Cascade Handouts Primary (Final)

CEFR Familiarisation Workshops
Master Trainer Workshop Handouts
Primary
September 2016
Session 1: Handout 1
Here are some of the areas where the CEFR can impact on language learning in different
countries.
Which one of these do you think can have the most impact in the language learning
contexts of Malaysia? Work in groups and rank options A to H from 1 = most impact to 8 =
least impact in Malaysia.
Rank these from 1 - 8 (1 = most impact; 8 = least impact in

Malaysia)
A provide a common basis for the explicit description of language learning and
assessment: objectives, content and methods
B help promote international co-operation in the field of modern languages
C make it easier to compare qualifications from different learning contexts
D raise learner understanding of goals, knowledge levels, skills and ability to set
meaningful goals
E help course planners in developing programmes and selecting materials that

consider learners prior knowledge; especially when learners move between
primary, lower secondary, upper secondary and higher education
F help in the development of positively worded assessment criteria in terms of

achievement rather than using negative descriptors in terms of errors
G promote understanding of plurilingualism rather than multilingualism as

the goal of modern language education
H help establish a common understanding of the principles underpinning

effective methods of communicative teaching
Primary Handouts
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
negotiate 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.
Primary Handouts
Look at the following descriptors and decide which one is describing a Basic User, an
Independent User or a Proficient User.
1. 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.
2. Can interact in a simple way provided the other person talks slowly
and clearly and is prepared to help.
3. Can express him/herself spontaneously, very uently and precisely,

differentiating ner shades of meaning even in more complex
situations.
A: Basic User
B: Independent User
C: Proficient User
Primary Handouts
Session 1: Handout 4a
Look at the CEFR Global Scale (it can also be found on page 24, Table 1, of the CEFR
Book/PDF). Underline or highlight the key differences between each level.
Can understand with ease virtually everything heard or read. Can summarise information
from different spoken and written sources, reconstructing arguments and accounts in a
C2 coherent presentation. Can express him/herself spontaneously, very fluently and precisely,
Proficient User
differentiating finer shades of meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for
expressions. Can use language flexibly and effectively for social, academic and
C1 professional purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organisational patterns, connectors and cohesive
devices.
Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation. Can interact with a degree
of fluency and spontaneity that makes regular interaction with native speakers quite
B2
Independent User
possible without strain 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 spoken. Can produce simple connected text on
B1 topics which are familiar or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions and briefly give reasons and explanations for opinions and
plans.
Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment). Can communicate in simple and routine tasks requiring a simple
A2 and direct exchange of information on familiar and routine matters. Can describe in simple
Basic Use
terms aspects of his/her background, immediate environment and matters in areas of

immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type. Can introduce him/herself and others and can
A1 ask and answer questions about personal details such as where he/she lives, people
he/she knows and things he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help.
Primary Handouts
Session 1: Handout 4b
Look at the descriptors below. Select two skills and then think about your own knowledge of a foreign language. Where do you fall on the
CEFR scale for the two skills you selected? A larger version can be found on pages 26 - 27 (Table 2) of the CEFR Book/PDF.
Primary Handouts
Session1: Handout 5
Look at the global descriptors for A1 and A2 below. What are the differences betweenA1 and A2?
Discuss in groups and make notes in the table.
Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
A2 geography, employment). Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar and routine matters. Can describe in simple
terms aspects of his/her background, immediate environment and matters in areas of
immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at the
A1 satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask
and answer questions about personal details such as where he/she lives, people he/she
knows and things he/she has. Can interact in a simple way provided the other person talks
slowly and clearly and is prepared to help.
A1 A2
Reception
Production
Theme/Topic complexity
Primary Handouts
Look at the table below. Firstly, organise the scale names into language activities, strategies and
competencies.
Secondly, for the activities and strategies decide if they refer to interaction, production or
reception by writing an I, P or R next to the scale title.
An example has been done for you.
Transactions to obtain Correspondence Goal-oriented Reading for orientation

goods and services cooperation
Monitoring and repair Addressing audiences Coherence and Planning
cohesion
Listening to Turn-taking Identifying cues and Informal discussion
announcements and inferring
instructions
Sociolinguistic Reading instructions Spoken fluency Taking the floor
appropriateness
Asking for clarification Propositional precision Reports and essays Note-taking
Activities Strategies Competencies

