CEFR-aligned curriculum cascade

workshops: Day 1

3.3_2017_Secondary 1
Handout D1.S1.1

The words in the box are key CEFR ideas in terms of language use and learning.

Complete the text with these words:

activity strategies contexts approach tasks reception texts

language competences conditions and constraints communicative acts

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 (1) ________________________ either

in social contexts with others or in private contexts in communicating with ourselves. These

are shaped by the different forms of language (2) ________________________ of which

they are comprised, which can be described in terms of four broad categories:

(3) ________________________, production, interaction and mediation. The process of

engaging with (4) ________________________ spoken or written in these different

ways requires language users to draw on a range of communicative (5)

________________________ (linguistic, socio-linguistic, pragmatic) to handle

communication with flexibility in a variety of (6) ________________________. Performing

(7) ________________________ in different contexts, to the extent that these tasks are not

routine or automatic and subject to different (8) ________________________, will require

learners to use different (9) ________________________ for their successful completion. It

is this broad conception of language use and emergent communicative competences that

underpins the action-oriented (10) ________________________ to language teaching and

learning embodied in the CEFR.

3.3_2017_Secondary 2
Handout D1.S1.2
Lesson Plan Template

SUBJECT :

YEAR/FORM :

DURATION

THEME :

TOPIC :

FOCUS SKILLS : L/S/R/W/LA/LiA :

CONTENT STANDARD :

LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS CURRICULAR ELEMENTS :

*ACTIVITIES : i. PRE-LESSON :

ii. LESSON DEVELOPMENT :

iii. POST-LESSON :

TEACHERS REFLECTION

3.3_2017_Secondary 3
Handout D1.S2.1
Example of Learning Standard 2.1.1 for Speaking across all grades (Primary, Secondary).
Content Learning Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working A1 A1 A1 A2 A2
towards A1 Low Mid High Low Mid

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Give very basic Give simple Ask about and Explain and give Give detailed Give detailed
simple simple personal personal express basic reasons for information information
information information information using information using opinions basic opinions about about
intelligibly about fixed phrases basic statements themselves themselves and
themselves others
clearly

Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard

Form 1 Form 2 Form 3 Form 4 Form 5

A2 B1 B1 B1
Revise A2
High Low Mid High

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Ask about and give Ask about and Paraphrase short Explain simple Explain information
information, ideas, information detailed information explain key simple texts content on familiar on familiar topics
opinions and clearly about themselves information from topics from what from diagrams,
feelings and others simple texts they read or hear charts, tables,
intelligibly on graphs or other
familiar topics visuals

3.3_2017_Secondary 4
Handout D1.S3.1

1. What do good listeners do? Match the term in column A with the definition
in column B.

Column A Column B
1. identify context and relevant a. pay attention to those words
knowledge and ideas that are unclear
2. find meaning b. make connections with people,
places, situations, and ideas they
know
3. asking for clarification c. determine speaker's intent by
inferring what the speaker means
but does not actually say
4. make and confirm predictions d. respond to what has been
heard and pass judgement.
5. make inferences e. determine what the speaker is
saying about people, places, and
ideas
6. process and understand natural f. try to determine what will be
speech sounds said next
7. reflect and evaluate g. recognise and be able to
understand word boundaries and
phonological features of
connected speech

2. How do each of these relate to the terms bottom up and top down
processing?

3.3_2017_Secondary 5
Handout D1.S3.2

Look at the descriptor of listening activities. What types of listening text could
be used? The first has been done as an example.

CEFR activity Possible text type

descriptor
understanding 1. A dialogue between two people planning
interaction between a holiday; a chat between two Australians
native speakers about the culture of their country.

listening as a member 2.
of an audience

listening to 3.
announcements &
instructions

listening to radio & 4.

audio

watching film or TV 5.

