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Handout D1.S1.H1
makes regular interaction with native speakers quite possible without strain
B2 for either party. Can produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
B1 spoken. Can produce simple connected text on topics, which are familiar, or
of personal interest. Can describe experiences and events, dreams, hopes
& ambitions and briefly give reasons and explanations for opinions and
plans.
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
A2 simple and routine tasks requiring a simple and direct exchange of
Basic user
https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
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Secondary
Below is an example to demonstrate the link between the CEFR and the Learning
Standards:
This example is taken from a CEFR descriptor (a Can Do statement) for A1 level from the
Speaking descriptors:
Can make an introduction and use basic greeting and leave-taking expressions
This CEFR descriptor helped develop one of the Learning Standards for Speaking skills in
the new KSSM/KSSR curriculum – in this case for Year 2 Primary:
See below the link between the CEFR descriptor and the Learning Standard:
Can make an introduction and use basic greeting and leave-taking expressions
Thinking time!
Listening: Can understand the main points of clear standard speech on familiar matters
regularly encountered in work, school, leisure etc., including short narratives.
Speaking: Can exploit a basic repertoire of language and strategies to help keep a
conversation or discussion going.
Reading: Can understand short, simple texts containing the highest frequency vocabulary,
including a proportion of shared international vocabulary items.
Why can’t we use the exact wording of the CEFR descriptors in the curriculum?
Think of at least three reasons.
1.
2.
3.
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Secondary
Handout D1.S2.H1
3. Where can you find the staged targets for learning English?
6. Why can’t we use the exact wording of the CEFR descriptors in the curriculum?
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Secondary
LESSON 17 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: People and Culture
WEEK:
TOPIC: Food, Food, Food! CROSS-CURRICULAR ELEMENT: Global LANGUAGE/GRAMMAR FOCUS: Using adjectives
Sustainability
The above is a sample page from FORM 3 SoW. Do NOT use for teaching in FORM 4.
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Secondary
Use this Diamond 9 board to rank the benefits (see over the page) of a pupil-centred
teaching approach.
Least Important
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Secondary
Pupils learn to
manage their
own learning.
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Secondary
Work in your group to match each teaching strategy to the most relevant key question for
formative assessment (A, B or C). One is done as an example.
Where are we going? A
Where is each pupil now? B
How do we get there? C
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Secondary
Handout D1.S3.H1
Work in your group to match the teacher challenges with potential solutions.
Be ready to give reasons for your matches!
It’s really difficult to 11. Provide challenge and greater motivation for pupils by
giving them choices about the process and/or the product of
make sure all pupils their learning.
are speaking English
12. Set ground rules at the start of the year and involve all
during speaking pupils in this. Agree on clear consequences for breaking a
tasks. rule. Be prepared to revisit the rules again if needed.
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Secondary
Handout D1.S3.H2
Handout D1.S3.H3
Use this to form to record the advice you give and the advice you receive about
classroom management in language lessons.
Advice I receive from a colleague
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Secondary
Handout D1.S4.H1
Challenge
Persistence
Effort
Criticism
Potential
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Secondary
Handout D1.S4.H2
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Secondary
Handout D1.S4.H3
Invite a colleague with some spare time to visit your lesson. Tell your colleague that the
two of you will be having a live conversation (make the topic of the conversation connect
with the current topic in the pupils’ textbook. E.g. talking about a recent holiday). Give your
pupils a clear task to do while listening (for example, Write three things (s)he took on
holiday; Did (s)he enjoy her/his holiday? Why?).
Guest star
Prepare notes for a short monologue as a famous celebrity or historical figure (for
example, the Queen, a local hero, someone from Malaysian history). Tell your pupils that
a famous person is attending the class but do not say who it is. Go out of the room and
then return in character. You could even use a prop if you can (e.g. a hat or something to
hold). Pupils must ask you questions and they need to guess who you are. Make sure
they do not shout out their guesses – ask them to write these down. When you are ready,
ask pupils to talk to their partner to share their guesses and to give a reason for their
guess. Finally, invite some pupils to tell the class their ideas.
In connection to the current topic in the textbook, talk briefly about yourself. Include a few
‘lies’ in what you say. These could be related to content or to language (e.g. using
negative instead of positive or past instead of future). Ask pupils to listen and try to hear at
least one lie. Give them a minute to note their answer in their notebooks. Then ask pupils
to compare their answer with a partner.
Pupils then listen a second time and raise their hand each time they hear a lie. Or you
could ask them to shout ‘Really?!’ or ‘I don’t believe it!’.
Jigsaw listening
Pupils work in small groups. Each group listens to small parts of a longer recording, so
that each group listens to different things. Groups are then rearranged so that the new
groups contain pupils from each of the groups that heard the different recordings. In these
new groups the pupils report to each other what they heard and compare their ideas. As a
group they must complete a task: for example, working out a sequence of events; finding
out where someone lost their purse; working out the cause of an accident).
Jigsaw listening requires access to multiple audio devices (e.g. CD players). Alternatively,
consider making your own recordings and placing these on the Internet (e.g. YouTube) for
pupils to access. Alternatively, you can ask the different groups to listen for different
information in the same single recording.
Ideas adapted from Jim Scrivener, Learning Teaching (Macmillan, 2005), pp.181- 184
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Secondary
Handout D1.S4.H4
Today I learned…
I was surprised by…
The most useful thing I will take from today is…
I was particularly interested in…
What I liked most from today was…
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