Reading instructions R Monitoring and repair P
Primary Handouts
Look at the words in the word cloud. Find pairs of words that refer to a CEFR descriptive scale.
You can look at Chapter 4 and 5 in the CEFR Book/PDF for help.
An example has been done for you.
1 vocabulary range
10
Primary Handouts
Look at the targeted outcomes of the shifts in educational practices in Malaysian schools
from the Malaysian educational blueprint document.
Discuss in groups which three you would make priorities for English provision in Primary
schools.
Reward teachers with internationally-recognised qualifications for both

English language proficiency and teaching knowledge and practice
Primary Handouts
Discuss in groups how you could change the degree of challenge in this primary listening
task in line with the slide.
Would you say this more an A1 or A2 level comprehension focus? Refer to the scales in
your CEFR Book/PDF.
Heres a zebra in the night.
Can you see its black and wh _ _ _?
Here are two cows they are white and brown.
Can you see theyre sitting d _ _ _?
Heres a chicken his name is Jim.
Can you see hes going for a s _ _ _?
Heres a horse hes brown and grey.
Can you see hes six t _ _ _ _?
Heres a frog with an open eye.
Can you see he wants the f _ _.
Heres a monkey his names Keith
Can you see hes got perfect t _ _ _ _?
Primary Handouts
Think about the activities you have completed so far. Work in pairs and complete the
table below on how you could cascade these activities.
Ideas you might use for interaction:
P/W or G/W = pair or group work; trainer input (mini lecture or plenary); open class
discussion; individual work; problem solving task; jigsaw reading activity.
Key training outcome Activity/ interaction Adaptation for cascading

De facto world standard Identified the scope and Teachers could predict the
influence of CEFR possible areas on a map
before looking at the slide.
P/W discussion about map
Key aims of CEFR as

intercultural, shared
knowledge
Common uses of CEFR
Main aims of the course
Defining key notions of

CEFR e.g. communicative
acts/language activities
CEFR six level framework

and global scales
Listening: increasing or
decreasing the level of
challenge
Primary Handouts
Discuss in groups these terms that we have seen so far. How do they relate to the CEFRs
perspective on language learning and assessment?
Independent
service interactions
strategies
production
fluency
Primary Handouts
Watch three short clips of Primary learners speaking. What aspects of spoken language
competence do you think CEFR might focus on in its descriptive scales?
Primary Handouts
Look at the CEFR overall interaction scale below. At which level were the candidates in the
video clips speaking?
OVERALL SPOKEN INTERACTION

C2
Has a good command of idiomatic expressions and colloquialisms with awareness of

connotative levels of meaning. Can convey finer shades of meaning precisely by
using, with reasonable accuracy, a wide range of modification devices. Can
backtrack and restructure around a difficulty so smoothly the interlocutor is hardly
aware of it.
C1
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good
command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions. There is little obvious searching for expressions or avoidance
strategies; only a conceptually difficult subject can hinder a natural, smooth flow of
language.
Can use the language fluently, accurately and effectively on a wide range of general,
academic, vocational or leisure topics, marking clearly the relationships between
ideas. Can communicate spontaneously with good grammatical control without much
sign of having to restrict what he/she wants to say, adopting a level of formality
appropriate to the circumstances.
B2
Can interact with a degree of fluency and spontaneity that makes regular interaction,
and sustained relationships with native speakers quite possible without imposing
strain on either party. Can highlight the personal significance of events and
experiences, account for and sustain views clearly by providing relevant
explanations and arguments.
Can communicate with some confidence on familiar routine and non-routine matters
related to his/her interests and professional field. Can exchange, check and confirm
information, deal with less routine situations and explain why something is a
problem. Can express thoughts on more abstract, cultural topics such as films,
books, music etc.
Primary Handouts
B1
Can exploit a wide range of simple language to deal with most situations likely to
arise whilst travelling. Can enter unprepared into conversation on familiar topics,
express personal opinions and exchange information on topics that are familiar, of
personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and
current events).
Can interact with reasonable ease in structured situations and short conversations,
provided the other person helps if necessary. Can manage simple, routine
exchanges without undue effort; can ask and answer questions and exchange ideas
and information on familiar topics in predictable everyday situations
A2
Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters to do with work and free
time. Can handle very short social exchanges but is rarely able to understand
enough to keep conversation going of his/her own accord.
A1
Can interact in a simple way but communication is totally dependent on repetition at

