Cascade Master Trainer Notes Lower Secondary (Final) (2) IMA

CEFR Familiarisation Workshop
Lower Secondary
Master Trainer Notes
September 2016
CEFR Familiarisation Cascade Training: Lower Secondary1

Course overview

Handou
Session Timing Content Slides
ts
Introduction to the CEFR and aims of course:
1 3 hours 1-27 1-7
Regional/world impact
Terminology
Uses of the CEFR
Course Aims
View of language learning and the 6 levels:
Key notions (e.g. Action-oriented

approach)
6 levels of the CEFR
Global scale
Overview of range of scales
Baseline study
2 3 hours 28-52 8-12
Learner outcomes and how the CEFR
can support improved learning
Speaking production and interaction:
Speaking scales
Qualitative aspects of spoken
language
Speaking: Finding the level (rating)

3 1.5 53-62 13-15
hours Types of scales
Degrees of achievement
Rating speaking performance
CEFR and perspectives on language teaching

4 1.5 63-78 16-18
and learning:
hours
Teacher led interaction
Broader aspects of teaching
methodology
CEFR Writing: towards a writing construct

5 1.5 79-87 19-23
hours Writing scales
Writing text types
Writing: Finding the level (rating):

6 1.5 88-94 24-25
hours Types of scales
Degrees of achievement
Rating writing performance
Language knowledge scales

7 1.5 95- 26-28
hours Vocabulary and grammar scales 104
Lexical progression (English
Vocabulary Profile)
Grammatical progression (English
Grammar Profile)

CEFR elements in reception and
8 1.5 105- 29-31
understanding
hours 114
Elements in reception
CEFR and reception
CEFR Listening scales, learning objectives

9 1.5 115- 32-35
and tasks
hours 121
Listening scales
Types of conditions and constraints
CEFR Reading towards a reading construct:

10 1.5 122- 36-39
hours Reading scales 134
Types of conditions and constraints

Materials
Workshop PowerPoint slides
Master Trainer Notes
Copies of participants handouts and slides
Reference copies of CEFR framework (ideally 1 per participant)
o http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Another useful resource is an overview document of all scales:
o https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCT
MContent?documentId=090000168045b15e
Equipment
PowerPoint equipment and/or overhead projector with capacity to play video
Screen
Whiteboard / flipchart / poster paper (optional)
Coloured pens for whiteboard / flipchart / poster paper
Coloured sticky notes / paper
Adhesive for hanging flipchart paper / poster paper: tape / pins
Aims
To introduce the CEFRs core conception of language learning
To introduce the CEFRs six level framework of language proficiency
To raise awareness of language learning pedagogy perspectives in the CEFR

and implications for curriculum, teaching methodology and assessment
To induct participants into the characteristics of input (listening and reading)

and output (speaking and writing) for relevant CEFR levels
To encourage participants to reflect on how CEFR could impact on areas of

education in Malaysia
To plan and consider how to use the CEFR in the classroom
Seminar delivery
The material is intended to be used as a workshop rather than a presentation. Some

trainer-talking time is unavoidable, but aim for maximum audience participation.

General note for all slides and handouts:
If you foresee any difficulties because some of your trainees may have low levels of
English, please be prepared to support your groups in a variety of ways. Here are
some suggestions:
Type of support
Use of the common L1 (Bahasi) as needed.
For activities, create groups with mixed English language ability. Encourage
stronger members of the group to explain what weaker members may not
fully understand.
Doing the task together at the beginning.
Doing the first few questions together.
Going through the handouts for things that are not clear.
Splitting the task up and asking different groups to do different parts of the
task.

Session 1 Introduction to the CEFR and Views
of Language Learning and the 6 Levels
Rationale The aim of this section is to introduce the aims of the training
programme and introduce participants to the CEFR and provide an
overview of the CEFR scales.
Timing3 hours
Materials Slides: 1 27; Handouts: 1-7
Large white stickers or sticky notes (or your own icebreaker task)
Large poster-sized copies of the Global Scale and Self-assessment

scale (1 per 4-5 participants)
Overview for Session 1
Slides Focus Handouts Timing

Slides 1-2 Introduction: Welcome, ice breaker and set None 15 minutes
up for sessions
Slides 3-7 Introducing the CEFR: Global impact and None 10 minutes
key terminology
Introducing the CEFR: Background, aims None 15 minutes

and underlying principles
Slides 8-13
Consider the uses of CEFR as it has been
applied internationally so far
Slide 14 Consider the impact of CEFR in Malaysian Handout 1 15 minutes

context
Allow participants to consider how the
CEFR will be applied and have impact in
their own contexts
Slide 15 Introduce the aims of the programme in full None 5 minutes
Slide 16 KWL activity None 10 minutes
Slide 17-18 Defining the CEFR: Key concepts Handout 2 15 minutes
Slide 19-20 Introducing the 6 levels Handout 3 15 minutes
Slide 21-23 Criterial features at each level Handout 4 20 minutes
Slide 24 Focusing in on 3 levels Handout 5 15 minutes
Slide 25 Overview of range of scales Handout 6 15 minutes

Slide 26 Focusing on range of scales in more detail Handout 7 15 minutes
Slide 27 Session reflection KWL and implications None 15 minutes

for your classroom
Overall timing 180 minutes

Procedure
Slide 1
Show the title slide in background. Introduce yourself, welcome the participants and
explain the purpose of the workshops briefly. Invite participants to talk for a few
minutes with someone sitting close to them that they do not know well. They should
exchange information about what, where and how long they have been teaching.
Complete a short icebreaker task that will allow participants to mingle and warm up.
This could be a warmer of your choice e.g. find someone who. One option is to give
each person a sticky label and ask them to write four words or draw 4 mini images on
the sticker, which represent important things about themselves (e.g. a picture of 2
stick kids to represent their children; a word that represents a hobby, etc.) Ask them
to stick this on and mingle for 6-8 minutes, speaking to at least 3 other people they
dont know/know least. They should try to guess what each persons sticker is
showing by asking and answering questions.
Allow the participants to mingle and get to know each other. Bring the task to a close
and ask for some feedback what have they found out about each other?
Slide 2
Briefly clarify what you will be doing in Session 1 referring to the slide. Emphasise
that the aim is to introduce the CEFR, why it is useful, the six proficiency levels and
an overview of the scales. Explain that you will then start to look in more detail at the
CEFR and will continue to do this over the remaining sessions, covering all the skills.
Check the materials and make sure that everyone has the necessary handouts (see
materials section), which include any additional activities planned. Explain that the
training will be a mixture of presentation and participant activities.
Reassure participants that they shouldnt worry; that the presenters were in the same
boat recently, but that by the end of the course they will know all about the CEFR.
Remind participants that the aim of the course is to introduce the CEFR and that
participants will not be expected to start using it until later in the Roadmap, and that,
before this happens, there will be more training, but this is in the future.
Slide 3
Ask participants if they know anything about the CEFR. Elicit a show of hands rather
than any detail. Explain that by end of the session they will know a lot more.

Slide 4
Show slide: What do you think the map shows? Ask trainees to work in pairs and
give them one minute to discuss. Elicit back a few ideas.
Slide 5
Clarify that the CEFR is now the de facto world standard and is being used
internationally to identify and measure language achievement in educational systems
around the world. Point out that it is being adopted in Malaysia. Note that it is has
been translated into over 40 languages including Chinese and continues to be
translated into other languages. If you have a copy of the book, show it or the
website (http://www.coe.int/t/dg4/linguistic/cadre1_en.asp) where you can get
information on the translations (this website also includes other useful resources).
Slide 6
Explain the impact of the CEFR internationally by running briefly over the points on
slide 6, showing the CEFR impact in different regions of the world. Note that despite
originating in Europe, the CEFR has more and more currency outside of Europe and
it is increasingly difficult to talk about language ability without reference to the CEFR
proficiency levels. It is translated into over 40 languages including Chinese.
If anyone asks about the differences between the projects or asks about the
difference between Educational language policy and incorporating the CEFR into
their educational systems, tell them not to worry.
Slide 7
Explain that participants may hear different ways of referring to the CEFR: they may
have heard people refer to the Common European Framework of Reference as
CEFR as CFR or CEF. It originated in Europe hence the E for European - but as
the framework is being used now across the world, more and more people are
dropping the E (hence CFR). This presentation will use the term CFR without the E
even though we will spell it with an E.
Slide 8
Explain that you will now look in more detail at the features and uses of the CEFR but
before you do, briefly ask participants what the CEFR is and why it is useful. Elicit
brief ideas from participants. (1 - 2 minutes only)

Slide 9
Briefly discuss some of the history and background to the CEFR:
The CEFR is the result of developments in language education that date back to the
1970s. The landmark publication (often referred to as the blue book) appeared in
2001, which was the culmination of 10 years of meetings and a consultation process
involving language educators and learners throughout Europe but informed by
research beyond Europe.
The development of the CEFR was supported by the Council of Europe and was
created to have a common language to talk about and compare language ability
across countries and across languages. This was particularly important in Europe
where free movement of people within the European Union meant that there was a
need for a mechanism to compare and recognise language qualifications from
different countries and institutions. This feature is also what makes it useful beyond
Europe: it allows countries to compare learning outcomes with other countries.
The CEFR was envisaged as primarily a planning tool to promote transparency in

language education particularly for policy-makers who set minimum language
requirements of specific CEFR levels for different purposes (immigration, entry to
higher education, employment, etc.). Consequently, it became useful for curriculum
planning, textbook design, etc. in order to help learners work towards these targets.
The CEFR also was a reaction to developments in language teaching and learning,
where language learning was increasingly viewed as a means to communicate with
others, rather than a subject to be learned for intellectual purposes. Language is a
tool to be used in order to achieve some sort of communicative activity.
Slide 10
The CEFR is an important tool for those involved in language education. The aims of
the developers of the CEFR are:
1. To encourage practitioners of all kinds in the language field, including language

learners themselves, to reflect on such questions as:
what do we actually do when we speak (or write) to each other?

what enables us to act in this way?
how much of this do we need to learn when we try to use a new language?
how do we set our objectives and mark our progress along the path from total
ignorance to effective mastery?
how does language learning take place?

what can we do to help ourselves and other people to learn a language
better?
2. to make it easier for practitioners to tell each other what they wish to help learners
to achieve, and how they attempt to do so
Although the CEFR is very detailed, it should not be seen as a prescriptive

instrument it is not designed to tell educationalists what objectives to teach and
how to teach them but to provide users with the information needed to make
appropriate choices for a particular learning context
This is what we spoke about many times during the workshops in Kuala Lumpur. The
CEFR is a view of language as communication; everything flows from that. For us in
the workshops this means 1) the scales 2) how this view of language affects teaching
and testing.
Slide 11
John Trim was an expert in the field of phonetics, linguistics, language teaching and
policy. He taught phonetics and set up the Department of Linguistics at Cambridge
University, and lectured and conducted seminars in around 40 countries. Most
notably he was director of the Council of Europes Modern Languages Projects from
1971 to 1997, where he was responsible for the composition, piloting and publication
of the Common European Framework for Languages (CEFR), of which he was part-
author.
Note that the concepts are based on an international approach. Ask participants to
work in pairs and read the description on the slide. Ask them to find any phrases or
words which emphasise the role of the CEFR as an international framework able to
function across cultures. Point out central point of reference as the first example.
Give the participants one minute to find the rest. Stop them after one minute and
elicit ideas.
Slide 12
Show the answers:
central point of reference

international system
cooperating institutions
shared by all

Link these concepts to what has been discussed to this point the CEFR is designed
to bring transparency and coherence in language education. The CEFR gives
learners, teachers, policy makers a common language to talk about language
proficiency which allows for comparisons within and across borders, thus improving
cooperation and understanding of effective and efficient language learning (i.e.
transparency and coherence).
Slide 13
Put trainees into small groups and ask them to discuss how the CEFR could be used
(keep it general at this point). Give them 2 - 3 minutes to list as many ideas as they
can.
Elicit their ideas and see how many uses they can identify.
Slide 14
Tell participants to look at the uses and identify which ones they have listed. Explain
that some of these uses will become or are already relevant to the Malaysian context.
Look at uses of the CEFR the CEFR is used in:
Setting language policies and learning targets (exit/entrance targets,

monitoring of learning at key stages)
Planning language learning programme objectives and content
allows for learning to be tailored to account for different learning

focuses and aims (global approach; all dimensions of language
proficiency focused on or modular approach; focus on some
dimensions at a time depending on purpose as well as a partial
approach; where only some activities/skills are focussed on while
others are not)
Helps to understand prior learning/knowledge (assumptions as to what

a learner should know if they come to a class with a certain CEFR
level).
Planning of language certification in terms of content syllabus and

assessment criteria
Planning of self-directed learning such as raising learner awareness of

present knowledge and helping with setting feasible learning goals and self-
assessment

Handout 1
Ask the participants to look at Handout 1 and then ask them to read through the
possible impacts in Malaysia. Give them one minute and ask if they have any
questions about the list. If so answer or clarify. Then ask them to spend one minute
writing a number next to each item A - H, with number 1 next to the item they think
will have most impact, 2 next to the item that is next in terms of impact and so on.
After one minute, ask them to work in groups of 3 - 4 and compare what they have
listed and why. Give them 4 - 5 minutes. Briefly discuss how similar or different
peoples choices are.
Note: The CEFR emphasises plurilingualism (see Section 1.3; pages 4 - 5 in the
CEFR) for a definition.
Multilingualism is typically described as the knowledge of a number of different

languages or co-existence of different languages in a society. Perceived as atomistic
aim to achieve mastery in all languages but each language is treated as separate
and distinct.
Plurilingualism is typically described as the recognition that languages are not

learned in isolation from other languages one knows, but rather, people use their
knowledge of different languages and cultures in an interactive and complex way to
build up communicative competence. Therefore, in a plurilingual approach, people
use their competence in different languages flexibly to achieve effective
communication and become more proficient.
Key:
Participants own answers, but answers that may feature in the discussion are:
A: Current curricula and materials may benefit from being aligned with international
standards to strengthen their definition in terms of delineation of skills and clarify
learning objectives across phases of the curriculum, which could result in a greater
sense of progression within and across learning materials. The Cambridge Baseline
study reported on lessons consistently lacking in degree of challenge which can be
tied to the idea of clearer definition being needed for different levels.

C: The need for qualifications to be recognised both by local and international
organisations (especially higher education institutions) which, in an increasingly
globalised world, makes this an imperative.
E: Ensuring that progression across learning stages is charted effectively so that

learners do not end up starting again and re-learning knowledge that they had
already covered previously. This is a constant battle in education and the CEFR can
help in identifying what learners should already know if they have achieved a
particular CEFR level, which may then allow for improved progression across school
stages.

Slide 15
Most people are focused on the six level framework and the scales without ever
considering the descriptive framework which accompanies the scales. The
descriptive framework provides detailed analysis of communicative contexts, themes,
tasks and purposes of language learning and the underlying principles of the scales
which we will also highlight in the course.
The CEFR is an important framework which will become key in the Malaysian
context. Therefore this training programme aims to introduce the core conceptions of
CEFR, familiarise them with the framework and related implications for pedagogy
and assessment and prepare them to cascade this knowledge to other educational
practitioners in Malaysia. Highlight the fact that this is just a taster course because it
would need a month to really go into the CEFR in great depth. Explain that when they
open the CEFR book, there will be a lot of additional information that you wont really
have time to talk about, but you hope that this taster course will give teachers the
basic knowledge of (and enthusiasm for) the CEFR, as well as the tools to be able to
find out more information about the CEFR after these training sessions have finished.
Slide 16
1. The next part of this session will focus on the view of language learning underlying the CEFR
and the six reference levels. Before doing this, start with an activity:
K (I know) W (would like to know) L (learnt) activity (to be picked up again at the end
of the session)
Complete a KWL chart. Pin up 3 or 4 large sheets of paper on the walls and write the
letters K, W, L as titles across the top of each paper. Explain K means I know, W
means I would like to know and L means I have learnt. Tell them to ignore the L
for now. Give participants some sticky notes and group them in roughly equal sized
groups around each paper. Ask them to write down what they already know and want
to know about the CEFR on the sticky notes and stick them in the appropriate column
e.g. if there is information they know they should note it on the sticky note and put it
under K, if they have heard something they dont understand they should note it and
stick it under W. Give them 4 - 5 minutes. Once finished, elicit a few ideas and
reassure them if there are aspects they dont know, you will come back to these later.
Use this information to know how to pitch the rest of the sessions and decide whether
alternative activities should be included.
Slide 17
Explain that the CEFR has two key areas of focus and show the slide. Elicit the two
key areas from participants:

1. communication as the goal: we use language to communicate with others in order
to achieve some sort of task; therefore, language learning should focus on
communication and provide learners opportunities to use language purposefully.

