
Professionnel Documents
Culture Documents
Primary
September 2016
Session 1: Handout 1
Here are some of the areas where the CEFR can impact on
language learning in different countries.
Which one of these do you think can have the most impact in the
language learning contexts of Malaysia? Work in groups and rank
options A to H from 1 = most impact to 8 = least impact in
Malaysia.
Rank these
from 1 - 8 (1 =
most impact; 8
= least impact
in Malaysia)
A provide a common basis for the explicit description of language
learning and assessment: objectives, content and methods
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Session 1: Handout 2
The words in the box are key CEFR ideas in terms of language use
and learning. Complete the text with these words.
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Session 1: Handout 3
Look at the following descriptors and decide which one is
describing a Basic User, an Independent User or a Proficient
User.
A: Basic User
B: Independent User
C: Proficient User
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Session 1: Handout 4a
Look at the CEFR Global Scale (it can also be found on page 24,
Table 1, of the CEFR Book/PDF). Underline or highlight the key
differences between each level.
Pr Can understand with ease virtually everything heard or read. Can summarise
o information from different spoken and written sources, reconstructing
fi C2 arguments and accounts in a coherent presentation. Can express him/herself
ci spontaneously, very uently and precisely, differentiating ner shades of
meaning even in more complex situations.
e
nt Can understand a wide range of demanding, longer texts, and recognise implicit
U meaning. Can express him/herself uently and spontaneously without much
C1 obvious searching for expressions. Can use language exibly and effectively for
s social, academic and professional purposes. Can produce clear, well-structured,
er detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
In Can understand the main ideas of complex text on both concrete and abstract
d topics, including technical discussions in his/her eld of specialisation. Can
e B2 interact with a degree of uency and spontaneity that makes regular interaction
p with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a
e
topical issue giving the advantages and disadvantages of various options.
n
d Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most situations
e likely to arise whilst travelling in an area where the language is spoken. Can
nt B1 produce simple connected text on topics which are familiar or of personal
U interest. Can describe experiences and events, dreams, hopes and ambitions
s and briey give reasons and explanations for opinions and plans.
er
B Can understand sentences and frequently used expressions related to areas of
a most immediate relevance (e.g. very basic personal and family information,
si A2 shopping, local geography, employment). Can communicate in simple and
c routine tasks requiring a simple and direct exchange of information on familiar
and routine matters. Can describe in simple terms aspects of his/her
U
background, immediate environment and matters in areas of immediate need.
s
e 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
A1 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 interact in
a simple way provided the other person talks slowly and clearly and is prepared
to help.
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Session 1: Handout 4b
Look at the descriptors below. Select two skills and then think about your own knowledge of a foreign
language. Where do you fall on the CEFR scale for the two skills you selected? A larger version can be
found on pages 26 - 27 (Table 2) of the CEFR Book/PDF.
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Session1: Handout 5
Look at the global descriptors for A1 and A2 below. What are the
differences betweenA1 and A2?
A1 A2
Reception
Production
Theme/Topic
complexity
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Session 1: Handout 6
Look at the table below. Firstly, organise the scale names into
language activities, strategies and competencies.
Activities Strategies
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Session 1: Handout 7
Look at the words in the word cloud. Find pairs of words that refer to a
CEFR descriptive scale. You can look at Chapter 4 and 5 in the CEFR
Book/PDF for help.
1 vocabulary range
2
3
4
5
6
7
8
9
10
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Session 2: Handout 8
Look at the targeted outcomes of the shifts in educational
practices in Malaysian schools from the Malaysian educational
blueprint document.
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Session 2: Handout 9
Discuss in groups how you could change the degree of challenge
in this primary listening task in line with the slide.
Session 2: Handout 10
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Think about the activities you have completed so far. Work in
pairs and complete the table below on how you could cascade
these activities.
Listening: increasing
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or decreasing the level
of challenge
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Session 2: Handout 11
Discuss in groups these terms that we have seen so far. How do
they relate to the CEFRs perspective on language learning and
assessment?
Independent
service interactions
strategies production
fluency
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Session 3: Handout 12
Watch three short clips of Primary learners speaking. What
aspects of spoken language competence do you think CEFR might
focus on in its descriptive scales?
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Session 3: Handout 13
Look at the CEFR overall interaction scale below. At which level
were the candidates in the video clips speaking?
C1
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good
command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions. There is little obvious searching for expressions or avoidance
strategies; only a conceptually difficult subject can hinder a natural, smooth flow of
language.
Can use the language fluently, accurately and effectively on a wide range of general,
academic, vocational or leisure topics, marking clearly the relationships between
ideas. Can communicate spontaneously with good grammatical control without much
sign of having to restrict what he/she wants to say, adopting a level of formality
appropriate to the circumstances.