a slower rate of speech, rephrasing and repair. Can ask and answer simple
questions, initiate and respond to simple statements in areas of immediate need or
on very familiar topics.
Primary Handouts
Here are six tasks taken from three different levels of English tests A2, B1 and B2.
Match a task to each level by discussing the type of spoken interaction and production
being targeted. Refer to your A2, B1 and B2 descriptors in your discussion.
Task 1:
Phase 2
Examiner
(Select one or more questions from the list to ask each candidate. Use candidates names
throughout. Ask Candidate B first.)
Back-up prompts
Do you enjoy studying English? Why (not)? Do you like studying English?
Do you think that English will be useful for you in Will you use English in the future?
the future?
What did you do yesterday evening / last Did you do anything yesterday evening /
weekend? last weekend? What?
What do you enjoy doing in your free time? What do you like to do in your free time?
Thank you.
Primary Handouts
Task 2:
Primary Handouts
Task 3:
Task 4:
Primary Handouts
Task 5:
Task 6:
The examiner tells the candidate the name of the story and describes the first picture, e.g.
These pictures tell a story. Its called The new TV. Just look at the pictures first. Tom and
his dad are in a shop. Toms dad is buying a new TV. The examiner then asks the candidate
to continue telling the story.
Primary Handouts
Look at these different speaking text types around which learning objectives and
learning activities might be built in learning programmes.
From the CEFR descriptors of Spoken Interaction, decide which ones go with A1, A2, B1
and B2 learner competences.
A1 A2 B1 B2
announcements collaborative discussions giving demonstrations
short dialogues phone conversations interview sequences
short news and documentary features responses to prompts
quiz forums short presentations using visual prompts
personal anecdote telling service interactions voicemails
problem-solving group discussions question and answer sequences
presentations using visual, graphic or written media
Primary Handouts
Look at the descriptors for the qualitative aspects of spoken language at the A2 level.
Match each descriptor to a category.
Range Coherence Accuracy Interaction Fluency
Uses basic sentence patterns Uses some simple structures, Can make him/herself
with memorised phrases, correctly, but still understood in very short basic
groups of a few words and systematically makes basic utterances, even though
formulae in order to mistakes. pauses, false starts and
communicate limited reformulation are very evident.
information in simple everyday
situations
Can answer questions and respond to Can link groups of words

simple statements. Can indicate when with simple connectors like
he/she is following enough to keep and, but and because.
conversation going of
his/her own accord.
Primary Handouts
What do you think the task rubrics might be for these sets of pictures that teachers could
ask learners to do individually, in pairs or in whole class situation with the teacher
directing from the board?
Task 1
Primary Handouts
Session 3: Handout 17 (continued)
How can teachers grade visual input and task demands to elicit spoken language from very young children?
Look at the examples of graded tasks below and see what features make the second in each pair more difficult?
Task 2
Task 3
Primary Handouts
Look at the overall Reading comprehension competence scale. Which aspects of early
literacy breakthrough does the scale not cover?
OVERALL READING COMPREHENSION
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.
Can understand short, simple texts on familiar matters of a concrete type which consist of
high frequency everyday or job-related language.
A2
Can understand short, simple texts containing the highest frequency vocabulary, including a
proportion of shared international vocabulary items.
A1
Can understand very short, simple texts a single phrase at a time, picking up familiar names,
words and basic phrases and rereading as required.
Primary Handouts
Look at this cognitive Reading construct model. What level of text understanding do the Primary Reading questions and focuses on the next
pages target?
Primary Handouts
Task 1
Primary Handouts
Task 2
Task 3
Primary Handouts
Here is one way Primary L2 children can log spellings. Listen to the words and then
complete the left-hand side of the spelling log.
Primary Handouts
When thinking about reading competences, it is helpful to think about differences

between reading activities, purposes for reading and reading strategies.
Look at the list of words in the box and decide if they refer to reading activities, specific
reading purposes or reading strategies.
reading (activities/text types)

scanning general orientation
detailed understanding gist signs
reference notes instructions website
specific information inference
pleasure skimming text structure
reading instructions correspondence
activities
reading for (level of understanding)
specific
reading
purposes
reading
strategies
reading using (techniques)
Primary Handouts
Look at the overall reading comprehension scale. Complete level descriptor with one of
the phrases below.
OVERALL READING COMPREHENSION
Can understand and interpret critically ______________________including