2. provision of a descriptive framework of levels of language that all can understand
and relate to whatever their context. The CEFR is language and context-neutral
which is why it has such value. We can compare someones proficiency and
progression in English or Malay whether they are learning these languages in
Germany or Brazil.
Action-oriented approach; users and learners of a language are viewed primarily as

social agents (i.e. people who have tasks to accomplish in a given set of
circumstances, in a specific environment and within a particular field of action).
Can-do approach; focus is on what can be done rather than what cannot be done
(i.e. a positive focus rather than deficit focus).
Handout 2
Give participants Handout 2 and ask them to work in pairs and try to complete the
gaps. Recommend they work upwards through the levels in all such activities,
starting from A1. Give them approximately 5 minutes. Elicit back some ideas briefly
and then show the next slide, which contains the answers.
Key: on next slide.
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 activityof 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
communicativelanguage competences[linguistic, socio-linguistic, pragmatic] to
negotiate communication with flexibility in a variety of contexts. Performing tasksin
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
strategiesfor their successful completion. It is this broad conception of language use
and emergent communicative competences that underpins the action-oriented
approachto language teaching and learning embodied in the CEFR.

Slide 18
Ask participants to read the whole text from the slide and check against what they
have written. Definitions can be found in Chapter 2, pages 9 - 16.
The main ideas to draw out are:
1. CEFR prioritises communication as the aim of language learning, and this is

done through language activities, which require learners to read, listen, speak
and write. Language activities involve the use of ones communicative
language competence in processing (receptive/productive) language to carry
out a task.
2. Text is any sequence or discourse spoken or written (can be the input or

output)
3. Communicative language competences are therefore necessary for success

in language learning. Competences are the sum of knowledge, skills and
characteristics that allow a person to perform actions while communicative
language competences are those which empower a person to act using
specifically linguistic means.
4. As well as these competences, learners have to use strategies to perform

tasks successfully and therefore an action-oriented approach is taken which
prioritises using language in order to develop these competences and
strategies (i.e. learning language through using it rather than learning about
language).
These concepts will come up again and again because they are core to the CEFR
and are discussed in detail in Chapter 2, pages 9-16 CEFR Book/PDF.
Emphasise the fact that the CEFR is about what learners can do rather than what
they cannot do which is an important distinction.
Slide 19
The CEFR describes language ability at six levels with A1 being the lowest level and
C2 the highest. The levels are grouped into 3 broad categories - basic user,
independent user, proficient user. These terms (basic, independent and proficient)
replace the traditional terms of beginner, intermediate and advanced which are often
defined differently by each user, institution and country, which makes it hard to
understand what these terms actually mean when we are discussing language ability.

C2 (proficient user) is the highest level: C1 and C2 are both proficient user
levels.
B1 and B2 are referred to as independent users of a language.
A1 (basic user) is the lowest level: A1 and A2 are basic user levels.
For each level, the CEFR describes in depth the language knowledge, skills and
competencies necessary for effective communication. The levels have been scaled
empirically (scaling is described in Appendix A; pages 205-216 CEFR Book/PDF).
The framework is context-free in order to be generalisable across contexts; therefore,

users must reflect on what competence means in their context. It can be applied to
learners of any language.
Handout 3
Give out Handout 3 and ask participants to read the illustrative descriptions of three
different levels. Explain these are global descriptions. Ask them to talk in pairs and
decide where each one might fit on the scale. Elicit back some ideas. Then direct
them to page 24Table 1 of the CEFR Book/PDF and ask them to check their
answers.
Key: 1 B 2A 3C
Elicit back the correct answers from the book. Explain this table is important for
understanding the overall criterial features for the CEFR levels.
Slide 20
Shows the answers for Handout 3 and where the descriptors are in the global scale.
Now explain to participants that they will look in more detail at how descriptors differ
by level.
Handout 4a; poster paper Global Scales tacked to the walls (15 - 20 minutes)
Put participants into groups and have them look at the global scale and
underline/highlight how the descriptors differ at each level. What features change as
you move from one level to the next? This will involve the participants identifying
criterial features.

Key: Key is on slide
Handout 4b (optional) Poster paper of self-assessment scale (20 - 30 minutes)
Direct participants to page 26 - 27 (Table 2) of the CEFR Book/PDF (the self-

assessment scale). Point out that this is a scale that could be used with learners as
the focus is on I can rather than can do. Ask them to work alone first of all. They
should think about a language they have learnt or are learning and plot where they
think they are on the scale.
After a few minutes ask them to work in pairs and explain to their partner where they
positioned themselves, clarifying why they placed themselves on particular points of
the scale. Elicit back some ideas.
Points trainers may develop in feedback are:

1. Why might employers be interested in different language skill profiles?
2. Was there a time when your skills in one area were much better / worse? What
circumstances / kind of programme made the difference?

Slide 21
Discuss some of the key criterial features that distinguish levels. Reassure
participants that they will be watching video and reading pieces of writing soon so not
to worry if it isnt all clear.
Point out the descriptors are positive (do not focus on deficits but on what can be
done).
Note: The colouring is for highlighting only: it has no other significance.
Further notes (Section 3.6 on pages 33 36 point this out to participants):
C2: intended to characterise the degree of precision, appropriateness and ease

with the language which typifies the speech of those who have been highly
successful learners.
C1: characterised by a broad range of language, which allows fluent,

spontaneous communication.
B2: represents a focus on effective argument, an ability to hold your own in social
discourse: a new degree of language awareness: correct mistakes if they have led
to misunderstandings.
B1: perhaps most categorised by two features. The first feature is the ability to
maintain interaction and get across what you want to. The second feature is the
ability to cope flexibly with problems in everyday life.
A2: has the majority of descriptors stating social functions and getting out and
about.
A1: the lowest level of generative language use; the point at which the learner can
interact in a simple way, ask and answer simple questions about themselves, but
communication is totally dependent on repetition at a slower rate of speech,
rephrasing and repair.
Also, point out that there are plus levels (A2+, B1+) to indicate a stronger
performance within the same level.
Slide 22
Summarise by using the car metaphor. Show them the slide and elicit how they think
this is comparable.

When you learn to drive a car you need to learn the basicsthe mechanicsso this
is grammar and vocabulary and knowledge of the sounds of a language. You then
need to apply that knowledge driving in different situations e.g. in heavy traffic or in a
highway or in a quiet street with no other cars or when its raining (i.e. when
conditions are difficult) it is the same with all skills. As you move up the CEFR levels,
you are more able to process language and produce language in a range of
communicative situations and with greater degrees of accuracy (fewer accidents).
Slide 23
Thinking of the CEFR as a cone is relevant because as you advance up the levels,
the breadth and depth of knowledge increases, so each level does not contain the
same amount to learn and it usually takes longer to move from one level to the next
as you progress up the levels.
Note: if they ask but probably dont volunteer this information: there is no research on
how long it takes to go from one level to the next as it depends on a number of
factors (intensity of instructions, learner motivation, quality of instruction, etc.) but a
general rule of thumb is 180 hours to move within the A levels, 200 hours at B levels
and 220+ at C levels.
Emphasise that learners need to extend their skills across the levels and not just
focus on going up the scale. It is very useful to think of the CEFR as having two
dimensions; vertical and horizontal. Most users are focussed on the vertical
dimension, going up the levels, but you can also progress by broadening your
abilities within a level (to do be able to read more types of texts or for different
purposes, domains: to be able to move from being only able to use language in the
familiar / personal or public domains to the educational or occupational domains.
Handout 4 can be referred to again as required.
Handout 5
Give out Handout 5 and ask participants to work in pairs and use the grid to fill in
details on the levels. Give them 5 minutes to work on this. Slide 24 contains the
same information as Handout 5.

Slide 24
Explain that now you will look at a few levels which are most relevant for participants
educational stage in more detail.
Key:
A2 B1
Reception understand sentences and understand the main points

frequently used of clear standard input on
expressions related to familiar matters regularly
areas of most immediate encountered in work,
relevance school, leisure, etc
Productio communicate in simple and deal with most situations

routine tasks requiring a likely to arise whilst
n simple and direct exchange travelling in an area where
of information the language is spoken
describe in simple terms produce simple connected

aspects of his/her text
background
describe experiences and

events, dreams, hopes and
ambitions
Theme/Top very basic personal and topics which are familiar or

familiar information, of personal interest.
ic shopping, local geography
complexit
briefly give reasons and
y
matters in areas of explanations for opinions
immediate need. and plans
Have a brief discussion, having them reflect on this information in relation to their
students. Do these levels capture what their students are able to do?
Slide 25
Explain that there are more than 50 of these scales which can be found in Chapters 4
and 5 of the CEFR Book/PDF. The illustrative scales are grouped into three main
categories: language activities, language strategies and language competencies.
(see p.222).
Activitiesare what you do (e.g. lets read the instructions)

Strategies are how you cope often if things go wrong (e.g. I need to monitor
and repair)
Competences are what we do to communicate.
Handout 6
Give out Handout 6 and ask participants to work in pairs and use the grid to fill in the
activities, strategies and competencies while also indicating whether the activities
and strategies are production, reception or interaction. Give them 10 minutes to work
on this.
If you feel you need to simplify this task for your participants, go through one or two
examples together at the start so effectively you are giving the participants some of
the answers.
Refer them to Chapter 4 and 5, for an overview:

https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?
documentId=090000168045b15e to check their answers or if time is short, look at the
Additional resources for the overview of activities, strategies and competencies
handout 1.1. Point out or have them look to see which section has the most scales
(Reception, interaction or production)? It is interaction link back to the underlying
approach which is action-oriented, focussing on communication as purposeful and
involving others. Give participants time to look at scale focus by reading descriptors
in the CEFR Book/PDF as necessary.
Key:
Activities Strategies Competencies

Reading R Monitoring and P Sociolinguistic
instructions repair appropriateness
Transactions to I Asking for I Turntaking

obtain goods and clarification
services
Listening to R Identifying cues and R Propositional precision

announcements inferring
and instructions
Correspondence I Taking the floor I Coherence and

cohesion
Addressing P Planning P Spoken fluency

audiences
Goal-oriented I
cooperation
Reports and P
essays
Reading for R
orientation
Informal I
discussion
Note-taking I
Slide 26
There are more than 50 of these scales which can be found in Chapters 4 and 5 of
the CEFR Book/PDF. The illustrative scales are grouped into 3 main language
activities which cover the 4 skills, and which are referred to as either productive
(speaking and writing), or receptive (reading and listening) and interactive when
more than one skill is involved.
Then there are the language strategies that are needed to achieve the language
activities; and finally language competencies which cover the linguistic and
sociolinguistic knowledge needed to communicate. These subscales cover different
areas but are applied to the same 6 levels of A1 - C2.
Include the idea that descriptors are meant to be refined for particular contexts of
use. The CEFR provides overarching characteristics of what it means to be proficient
at different levels; however, it doesnt always describe the cognitive-psychological
aspects of using language (what does it mean to be able to read / listen / speak /
write in English what aspects are more challenging than others). Therefore, it is
necessary to supplement the CEFR with knowledge of the underlying abilities / skills
(called constructs) involved in language use and how those abilities change
depending on a learners CEFR level.
Handout 7
Give out Handout 7 and ask participants to look at the word cloud and identify scale
names by combining the words they can refer to Chapter 4 and 5 for help.
Key: (other combinations may be possible)
Note-taking
Orthographic control
Creative Writing

Propositional Precision
Text processing
Reading correspondence
Identifying cues
Formal discussion
Turn-taking
Vocabulary range
Vocabulary control
Slide 27
Ask participants to look back at the KWL chart. Ask if they would like to move any of
the post it notes into a new column. Give them a few minutes to do this. Elicit back
what they have moved and why. Then ask them to work in pairs and answer
questions 2 and 3 on the slide. Give them 2 minutes to discuss. Elicit back some
ideas.
Wrap up this session by asking teachers to reflect on what they have learned so far
and the relevance / application of these concepts in their own classrooms.

Session 2 Baseline Study and Speaking
Production and Interaction
Rationale The aim of this section is to understand the Cambridge Baseline,

which provides information on why and how the CEFR may be
relevant for the Malaysian context. The session then focuses on
understanding speaking production and interaction scales, which was
an area in the Baseline study which showed to be a weak skill.
Timing3 hours
Optional: Poster-sized scales for production and interaction

Slide 28 Overview of session None 5 minutes
Slide 29 Introduction to baseline None 3 minutes
Slide 30 Pre-activity, reflect on Roadmap and None 10 minutes

Blueprint aspirations and challenges in
achieving these
Baseline study methods and results, None 20 minutes

including discussion and relevance of
Slides 31-39 results
Slides 40-43 Baseline results continued and discussion None 15 minutes

and relevance of results
Slide 44 Baseline: Reflecting on the findings for None 10 minutes

your teaching
Slide 45 Introduction to spoken interaction and None 2 minutes

production
Slide 46 Watching a video clip of learner Handout 8 15 minutes

performance and elicit what aspects of
learner performance makes the interaction
successful/unsuccessful
Slide 47-48 Spoken interaction and production Handout 9 30 minutes

Text types for each level
Slide 49 Qualitative aspects of spoken production Handout 10 20 minutes

Slide 50 Speaking tasks identifying the level Handout 11 30 minutes
Slide 51-52 Wrap up Handout 12 20 minutes


Procedure
Slide 28
Overview of the session
Consider including a review task from Session 1 (10 minutes). If you want to get
going quickly, simply ask what the key to the project is. Malaysia has a 10-year
Roadmap where English teaching will be revised. All the revisions refer to and are
informed by the CEFR so this is why we need to learn about it. Ask what the main
points are: that it is a view of language as communication; that this view will have
consequences for teaching and assessment (later); that there are the 6 scales to
describe language.
Slide 29
Introduce the new topic the Cambridge Baseline Study 2013 which provides a
rationale for why the Malaysian education system might benefit from introducing the
CEFR.
If the session goes quickly, then move on to session 3 on speaking, as this is quite a
long session.
Slide 30
Begin the session by asking participants about the education blueprint and/or
Roadmap in terms of aspirations and the relevance of the CEFR for achieving these
aspirations:
What are the key aspirations for English language learning in Malaysia?
What are the key challenges to learning English in Malaysia?
Participants discuss in pairs for a minute to identify issues and then feed back
together. Be careful as some participants might still feel negatively about some
aspects of the Baseline. Some teachers felt that they werent prepared for the tests.
Tell them this is in the past and that they shouldnt worry.
Slide 31

The Baseline study conducted in 2013 provided a baseline of student and teacher
performance as well as the strengths and weaknesses of the English education
system. The CEFR was used to measure English proficiency and this allows for
comparisons in the future to determine the extent to which initiatives over the next 10
years have impacted on learning and teaching in Malaysia.
Slide 32
Included students and teachers from all states and different types of schools
(urban/rural, Malay, Chinese, Tamil, Religious, Arts, Science, etc.)
Slide 33
All states were represented and here are some pictures from the researchers who
went out to some schools. Ask participants which states they are from.
Slide 34
Measured all 4 skills as well as teacher proficiency and teaching knowledge and
practice. Also reviewed key documents which allowed the report to include a
comprehensive review of the educational system
Slide 35
Allow participants a minute or so to read the positive findings.
Slide 36
Can see improvement as students move up the grades but a key finding was
variation in performance within grades. There were strong performances and weak
performances throughout the system.
Slide 37
Good achievement but some students are being left behind.
Slide 38
Point out the number of learners who are not moving beyond A1/A2 levels even into
secondary school

Slide 39
There was also variation by location of school, gender of student and type of class
(subject focus)
Slide 40
Activity (5 - 10 minutes): Have participants discuss in groups how the introduction of

the CEFR could benefit the Malaysian educational system and address the issues
and support the strengths presented in these slides. This discussion may include
addressing the issues of why there are both these strengths and weaknesses in the
system. Elicit some ideas.
Link back to how introducing the CEFR can support this (i.e. the CEFR emphasises
communicative interaction)
Slide 41
Note: This is what the learners report this doesnt necessarily mean it is true;
however, there was a lot of variation in this area. Some students are learning English
as their third, fourth or fifth language and dont see the value in it.
Therefore its important to capitalise on this interest, and where it doesnt exist, to
identify ways of generating interest in learning English.
Slide 42
This may be controversial as the teachers did the Teaching Knowledge Test (TKT)
but had not prepared for it so results must be interpreted with some caution. A
common finding from the observations was that teachers were not always
challenging their students. They were giving them activities / exercises which were
too easy. Important to challenge learners which can improve their motivation
(disinterest does not always equal inability to do something).
Slide 43
Read the slide together then do the activity. Activity (5 - 10 minutes)
Have participants discuss in pairs / groups to what extent these findings correspond
with their experience of English language education in Malaysia.

Elicit back some ideas.
Slide 44
(15 minutes) Put participants into groups of four. Ask them to work together and
answer the questions on the slide. Elicit back some ideas. Now ask them to focus on
the areas of difficulty and suggest an activity that would support understanding and
make the content more accessible. Give them a few minutes to work on this and then
share ideas together.
You may highlight that the picture the Baseline paints is generally positive, that there
are solid foundations to build on. Also say that the Baseline also shows that there
needs to be change.
Slide 45
Introduce the next topic: speaking. Link this back to the results in the Baseline study
which showed that speaking was the weakest skill and the skill learners most want to
improve.
Slide 46
Tell participants that first we are going to look at one clip to analyse and understand
how the CEFR sees language. Elicit that communication is the key. Reassure them
that they will be watching the levels next session, for now they are simply looking at
how the CEFR views language.
Immediate reflection: what do you think you / your trainees would say makes a good
speaker of English (what qualities / characteristics)?
Handout 8
Watch video clip (embedded):

A2 (Lucas and Mark) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-
assessment-and-certifications/dvd-spoken-performances-illustrating-the-6-levels-of-
the-common-european-framework-of-reference-for/english-lucas-marc-organising-a-
party
Watch the video and write down what aspects of performance and what makes a
good speaker.