B2
Can interact with a degree of fluency and spontaneity that makes regular interaction,
and sustained relationships with native speakers quite possible without imposing
strain on either party. Can highlight the personal significance of events and
experiences, account for and sustain views clearly by providing relevant
explanations and arguments.
Can communicate with some confidence on familiar routine and non-routine matters
related to his/her interests and professional field. Can exchange, check and confirm
information, deal with less routine situations and explain why something is a
problem. Can express thoughts on more abstract, cultural topics such as films,
books, music etc.
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B1
Can exploit a wide range of simple language to deal with most situations likely to
arise whilst travelling. Can enter unprepared into conversation on familiar topics,
express personal opinions and exchange information on topics that are familiar, of
personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and
current events).
Can interact with reasonable ease in structured situations and short conversations,
provided the other person helps if necessary. Can manage simple, routine
exchanges without undue effort; can ask and answer questions and exchange ideas
and information on familiar topics in predictable everyday situations
A2
Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters to do with work and free
time. Can handle very short social exchanges but is rarely able to understand
enough to keep conversation going of his/her own accord.
A1
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Session 3: Handout 14
Here are six tasks taken from three different levels of English
tests A2, B1 and B2.
Task 1:
Phase 2
Examiner
Back-up prompts
Do you enjoy studying English? Why (not)? Do you like studying English?
Do you think that English will be useful for you in Will you use English in the future?
the future?
What did you do yesterday evening / last Did you do anything yesterday evening /
weekend? last weekend? What?
What do you enjoy doing in your free time? What do you like to do in your free time?
Thank you.
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Task 2:
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Task 3:
Task 4:
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Task 5:
Task 6:
The examiner tells the candidate the name of the story and describes the
first picture, e.g. These pictures tell a story. Its called The new TV. Just
look at the pictures first. Tom and his dad are in a shop. Toms dad is
buying a new TV. The examiner then asks the candidate to continue
telling the story.
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Session 3: Handout 15
Look at these different speaking text types around which
learning objectives and learning activities might be built in
learning programmes.
A1 A2 B1
B2
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Session 3: Handout 16
Look at the descriptors for the qualitative aspects of spoken
language at the A2 level.
Match each descriptor to a category.
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Session 3: Handout 17
What do you think the task rubrics might be for these sets of
pictures that teachers could ask learners to do individually, in
pairs or in whole class situation with the teacher directing from
the board?
Task 1
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Session 3: Handout 17 (continued)
How can teachers grade visual input and task demands to elicit spoken language from very young
children?
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Look at the examples of graded tasks below and see what features make the second in each pair more
difficult?
Task 2
Task 3
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Session 4: Handout 18
Look at the overall Reading comprehension competence scale.
Which aspects of early literacy breakthrough does the scale not
cover?
C2
Can understand and interpret critically virtually all forms of the written
language including abstract, structurally complex, or highly colloquial
literary and non-literary writings.
C1
Can understand in detail lengthy, complex texts, whether or not they
relate to his/her own area of speciality, provided he/she can reread
difficult sections.
B2
Can read with a large degree of independence, adapting style and speed
of reading to different texts and purposes, and using appropriate
reference sources selectively. Has a broad active reading vocabulary, but
may experience some difficulty with low frequency idioms.
B1
Can read straightforward factual texts on subjects related to his/her eld
and interest with a
satisfactory level of comprehension.
A2
Can understand short, simple texts containing the highest frequency
vocabulary, including a proportion of shared international vocabulary
items.
A1
Can understand very short, simple texts a single phrase at a time, picking
up familiar names, words and basic phrases and rereading as required.
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Session 4: Handout 19
Look at this cognitive Reading construct model. What level of text understanding do the Primary
Reading questions and focuses on the next pages target?
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Task 1
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Task 2
Task 3
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Session 5: Handout 20
Here is one way Primary L2 children can log spellings. Listen to
the words and then complete the left-hand side of the spelling
log.
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Session 6: Handout 21
When thinking about reading competences, it is helpful to think
about differences between reading activities, purposes for
reading and reading strategies.
Look at the list of words in the box and decide if they refer to
reading activities, specific reading purposes or reading
strategies.
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Session 6: Handout 22
Look at the overall reading comprehension scale. Complete level
descriptor with one of the phrases below.
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Session 6: Handout 23
Look again at this cognitive Reading construct model. What level
of text understanding do the Reading questions and focuses
below target?
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Session 6: Handout 24
Look at these notices and messages. What level do you think
these are most appropriate for and how could you make these
easier or more difficult?
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Session 7: Handout 25
In groups decide which descriptor comes under which level
description in the creative writing scale.
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A1 A2 B1
CEFR Descriptor
level
Can write a series of simple phrases and sentences
about their family, living conditions, educational
background, present or most recent job.