C2 abstract, structurally complex, or highly colloquial literary and non-literary
writings
C1 Can understand _______________, appreciating subtle distinctions of style and

implicit as well as explicit meaning.
B2 Can read __________________, 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
Can read ____________on subjects related to his/her field and interest with a
B1 satisfactory level of comprehension.
Can understand short, simple texts on familiar matters of a concrete type
which consist of high frequency everyday or job-related language.
A2 Can understand _____________containing the highest frequency vocabulary,

including a proportion of shared international vocabulary items.
A1 Can understand _____________a single phrase at a time, picking up familiar

names, words and basic phrases and rereading as required.
very short, simple texts
a wide range of long and complex
straightforward factual texts
short, simple texts
with a large degree of independence
virtually all forms of the written language
Primary Handouts
Look again at this cognitive Reading construct model. What level of text understanding do
the Reading questions and focuses below target?
Creating an intertextual
representation:
Construct an organised
representation across texts Text structure
knowledge:
Genre
Creating a text level Rhetorical tasks

representation:
Construct an organised
representation of a single text
Building a mental model

Remediation where
Integrating new information General knowledge
necessary
of the world
Enriching the proposition
Topic knowledge
Meaning representation
Monitor: of text(s) so far
Inferencing
goal checking
Establishing
propositional meaning
Goal setter
Selecting appropriate at clause and sentence levels
type of reading:
Careful reading
LOCAL:
Syntactic Parsing Syntactic knowledge
Understanding sentence
GLOBAL:
Comprehend main idea(s)
Comprehend overall text
Comprehend overall texts Lexical access Lexicon
Lemma:
Expeditious reading Meaning
Word class
LOCAL:
Scan/search for specifics Lexicon
Word recognition
Form:
GLOBAL: Orthography
Skim for gist Phonology
Search for main ideas and Morphology
and important detail
Visual input
Primary Handouts
Primary Handouts
Primary Handouts
Look at these notices and messages. What level do you think these are most appropriate
for and how could you make these easier or more difficult?
Primary Handouts
In groups decide which descriptor comes under which level description in the creative
writing scale.
A1 A2 B1
CEFR Descriptor
level
Can write a series of simple phrases and sentences about their
family, living conditions, educational background, present or most
recent job.
Can write straightforward, detailed descriptions on a range of

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

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

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

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

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

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

and personal experiences.
Primary Handouts
Primary Handouts
Look at these incomplete descriptors for A1 B2 from the Written Interaction
Correspondence scale. Complete with the words in the box below
CORRESPONDENCE
B2
Can write letters conveying degrees of _______ and highlighting the personal _______ of events and
experiences and commenting on the correspondents _____ and ________.
B1
Can write personal letters giving _________ and expressing _______about abstract or cultural topics
such as music, films.
Can write personal letters describing ________, feelings and events in some detail.
A2
Can write very simple personal letters expressing ________ and _______.
A1
Can write a short simple _________.
thanks news emotion experiences news
significance apology postcard views thoughts
Primary Handouts
Look at these communicative writing text types. Think about their relative complexity in
terms of the factors in the definition of the writing construct.
Complete the table as to the level that each task type might be introduced (A1, A2, and
B1) in a learning syllabus. They relate to both paper-based and digital writing.
advertisements blogs captions dialogues digital posts
digital calendar and diary entries text exchanges and messages
emails fact files forms greeting cards lists
invitations labels letters leaflets messages
mini- dialogues poems presentation slides posters
postcards profiles signs social media posts stories
A1 A2 B1
in addition to task types ..in addition to task types

introduced at A2 introduced at A2 and B1
Primary Handouts
Look at these different classroom seating arrangements.
Discuss in your groups what some of the positives and negatives of each arrangement
might be in terms of facilitating communicative language teaching.
A B
C D E
F G H I
Primary Handouts
Look at the table below.
Discuss in your groups what the corresponding characteristics are for Formative
Assessment.
Formative Assessment Summative Assessment
Informal Formal
Final/Snapshot
Written/oral
Judging
Assessment of learning
Monologic
Provides a mark/status
Measures learning
Often stressful for students
Systematic, regulated
Broad focus
Primary Handouts
Complete the process diagram below with the missing elements from the box.
course
Teacher
observation
Teacher decision-making
informal record language activity learning objectives