After the clip ask participants to compare notes for 2 minutes. Elicit back ideas
drawing out concepts of what they think the learners were able to do which made the
interaction successful or less successful. Ask them to identify what kinds of skills and
strategies good speakers use that might be included in the CEFR scales. Elicit their
thoughts and then say you will try to apply this further.
Note: information about the performances and CEFR levels can be found here:
http://www.ciep.fr/sites/default/files/migration/en/publi_evalcert/dvd-productions-
orales-cecrl/docs/comments_en.pdf
Key:
Obviously participants own answers but may feature:
pronunciation: individual sounds, accent, intonation, stress

interactive ability, fluency, turn-taking
accuracy of language: grammar, vocabulary
range of language and expression
development and linking of ideas
relevance of ideas
expansion of answers
Below are the commentaries for the speakers:
Lucas solid A2
Lucas speaks at A2 level: he can make himself understood in short sentences and
utterances despite false starts. He can initiate and respond appropriately and he
maintains the conversation: e.g. and the music and he uses basic linking: eg so,
and maybe. There is some control of simple structure and a basic range of
vocabulary in this context: e.g. I would like to eat cakes and candies, and to drink,
what do you want to drink?
Marc strong A2
Marc is strong A2: he can make himself understood in short sentences and
utterances despite pausing to plan what he wants to say: for example, before talking
about what drinks there will be at the party. He can respond appropriately and
maintain the conversation in this context: e.g. what do you want to prepare? using
basic linking: so, because it my birthday. There is some range and accuracy with
simple structures: e.g. I want to listen, if you want.

For the other speakers refer to the PDF mentioned in the notes.
Slide 47
Have participants look at descriptors for spoken interaction. Highlight the key
features that distinguish levels. Remind them to think back to the video and how
these were captured in the performance or not.

Handout 9
Give out Handout 9 and tell participants that they will use these descriptors on the
slide to work in pairs to categorise the types of text for the two levels. Allow them to
work on this in groups then complete feedback, going over each element.
These are self-assessment descriptors (spoken interaction scales can be found on

pages 73-82; 8 scales not including the overall spoken interaction scale):
Understanding a native speaker interlocutor (recent update of CEFR; The

Council of Europe is removing references to native speaker as it is more
about can a second language learner interact with a competent speaker of
the target language)
Conversation
Informal discussion with friends
Formal discussion and meetings
Goal-oriented co-operation
Transactions to obtain goods and services
Information exchange
Interviewing and being interviewed
Key:
Some additional text types are included below, and also span levels either side of the
key CEFR levels (i.e. A1 and B2). Text types on the handout are bolded.
A1
short question and answer sequences short statements short dialogues
responses to prompts
A2
dialogues service interactions phone conversations
interview sequences announcements voicemails
personal anecdote telling

B1
collaborative discussions quiz forums
short presentations using visual prompts
B2
presentations using visual, graphic or written media
short news and documentary features group problem-solving
prepared presentations giving demonstrations
radio phone-in discussions job interview phone conversations

Slide 48
Have participants look at descriptors for spoken production. Highlight the key
features that distinguish levels. Remind them to think back to the video and how
these were captured in the performance or not. Refer them to pages 58-60 in the
CEFR Book/PDF and ask them in pairs to look at the scales and decide which scales
are relevant for their learners and why? (10 minutes)
Spoken production consists of 4 scales (not including overall spoken production) and
can be found on pages 58-60:
Sustained monologue (describing experience)
Sustained monologue (putting a case forward debate)
Public announcements
Addressing audiences
Slide 49
Clarify that for each CEFR level there are five key qualitative aspects to spoken
language use. Show the characteristics on the slide. Point out that these aspects are
particularly useful when designing learning tasks for speaking and for assessing
speaking performance. (see Table 3, pages 28 - 29)
Start by discussing briefly what each word means. Finish by eliciting Which of these
dimensions is most important currently in your context? Which do you think is most
important in the CEFR?
Handout 10
Give out Handout 10 and ask participants to work in pairs and match each descriptor
with a heading. Give them 3 - 4 minutes to complete and then elicit their answers.
Key:
Range Accuracy Fluency
Has enough language Uses reasonably Can keep going

to get by, with accurately a comprehensibly, even
sufficient vocabulary to repertoire of though pausing for
express him/herself frequently used grammatical lexical

with some hesitation routines and planning and repair is
and circumlocutions on patterns associated very evident especially
topics such as family, with more in longer stretches of
hobbies and interests, predictable free production.
work travel, and situations.
current events.
Interaction Coherence
Can initiate, maintain close simple Can link a series of shorter,

face-to-face conversation on topics discrete simple elements into a
that are familiar or of personal connected, sequence of points.
interest. Can repeat back part of
what someone has said to confirm
mutual understanding.

Slide 50
Speaking involves various types of interactions as well as production. It is important

to ensure that learners are given different types of interactions in order to develop
their speaking skills. We as teachers need to give our students opportunities to
practice all these interactions.
What type of talk does neither diagram accurately represent? Monologues.
Handout 11
Give out Handout 11, which presents exam tasks. Ask them to work in small groups
and match the task type with the level. Tell them to think about the types of
interaction and production that would be needed in each level to help them identify
the level.
Elicit answers and feedback. Before moving to the next slide elicit from participants
any area that they think has not yet been considered in the scales. Elicit the idea of
pronunciation. Tell the participants not to worry and that they will look at this in
another session.
Key:
Task 1 B1
Task 2 B2
Task 3 B1
Task 4 A2
Task 5 B2
Task 6 A2
Slide 51
Wrap up activity to review some of the key concepts covered so far. Have
participants reflect on what was most useful to them and how they might apply what
they have learned today in their own classes.
Handout 12

Give out Handout 12 and ask participants to discuss in groups the terms that we
have seen today. How do they relate to the CEFRs perspective on language learning
and assessment?
Key:
independent: describes the B2 level user
service interactions: spoken text type that A2 learners can begin to engage with
strategies: use of strategies such as repair, effective turn-taking helps facilitate

communication
production: features in CEFR scales of spoken and written production
fluency: spoken fluency is one of the descriptive speaking scales
construct: a theoretical model of what is to be learned. Our concern on this course

is with Reading, Listening, Speaking and Writing constructs.
discourse management: a category used to describe features such as coherence

and relevance in speaking rating scales
Slide 52
Ask participants to look at the final thoughts slide. Explain that you will do one final
task before wrapping up. Ask participants to work alone for 5 minutes and a) write
down 5 key words they recall from the sessions and b) write down 3 take away
messages from the session. After 5 minutes ask participants to work with a partner
and compare their ideas. Elicit a few ideas back. Wind up with final Q and A on any
concerns participants have.
Optional activity: encourage participants to apply what they have learned so far in
their classrooms and report back in the next session on what worked, and what didnt
work.

Session 3 Speaking: Finding the Level (Rating)
Rationale The aim of this section is to understand further the levels within the
speaking scales and in particular understanding what it means to be at
each CEFR level for speaking.
Timing90 minutes
Optional: Poster-sized scales for production and interaction

Slides 53 Overview of session and review of previous None 5 minutes
54 session
Slides 55 - Discussion of assessor vs user oriented None 5 Minutes

56 scales
Slide 57 Introduction of the idea of different types of None 5 Minutes

scales
Slides 58 - Focus on a single scale and differentiating None 15 Minutes

59 within one CEFR level B1
Slide 60 Focus on B1 scales and marking Handout 13 25 Minutes
Slide 61 Focus on B2 scales and marking Handout 14 25 Minutes

and 15
Slide 62 Reflection and round up None 10 Minute


Procedure
Slide 53
Start with a brief warmer. Ask trainees to turn to the person next to them and choose
two adjectives describing how they are feeling at the start of the third session and
why. Elicit a few examples back and explore if others are feeling the same.
Go over the key aims of the day briefly showing the slide. Ask if they can remember
what some of the scales referred to and how speaking was broken up:
Interaction
Fluency
Range
Accuracy
Coherence
Slide 54
Put trainees into groups of 4 and ask them to briefly remind themselves of what they
did in Session 2.
What were some key aspects from Session 2 that they tried to apply?
It is very important here that the participants do not get the wrong impression that
this course will train them to assess learners in any of the 4 skills. It must be
emphasised to the participants, before and after this series of slides / activities, that
the purpose is only to help deliver a deeper familiarization / understanding of the
CEFR scales and the progress up the levels and within one level, not to train them to
make any assessment, either between levels or within a level.
Slide 55
Ask the whole group what they think the difference is between the two scales. Elicit
the common misconception is that the CEFR scales are the same as learning scales
or assessment scales but actually translating them into assessment or learner scales
is the most challenging part. (Answer on next slide.)

Slide 56
Ask participants to read the information and see if they were correct.
A common misconception is that CEFR scales are easily translated into learning
scales or assessment scales, but the work to be done to translate CEFR scales into
learner scales or assessment scales is the hard work.
Remind and reassure participants that the aim of the training is not to make
participants experts in applying the CEFR but give them a general understanding of
how it can be used.

Slide 57
Remind students that there are not just global scales, and an assessment scale is
often built up by looking at a range of scales. Ask them to look briefly at the
phonological scale.
Explain that the phonological scale is one of a group of scales included in the
Communicative Language Competence group which deals with areas of linguistic
competence. These scales are divided into those dealing with range (e.g. there is a
scale for Vocabulary Range) and control.
Ask participants if they can think of any other areas there might be a scale for?
Simplify this by putting ------- range and ------- control on either side of the
whiteboard. Accept all contributions and then either direct them to 2.4
Communicative Language Competence (p.27) to check or give them the list:
Range:
General Linguistic Range (Global)
Vocabulary Range
Control:
Grammatical Accuracy
Vocabulary Control
Phonological Control
Orthographic Control
Slide 58
Explain that one challenge is understanding where someone is within a scale. Ask
the following and elicit back their ideas: if two speakers are both at the same level
how do we differentiate between them?
Tell them to watch the clip of Zofia and Camille and decide what level they think the
two students are. Show them the clip (embedded):

A2 (Zofia and Camille) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-
the-common-european-framework-of-reference-for/english-zofia-camille-organising-
holidays
Give them a few minutes to compare their ideas after the clip then elicit back their
ideas. Clarify both learners are A2.
Slide 59
Show the next slide and clarify how performance can lie at different points within the
scale. Tell them that Zofia is a solid 4 and Camille is a weak 3. Tell them that they will
listen to the recording again and identify aspects of their performance which
distinguish the candidates.

Slide 60
Handout 13
Look at the slide, give out Handout 13 and participants have a minute to look at the
scale. Explain that the scales here are not CEFR, they come from Cambridge English
and are adapted from the CEFR, so the 3 grade is at the weaker end of the A2 level;
the 1 grade is A1 and the 5 grade is B1.
Play the clip again. Complete feedback.
Camille weak A2
Camille is towards the weaker end of A2. She speaks more than her partner, but
often pauses, breaking down towards the end when searching for the word
activities, which her partner supplies; she often relies on her partner to move the
conversation forward, but can generally respond to simple statements. She uses
some basic structures, but makes mistakes systematically: I dont know, but we can
organises, We can ask to the English friends and there are more intrusive
mistakes too: e.g. How many times do you want to go?
Zofia solid A2
Zofia demonstrates a solid A2 performance: she uses basic sentences and can make
herself understood in very short utterances, despite occasional false starts. She has
some control over basic grammar and vocabulary at A2 level: e.g. What do you do
during summer?, I want to go to sea., sea-sick. She also keeps the interaction
going quire well: e.g. Yes, we can but where?
For more detailed descriptions go to the PDFs at
Slide 61
Handout 14
scale. Play the clip of Audrey and Mathilde (B1) embedded in left-hand mini screen.
http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-and-
certifications/dvd-spoken-performances-illustrating-the-6-levels-of-the-common-
european-framework-of-reference-for/english-audrey-mathilde-organising-a-party
Ask participants to rate the candidate performances using the B1 scale in the
handout. When rating raise discussion of production strategies (see pages 63 - 65):
Planning
Compensating
Monitoring and repair
Do tasks allow candidates to demonstrate these? Are they rated?
In pairs decide where the students are on the scale.
Complete feedback. Remind participants they do not have to be experts at this we

are simply increasing our familiarity with the CEFR. If they guessed the level wrongly
it is not a problem. Then refer to the PDFs describing the students performance.
There are short commentaries with a grade in the PDF
Audrey is solid B1, and was selected as the criterial sample to show a solid B1
speaker:
Audrey is solid B1: she has sufficient language to deal with the task and express
herself, despite some slips: e.g. If its a costly restaurant, we can choose the menu
for everyone. She develops the interaction well and interacts well an initiates and
carries the conversation asking questions to keep the conversation going; What do
you think about buying.
Mathilde is still B1 but weaker:
Mathilde is towards the weaker end of B1: she has sufficient language to deal with
the task, but her vocabulary is often quite limited: good, attractive, sing, dance,
friendly. However, she does show some good accuracy and control with Its going to
be too complicated if we dont do it, but slips with Everyone have to and I dont
tell anyone When it comes to interaction she often lets her partner lead and she
doesnt develop the conversation effectively.
You can find a more detailed description of performances in the PDF below.
PDFs with description of performances:


Slide 61 (cont)
Handout 15
scale. Watch Sylvia and Paul (B2). (embedded in righthand mini screen)
european-framework-of-reference-for/english-sylvia-paul-organising-holidays
In pairs, compare opinions on why the students are beyond B1. Then refer to the
PDFs describing the students performance.
Paul: Paul talks slowly, but quite fluently, about the abstract subject of the ideal
partner. There is no strain listening to him and he has a good degree of control of
grammar: e.g. If she was good looking, it wouldnt be bad. He produces stretches of
coherent language e.g.: first of all at an even tempo and interacts well developing
the interaction by initiating, following up and turn taking appropriately in the second
half of the discussion.
Sylvia: no short commentary, refer to the PDF
You can find a more detailed description of performances in the PDF below.
PDFs with description of performances:

Optional activity:
There is an optional additional B2 video clip activity, if there is time (Theo and
Blandine). Participants make a note of aspects of spoken performance that exceed
the B1 perfomance they have seen.
Handout 15 can be reused for this activity.
The performance is described in the same pdf as the other performances. It could be
set for homework / individual study:
european-framework-of-reference-for/english-theo-blandine-internet
Slide 62

Ask participants to work in small groups and complete the reflection task. Encourage
teachers to reflect on what they have learned and to make a plan for incorporating
what they have learned into their teaching. Assign a task for teachers to do with their
learners between this session and the next one and to report back to the group.
FOR MORE PRACTICE SEE THE EXTRA ACTIVITIES AT THE END OF

THIS DOCUMENT.

Session 4 CEFR and Perspectives on Language
Teaching and Learning
Rationale The aim of this section is to understand the approach to teaching and
learning that underpins the CEFR and to review the key concepts
related to Learning Oriented Assessment.
Timing90 minutes
Materials Slides: 63 78; Handouts: 16 18

Slide 63 Overview of session None 5 minutes
Slide 64 Introduction: perspectives on language None 5 minutes

teaching
Slides 65 A communicative task and discussion on Handout 16 30 minutes

67 teaching methodology
Slide 68 - 69 Discussion on broader aspects of None 15 minutes

methodology
Slide 70 - 71 Discussion of teacher-led and task-based Handout 17 10 minutes

interaction
Slide 72 Learner Oriented Assessment Handout 18 20 minutes

77
Slide 78 Review and round up None 5 minutes

Procedure
Slide 63
As a warmer have some reflection on what participants have done since the last
session (have they applied any concepts / aspects of the training in their teaching?)
and report back. Once complete show the overview for the session briefly. Reassure
the participants that all these terms will be unpacked in good order.
Slide 64
Explain that you will begin the day by considering perspectives on language teaching
and learning and that you will explore learning oriented assessment. Highlight this is
key because it explores how all learning and assessment essentially work together
and that knowing more about the CEFR allows classroom practitioners to apply this
knowledge in all aspects of teaching and learning, not just summative style
assessments.
Explain that you will do a task with them. Tell them that the task is something they
can take into the classroom tomorrow.
Slide 65
Complete this example of the first question in a communicative task, about why
Mustapha had hundreds children all of who were boys. The activity is aimed at
getting students to practise the language of speculation.
Set up the activity so that you clearly provide examples of different teaching
behaviours for participants to reflect upon, ensure:
A. that you activate learner schemata elicit what royals (kings queens sultans etc.)
typically like doing: riding horses, producing heirs, hosting banquets, posing for
portraits etc. This can be done as a discussion/brainstorm what royals like to do.
B. give models of deductive/speculative language that might be produced, perhaps

put language scaffold boxes on board. He might have wanted to create his own
army.
C. recast learner language during activity (i.e. say the correct version, but dont tell
students they are wrong)..
D. set the activity up as described below where learners initially discuss in groups
and then work towards outcomes by listening to other groups speculations. They start
when slide 66 is shown.
In our workshop we did it like this:
1. Draw a Kings head on the white board and in pairs 2 minutes think of typical
royal behaviour this is activating the schemata.
2. As a group board and talk about it.
3. Show the slide they think of reasons why
4. Try to elicit and example using a past modal of speculation He might have
wanted his own army.
5. Drill for pronunciation
6. Board the example scaffolding explain the form and the function

Key (to the activity example)
Sultan Mustapha:
The one thing in the world he wanted was a girl so he kept trying. In C17th he did
not know that males carry the sex gene and he was genetically predisposed not to
father female offspring.
Slide 66
Continued procedure:
7. Teacher models the first example.