3.3_2017_Secondary 6
Handout D1.S3.3
Listening sub- Issue Potential solution
skill
Prediction Pupils may lack: Discuss topics in advance
Ensure pupils have been taught
cultural or topic
knowledge relevant vocabulary or language
Raise awareness through images and
vocabulary or
language to deal with discussion
prediction Teach collocations and language
related to the topic and which will help
pupils predict how language fits
together
Encourage prediction at sentence or
language level through related tasks
e.g. dictation where the teacher stops
mid-sentence and encourages pupils to
predict endings; matching tasks where
pupils have different halves of a phrase
or collocation and find their partner
Listening for Pupils focus too Create focused but relaxed atmosphere
global much on tell pupils not to worry about every
understanding understanding every word and reinforce how much they can
(gist) word understand without this
Stress levels Do pre-lesson and prediction tasks
Lack of knowledge in Set general tasks that are very broad
relation to the topic e.g. Where are the speakers? Which
of these three topics is in the
Listening? (NOTE: Listen and tell me
about what you heard is not a gist task;
it needs to be more focused or pupils
will be overwhelmed).
Listening for Redundant language Do activities to help pupils recognise
specific may make it difficult signposting
information to find specific Encourage closer prediction e.g. give
information gap-fill tasks using the audio script and
Pupils may not ask pupils to guess missing language
understand
discourse markers
that signpost when
information is used
Listening for Pupils are Give plenty of practice in looking at the
detailed overwhelmed by the questions first and predicting the type of
comprehension amount of language pupils might hear where the
information they information occurs
need to find Give reassurance about how much can
They may find the be understood even from long texts
audio too fast to Pre-teach unfamiliar key words or
follow cultural content to remove obstacles
Language may be
too challenging

3.3_2017_Secondary 7
 Listening for Can be challenging Help pupils with basic inference to
inference as moves beyond develop this skill
simple content Use audio-visual materials with
Pupils cant always paralinguistic features e.g. facial
pick up phonology expressions / gestures to highlight
e.g. intonation and meaning
other signals Ask pupils How would you feel in this
Pupils may not be situation?
able to understand Encourage them to guess what the
the language speakers might be thinking and what
required to read clues there were to help them guess
between the lines
Listening for As with inference: As with inference:
attitude
Moves beyond Use audio-visual materials with
simple content paralinguistic features e.g. facial
Pupils cant always expressions / gestures to highlight
pick up phonology meaning
e.g. intonation and Ask pupils How would you feel in this
other signals situation?
Pupils may not be Encourage them to guess what the
able to understand speakers might be thinking and what
the language clues there were to help them guess
required to read
Also:
between the lines
Give phonology practice e.g. short
phrases where pupils identify if the
speaker is happy/sad, angry/calm
Understanding Pupils may find it hard Give phonology practice:
phonological to:
Pupils choose which word was said,
features recognise individual
e.g. tree/three
sounds e.g. where
Pupils count the number of words in a
similar sounds dont
occur in their first sentence and identify the weak forms
language
distinguish supra-
segmental phonology
(sentence level,
connected speech)
caused by difficulty in
de-coding the
individual words in
connected speech

3.3_2017_Secondary 8
Handout D1.S3.4
Content Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard
Form 1 Form 2 Form 3 Form 4 Form 5
A2 B1 B1 B1
Revise A2
High Low Mid High
1.1 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2
Understand Understand Understand with Understand Understand Understand Understand
meaning in a specific details little or no support independently independently independently independently
variety of when listening specific specific specific specific specific
familiar contexts to texts on information and information and information and information and information and
familiar topics details in simple details in simple details in longer details in details in
longer texts on a longer texts on a texts on an extended texts on extended texts on
range of familiar range of familiar increased range a wide range of a wide range of
topics topics of familiar topics familiar topics familiar topics
and some
unfamiliar topics
1.1 1.1.3 1.1.3 1.1.3 1.1.3 1.1.3
Understand No Learning Recognise with Recognise with Recognise Recognise
meaning in a Understand Standard support attitudes little or no support independently independently
variety of attitude or or opinions in attitudes or attitudes or attitudes or
familiar contexts opinion when simple longer opinions in longer opinions in opinions in
listening to texts texts on a range texts on an extended texts on extended texts on
on familiar of familiar topics increased range a wide range of a wide range of
topics of familiar topics familiar topics familiar topics
and some
unfamiliar topics

3.3_2017_Secondary 9
 Handout D1.S3.5
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 1)
WEEK: _______________

LESSON 11: Listening

MAIN SKILL(S) FOCUS: Listening

THEME: People and Culture

TOPIC: Skills and Abilities

LANGUAGE/GRAMMAR FOCUS: Skills and Abilities / I can ... / I cant / Im good at / Im not
good at
MATERIALS / CROSS CURRICULAR DIFFERENTIATION TEACHERS NOTES /
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE
REFERENCES ELEMENT STRATEGIES REMARKS
Main Skill Main Skills Pre-Lesson Pulse 2 Unit 1 p.13 Language Please refer to
See teachers book provided list of
Listening 1.1 Listening 1.1.1 Pictures showing key differentiation
vocabulary: strategies and select
Understand meaning Understand with little Lesson Delivery Acting/singing/dancing/ appropriate
in a variety of familiar or no support the main drawing/ cooking etc. strategy/strategies
contexts ideas in simple longer See page 13 Ex. 1
texts on a range of
familiar topics Post-Lesson