structured record interpretation
feedback and modify objectives
Primary Handouts
Look at this inventory of functions, notions and communicative tasks broadly drawn from
the Breakthrough [A1] and Waystage [A2] language descriptions. Which level is each one
(A1 or A2)?
Which ones are above the A2 level and feature in the B1 Threshold specification?
Functions, Notions and Communicative Tasks
1. talking about what people are doing at the moment ___
2. making and responding to offers ___
3. talking about how to operate things ___
4. describing simple processes ___
5. expressing factual agreement ___
6. introducing oneself and other people ___
7. expressing purpose, cause and result ___
8. expressing dislike ___
9. giving reasons ___
10. expressing ability ___
11. drawing simple conclusions and making recommendations ___
12. criticising and complaining ___
13. asking and answering questions about personal possessions ___
14. resuming or continuing the topic ___
15. asking for repetition and clarification ___
16. giving warnings and stating prohibitions ___
17. seeking identification ___

Where these functions, notions and communicative tasks are specified for the A1 or A2
level, their realisations will be in the simplest possible ways.
Primary Handouts
Look at these transitive meanings of the verb take.
At which CEFR level would learners typically be able to use each meaning?
A2 B2 C2
A1 B1 C1
take a bus ___
take place ___
take an exam ___
take something seriously ___
take a book ___
take care ___
take part ___
take a matter further ___
take a picture ___
take a keen interest ___
take a nap ___
take a chance ___
take a deep breath ___
Primary Handouts
Decide at which stage pre-A1, A1 or A2 each of these structures would feature as part of a
language specification
Stage Structure
What (a/an) + adj + n

What beautiful fish!
Be called + n
A baby cat is called a kitten.
Must for obligation

You mustnt give the rabbit cheese.
Be/look/sound/feel/taste/smell like
Whats your new teacher like?
Here you are

Would you like an apple? Yes, please.
Here you are.
If clauses (in zero conditionals)

If its sunny, we go swimming.
Past simple regular and irregular forms

Her father cooked lunch on Friday
Did you go to the cinema? Yes, I did.
Verb + ing
I went riding on Saturday.
Me too
I like football. Me too.
Infinitive of purpose
She went to town to buy a toothbrush
So do I
I love hippos. So do I.
Tag questions
Thats Johns book, isnt it?
Primary Handouts
Look at these grammatical features which are associated with CEFR levels A2 to C2. Look
at each one and decide which CEFR level learners are typically able to use these
structures.
CEFR Grammatical feature Learner example
assumed, discovered, felt, found, proved (in The children stories were felt
Passive voice) + infinitive to be the best idea for kids,
after of course the pony rides.
Relative clauses with whose a biography of this famous

painter whose pictures I like
(Relative clauses formed on a genitive position)
so much
tough+infinitive What she knew would be

really tough to live with was
(Tough Movement constructions with the adjective
the reason of his death.
tough)
It+Verb+infinitive it would be helpful to work

in your group as well.
(It Extraposition with infinitival phrases)
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 subordinate complement I think the zoo is an
clause with a finite Verb (i.e. a verb inflected for person interesting place.
and tense) (e.g. they thought that he was always
late).
Primary Handouts
Watch this of short clip of a teacher/interlocutor with a pre-A1 learner. Make notes on the
different task processes: what the teacher/interlocutor does and what the learner is
required to do.
Primary Handouts
A1 level 0 1.0 2.0 3.0 4.0 5.0
Uses the vocabulary Uses the vocabulary Uses the vocabulary
Vocabulary and grammar
Performance does not satisfy the Band 1 descriptor.
Some features of 3.0 and some features of 1.0 in approximately equal measure.
Some features of 3.0 and some features of 5.0 in approximately equal measure.
required to attempt required to deal with required to deal with all
some test tasks. most test tasks. test tasks.
Range Attempts a few simple Produces some simple Uses some simple
Control utterances but makes structures but makes structures correctly but
some basic mistakes some basic mistakes makes some mistakes,
Extent which may obscure which may obscure although meaning is
Cohesion meaning. meaning. generally clear.
Generally responds at Generally responds at Responds at word,
word level but may word or phrase level phrase or longer
also produce phrases. but may also produce utterance level.
Can join words with some longer Can join ideas with some
simple linkers (e.g. utterances. simple linkers (e.g. and,
and). Can join ideas with a but, then, when).
few simple linkers
(e.g. and).
Sometimes may be Is mostly intelligible Is mostly intelligible.