8. A thinking minute where the students dont talk, but think of things to say.
9. In pairs/groups they talk you listen dont correct, simply recast the
language.
10. After 10 minutes group feedback. Learners do the task together by looking
at the slide and speculating, trainer monitors.
Once complete ask the participants to work in pairs and reflect on a) what they did
and b) how it would support the learning of students.
Handout 16
They should complete Handout 16.
Key
What prior knowledge [schematic] did the teacher try to exploit/activate?
what royals (kings queens sultans etc.) typically like doing: riding horses,
producing heirs, hosting banquets, posing for portraits etc.
Where was language scaffolding for the task presented?
Language of speculation/deduction
Which of these roles did the learner fulfil during the task: active listener, positive
contributor, corroborator, monitor of own output ?

(a corroborator is somebody who confirms what you say)
Which of these roles did the teacher fulfil during the task: facilitator, monitor,
animator, feedback provider ?
Hopefully many of these roles will come out in the discussion.

Slide 67
In your last task, you discussed activation of prior knowledge, scaffolding and the
roles played by teachers and learners. These are all elements of experiential learning

tasks which should be considered before setting up the activity. During the activity
this will help the learners to engage in a task.
Wrap up discussion activity with a summary of points on which participants agreed,

and refocus participants on the ppt. Read the slide out with the help of the notes.
Slide 68
Ask participants to look at the wider methods listed. Ask them to work in pairs and
find examples of techniques that the trainer has used so far to achieve each of the
items on the list. Give them 3 - 4 minutes then elicit their ideas.
Slide 69
Ask participants to read the points on the slides. Ask them to work in pairs and think
of an example of where the trainer achieved each of the items on the list, probably
with the exception of number 1 (Conducting lessons using the target language). Give
them 3 - 4 minutes then elicit their ideas.
In Chapter 7 the CEFR emphasises the importance of tasks in supporting learning.

This is very important to remember to stress.
Slide 70
Ask participants to look at the teacher led interactions in the diagram clarifying any
unfamiliar terms and decide if they have been used or not in the training. Elicit their
ideas at whole group level.
Handout 17
Now invite participants to think if the same interactions might be useful in an exam
situation where someone is being assessed. Provide Handout 17 and explain that
they will watch a clip of an A1 learner. While watching they should note if any of the
listed interactions are used.
Play clip (embedded ):https://www.youtube.com/watch?v=pV-N_3YscDc
Allow participants to compare notes in pairs then elicit their responses

Key
Obviously participants own answers but here are some of the obvious interlocutor
behaviours that help facilitate the interaction:
Interlocutor sets the scene and describes action to allow learner to get
into
context
Interlocutor moves cards while talking [semantically contingent actions]

and initially only requires learner to point
Interlocutor gives examples and models task
Interlocutor asks open questions
Interlocutor asks closed back-up questions to move discourse forward
Interlocutor asks questions and allows learner wait-time
Interlocutor offers positive re-enforcement and does not overtly correct
Interlocutor clearly indicates to learner that focus of questions has

changed
Interlocutor maintains clear eye contact with learner during direct personal
question sequences
Learner.
Points to items in a scene picture
Chooses an object card in a group of cards

by pointing
Moves object cards to places in a scene

picture
Talk about things in a scene picture
Answering questions about selected object

cards
Answering personalized questions relating

to object cards
Answering personal questions without

visual support
Interlocutor sets the scene and describes action to allow learner

to get into
context
Interlocutor moves cards while talking [semantically contingent

actions]
and initially only requires learner to point
Interlocutor gives examples and models task
Interlocutor asks open questions
Interlocutor asks closed back-up questions to move discourse

forward
Interlocutor asks questions and allows learner wait-time
Interlocutor offers positive re-enforcement and does not overtly

correct
Interlocutor clearly indicates to learner that focus of questions

has changed
Interlocutor maintains clear eye contact with learner during

direct personal
question sequences
Learner.
Points to items in a scene picture
Chooses an object card in a group of cards
by pointing
Moves object cards to places in a scene

picture
Talk about things in a scene picture
Answering questions about selected object
cards
Answering personalized questions relating
to object cards
Answering personal questions without
visual support
Slide 71
Go through what the participants found. Identify how all these actions allow
assessment to occur and the assessment in turn allows learning to occur.
Emphasise how task based interactions dont just help the teacher manage the
activity, they drive forward the learning (read the points on slide)
Slide 72
Ask participants if they have heard of the term learning-oriented assessment. Ask
participants which of the basic principles reflect what is happening in classrooms and
schools in Malaysia. Move to Handout 18 and set up activity. Remember if you want
to make the task easier simply do the first few together to get the group going.

Handout 18
Key: on next slide (slide 73)
Slide 73
LOA involves the collection and interpretation of evidence about performance so that
judgements can be made about further language development to promote learning.
Stress that although this diagram looks at first to be quite complex, it is what many
teachers do as a matter of course in their classrooms when monitoring language
activities.
Ask participants to work in pairs to think of a B1 or B2 level learning objective for

Speaking, what a task might consist of, what the teacher might observe, and so on
as they follow the arrows round the chart.
What form might an informal record, and a structured record take?
If this is too challenging, you can model this first.
What aspects of this cycle do they think teachers would be familiar with? Unfamiliar
with?
Slide 74
Putting the learner at the centre (and all forms of assessment can support the learner
and learning).
Ask participants what they think this might mean in practice, especially thinking about
the LOA cycle we have just seen.
How might this slide be interpreted by Malaysian teachers in a context they are
familiar with?
Slide 75

Ask participants to select the first or second statement. What does this tell them
about their view of teaching and learning? What is the role of the students and the
teachers for each of these statements?
Slide 76
All lessons and lesson plans should start with the lesson goals so by the end of the
lesson the teacher and the learners will have some evidence of how far they have
achieved a particular goal or completed a particular task.
Ask why interpretation is important. Try to elicit it is because it leads to decision

making on what happens next, (referring back to the LOA cycle)

Slide 77
Explain that this is another way of looking at the LOA cycle. If we start at the circle at
the top, setting learner objectives, we can move round in this way..
To summarize, we focus on learning and growth by:
- Setting specific learning objectives often linked to a standard such as the CEFR
- Collect evidence to
set goals
drive feedback
track progress
Evidence is the basic currency of LOA but evidence can only be collected and
interpreted against a standard or objective. We collect different types of evidence on
learners performance. Evidence is used to monitor and evaluate learners progress
as well as to drive the feedback. The key is that LOA is a systematic approach rather
than an intuitive one.
And so LOA is about setting clear learner objectives and tracking progress on a
regular basis and assessing inside / outside the classroom, and using the gathered
and recorded insights to feed into the teaching cycle.
Experienced teachers do this intuitively, but novice teachers perhaps dont. LOA
attempts to pull it all together, and make it accessible to teachers and learners
through user-friendly materials.
A key role in making all this workable in practice is TECHNOLOGY for recording
progress.
Slide 78
Reflect on the session and application to teaching and learning. What benefits do
participants see for the LOA approach?

Session 5 CEFR Writing: Towards a Writing
Construct
Rationale The aim of this section is to understand the way that the writing
framework is constructed, the types of writing that can be expected at
each level and to explore the detail of the writing interaction scale.
Timing90 minutes

Slide 79 Overview of session and review of previous None 5 minutes
session
Slide 80 The Writing construct None 5 minutes
Slide 81 - 82 Differentiating writing levels Handout 19 15 minutes
Slide 83 - 84 Writing Scales Handout 20 20 Minutes

and 21
Slide 85 B1 Writing a writing construct Handout 22 20 minutes
Slide 86 Task Types Handout 23 20 minutes
Slide 87 Review and Round up None 5 Minute

Procedure
Slide 79
Introduce the session focus. If appropriate, do a warmer where participants reflect
on what they have done since the last session. Have they applied any concepts or
aspects of the training in their teaching report back.
Slide 80

Introduce the title of the talk. We will be looking at writing from an assessment point
of view and not what people write in their day to day lives. In order to assess writing
we need to think about what aspects of writing we can measure and what writing is:
in other words we need to have a construct of writing.
Slide 81
Ask participants to work in groups of three.
Handout 19
Give out a set of writing scripts in Handout 19 to participants.Explain that they

should order the scripts from strongest to weakest. Give them 6 - 8 minutes to do
this. Once they have done this they should think about the qualities that helped them
decide.
Key: Do this without CEFR levels; CEFR levels are allocated during next slide.
2 (C2) 5 (C1) 4 (B2) 1(B1) 6(A2) 3(A1)
Slide 82
In their groups participants should then read through the descriptors and decide the
level they think is suitable for each script.
Key:
2 (C2) 5 (C1) 4 (B2) 1(B1) 6(A2) 3(A1)
Slide 83
Ask trainees to work in pairs and identify the key differences between levels and what
this might look like in terms of production.
Handout 20
Give them Handout 20 and ask each pair to match the descriptor with the
appropriate level. After 5 minutes check their answers and guide them to the correct
pages in the CEFR Book/PDF (Creative Writing descriptors p.62). Ask them to scan
through the Written Interaction scales and elicit the types of competencies this
covers. Elicit back a few ideas. Remember this refers to the creative writing scales.

Key:
CEFR Descriptor
level
Can write a series of simple phrases and sentences about their
A2 family, living conditions, educational background, present or
most recent job.
Can write straightforward, detailed descriptions on a range of

B1
familiar subjects within his/her field of interest.
A2 Can write short, simple imaginary biographies and simple

poems about people.
Can write accounts of experiences, describing feelings and

B1
reactions in simple connected text.
Can write a description of an event, e.g. a recent trip real or

B1
imagined.
B1 Can narrate a story.
Can write simple phrases and sentences about themselves and

A1
imaginary people, where they live and what they do.
Can write about everyday aspects of his/her environment, e.g.

A2
people, places, a job or study experience in linked sentences.
A2 Can write very short, basic descriptions of events, past

activities and personal experiences.
Slide 84
Look at the levels on the slides and elicit the types of texts and scripts cited in the
descriptions. Elicit the idea that different text types allow learners to produce texts of
differing interactions.
Handout 21
Give them Handout 21 and ask them to work in pairs. Tell them to put the correct
words into the gaps. Give them 3 - 4 minutes before going through the answers.

Key:
B2
Can write letters conveying degrees of emotion and highlighting the personal
significance of events and experiences and commenting on the correspondents
news and views.
B1
Can write personal letters giving news and expressing thoughts about abstract or
cultural topics such as music, films.
Can write personal letters describing experiences, feelings and events in some
detail.
A2
Can write very simple personal letters expressing thanks and apology.
A1
Can write a short simple postcard. (if the participants would like the full set)
Slide 85
Briefly show participants the descriptor categories on the slide and elicit from them
what these refer to.
Handout 22
Give Handout 22. Ask them to consider a B1 level student and what this kind of
student might be able to do in each category on the given tasks A and B.
Allow them 5 - 6 minutes to discuss. Elicit back their ideas.
Obviously participants own answers but things they might come up with for Task A,
for example, might be:

Task response: respond directly to questions asked in friends letter
Understanding of Purpose: respond as if writing a letter giving advice

making suggestions etc.
Sensitivity to Audience: referring to friend as you, appropriate opening

and closing of letter
Structure and organisation: linking of points, paragraphs
Control [language]: most words spelt accurately, reasonable use of

punctuation, common structures used reasonably accurately
Range [language]: sufficient range of structure to express straight-

forward ideas, some variety in use of lexis.

Slide 86
Handout 23
Give out Handout 23. Participants put the text types from the slide into the table
according to the level of language required to produce each piece of writing.
Ask participants to look at the various text types on the slide and think about what
learners would need to do to be able to produce these text types successfully. Give
them an example (e.g. a postcard is at small sentence level so suitable for lower
levels). Ask them to discuss the other text types in pairs for a couple of minutes. Ask
for group feedback.
Key:
A2 B1 B2
advertisements, blogs, captions presentation articles,

dialogues, digital calendar and diary slides, profiles, essays,
entries, text exchanges and instructions, leaflets,
messages, emails, fact files, forms, social media reports
invitations, letters, messages, posts reviews,
poems, posters, postcards, stories,
digital posts
in addition to ..in
task types addition to
introduced at task types
A2 introduced at
A2 and B1
Slide 87
Reflection task- ask participants to talk to a partner and discuss how likely teachers
are to focus on the different aspects of writing listed. Give them 5 minutes and
explain that they have this time to put the features into order from 1 to 6. Let them
work on this for a few minutes then elicit ideas.
FOR MORE PRACTICE SEE THE EXTRA ACTIVITIES AT THE END OF

THIS DOCUMENT.

Session 6 Writing Finding the Level (Rating)
Rationale The aim of this section is to explore and become more familiar with
the elements of the writing scales; it introduces the idea of sharing
criteria for self and peer assessment
Timing90 minutes

Slide 88 Introduction and overview None 5 minutes
Slide 89 - Finding the level, linked writing scales None 15 minutes

90
Slide 91 B1 writing sample analysis Handout 24 25 minutes
Slide 92 A2 writing sample analysis Handout 25 25 Minutes
Slide 93 Review and Round up None 10 Minutes
Slide 94 General review None 10 minutes

Procedure
Slide 88
Introduce the session focus. If appropriate, do a warmer where participants reflect
on what they have done since the last session. Have they applied any concepts or
aspects of the training in their teaching report back.
Slide 89
Highlight the aims of the session. Tell participants the first part will be Finding the
level. Tell them they will be looking at scripts and deciding what makes a script B1 or
A2.

Remind them that the purpose of the training is only to help deliver a deeper
familiarisation and understanding of the CEFR scales and the progress up the levels
and within one level, not to train them to make detailed assessment of performance
in any of the four skills.
Slide 90
Look at the descriptors on the slide. Explain that the CEFR is not a rating scale but
has to be expanded to use in this way.
Slide 91
Handout 24
Provide participants with Handout 24. Using the scales they should analyse the two
writing samples and give a score for each criterion.
Allow them to work alone for 6 - 8 minutes. Once the time is up ask them to compare
their ideas in groups of 3. Note that a 5 is a weak B2 and a 1 is a strong A2 as we
saw with the speaking scales.
Key:
Elicit their ideas and feedback highlighting key features in the descriptors. Provide
the examiner responses for comparison.
Examiner comments Script A

Content 5
All content is relevant to the task. The target reader would be fully informed.
Communicative Achievement 4
Despite a slightly awkward beginning and end, letter-writing conventions are used to
communicate straightforward ideas.
Organisation 4
The letter is generally well organised and coherent. Ideas are connected within and
across sentences using basic linking words (but; then; and) and a variety of cohesive

devices (the more important is in December; it is very cold with a lot of snow; It is
very good; this special day).
Language 4
A range of everyday lexis is used appropriately, and simple grammatical forms are
used with a good degree of control. There are minimal errors (mainly spelling and the
question form in the final sentence), which do not impede.
Examiner Comments Script B

Content 5
All the content is relevant and expanded appropriately. The target reader would be
fully informed.
Communicative Achievement 5
Letter-writing conventions are used to communicate the ideas and hold the readers
attention.
Organisation 5
A well organised and coherent letter. A variety of linking words (and; as well as;
when; in the evening; after breakfast) and cohesive devices (ellipsis, referencing,
relative pronouns) are used.
Language 5
A good range of everyday and less common lexis is used appropriately (cinnamon;
honey; coins; relatives; costumes; season). Grammatical structures are mainly limited
to the present simple tense, but this is appropriate to the task, and a range of simple
grammatical forms with good control is used.
Slide 92
Show the slide with the A2 writing scale, ask the participants to read it.
Handout 25
Then distribute Handout 25 and repeat the grading process at A2.
Key:
Candidate A
3 marks
Satisfactory attempt at task. Two elements of the message are clearly
communicated. Information about what time to come is not included. Some effort is
required of the reader, for example with the last sentence

Candidate B
5 marks
Very good attempt at task. All three elements of the message are clearly
communicated.
Candidate C
4 marks
Good attempt at task. All three elements of the message are communicated. Minimal
effort is required of the reader, for example with the last sentence
Candidate D
2 marks
Inadequate attempt at task. Only two elements of the message are communicated.
Information about which DVD to watch is not included. Significant effort is required of
the reader, e.g. DVD is a film and I can you come at 12.30.
Once you have completed feedback ask participants to summarise key areas to
remember when using the descriptors.
Slide 93
Complete a reflection on the session by asking participants to work in small groups

and use the graphics to design their own mind maps for the criteria considered.
Suggest some things that can go in the diagram: paragraphs, coherence,
cohesion//task achievement, register, ideasGive them 5 - 8 minutes to complete
this then invite volunteers to talk the rest of the group through their graphic.