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Session 7: Handout 26
Look at these incomplete descriptors for A1 B2 from the Written
Interaction Correspondence scale. Complete with the words in
the box below
CORRESPONDENCE
B2
Can write letters conveying degrees of _______ and highlighting the personal
_______ of events and experiences and commenting on the correspondents _____
and ________.
B1
Can write personal letters giving _________ and expressing _______about abstract
or cultural topics such as music, films.
Can write personal letters describing ________, feelings and events in some detail.
A2
Can write very simple personal letters expressing ________ and _______.
A1
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Session 7: Handout 27
Look at these communicative writing text types. Think about their
relative complexity in terms of the factors in the definition of the
writing construct.
Complete the table as to the level that each task type might be
introduced (A1, A2, and B1) in a learning syllabus. They relate to
both paper-based and digital writing.
A1 A2 B1
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Session 8: Handout 28
Look at these different classroom seating arrangements.
A B
C D E
F G H I
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Session 8: Handout 29
Look at the table below.
Informal Formal
Final/Snapshot
Written/oral
Judging
Assessment of learning
Monologic
Provides a mark/status
Measures learning
Often stressful for students
Systematic, regulated
Broad focus
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Session 8: Handout 30
Complete the process diagram below with the missing elements
from the box.
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Session 9: Handout 31
Look at this inventory of functions, notions and communicative
tasks broadly drawn from the Breakthrough [A1] and Waystage
[A2] language descriptions. Which level is each one (A1 or A2)?
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Session 9: Handout 32
Look at these transitive meanings of the verb take.
A2 B2
C2
A1 B1 C1
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Session 9: Handout 33
Stage Structure
Be called + n
A baby cat is called a kitten.
Be/look/sound/feel/taste/smell like
Whats your new teacher like?
Verb + ing
I went riding on Saturday.
Me too
I like football. Me too.
Infinitive of purpose
She went to town to buy a toothbrush
So do I
I love hippos. So do I.
Tag questions
Thats Johns book, isnt it?
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Session 9: Handout 34
Look at these grammatical features which are associated with
CEFR levels A2 to C2. Look at each one and decide which CEFR
level learners are typically able to use these structures.
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Session 10: Handout 35
Watch this of short clip of a teacher/interlocutor with a pre-A1
learner. Make notes on the different task processes: what the
teacher/interlocutor does and what the learner is required to do.
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Session 10: Handout 36
A1 0 1.0 2.0 3.0 4.0 5.0
level
Vocab Perform Uses the Some Uses the Some Uses the vocabulary
ance vocabular feature vocabular featur required to deal with all
ulary does y
s of 3.0 y
es of test tasks.
and not
required
to attempt and
required
to deal 3.0
Uses some simple
structures correctly but
gram satisfy some test some with most and makes some mistakes,
mar the tasks. feature test tasks. some although meaning is
Band 1 Attempts s of 1.0 Produces featur generally clear.
a few some Responds at word, phrase
Range descrip simple
in simple
es of
or longer utterance level.
Control tor. utterances approxi structures 5.0 in Can join ideas with some
Extent but mately but appro simple linkers (e.g. and,
makes equal makes ximat but, then, when).
Cohesion some some
measur ely
basic basic
mistakes e. mistakes equal
which which meas
may may ure.
obscure obscure
meaning. meaning.
Generally Generally
responds responds
at word at word
level but or phrase
may also level but
produce may also
phrases. produce
Can join some
words longer
with utterances
simple .
linkers Can join
(e.g. ideas
and). with a
few
simple
linkers
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(e.g.
and).
d. sounds
Individual may be
sounds unclear.
Stress Has
limited
Intonatio control of
n word
stress.
Intera Responds Responds Responds appropriately
appropria appropria to instructions, questions
ction tely to tely to and visual prompts and
some instructio very little support is
Receptio instructio ns, required.
ns, questions Is able to ask for support
n/Respon questions and if required.
ding and visual Almost always responds
Support visual prompts promptly although there
required prompts although may be hesitation and
although some some pausing mid-
Fluency/P frequent support is utterance.
romptnes support required.
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s may be Is able to
required. ask for
May support if
attempt to required.
ask for Often
support if responds
required. promptly
There is although
hesitation there may
and be
pausing hesitation
mid- and
utterance, pausing
responses mid-
may be utterance.
delayed
or
halting.
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Session 10: Handout 37
Use the A2 analytical scale to assess the following 4 pieces of
writing. Compare your assessments with other members of your
group
A2 Task
Read this email from your friend Alex
From: Alex
To:
Its great that you can come to my house this evening to
watch a DVD. What time can you come? What DVD do you
want to watch? What would you like to eat?
Write an email to Alex and answer the questions. Write 25-35 words.
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Script A
Bye
Script B
Dear Alex,
To Alex,
Hello.
Thank you.
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