Pronunciation difficult to understand. although some sounds Has limited control of
may be unclear. word stress and
Individual sounds Has limited control of intonation.
Stress word stress.
Intonation
Responds Responds Responds appropriately

Interaction appropriately to some appropriately to to instructions, questions
instructions, questions instructions, questions and visual prompts and
Reception/Responding and visual prompts and visual prompts very little support is
Support required although frequent although some required.
Fluency/Promptness
support may be support is required. Is able to ask for support
required. Is able to ask for if required.
support if required.
May attempt to ask for
support if required. Often responds Almost always responds
promptly although there
There is hesitation and promptly although
may be hesitation and
pausing mid-utterance, there may be
hesitation and pausing some pausing mid-
responses may be utterance.
delayed or halting. mid-utterance.
Primary Handouts
Use the A2 analytical scale to assess the following 4 pieces of writing. Compare your
assessments with other members of your group
Band Marking criteria

5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the message is
only partly communicated
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.
A2 Task
Read this email from your friend Alex
From: Alex
To:
Its great that you can come to my house this evening to
watch a DVD. What time can you come? What DVD do you
want to watch? What would you like to eat?
Write an email to Alex and answer the questions. Write 25-35 words.
Primary Handouts
Script A
Im really happy to come to your house. You can choose

the film. I like cartoons. We can eat a pop-corns and
kola, and chisp, swindwich, hamburger and mustard.
Bye
Script B
Dear Alex,
I will come to you at 18.00. I want to watch Fast and

Furious. I would like to eat chips, pizza and fast-food,
and drink cola.
Script C
To Alex,
Yes, its so great. I arrive at 2.30 and I want to watch

Titanic becouse is interesting and nice. I would like the
eggs with potatoe or a hamburgers.
Script D
Hello.
I am come to my house last week. DVD is a film. I can

you come at 12.30. My favourite eat its a pizza and
chips. My favourite drink a cola.
Thank you.
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CEFR Familiarisation Workshops

Master Trainer Workshop Handouts

Rank these from 1 - 8 (1 = most impact; 8 = least impact in

B help promote international co-operation in the field of modern languages

C make it easier to compare qualifications from different learning contexts

E help course planners in developing programmes and selecting materials that

F help in the development of positively worded assessment criteria in terms of

G promote understanding of plurilingualism rather than multilingualism as

H help establish a common understanding of the principles underpinning

activity strategies contexts approach tasks reception texts

language competences conditions and constraints communicative acts

1. Can produce clear, detailed text on a wide range of subjects and

3. Can express him/herself spontaneously, very uently and precisely,

differentiating finer shades of meaning even in more complex situations.

terms aspects of his/her background, immediate environment and matters in areas of

Discuss in groups and make notes in the table.

An example has been done for you.

Transactions to obtain Correspondence Goal-oriented Reading for orientation

Activities Strategies Competencies

An example has been done for you.

Reward teachers with internationally-recognised qualifications for both

Heres a zebra in the night.

Can you see its black and wh _ _ _?

Here are two cows they are white and brown.

Can you see theyre sitting d _ _ _?

Heres a chicken his name is Jim.

Can you see hes going for a s _ _ _?

Heres a horse hes brown and grey.

Can you see hes six t _ _ _ _?

Heres a frog with an open eye.

Can you see he wants the f _ _.

Heres a monkey his names Keith

Can you see hes got perfect t _ _ _ _?

Ideas you might use for interaction:

Key training outcome Activity/ interaction Adaptation for cascading

Key aims of CEFR as

Common uses of CEFR

Main aims of the course

Defining key notions of

CEFR six level framework

OVERALL SPOKEN INTERACTION

Has a good command of idiomatic expressions and colloquialisms with awareness of

Can interact in a simple way but communication is totally dependent on repetition at

announcements collaborative discussions giving demonstrations

short dialogues phone conversations interview sequences

short news and documentary features responses to prompts

quiz forums short presentations using visual prompts

personal anecdote telling service interactions voicemails

problem-solving group discussions question and answer sequences

presentations using visual, graphic or written media

Range Coherence Accuracy Interaction Fluency

Can answer questions and respond to Can link groups of words

OVERALL READING COMPREHENSION

When thinking about reading competences, it is helpful to think about differences

reading (activities/text types)

reading instructions correspondence

reading for (level of understanding)

OVERALL READING COMPREHENSION

Can understand and interpret critically ______________________including

C1 Can understand _______________, appreciating subtle distinctions of style and

B2 Can read __________________, adapting style and speed of reading to

A2 Can understand _____________containing the highest frequency vocabulary,

A1 Can understand _____________a single phrase at a time, picking up familiar