Slide 94
In pairs students discuss what the images mean to them as a revision exercise. The
top left hand picture is about assessing writing.

Session 7 Language Knowledge Scales
Rationale The aim of this section is to explore and become more familiar with
the scales related to language knowledge
Timing90 minutes

Slide 95 Introduction None 5 minutes
Slide 96 - 97 Language awareness None 20 minutes
Slide 98 Vocabulary, scales and the English Handout 26 30 minutes

101 Vocabulary Profile and 27
Slide 102 Grammar, Scales and English Grammar Handout 28 30 Minutes

103 Profile
Slide 104 Review and Round up None 5 minutes

Procedure
Slide 95
Start with a brief warmer or reflection on what participants have done since the last
session have they applied any concepts/aspects of the training in their teaching
report back.
Introduce the focus on the session. Ask participants if they have heard of any of the
points in the bubbles. If they havent, tell them not to worry and they will be given
some tools they can take away and use in class in their next lesson. (The English
Vocabulary Profile but save the surprise till later).
Point out that there are no language specifications in the CEFR, but that the people
who wrote the CEFR have worked on projects that have produced lists of vocabulary
and language points, and that we will be looking at some of them in this session.

Slide 96
Ask participants to work in small groups of 3 - 4 and think of as many words related
to learning as they can: (e.g. revise, exam, understand, knowledge, homework etc.)
anything they like. Give them slips of paper to write these on and allow them to
compile words for 1 minute. Stop them once the time is up and see which group has
the most words. Now ask them to put the words into order with the easiest at the
bottom of their list and the hardest at the top. Give them 2 - 3 minutes to do this.
Once they have completed this elicit some examples of words from the bottom,
middle and top of the lists from a few of the groups. Ask the participants how they
knew how to do this. Try to elicit the idea that we have a general sense of scale with
language including vocabulary.
Slide 97
Look at the following sentences: what CEFR level do you think these grammatical
errors are associated with?
Let participants know that these are errors associated with progress from one level to
another (e.g. the first one is moving from A2 towards B1: learners who progress show
improvement in this area).
seehttp://www.englishprofile.org/images/pdf/theenglishprofilebooklet.pdf (p.25 27)
Key: There is no need to go into the grammar errors in detail.
Error types that improve significantly between A2 to B1 levels
I want to sell many dolls. (a lot of)
I will move to other city so I want to sell it. (another)
A valid quantifier word in the language has been used, and it is the correct part of
speech, but not the correct quantifier.
Error types that improve significantly between B2 to C1 levels
Why do you give those information in an advertis(e)ment? (this)
A determiner form is used which is incorrect because of the countability of the noun
to which it refers.
Error types that improve significantly between B1 to B2 levels

It was really interesting to hear about all the different people and theirs
[backgrounds]. (their)
The learner has created a feasible but non-valid inflected form of the
determiner, usually because of a mistaken belief that the determiner (theirs) must
agree in number with the noun which it precedes (backgrounds)
Slide 98
Ask participants if they remember talking about the scales for phonographical control,
vocabulary range etc. in an earlier session. Then ask them to read the scales for the
two levels shown and pick out the main differences between them. Discuss in pairs.
The scales are on p.112 in the CEFR Book/PDF.
Key:
Vocabulary Range
B1
Has a sufficient vocabulary to express him/herself with some circumlocutions on most

topics pertinent to his/her everyday life such as family, hobbies and interests,
work, travel, and current events.
Has sufficient vocabulary to conduct routine, everyday transactions involving

familiar situations and topics.
A2
Has a sufficient vocabulary for the expression of basic communicative needs.
Has a sufficient vocabulary for coping with simple survival needs.
Vocabulary Control
B1
Shows good control of elementary vocabulary but major errors still occur when
expressing more complex thoughts or handling unfamiliar topics and situations.
A2
Can control a narrow repertoire dealing with concrete everyday needs.

Slide 99
Clarify that CEFR does not describe language, but does give insight into the kind of
language needed in its descriptions of skills and in the scales we have just looked at.
We will be looking at outcomes of two important projects linked to the CEFR:
The Waystage and Threshold Specification, and the English Profile projects.
Handout 26
After giving out Handout 26, explain that an influential development in the early
history of communicative language teaching was the work of the Council of Europe in
creating new language syllabi, and they set out to provide syllabi that would meet the
needs of European immigrants. The British linguist, D. A. Wilkins, defined language
using notions and functions, rather than more traditional categories of grammar
and vocabulary.
Notions include concepts such as time, location, frequency, and quantity.
Functions include communicative acts such as offers, complaints, denials, and

requests.
Ask them to look at the functions of language on Handout 26 and decide the level:
A2 (Waystage) or B1 (Threshold). Remember our example of regretting being a B1
B2 function as it demands quite high level language and discourse.
Participants can complete this in pairs. Elicit their ideas and in each case why they
think it is the level they chose. Round up by emphasising that although language is
not mentioned directly there is a certain level of insight because of the functions and
types of words.
Highlight the idea that they can use other resources to help with this, for example the
English Vocabulary Profile.

Key:
Functions, Notions and Communicative Tasks
A2
talking about what people are doing at the moment

making and responding to offers
introducing oneself and other people
asking and answering questions about personal possessions
asking for repetition and clarification
giving warnings and stating prohibitions
giving reasons
B1
talking about how to operate things

describing simple processes
criticising and complaining
expressing purpose, cause and result
drawing simple conclusions and making recommendations
resuming or continuing the topic
persuading people to do something
Slide 100
Show participants the word pay and how it is listed on English Vocabulary Profile.
Look at the levels and the other details (word class; collocation etc.) Ask them to go
onto the website using their own device, choose a word and look it up. Give them a
few minutes to do this and make notes. Then ask them to work in pairs and share
what they found out with their partner.
Handout 27
Give participants Handout 27 and ask them to work in groups and assign the words
to the appropriate point in the scale. If you prefer, put the words on coloured card
and ask participants to arrange the words along a line on the wall sticking them with
blutac.
Key: answers on next slide (slide 101)
Slide 101

Look at the answers briefly and check if groups were correct.
Elicit the idea that in encouraging and improving language use we are not always
clear about integrating this into skills work or about how to measure vocabulary when
students are doing skills work.
Slide 102
Explain in more detail what English Vocabulary Profile is and demonstrate what it can
do show them examples of searching for language and how the tools can support
them. (You might want to show them this earlier after slide 99).
Slide 103
Handout 28
Ask participants if they have heard of the English Grammar Profile. As participants
read through the slide, distribute the handout.
Note: The Cambridge Learner Corpus is a multi-billion word collection of written,

spoken and learner texts collected from all over the world, initially from exam scripts.
Handout 28. Ask participants to consider the level at which they might expect a
learner to be able to produce these and put them into order from easiest to most
challenging. Participants should focus on the Learner example column and can look
at the Grammatical feature column for extra information, if they are especially
interested.
Key:
CEFR Grammatical feature Learner example
C1 assumed, discovered, felt, found, proved (in The children stories were
Passive voice) + infinitive felt to be the best idea for
kids, after, of course, the pony
rides.
B1 Relative clauses with whose a biography of this

famouspainter whose
[Relative clauses formed on a genitive position] pictures I like so much
B1 tough+infinitive What she knew would be

really tough to livewith was

[Tough Movement constructions with the adjective the reason of his death.
tough]
B2 It+Verb+infinitive it would be helpful to

work in your group as well.
[It Extraposition with infinitival phrases]
A2 Verb+subordinate clause with or without that I knew that you have a new
house too.
These structures comprise one main clause
containing a Noun Phrase and a Verb and a I think the zoo is an
subordinate complement clause with a finite Verb (i.e. interesting place.
a verb inflected for person and tense) (e.g. they
thought that he was always late).
If there is time, participants can look at the English Grammar Profile website. This
could also be an optional activity during the reflection phase on the next slide, or for
follow up activity after the session.
The homepage contains a (6 mins) video of Mike Macarthy explaining what the EGP
is and how the research was carried out.
http://www.englishprofile.org/english-grammar-profile
There is also a link to a demo (7 mins) of how to use the website:
http://www.englishprofile.org/english-grammar-profile/egp-demo
Slide 104
Round up by setting up a small forum to discuss the questions on the slide.

Remember out horse and cart analogy grammar and vocab are the cart the
functions and making meaning using language is the horse.
Session 8 CEFR Elements in Reception and

Understanding
Rationale The aim of this session is to introduce concepts surrounding

reception, listening and reading, and to explore schemata as well as
conditions and constraints in reception.
Timing 90 minutes


Slide 105-6 Introduction None 5 minutes
Slide 107 Discussion of the difference between None 10 minutes

receptive and productive skills
Slide 108 - Mental and external contexts and the co- None 20 minutes
109 construction of meaning
Slide 110 Schemata Handout 29 25 Minutes
Slide 111 - Listening Skills and the CFR Handout 30 25 minutes

113 and 31

Procedure
Slide 105
If appropriate start with a brief warmer or reflection on what participants have done
since the last session have they applied any concepts/aspects of the training in
their teaching report back. Run though the points in the slide.
Slide 106
Introduce the idea of receptive skills and productive skills eliciting the distinction from
participants. Explore ideas of context. The CEFR is full of the psychology of learning
and there is a lot of this about how we listen and read. This session is simply trying to
summarize these ideas.
Slide 107
Ask participants to listen to two short dialogues (embedded in the blue / pink play
buttons) and identify the place and people in them.
Note: clicking on the play button will bring up the webpage, where you need to click
play beneath the photo of the speaker. There is no need to download the listening.
Once they have listened elicit back their ideas of place and people. Ask participants
to work in pairs and identify the language and functions heard that helped them
understand (e.g. vocabulary / repair strategies / phrases etc.). Explain that their own
mental contexts and understandings (schemata) are coming into use in order to

make sense of what they have heard. Tell them that we will deal with schemata later
in the session.
Clarify how contexts are key to understanding texts. When talking about the need to
raise schemata in the classroom the idea of context deficit is key.
Transcript:
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/free-time
A2
Receptionist: Good morning, Brownton swimming pool.
Tyrone: Hello, Id like some information about the water polo club.
Receptionist: Yes, of course. We have an under 14s club, an under 16s club, an
under 18s club and an adults club. How old are you?
Tyrone: Im 15.
Receptionist: OK, so you want the under 16s club.
Tyrone: Yes.
Receptionist: Just a moment ... yes, we have two places in the under 16s club.
Tyrone: When do they train?
Receptionist: Lets see, the under 16s train two evenings a week, on Mondays, no
sorry, on Tuesdays and Thursdays from 6:30 8:00pm. And matches are on
Saturday mornings.
Tyrone: When does the training start?
Receptionist: Training starts next week, on September 2nd.
Tyrone: OK. And how much are the classes?
Receptionist: Classes are free for under 18s.
Tyrone: Great! What do I have to do to join?
Receptionist: You have to come to the swimming pool and complete a form. You
need to bring a photograph too.
Tyrone: OK.
Receptionist: Can I take your name?
Tyrone: Yes, its Tyrone Williams.

Receptionist: OK, thanks. Tyrone.
Tyrone: Thanks. Bye.
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/stop-wasting-
time
Tom: I don't know what to do. I start off studying but I always end up doing
something else.
Mum: Ill help you but please listen to me.
Tom: Of course! Go on!
Mum: Now first, you need to take away all of the things that stop you working.
Tom: What do you mean?
Mum: First, turn off your music. Music doesnt help you study.
Tom: OK. No music.
Mum: And put the dog outside!
Tom: What?
Mum: Well, every time the dog goes into your room, you stop studying to pat it. Spot
stops you working!
Tom: OK. Bye, Spot!
Mum: Have an apple and a glass of water on your desk before you start. Here you
are.
Tom: Why?
Mum: Because then you dont need to go to the kitchen for something to eat or drink.
Tom: OK.
Mum: Turn off your phone.
Tom: No way!
Mum: Yes. It stops you working. If you turn it off, its easier to concentrate. You can
read your messages later.
Tom: OK, but I cant turn off the internet on my computer. I need it to look up
information.
Mum: OK, but you can turn off your instant messages.
Tom: I know! Mum?
Mum: Yes?
Tom: Thanks.
Slide 108
Explain that we are going to look at Reading as another type of input that draws on
receptive skills. Reading involves using schemata or a mental context to help us
understand and contextualise what we read. Reassure them we will come to schema
in a little more detail in the next few slides.
Ask participants to read through the points on the slide. Ask them to talk in pairs and
discuss what difficulties learners might have when reading, and what strategies they
might use to readjust or improve their understanding of a text.

Key:
Participants own views but difficulties might be at word level, an unfamiliar context,
the density, complexity or genre/jargon of the text.
Strategies may be re-reading a difficult text or back tracking, using resources such as
a dictionary, using contextual clues, asking for help from a peer or the teacher, and
so on.
Slide 109
Discuss the idea that meaning is co-constructed by the receiver and the person
providing the message because the receiver or user is filtering and interpreting the
message. Identify how the three points on the slide can cause obstructions.

Key: suggestions only
Perceptual apparatus: misread or mishear something; poor quality audio or print
Faulty classification of objects, events, places etc. (a simple example would be a

conversation about the kids. Speakers pupils, or children? etc.)
Long-term experience, affecting memory, associations and connotations: prejudice or

misunderstanding, wrong end of the stick
Slide 110
Tell participants they will now watch a short presentation about schemata
(embedded) which has no sound.
http://study.com/academy/lesson/schemas-in-psychology-definition-types-
examples.html
Ask participants what they understand by the term. Explain that they will watch a
presentation on schema theory.
Handout 29
Give them Handout 29 and ask them to complete notes as they listen. Play the
presentation. Ask them to compare notes in pairs then feedback.
KEY:
Obviously participants will not be able to note down all the possible answers, but they
may mention some of these:
We use schema to:
help us organize our information about the world
make sense of what we see
guide our actions
make predictions about the world
interpret our surroundings

According to schema theory, how do we process new information?
We try to fit it into what we already know from past experiences (preexisting
schemas)
We alter/adjust our knowledge to include the new information.
Schemas are always adapting to categorize new information
How does it help teachers?
Example schema teaching ESL students
Brings cultural connotations into play when learning a word (makes connections)
Schema theory is vital to developing comprehension in reading
Creates a base of knowledge to build up from (building blocks)
In what way is this theory not so useful?
Schema theory does not state how schemas are created
Does not state how exactly they modify cognition
The definition is thought of as too vague by some critics
Assumes that the brain processes its information as a web
It states that all knowledge is organized into units.
Slide 111
How do you overcome obstacles to the co-construction of meaning when in the

classroom? Show the sentence and ask participants how they might overcome
obstacles to co-construction of meaning in the classroom. Elicit the idea of
encouraging effective listening skills and ask what these might be. Encourage
participants to be creative and have some fun puppets, drills
Slide 112
Handout 30
Look at the skills on the slide and go over them with the participants checking
understanding, then give them Handout 30. Ask them to complete this in small
groups and then complete feedback.
Key:

A perceiving the utterance (auditory phonetic skills)
Identify words and word boundaries
B identifying the linguistic message (linguistic skills);
Write words which are spelled out
Identify stressed words providing new information
C understanding the message (semantic skills);
Listening and taking notes
Understanding cohesion, especially reference
Listening for specifics, including recall of important details
Understanding the main syntactic structure of clauses or idea units
Ability to select relevant key points.
Deducing meaning of unfamiliar lexical items from context
D interpreting the message (cognitive skills).
Listening for gist
Listening for main idea(s) or important information; and distinguishing that from
supporting detail or examples
Inferred meaning comprehension
Ability to extract salient points to summarise the text
Determining a speakers attitude or intention towards a listener or a topic
Making inferences and deductions
Relating utterances to their social and situational context
Slide 113
Look at the process of aural reception and clarify that firstly, listening is a process. A
listener starts at the top of the slide, matching what they know against what they
expect to hear; once they start to listen they are looking for cues to help them infer
the purpose of the speaker, the context and so on. The third stage involved checking
their preconceptions and then revising their hypothesis if it turns out to be wrong.

Handout 31
Then give Handout 31 and explain that it demonstrates how some of those listening
skills (inferring, hypothesis testing) are captured by CEFR. Ask the participants to
work in small groups and complete the gap fill.
Key:
C1
Is skilled at using contextual, grammatical and lexical cues to infer attitude,
mood and intentions and anticipate what will come next.
B2
Can use a variety of strategies to achieve comprehension, including
listening for main points; checking comprehension by using contextual
clues.
B1
Can identify unfamiliar words from the context on topics related to his/her
field and interests.
Can extrapolate the meaning of occasional unknown words from the context
and deduce sentence meaning provided the topic discussed is familiar.
A2
Can use an idea of the overall meaning of short texts and utterances on
everyday topics of a concrete type to derive the probable meaning of
unknown words from the context.
Slide 114
Ask trainees to work in small groups and create either a slide or infographic to
demonstrate one or two of the concepts in the session to other teachers. The
important thing is that the participants take away message of the importance of
supporting learners activation of schemata.