Complementary Skill
See Learning outline
Listening 1.1.2
below
Understand with little
or no support specific
information and details
in simple longer texts
on a range of familiar
topics

3.3_2017_Secondary 10
LEARNING OUTLINE
Timing Stage of lesson Teacher Pupils Interaction
0.00 Pre-lesson Show clip from Talent Show a bad contestant and a Watch audio and decide answer. Teacher whole class
good contestant. (See clips on YouTube).
Ask: Which person is good and which person is bad
at singing?
Play audio.
0.05 Establish meaning of key Tell pupils: Pair work / mingling
vocabulary and language Write the numbers 114 in a list. Pupils write 114 in their notebooks.
Point to pictures of activities (pin around room before
the lesson put a number on each image).
Give out (or show on whiteboard) the list of verbs
related to each picture.
Say: Look at the picture and the number. Now find
the correct verb and write it next to the number.
For example [point to picture of someone acting on
stage with number 1] which verb is this? Yes act. Pupils say act.
Write act next to number 1.
Work with your partner. Move around the room in this
direction and look at each picture. You have 5 Pupils move around the room and look at the
minutes. pictures to do the task.
(Alternative: put the pictures on a handout or project
on whiteboard with the verbs listed underneath in the
wrong order.)
For less able pupils: give out a sheet with the first
letter of each vocabulary item next to the correct
number. Fast finishers can practise spelling (cover
the words they have written and try to write them
again with correct spelling).

3.3_2017_Secondary 11
 Monitor as pupils work. Make a note of how a few of
them do with the task for their progress records.
00.14 Check meaning Complete class feedback. Ask pupils for matches Pupils supply matches. Teacher whole class
and confirm/clarify as necessary.
00.18 Focus on pronunciation Tell pupils to listen and repeat the words. Pupils read and repeat the vocabulary. Individual work
Play audio.
Listen and make corrections to any weak Teacher individuals
pronunciation.
00.25 Make predictions before Show pupils the pictures under Ex. 1. Pupils look at pictures and predict. Teacher whole class
listening to help identify Say: What can you see?
main ideas What is the title? What kind of TV show is it?
Tell pupils to listen and check their ideas. Pupils listen to understand main ideas.
Play audio.
Listen for main ideas
00.35 Listen for specific Tell pupils to copy the introductions into their Pupils write sentences with gaps. They listen for Individual work
information notebooks. Tell them to listen for the missing words. specific information.
Play the audio. Pair work
Monitor a few pupils to check how many they Pupils check answers in pairs.
complete. Teacher whole class
Ask pupils to check their ideas in pairs. Pupils listen again and recheck answers
Tell them: Listen again to check your answers. correcting any errors.
60 lesson continues
mins

3.3_2017_Secondary 12
Handout D1.S4.1 (cut into cards)

Turn-taking Fluency

Responding
Suitability and
initiating
Range of
Accuracy vocabulary /
grammar

Repair Discourse
strategies markers

3.3_2017_Secondary 13
D1.S4.2
1. Check your understanding of the terms.
2. Can you add one or two example tasks for each one?
Skills/strategies Application
Fluency Speaking that focuses on meaning
rather than accuracy (errors can be
corrected afterwards).
Tasks: one-minute game: pupils pick up topic cards and speak for one minute
without hesitating or pausing to gain a point; if they pause the pupil who says this
gets a point.
Picture information gap: pupils work in pairs and describe their pictures to find
differences and similarities.
Accuracy Pupils use and pronounce words and
structures correctly.

Suitability Pupils choose grammar and vocabulary

that fit the context in which they are
speaking.

Turn-taking Turn-taking skills involve knowing how

and when to speak, interrupt or prevent
interruptions.

Responding and Initiating Pupils are able to invite responses from

others using appropriate language, e.g.
What do you think about, Speaking
of, Really? etc. They can use
gestures and other paralinguistic tools
for conversation management.

3.3_2017_Secondary 14
 Repair strategies When speaking spontaneously, pupils
can repair parts of the conversation if
the listener doesnt understand and
repeat content as necessary. They can
also ask for clarification.

Range of vocabulary and grammar Pupils use a good range of words and
grammar appropriate to the context.

Discourse markers Pupils can use specific words and

phrases to help organise how they
speak.

3.3_2017_Secondary 15