Session 9 CEFR Listening Scales, Learning
Objectives and Tasks
Rationale The aim of this session is to examine listening.
Timing 90 minutes

Slide 115 Session Overview None 5 minutes
Slide 116 - CFR Listening Handout 32 10 minutes

117
Slide 118 Conditions and constraints to listening Handout 33 20 minutes
Slide 119 Discussion of Effective listeners None 25 Minutes
Slide 120 Grading constraints to listening Handout 34 25 minutes

and 35

Procedure
Slide 115
since the last session have they applied any concepts / aspects of the training in
their teaching report back. Run though the points in the slide introducing the
session content. These are quite straightforward, especially in view of the previous
session that mentioned constraints.
Slide 116
Introduce this section by going highlighting the three areas listed

Slide 117
Handout 32
Give out Handout 32 and ask participants to identify 4 different types of listening
activity identified by CEFR in pairs. If the group seem to be having trouble with this,
refer them to page 66-68 or board them. Feedback by looking at the scales. As you
feedback refer to pages 66-68 if you havent already. The pictures to match to the 4
categories are clear, but make sure you check before you run the session that you
know which picture goes with which of the 4 categories in the key.
Before you show the next slide, remind participants of the potential issues that can
happen when listening. Ask them to come up with a list of issues in small groups.
These can be put on the board or projector. To make sure participants are going in
the right direction refer to the speech bubbles in the next slide. Remember to make it
easier by giving examples if you think it will help.
Key:
UNDERSTANDING CONVERSATION BETWEEN [NATIVE] SPEAKERS
LISTENING AS A MEMBER OF A LIVE AUDIENCE
LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS
LISTENING TO AUDIO MEDIA AND RECORDINGS
Slide 118
Show the different issues and ask participants to guess which scale they will fit. Elicit
their ideas if possible have the different issues on paper slips and stick these onto
the scale as it is projected up. Alternatively have participants pin them up into the
place they think it fits best.
Handout 33
Give them Handout 33 and ask them to complete the sheet in pairs. Ask them to
look at their ideas about the scales and see if they were correct. Give feedback.

Then elicit from participants what makes a good listener- someone who can manage
the constraints most effectively. Elicit their ideas. There are some ideas to compare
with on the next slide.
Key:
OVERALL LISTENING COMPREHENSION
C2
Has no difficulty in understanding any kind of spoken language, whether live or

broadcast, delivered at fast native speed.
C1
Can understand enough to follow extended speech on abstract and complex topics
beyond his/her own field, though he/she may need to confirm occasional details,
especially if the accent is unfamiliar.
Can recognise a wide range of idiomatic expressions and colloquialisms,

appreciating register shifts.
Can follow extended speech even when it is not clearly structured and when
relationships are only
implied and not signalled explicitly.
B2
Can understand standard spoken language, live or broadcast, on both familiar and
unfamiliar topics which are normally encountered in personal, social, academic or
vocational life.
Only extreme background noise, inadequate discourse structure and/or idiomatic

usage influences the ability to understand.
Can understand the main ideas of propositionally and linguistically complex speech
on both concrete and abstract topics delivered in a standard dialect, including
technical discussions in his/her field of specialisation.
Can follow extended speech and complex lines of argument provided the topic is
reasonably familiar,

and the direction of the talk is sign-posted by explicit markers.
B1
Can understand straightforward factual information about common everyday or job

related topics,
identifying both general messages and specific details, provided speech is clearly
articulated in a generally familiar accent.
Can understand the main points of clear standard speech on familiar matters which
are regularly encountered in work, school, leisure etc., including short narratives.
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.
Slide 119
Show them the characteristics of what effective listeners can do and discuss if they
were correct.
Slide 120
Then show them how listening can be made more or less difficult by features such as
length of text/sentence length and so on.
Handout 34
Give out Handout 34. Explain that participants will listen to some short extracts and
they should fill in the table identifying the task and the text type.

Play the recordings below:
1. KET Part 3: https://www.youtube.com/watch?v=8dJVI8RUxhg

2. KET Part 5: https://www.youtube.com/watch?v=hT8KxVNm3J4
3. PET Part 4: https://www.youtube.com/watch?v=gGSpxoXv1a0
4. FCE Part 1 (one extract): https://www.youtube.com/watch?
annotation_id=annotation_252319763&feature=iv&src_vid=zvRvptw0y4U&v=qTg
cUCGI96A (start from 1:20)
5. FCE Part 4: https://www.youtube.com/watch?
annotation_id=annotation_3776402205&feature=iv&src_vid=qTgcUCGI96A&v=x
YGdwGiHzeE (start from 1:23)
6. CAE Part 4 (one extract): https://www.youtube.com/watch?v=TSs-YNePLfw (start
from 1:30)
Additional recordings can be found from Cambridge English website but to play
recordings you will need to download Firefox.
http://www.cambridgeenglish.org/exams/
Allow them to listen then put them in pairs to check before feedback.
Key:
Extra CEFR Text type / Task: skill focus

ct Level Interaction
skill pattern
level
1 A2 informal Listening for specific

conversation / information
dialogue
2 A2 announcement / Identifying simple factual

monologue information
[informational]
3 B1 Informal Listening for detailed

conversation / meaning and to identify
dialogue attitudes or opinions of
speakers
4 one part of phone Listening to identify

conversation / speakers feeling
B2 dialogue

5 B2 interview / dialogue Identifying speaker attitude
[informational]
6 C1 introspective speech Listening for gist and main

/monologue points
[anecdotal]
Handout 35
Show participants the rubric inHandout 35 and ask them to make it more or less
difficult for listening by remembering what has been seen so far. Give them a few
minutes to work on this in small groups. Ask each group to present what they have
done.

Key:
No key required, but it would be good to give a few ideas (e.g. make the listening
shorter, name the animals, true false etc.)
Slide 121
Ask participants to work together and discuss the listening skills of a typical learner.
They can think about their own teaching and areas where their students could benefit
from the ideas in the session.

Session 10 Reading Towards a Reading
Construct
Rationale The aim of this section is to introduce the concept of reading

constructs
Timing90 minutes

Slide 122 Introduction and overview None 5 minutes
Slide 123-4 Reasons constructs and purpose None 10 minutes
Slide 125 Reading activities, purposes and strategies Handout 36 15 Minutes
Slide 126 Global reading scales Handout 37 15 minutes
Slide 127 - Reading models Handout 38 15 minutes

128
Slide 129 Reading not aloud None 5 minutes
Slide 130 - Top down bottom up reading None 10 minutes

131
Slide 132 Reading for orientation making reading Handout 39 10 minutes

more or less challenging
Slide 133- Review and Round up and further reading None 5 Minutes
134
Procedure
Slide 122
since the last session have they applied any concepts/aspects of the training in
their teaching report back.

Run though the points in the slide introducing the session content.
Slide 123
Introduce the first topic.
Slide 124
Discuss the pictures and ask participants about the purpose each person has for
reading in each case, the reading activity and the strategy being used. Elicit their
ideas. Scanning is reading the paper to see whats on TV; skimming is reading the
back of a book quickly to see if it sounds good.
Slide 125
Establish the concept of activities, strategies and purposes.
Reading activities is a way of saying what we read
Purposes what we read FOR
Strategies how we cope
See if you can elicit examples of these.
Handout 36
Give out Handout 36 and ask them to work in pairs and categorise.
Key:
Reading Activities
website signs instructions notes correspondence
Reading Purposes

pleasure specific information gist general orientation detailed understanding
reference
Reading Strategies
skimming scanning text structure inference
Slide 126
Show the global reading scale for B1. Ask participants to read it and identify how they
think A2 and B2 will differ. Direct them to the global scales in the CEFR Book/PDF
(see p.69) and ask them to read through the scales quickly and see if they were right.
Handout 37
Give out Handout 37 and ask the participants to complete the information in the
gaps. If you want to challenge them, tell them to close their CEFR books and see
what they can remember. Check and feedback.

Key:
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.
Can understand a wide range of long and complex texts, appreciating subtle
distinctions of style and implicit as well as explicit meaning.
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 field and interest
with a satisfactory level of comprehension.
A2
Can understand short, simple texts on familiar matters of a concrete type which
consist of high frequency everyday or job-related language.
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.
Slide 127
Highlight the features of the Reading for Information and Argument Scale on page 70
and

Slide 128
look at the simplified version of the model in the handout and go through the terms.
Handout 38
Give out Handout 38 and have the participants match the questions to the levels in
the diagram.
Key:
No key required. This is one of the most testing handouts. If you think participants will
struggle, do it as a group.

Slide 129
Emphasise the different skills used in reading and that reading aloud is not helpful.
Demonstrate this by having someone read a challenging paragraph aloud, then ask a
question: they will not remember the answer, because we dont make meaning when
we read aloud.
Slide 130
Discuss top down and bottom up and how both occur simultaneously depending on
the strategy / activity etc.
Note:Bottom-up processing happens when someone tries to understand language by

looking at individual meanings or grammatical characteristics of the most basic units
of the text, (e.g. sounds for a listening or words for a reading), and moves from these
to trying to understand the whole text. Bottom-up processing is not thought to be a
very efficient way to approach a text initially, and is often contrasted with top-down
processing, which is thought to be more efficient.
Example
Asking learners to read aloud may encourage bottom-up processing because they
focus on word forms, not meaning.
In the classroom
Learners can be encouraged to use both bottom-up and top-down strategies to help
them understand a text. For example in a reading comprehension learners use their
knowledge of the genre to predict what will be in the text (top-down), and their
understanding of affixation to guess meaning (bottom-up).
https://www.teachingenglish.org.uk/article/bottom
Slide 131
Put participants in small groups and ask them to analyse the tasks and decide if they
would involve mainly bottom-up or mainly top-down activities. Ask them to discuss
for 5 minutes then feedback. Emphasise that in most reading activity both types of
processing are usually happening simultaneously.
Key:
Mainly bottom-up:
finding specific words/numbers in a text
using a dictionary to check the meaning of a word

using word shape/lexical clues to guess meaning of a word
highlighting direct speech in a text
Mainly top-down:
extracting main ideas in a text
using context to guess the meaning of an unknown word
stating explicit and implicit meaning of text
predicting outcomes in a text
summarising ideas in a text
Slide 132
Show the descriptor for orientation and ask participants to read it through quickly.
Handout 39
Then give them Handout 39 to read and ask them where it fits on the scale (B1). Put
them in groups of 3 - 4. Ask some groups to adjust the reading and make it more
challenging; ask other groups to adjust the reading and make it less challenging.
Share ideas and elicit from groups which factors made the text easier or more
difficult.
Slide 133
Ask participants to write a short summary of the session that day and to share with a
partner. Each person should then ask their partner one question about the summary.
Slide 134
Refer the participants to some further reading.

Master Trainer Notes: Additional Activities
Rating Speaking
To do extra Practice rating speaking, use the addresses below and refer to the scales
in the handouts or in the CEFR PDF.
Short commentaries (for most of the videos) and a link to a PDF with longer
commentaries are on the following pages.
Videos can be found at the addresses below. For the same list with indication of
level, see page 3.
Maria https://www.youtube.com/watch?v=uEXL_IpFzUQ
Masahttps://www.youtube.com/watch?v=3e7Q97rWW5Q
Tifaine and Clara http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-

and-certifications/dvd-spoken-performances-illustrating-the-6-levels-of-the-common-
european-framework-of-reference-for/english-tifaine-clara-family
Zofia and Camille http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

holidays
Lucas and Marc http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-

european-framework-of-reference-for/english-lucas-marc-organising-a-party

Audrey and Mathildehttp://www.ciep.fr/en/books-and-cd-roms-dealing-with-
the-common-european-framework-of-reference-for/english-audrey-mathilde-
organising-a-party
Paul conversation https://www.youtube.com/watch?v=ASdBL1Rb30k monologue

https://www.youtube.com/watch?v=7YyY2GHcF8A
Amelie and Theo http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-

european-framework-of-reference-for/english-amelie-theo-organising-holidays
Simon and Tiennothttp://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-simon-tiennot-the-ideal-
partner
Sylvia and Paul http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-

european-framework-of-reference-for/english-sylvia-paul-organising-holidays
Theo and Blandinehttp://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-theo-blandine-internet
Paul and Charlotte http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-paul-charlotte-the-ideal-
partner

Alizee and Marie http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-
european-framework-of-reference-for/english-alizee-marie-fashion
Annabelle and Xavier http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-annabelle-xavier-
advertising

Videos with levels indicated:
A1 (Maria) https://www.youtube.com/watch?v=uEXL_IpFzUQ
A1 (Masa) https://www.youtube.com/watch?v=3e7Q97rWW5Q
A1 (Tifaine and Clara) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-tifaine-clara-family
A2 (Zofia and Camille) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

holidays
A2 (Lucas and Marc) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-lucas-marc-organising-a-
party
B1 (Audrey and Mathilde) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-audrey-mathilde-
organising-a-party
B1 (Paul) conversation https://www.youtube.com/watch?v=ASdBL1Rb30k

monologue https://www.youtube.com/watch?v=7YyY2GHcF8A
B1 (Amelie and Theo) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-amelie-theo-organising-
holidays

B1/B2 (Simon and Tiennot) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-
the-common-european-framework-of-reference-for/english-simon-tiennot-the-ideal-
partner
B2 (Sylvia and Paul) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-sylvia-paul-organising-
holidays
B2 (Theo and Blandine) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-theo-blandine-internet
B2/C1 (Paul and Charlotte) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-paul-charlotte-the-ideal-
partner
C1 (Alizee and Marie) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-alizee-marie-fashion
C1/C2 (Annabelle and Xavier) http://www.ciep.fr/en/books-and-cd-roms-dealing-with-

the-common-european-framework-of-reference-for/english-annabelle-xavier-
advertising

Commentaries
Longer commentaries for most of the videos can be found at:
Shorter commentaries
Maria very weak A1
https://www.youtube.com/watch?v=uEXL_IpFzUQ
Maria is a good illustration of very weak A1. In the first part she understands most of
the questions and can follow some of the instruction when she is told to put things on
the picture. She produces one or two very short phrases brown, dark brown, in
sitting room, no idea, but most of the time she answers with single words: This?
Fish, pink, books. She can answer questions about personal details, but is totally
dependent on the other person.
Masa A1 Weak/Solid
https://www.youtube.com/watch?v=3e7Q97rWW5Q
Masa is a good example for solid A1: he has a basic repertoire of words and simple
phrases to talk about very everyday matters: Im eleven years old, This is a
computer, but this is, happy, sea, Kai is tall, but Leo is same, my same. He can
answer questions about personal details, but need quite a lot help to overcome the
pauses,
Tiffany solid A1
Tiffany is A1: she has enough linguistic resources to deal with the very familiar topic
of talking about her family, but there is a lot of pausing to search for language and the
communication breaks down: eg when Tiffany didnt have to language to ask about
pets. She has a basic repertoire of words: eg French, cats and limited control of a
few simple grammatical structures: yes, I have got a sister.

Clara strong A1
Clara is strong A1: despite her basic control of the language, she talks about her
family quite well. She keeps the interaction going and shows some control of basic
grammatical structures as well as vocabulary and asks questions: How old is she?,
I have too a sister shes very cute., Have you got sister or brother?
Camille weak A2
european-framework-of-reference-for/english-zofia-camille-organising-holidays
Camille is towards the weaker end of A2. She speaks more than her partner, but
often pauses, breaking down towards the end when searching for the word
activities, which her partner supplies; she often relies on her partner to move the
conversation forward, but can generally respond to simple statements. She uses
some basic structures, but makes mistakes systematically: I dont know, but we can
organises, We can ask to the English friends and there are more intrusive
mistakes too: eg How many times do you want to go?
Zofia solid A2
european-framework-of-reference-for/english-zofia-camille-organising-holidays
Zofia demonstrates a solid A2 performance: she uses basic sentences and can make
herself understood in very short utterances, despite occasional false starts. She has
some control over basic grammar and vocabulary at A2 level: eg What do you do
during summer?, I want to go to sea., sea-sick. She also keeps the interaction
going quire well: eg Yes, we can but where?
Lucas solid A2

Lucas speaks at A2 level: he can make himself understood in short sentences and
utterances despite false starts. He can initiate and respond appropriately and he
maintains the conversation: eg and the music and he uses basic linking: eg so,
and maybe. There is some control of simple structure and a basic range of
vocabulary in this context: eg I would like to eat cakes and candies, and to drink,
what do you want to drink?
Marc strong A2
Marc is strong A2: he can make himself understood in short sentences and
utterances despite pausing to plan what he wants to say: for example, before talking
about what drinks there will be at the party. He can respond appropriately and
maintain the conversation in this context: eg what do you want to prepare? using
basic linking: so, because it my birthday. There is some range and accuracy with
simple structures: eg I want to listen, if you want.
Mathilde weak B1
Mathilde is towards the weaker end of B1: she has sufficient language to deal with
the task, but her vocabulary is often quite limited: good, attractive, sing, dance,
friendly. However, she does show some good accuracy and control with Its going to
be too complicated if we dont do it, but slips with Everyone have to and I dont
tell anyone When it comes to interaction she often lets her partner lead and she
doesnt develop the conversation effectively.
Audrey solid B1

Audrey is solid B1: she has sufficient language to deal with the task and express
herself, despite some slips: eg If its a costly restaurant, we can choose the menu for
everyone. She develops the interaction well and interacts well an initiates and carries
the conversation asking questions to keep the conversation going; What do you think
about buying.
Paul solid B1
conversation
https://www.youtube.com/watch?v=ASdBL1Rb30k
monologue
https://www.youtube.com/watch?v=7YyY2GHcF8A
These two clips are part of the same test and show a solid B1 performance. Paul
interacts well and responds to his partners questions. In terms of initiating he is a
little weaker, but still is capable of moving the conversation along: I think the suitcase
is a good idea, Yes, if he likes playing football, hell never forget them. In his
description of the room he keeps going showing enough language: Shes reading a
book. On the left theres a picture, but
Simon (on the left) strong B1
european-framework-of-reference-for/english-simon-tiennot-the-ideal-partner
Simon illustrates strong B1 well: he is reasonably fluent, but there is noticeable

hesitation while he is searching for language and resorts to real cool at one point as
a coping strategy, the subject is quite demanding and a little above what is normally
required of B1. His vocabulary is generally sufficient: shy, good looking, get
married, but there are quite basic mistakes: clotheherself should be dress. He can
initiate, maintain and close: where he says yeah of course, were a little bit young for
this.
Tiennot (on the right) weak B2

european-framework-of-reference-for/english-simon-tiennot-the-ideal-partner
Tiennot is a good illustration of weak B2: some of his language shows good control
and range; Get along well, lucky balance, I miss being alone, but there are one or
two basic mistakes: eg I doesnt want; these errors do not obscure the message of
what he is trying to say. However, he pauses, sometimes a little conspicuously when
searching for language and sometimes his delivery is halting. However, he takes the
lead in the interaction and initiates and responds well for most of the interaction.
Theo solid B2
Theo is in the middle of the B2 range: he talks quite fluently and effectively about the
subject of the internet. He initiates at the beginning of the interaction: Do you ever
play or get on and interacts well, helping his partner with the word virus. His
grammatical control is B2: I currently have no access to the internet, can be
considered; his mistakes do not obscure meaning and sometimes come when
attempting quite difficult language unappropriate. He uses discourse markers and
cohesive devices well too: However and Thats true.
Amelie no short commentary, refer to the PDF
Blandine criterial B2
Blandine is a perfect example of B2. The discussion is about the quite demanding
subject of internet safety and Blandine talks quite fluently and accurately, having
sufficient linguistic range to deal with the subject well. She pauses while searching for
language, but these dont cause strain, but her partner has to help her with the word
virus. Her grammatical control and range of vocabulary is B2: eg its useful to do
research on countries; start all over again, with moderation, despite some
mistakes: many time; these, however, do not interfere with what she wants to say.
She organises her discourse well: eg Yeah, sure and initiates appropriately: What
about you; here initiation and contribution connected with chatting online is
spontaneous and strong.
Paul - strong B2
european-framework-of-reference-for/english-paul-charlotte-the-ideal-partner
Paul talks slowly, but quite fluently, about the abstract subject of the ideal partner.
There is no strain listening to him and he has a good degree of control of grammar:
eg If she was good looking, it wouldnt be bad. He produces stretches of coherent
language eg: first of all at an even tempo and interacts well developing the
interaction by initiating, following up and turn taking appropriately in the second half
of the discussion.
Sylvia no short commentary, refer to the PDF
Charlotte exemplar strong B2
european-framework-of-reference-for/english-paul-charlotte-the-ideal-partner
Charlotte talks slowly, but quite fluently, about the abstract subject of the ideal
partner. There is no strain listening to her and she has a good degree of control of
grammar and a range or suitable vocabulary: eg He has to be interested in things,
not only, like, sports and music. He produces stretches of coherent language and
uses linkers and cohesive devices eg: but actually at an even tempo and interacts
well developing the interaction by initiating, following up and turn taking appropriately
in the second half of the discussion.
Alizee, Marie, Annabelle and Xavier: no short commentaries, refer to

PDF.

Rating writing
Lower Ed
Read the writing scripts from Malaysian students. Decide on the level and check with
the commentary.
Script 1
Jane
Yesterday I bought a black and white colour cloth and a green colour cloth. I bought
them for my tennis lesson next weekend. Each of them cost £25.
Commentary
This is strong A1, there is more than limited control: eg I bought them for my tennis
lesson next weekend and the vocab is appropriate despite the sometimes impeding
mistakes: eg a green colour cloth
Script 2
Dear Jools,
I go to a music club at Elm street, Penang.
I go there at Friday.
I play musical instrument there.
From:
Commentary
This fits well as Solid A1 in that is simply 3 sentences using only the most limited
grammar and a very basic vocabulary. The sentences are connected using there as
a substitute for the music club, but they are still quite isolated.
Script 3
I bought the clothes yesterday, the clothes are very beautiful and colourful, I love it.
And the cost is only £3 for each. I also buy one beautiful T-shirt for you.
From
Commentary
This fits into weak B2 well: it meets the descriptor for short and simple, but only just.
There is basic connection and and also. The grammar and vocab are basic, but still
do what is required but no more. There are basic mistakes, but the limited
information is still conveyed.
Script 4
Kim:
Hi! How are you? Yesterday I went to shopping. I bought a new shirt and trousers. I
bought them because it is nice and beauty. I bought thoses for just £10.
Love
Commentary
This is solid B2: the information is conveyed clearly and the tone and style is
appropriate: egHi! How are you? The grammar and vocab are still weak, but there is
some control and cohesion: eg I bought them because
Script 5
Dear,
Hi! How are you? I hope you are fine.
Yesterday, I went shopping to Mid Valley. I had bought a dress because I'm going to a
party. I also bought a necklace to suit my dress. They cost about £60.
Write to me soon. Take care.
Lots of Love,
Commentary
This is strong A2 it is a simple letter, but accurate, with a good register and tone.
There is linking of ideas, eg: because I'm going to a party, and organisation into
paragraphs. The language is more than sufficient: eg I also bought a necklace to suit
my dress.
Script 6
Hi Jools,

How are you? I am writting about the music club. The music club address - it's
30 Jason Road, it near my uncle house. The music club start at this Friday, I
when to there to listen some rock music and looking for some bans.
If you have times, please reply me.
Commentary
This is weak A2, the message of the note is quite clear, there is some
organisation in paragraphs, but the sentences arent linked. There are
mistakes and at times the reader must work a little to understand: eg I when
to there to listen some rock music and looking for some bans., but overall it is
still clear.
Script 7
Dear Jools,
The World Grand music club that I just went last Saturday in Hawaii was awesome.
The food and drinks there was perfect. I dance there with some of my friends all night
long.
Your best friend,

Commentary
This is solid A2, the message is clear and the tone and register suitable. The
organisation is acceptable in that there is Dear Jools and Your best friend. What
stops it from being strong A2 is the lack of connection between the sentences. The
grammar is sufficient: eg The food and drinks there was perfect. Even though there
are mistakes, the writers intent is still clear. The vocabulary is controlled in the
context: eg awesome.
Script 8
To: Jools
The music club is held in my school, SMJK Kwang Hua. It is every Saturday,
2.30p.m. to 4.30p.m. I go there to learndifferent kinds of music instrument such as
drums, guitars and more.
Commentary
This fits into strong A2 for a number of reasons: the organisation is clear and
sophisticated for this level: the sentences are linked using the pronoun it and there
is also I go there to learn. In addition the vocabulary is also more than sufficient: eg
different kinds of music instrument such as drums, guitars.
Script 9
Hello, yesterday I went shopping to bought some new T-shirts. I bought them
because they were attractive and colourful. The cost of the T-shirts were RM59.00.
Please write to me soon.
Commentary
Although quite short, this fits into B1 weak in that the ideas and sentences are linked:
egI bought them into a sequence as the B1 criteria says. The control of grammar is
sufficient despite mistakes eg: yesterday I went shopping to bought and there is
good control of elementary vocabulary: egattractive and colourful.
Script 10
Dear ...,
How are you? Hope your family members are in the pink of health. I received your
letter yesterday. I think you should go on holiday with your parents. It is because they

are usually very busy working every day and this is the only chance they can relax
themselves. They must be very hopefully to accompany their children to enjoy the
holidays. If you go on holiday with them. You will make them happier and there are
lots of activities for family. Well, if you really want to go out with your friends, you
must arrange your time wisely. I think you can go shopping or go for a picnic with
your best friends. I have to stop here now because it is very late now. Hope to hear
from you soon.
Bye!
Yours sincerely,
Commentary
This fits well into the middle of B1: it is a straightforward text on a concrete topic and
the candidate gets her point across this is the most important aspect. There are
problems: eg the lack of paragraphing stops it scoring higher, the sentences arent
connected particularly well and the tone is slightly uneven: eg Bye! followed by
Yourssincerely. There is some control of vocab; eg lots of activities for family. The
grammar is actually very good.
Script 11
Dear ...,
How are you recently? I hope you and your family are in the pink. I had received your
letter two days ago. So, I will give some opinions for you in this letter.
I think you should go on your summer holiday with your lovely parents. It is an
opportunity for you to accompany with your parents. As we know, your parents are
businessman so they will not have a lot of time to go on holiday with them. That is
why you should go with them. Besides that, if you go on holiday with your parents,
your relationship with them will be getting more closer. Is this true? In addition, if you
go on holiday with your parents, they will take good care of you. So, you will be more
safety and you can do a lot of activities with your parents. They will make sure you
would not be dangerous when doing some activities. Moreover, if you go on holiday
with your parents, it will be a memory for all of you. You can take a photograph with
your parents during your holiday trip. Is it a good idea for you?
I hope you will have a happy holiday.
From

Commentary
This is a strong B1 answer: all the information and ideas are conveyed clearly. The
paragraph organisation is clear and within paragraphs the cohesion is very much in
line with the B1 CEFR criteria: a connected series of linear points is achieved
naturally using some range of devices: eg That is why, Besides that. The; register
and tone are very effective and grammar and vocabulary are good: eg if you go on
holiday with your parents, your relationship with them will be getting more closer; the
mistakes in no way impede the meaning: egyou will be more safety.

Script 12
Dear Alice,
Hi. How are you? I am going to tell you something unexpected. A TV company came
to my school yesterday to make a film. All students in the school are very surprised
and excited about it.
I think that the TV company chose my school is because there are beautiful scenery .
The TV company filmed our principal and ask him some question about my school.
The TV company told us that the programme will be shown on television next month.
I am look forward to enjoy it.
Take Care.
Commentary
This is a good example of solid B1 the task of the letter is simple and the writer
achieves her aim. There is organisation into paragraphs. Within the paragraphs the
cohesion is less effective in the first paragraph the final two sentences could be
linked. However, the grammar is accurate; eg The TV company told us that the
programme will be shown on television next month; there are slips, but the message
is still clear. The vocabulary is sufficient: eg surprised and excited
Script 13
To Alice
How are you recently? I hope you are in the pink. A TV company came to my school
yesterday to make a film with the title of 'My School'. All students in my school were
very excited and happy. The TV company chose my school to make a film because
my school is large and it has fifty classrooms there. Besides that, my school has a
very beautiful garden with a variety of flowers. My school also has many facilities
such as library, canteen, laboratory, computer rooms and others. The TV company
filmed a main character, Jusline Tan who was studied in my school and she was
sitting for an examination at that time. It is an interesting film and the programme will
be shown on television on next month. I think you will like to watch the film too. Bye.
From
Commentary

This is a stronger B1, but still in the band: there is organisation: Besides that, but the
text could be split into paragraphs and the candidate uses TV company too much.
The text is strong in terms of the tone as well as the grammar: eg she was sitting for
an examination at that time and vocabulary: eg : facilities such as library, canteen,
laboratory, computer rooms. There are slips, but these dont obscure the meaning.

Script 14
To Chris,
How are you? I hope you are in the pink of health when I visit you this weekend.
Even though just by reading your letter, I feel excited about the plan of yours. About
the Science Festival, my answer - yes, of course! Just think about doing experiments
and exploring newly found specimens, it is fun.
As you know, I hate talks but I'm curious about one of the topic that you had listed for
me so I choose 'Can Animal speak?'. By the way, can I know is there anything I need
to bring along and do I need to pay for the talk. If yes, please state the amount.
About your suggestion to stay longer, I am sorry that I might dissappoint you. After all
the consideration - my tuition, school assignments, I can't stay longer due to my time
limits. I'm really sorry. Hope to see you soon.
Love,
Commentary
This is a good example of a weaker B2 script. The most important feature which puts
it into B2 is that the letter succeeds in doing what it is supposed to do at the end
the reader will know all the information required. The student coveys their ideas
adequately and in the correct register. The text is organised into paragraphs and
there are organisers like: egAs you know. The grammar is sufficient and there is
some good vocabulary: egspecimens. There are quite a lot of mistakes, these are
very noticeable, but dont impede meaning.
Script 15
Dear Chris,
Hi! How are you? I have received your letter and I am also looking forward to staying
with you for the weekend.
In your letter, you mentioned about a Science Festival in your city that weekend. I
would love to go to the festival as Science happens to be one of my favourite subject.
Besides , you also mentioned regarding choosing one of the these talks: 'Can
Animals Speak?' and 'The Power of the Sun'. Well, I would prefer the talk about 'The
Power of the Sun' because since young, I am always fascinated about the Sun and
this can be a chance for me to learn more about it.

Moreover, I would be grateful if you could tell me whether the festival has exhibition
about our Solar System?
Lastly, I am sad to say that I would not be able to stay with you for a bit longer. This
is because my family will be going on a holiday to Paris after staying with you.
Well, I am going to pen off now. I hope you could reply me soon.
Your friend,
Commentary
This is a solid B2. The letter achieves its purpose, the writer expresses him or herself
clearly and the tone is very good: Hi! How are you?, although the moreover at the
end is slightly too formal. The paragraphs are clear with discourse markers:
egLastly. The language used fits well in the B2 band and there is good control:
egThis is because my family will be going on a holiday to Paris after staying with
you. The vocab is also good in the context: egfascinated.
Script 16
Hi Chris! I've been waiting for you to write back to me. I have received your letter and
I am looking forward to meet you this weekend. About the Science Festival you've
mentioned earlier, I think that it would be fantastic for the two of us to attend the
festival. It would be great fun, wouldn't it?
It is very good that the Festival Programme organises talks because it is an engaging
way to communicate with the people. I would love to attend the "Can Animal Speak?"
talk show because the topic is very close to my heart, animals. Would that be fine to
you?
Since I am very passionate about plants, do you think that there is a talk on plants
during the Science Festival? If there is, would you be kind enough to join with me to
attend the talk? If you don't mind.
I love would love to stay with you a big longer but I can't. I have to attend a meeting
the following day. But do come and visit me here. I would appreciate it.
Best wishes,
Commentary

This is strong B2. On finishing the letter we know exactly what is required and we
have all the information we need. The emotions are conveyed well with vocabulary:
eg Close to my heart passionate, the tone is consistently correct. The organisation
is very clear with paragraphs and sentences linked naturally: eg If there is,. The
grammar is well controlled: eg I've been waiting for you to write back to me.
Script 17
Recently, there's a new thriller named "Twilight", it was the most unforgettable thriller
that I ever saw. The story was very interesting and creative, it was talking about a girl
fell in love with a vampire. At first, she does not know he is a vampire, she just felt
that he is kind of strange and weird because his face is very pale all the time, he
never appear at outdoor in a sunny day and his hand is cold.
After she knew he is a vampire, she has already fell in love with him. She is even
willing to let him to suck her blood, but of course he refused to do so even he is crave
for it. He tried very hard to control his desire to suck her blood and is willing to
sacrifice his life to protect the girl from intrusion and attack of other vampires. Their
love touches me, I cried while I was watching this part.
Their 'unusual' love and the mystery ending sure will attract a lot of people's
attention.
Commentary
This answer just comes into the B2 band and is a good example of weak B2. The
reader is informed and we know how the reader feels about the film. There is
organisation, but it is uneven and the final paragraph should be longer. There is
some good vocabulary: eg unforgettable and suck her blood and this compensates
for the frequent grammatical lapses. The important point about these lapses is that
they dont impede the meaning.
Script 18
The thriller move that I had recently watched is called Spiderman 3. I find this movie
exciting because the hero, Peter Parker or Spiderman has recently discovered the
true murderer who murdered his uncle, Ben Parker. He wanted to take revenge of his
uncle's death and one night, a black substance crawled all over his body and gave
him a new suit, which is black in colour. Besides giving him a new suit, the substance
also changes his attitude, turning him into a bad boy. Now, he has to overcome the

evil inside him and rescue his girlfriend, M.J and defeating the Venom and the
Sandman with the help of his friend, Harry or New Goblin.
I think other people would like it because this movie teaches us that the evil part
inside us can consume us, making us do bad things. So we need to get rid of our evil
thoughts and desires in order not to commit crimes. Apart from that, the movie also
has scenes that are so thrilling that you would not be able to move about. Moreover,
the sound effects of the movie is very realistic.
I would recommend this movie to everyone who enjoys watching adventures and
thriller movie.
Commentary
This is a solid B2 the task is achieved and the write conveys their feelings well
using good vocabulary: eg to take revenge. The organisation is clear; the first
paragraph tells the story, the second talks about the effect on others in quite a
sophisticated way: eg this movie teaches us that the evil part inside us can consume
us, making us do bad things. The register is consistent and there are a few slips with
grammar, but these do not impede meaning; eg the sound effects of the movie is.

Script 19
What is friendship? Friendship is a bond that is shared between a group of people

that enjoy being together. Friends do things together and enjoy each others's
company. You can be friends with anyone, as long as you do not hate them.
Now that we are done with that, we shall now discuss about ways to make friends.
Some people make friends easily. It is due to the fact that they can easily strike up a
conversation. To me, that is the only way to make friends. Comunication. Be brave
and ask the first question, or just say 'Hi'.
As much as friends want to agree with each other on everything, they can not.
Everyone as an individual have different behaviors, preferences and opinions. It is
natural to sometimes disagree on something. This allows us to break out of a routine
every once in a while.
Friendship is very valuable bond. Life would be boring if we just keep to ourselves.
Enjoy spending time with your friends while you make new ones. However, do not
forget your old friends.
Commentary
This is an example of very strong B2. The writer expresses him or herself very
effectively and the tone is very consistent. The organisation is very clear too; the
paragraphs work well and within paragraphs the organisation is sophisticated: The
language is very good, both in terms of control of grammar: egAs much as friends
want to agree with each other on everything, they can not. and vocabulary: eg strike
up a conversation. There are one or two mistakes, but these are very much slips and
in no way impede meaning; egLife would be boring if we just keep to ourselves
strictly speaking this should be kept.

Rating writing
Primary
Script 1
At 1:15 pm We will meet at my house. We will go to the sports centre to play tennis.
Yuo must wear sport shirt to play tennis.
Commentary
This is A2 as the text reads as simple isolated phrases as in the description of the
criteria. However, the message is clear. There is basic vocabulary: eg play tennis
and there is a limited control of grammar: eg the use of will is inappropriate.
However, it is strong as there is the sentence Yuo must wear sport shirt to play
tennis which is more complicated, despite the spelling problem.
Script 2
Dear Sarah,
youshould meet me at 2.30 p.m. My father willfatch we to the destination .You need
to wear a set of sportwear only.
Just from,
Commentary
This just qualifies as A2. The sentences are not linked, but the information is
conveyed effectively and at the end of reading we know exactly what we have to do.
In terms of vocabulary and grammar there are 3 verbs used correctly: should, will
and need as well as a narrow control of other words: fatch, a set of sportwear. The
mistakes are basic, but it is clear what the writer is trying to say.
Script 3
Dear Sarah,
You can meet me at 5:30 p.m. and we can take a bus to the sports centre. You need
to wear long trouser and white shirt.
Yours
Commentary

This is solid A2 as all the information is conveyed clearly. The descriptor says that
cohesion can be achieved with simple connectors like and and this is the case here.
The grammar is simple and mostly accurate the second can is better that the first
one, which might be better as should or Lets. The vocabulary is sufficient too: eg
wear long trouser and white shirt.
Script 4
I'm glad that you will come with me. You can meet me at my house at 6 pm and my
father will get us to the sport centre. You can wear a T-shirt and a short.
Commentary
This is strong A2 because of the positive effect on the reader: I'm glad that you will
come with me, and the quality of the language used. Although the sentences arent
linked, there is some flow. In terms of grammar and vocabulary there is control: eg
You can meet me at my house. The mistakes are minor and dont obscure the
message.
Script 5
How are you? I'm fine. Today it's a good holiday job in Paris. I'm work at Salesbury
which is my company place. This place is the best when I work here. First, I have to
relaxs and finish all my documents on my table. I also a big bos in my job. The time it
starts at 9:00 a.m- 5:00 p.m. I usually came at 8:30 a.m. Every Tuesday, I had a
meeting with my clients. I think this email its enough to you.
Commentary
Although quite long compared to the other texts, this is weak A2. There is
organisation; eg First and by the end we more or less know what the writer wants to
convey. However, the control of grammar is barely sufficient and this is important at
A2; eg Today it's a good holiday job in Paris. And the tenses are consistently mixed
up. The vocabulary is better, but still only just sufficient.

Script 6
Dear Nino,
How are you? I'm working in a reastaurant. I just have to order, and clean the table.
My busy time is 8.00a.m to 12.00 p.m. Are you intresting to do? Now you just have to
meet the manager and you can work another day. Oh! My sister is crying. I have to
go now, bye.
Love,
Commentary
This is solid A2: the information, though simple, is clearly conveyed in organised
sentences: eg and. The control of grammar is sufficient: eg I'm working in a
reastaurant, and the mistakes do not seriously obscure the meaning, but we do have
to stop to work out that the person writing is trying to encourage the reader to apply
for a job.

Script 7
Dear Nino,
I do have a holiday job. I am working at that old store near your house. I am the
cashier so I just have to use cash register. I usually start at 9.00 a.m. but on
Saturdays and Sundays I start at 10.00 a.m.
Yours truly,
Commentary
This is strong A2: the letter conveys all the information accurately and the tone is
consistently informal and friendly. There is organisation: eg so and but and the
grammar is more than sufficient: eg: I am working at that old store near your house.
as is the vocabulary: eg: cash register.
Script 8
Hi Alex,
How are you? I just came back from a shopping mall. I bought some new clothes. I
bought the clothes at a shop in the shopping mall. The clothes there are very nice,
while the price is not too expensive. I bought this clothes because I am going to
attend a wedding tomorrow. Besides that, there is a party next Monday. I can wear
the clothes there.
Love
Commentary
The criteria say that B1 can write straightforward sentences on a range of familiar
subjects and this is a good illustration. The grammar is solid and theres a range of
vocabulary: eg I am going to attend a wedding tomorrow. There is some cohesion;
eg besides that, but the first 4 sentences need connectors and this pushes into the
weak range as it makes is sound a little unnatural.
Script 9
Hi Alex!
I've just bought some new clothes. I bought five red T-shirts and two jeans. I bought
the clothes from a shopping centre called Jusco. It is near Chinese New Year so I
bought them.

See you at school next week. Bye!
Commentary
This is solid B1 and the effect on the reader is positive. The information is coveyed
clearly and effectively, the tone and register are good; eg See you at school next
week. Bye! Again, the first sentences could be linked better, but the accurate
grammar I've just bought some new clothes and vocab raise the level.

Script 10
Hi Alex, how are you? I've just bought a pink shirt with a black skirt at Pink's. I've
bought these clothes to wear at Karen's birthday. Karen said the theme is casual.
Hope you write back soon! See you there!
Commentary
This is strong B1; the tome is consistently informal and appropriate and the
paragraph flows well, although there is repetition of Karen. Despite this there is
organisation and good vocabulary: eg the theme is casual as well as consistently
controlled grammar: eg I've bought these clothes to wear at Karen's birthday.
Script 11
Dear Angle:
I am glad that you are fine. I live in a quiet street. The place I live doesn't have many
cars, most of the people go to work by public bus. There are also some students
cycle to school. The place I live is a clean and peace place, because there aren't any
market near my house. The people there are also very friendly, my friends and I
always walk to the park without parents accompany.
But sometimes there are some people shouting around .If I am able to move, I would
like to move to a street near my best friend house because the place I live is very far
to my her house. I need to cycle for a long distane to her house.
Commentary
This is weak B1: the simple information is conveyed clearly. The organisation is at the
level: there are paragraphs, but the linking between sentences could be better; there
is repetition; eg The place I live. The grammar is quite accurate and the vocabulary
sufficient, but there are mistakes when more difficult structures are attempted: eg If I
am able to move, I would like to move to a street near my best friend house as well
as vocabulary slips with more demanding words: eg accompany.
Script 12
Dear Sharon,
I live in a peaceful enviroment, my house is opposite a park, and there are many
trees and flowers. It is never noisy, unless there is a party.

It is also a happy living place because there are a lot of friendly neighbours. If I were
able to move, I would like to live in a place like my house now.
I don't like noisy places, so the place I hope to move to will be near a village and a
big field behind my house.
Tell me more about where you live, and if you are able to move, where would it be, in
your next letter.
Reply soon.
Love,
Commentary
This is solid B1: the effect of the appropriate tone and good organisation on the
reader is positive and the information is conveyed in good order. The control of the
grammar is good with basic tenses used well, while some of the grammar is very
good: eg It is never noisy, unless there is a party. The range of the vocab keeps it
below the strong range, but the rest is very good.
Script 13
Dear David,
Hi, how is you and your family? I'm fine here. I live in a street called Taman Ampany.
My street isn't that busy, there aren't many cars there either. All the people in my
street are friendly and kind. There is also a field where you can exersice and play
there. Besides that, there is a coffee shop behind my house. If I'm hungry I can just
walk to the shop and buy something to eat.
If I was able to move, I would move to Taman SoonyChoon, because it is closer to

my relatives. So I can visit my relatives regulary and because the enviroment there is
also quite peaceful.
I hope to be hearing from you again. Bye!
Lots of love,
Commentary
This is strong B1; all the information, though simple, is conveyed well and the effect
on the resder from the good organisation and tone is positive. There are paragraphs
and good linking between sentences: eg either or Besides that. The range of

vocabulary is more than sufficient: eg peaceful as is the grammar; eg If I'm hungry I
can just walk to the shop and buy something to eat.
Script 14
To Alex,
Hi Alex, I've just bought some new clothes that are jeans, t-shirts, and long-sleeve
shirts from the Body Glove shop near my house last week. I really needed some new
clothes for Christmas because the colour of almost all my clothes are fading. The
shop is having a 30 per cent discount now. So you better buy some clothes while the
discount lasts!
From
Commentary
This is weak B2, the information is conveyed very effectively. The tone and register
are good and the organisation is clear and there are connectors So. The vocabulary
has a good range: eg fading and the grammar is accurate; egIve bought some new
clothes and while the discount lasts!
Script 15
Dear Alex,
Hi Alex. Long time no see. Sorry for the late reply. The reason is because I bought
new clothes. I bought three pair of jeans which were extremely cheap! And I got them
from Carrefour, the shopping mall near my house. I had to buy those jeans because
my old ones were toe small for me.
Yours sincerely,
Commentary
This is solid B2 despite the short length, which was required by the question. The
tone is good Hi Alex. Long time no see and the ideas flow effectively. The
organisation of the text is clear; the control of the grammar is good: egI had to buy
those jeans because my old ones were toe small for me. There are slips but these in
no way impede the flow of information.
Script 16
Dear Alex,

I just bought some new clothes yesterday. Well, a lot actually. I bought a black
colored long sleeve blouse, a black and grey skit, a big black, pointy hat, a pair of
black stockings, a pair of big black boots and a fishing net.
Now you must be wondering why everything I bought was in black right? Well, I am
attending a Hallooween party next week, and I am going to go dressed up as a witch!
Can you believe it, I bought everything at Queensway! I got to go get ready now, bye!
Love,
Commentary
This is just strong B2. The chatty informal tone is very effective and the information is
ordered very well into clear paragraphs: eg staring the second paragraph with Now
you must be wondering why everything I bought was in black right? is very skilful
cohesion as well as good grammar and vocabulary. To go dressed up as a witch,
pointy hat all mean it is strong B2 lexical accuracy and range.
Script 17
Hi Frank,
How are you? I'm fine here. I recieved your letter two days ago.
I feel sorry for you because you're living in a busy street which I don't. The street near
my house isn't busy because I live near the countryside.
As you know, all things have pros and cons. Sometimes in the street near my house,
an accident will happen. Since the street near my house is narrow, it takes a very
long time for the street to clear. Besides all the things that I've said, I feel it difficult for
me and my family to get the internet signal, for I live near the countryside.
In your letter you asked me that if I were able to move, where would I like to live?
Well, what you've asked is really happening. Me and my family are going to move
into a city next month. I think I like to live in the city better than near the countryside,
for the house there is big, and mine is small. Besides, its easier to get the internet
signal there. I'll tell you my new address. Goodbye for now. Reply soon.
Yours
Commentary

This just fulfils the B2 criteria: there is organisation into paragraphs and these are
linked effectively: eg As you know and Besides all the things that I've said. The
write coveys the information in a detailed way, the grammar is controlled; eg Since
the street near my house is narrow, it takes a very long time for the street to clear
and the vocabulary is varied: eg to get the internet signal there
Script 18
Hi, good to here from you again. I live in a very busy street too! Loads of cars pass
by my house everyday. There's a park near my house too, but it's always very
crowded! If I would be able to move, I would move to Greece. We would stay in the
countryside in a peaceful little cottage. I like the countryside very much because it's
very quiet and peaceful. I would certainly miss the electronics and gadgets I used to
play on-line games on, but I could enjoy many other things, such as horseback riding,
reading in peace, gardening and canoeing. I would enjoy what Mother Nature
created, the rivers are really clean and when I wake up I would be able to smell the
moutain breeze. We would go hiking, cycling, collecting berries and camping in the
woods. Imagine how fun would that be! If you were able to move where would you
live? Hope you write back soon!
From:
Commentary
This is solid B2. The language level is high, especially the vocabulary: eg collecting
berries, and the grammar is controlled: eg If you were able to move where would
you live?. However, what pulls it down a little is the organisation: there are obviously
no paragraphs and the sentences all seem to begin with I making it a little repetitive.
Script 19
Dear Cheryl,
How is the weather in England?
Where I live is the opposite of your area, its a quiet neighbourhood. In the
neighbourhood where I live, there are a lot of trees as the neighbours are very
environmentally friendly. It's very windy here and there is also a park where I would
usually walk my dog.

Besides that, there are some shops where I live so its also very convenient if I need
anything. There are also a lot of houses here in my area but its very serene and
peaceful. I like it here a lot.
If I could move to wherever I wanted to, I would choose the beachside. Just imagine
waking up to the sound of the sea. Maybe the countryside would also be a good
option. To get away from the city would be nice.
What do you think? Where would you like to live? Please write back.
With love,
Commentary
This is towards the strong end of B2; the organisation into paragraphs is clear and
logical and there are linkers and cohesive devices: eg Besides that. The tone is very
good: eg Just imagine waking up to the sound of the sea. The vocabulary range is
good and mostly accurate: eg convenient.

Cascade Master Trainer Notes Lower Secondary (Final) (2) IMA

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CEFR Familiarisation Workshop

Master Trainer Notes

CEFR Familiarisation Cascade Training: Lower Secondary1

CEFR Familiarisation Cascade Training: Lower Secondary2

View of language learning and the 6 levels:

Key notions (e.g. Action-oriented

Speaking production and interaction:

Speaking: Finding the level (rating)

CEFR and perspectives on language teaching

CEFR Writing: towards a writing construct

Writing: Finding the level (rating):

Language knowledge scales

CEFR Familiarisation Cascade Training: Lower Secondary3

CEFR Listening scales, learning objectives

CEFR Reading towards a reading construct:

CEFR Familiarisation Cascade Training: Lower Secondary4

Workshop PowerPoint slides

Master Trainer Notes

Copies of participants handouts and slides

Reference copies of CEFR framework (ideally 1 per participant)

Another useful resource is an overview document of all scales:

PowerPoint equipment and/or overhead projector with capacity to play video

Whiteboard / flipchart / poster paper (optional)

Coloured pens for whiteboard / flipchart / poster paper

Coloured sticky notes / paper

Adhesive for hanging flipchart paper / poster paper: tape / pins

To introduce the CEFRs core conception of language learning

To introduce the CEFRs six level framework of language proficiency

To raise awareness of language learning pedagogy perspectives in the CEFR

To induct participants into the characteristics of input (listening and reading)

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

To plan and consider how to use the CEFR in the classroom

The material is intended to be used as a workshop rather than a presentation. Some

CEFR Familiarisation Cascade Training: Lower Secondary5

Use of the common L1 (Bahasi) as needed.

Doing the task together at the beginning.

Doing the first few questions together.

CEFR Familiarisation Cascade Training: Lower Secondary6

Materials Slides: 1 27; Handouts: 1-7

Large poster-sized copies of the Global Scale and Self-assessment

Overview for Session 1

Slides Focus Handouts Timing

Introducing the CEFR: Background, aims None 15 minutes

Slide 14 Consider the impact of CEFR in Malaysian Handout 1 15 minutes

Slide 15 Introduce the aims of the programme in full None 5 minutes

Slide 16 KWL activity None 10 minutes

Slide 17-18 Defining the CEFR: Key concepts Handout 2 15 minutes

Slide 19-20 Introducing the 6 levels Handout 3 15 minutes

Slide 21-23 Criterial features at each level Handout 4 20 minutes

Slide 24 Focusing in on 3 levels Handout 5 15 minutes

Slide 25 Overview of range of scales Handout 6 15 minutes

CEFR Familiarisation Cascade Training: Lower Secondary7

Slide 27 Session reflection KWL and implications None 15 minutes

CEFR Familiarisation Cascade Training: Lower Secondary8

CEFR Familiarisation Cascade Training: Lower Secondary9

CEFR Familiarisation Cascade Training: Lower Secondary10

Briefly discuss some of the history and background to the CEFR:

The CEFR was envisaged as primarily a planning tool to promote transparency in

1. To encourage practitioners of all kinds in the language field, including language

what do we actually do when we speak (or write) to each other?

CEFR Familiarisation Cascade Training: Lower Secondary11

Although the CEFR is very detailed, it should not be seen as a prescriptive

Show the answers: