Es + COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) ENGLISH LANGUAGE HANDBOOK FOR SECONDARY SCHOOL TEAC e e “LanISBN 978-967-046-705-4 First Published 2016 © Ministry of Education Malaysia All Rights Reserved. No part of this publication may be produced, stored in any retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission of the Director General of Education, Ministry of Education Malaysia. Negotiation is subject to the calculation of royalty or honorarium. Published by Ministry of Education Malaysia Editorial Committee: Puan Hajah Zainap binti Ibrahim Encik Harizan bin Hamzah Encik Azmi bin Ahmad Puan Norafidah binti Norshah Design and typesetting by: HYPERSURF CORPORATION SDN. BHD. No.4, Jalan 4/1180, Desa Tun Razak 56000 Cheras, Kuala Lumpur, Malaysia Tel: +603-9172 6701 Fax +803-9172 6728 Printed by: HYPERSURF CORPORATION SDN. BHD ACKNOWLEDGEMENTS The Ministry of Education would like to express their appreciation for the contributions made by the following parties: Dr. Samsiah binti Abdul Hamid Puan Rohaida binti Ngah Puan Azalina@Azlina binti Mohd Yusoff Puan Noraini binti Abdul Samad Puan Gladwena anak James Singam Rajah Puan Asni binti Anmad Puan Rubiah binti Mat Som Language Policy Division, Council of Europe, Strasbourg Cambridge University Press Every effort has been made to trace the ownership of copyright material. Any information that will enable the publisher to correct any error or omit any material in future reprints will be welcomed.FOREWORD DIRECTOR-GENERAL OF EDUCATION MALAYSIA One of the aims in educating Malaysian children is to enable them to develop into knowledgeable individuals who are able to function with confidence in a competitive world, To achieve that aim, they have to be equipped with the languages that they will need to communicate in social and economic situations and other challenging environments, ‘The Ministry of Education Malaysia strives to ensure that Malaysian students are proficient in both languages, namely Bahasa Malaysia and the English language. This aspiration is underpinned in Shift 2 of the Malaysian Education Blueprint 2013-2025 which focuses on developing students who are operationally proficient in Bahasa Malaysia and the English language. The ministry's aim is for all students leaving the education system to be independent users of the English language. The publication of this Teacher's Handbook is a timely and plausible effort that is intended to support the reform in curriculum and pedagogy in line with recommendations made in the English Language Education Reform in Malaysia: The Roadmap 2015-2025 document. Itis hoped that this Teachers’ Handbook would be a valuable resource for teachers in Malaysia in adapting and aligning the existing teaching and learning materials to the Common European Framework of Reference for Languages (CEFR). | would like to take this opportunity to thank and congratulate the Textbook Division, Ministry of Education Malaysia for producing this handbook. Its my hope that this handbook will be used optimally by teachers throughout Malaysia and will ensure the successful implementation of the Roadmap document for the betterment of our present and future generation (lm ‘TAN SRI DR KHAIR BIN MOHAMAD YUSOF FOREWORD DIRECTOR OF THE TEXTBOOK DIVISION, MINISTRY OF EDUCATION MALAYSIA. Bismillahirrahmanirrahim Assalamualaikum wot The Roadmap for English language education: An Agenda for Reform, 2015-2025 (The Roadmap) document states that the Malaysian English language programme must be aligned to international standards. As such, the Ministry of Education is adopting the Common European Framework of Reference (CEFR) as itis the global standard for defining English language abilty which will allow the Ministry to monitor progress towards their aspirational targets. In order to ensure full adoption of the CEFR by teachers, not only must the Curriculum and assessment be aligned to the CEFR, but also the learning materials. By the end of December 2016, the English textbooks for year 1 and form 1 (for usage in 2017) would have been distributed to schools throughout Malaysia. In order to ensure that the teaching and learning of English language using the textbooks provided are geared towards alignment to the CEFR, the Textbook Division has taken the initiative to publish a handbook to assist teachers in the classroom, Itis our hope that this handbook would be beneficial to teachers and educators in further understanding the CEFR and thus realizing the aims and aspirations of the Malaysian Education Blueprint 2013-2026. | wish to thank all parties responsible in the publication ofthis handbook. | would also like to take this opportunity to thank the Director-General of the Ministry of Education Malaysia Tan Sri Dr. Khair bin Mohamad Yusof, for his support of this publication. | pray that this effort would help realize the Ministry of Education's aim that is for all students leaving the education system to be independent users of the English language. Thank youThe reform in curriculum and pedagogy has to be supported by the use of internationally aligned and CEFR-compatible teaching and learning materials (English Language Education Reform in Malaysia, The Roadmap 2015-2025). The Roadmap document thus recommends that CEFR-based English Language books and materials are purchased during the first phase of the Roadmap. At present, a number of teaching and learning resources, both in print and online, have been developed over the years by divisions of the Ministry of Education (MOE) to support the implementation of the English curriculum. It is essential for these resources to be consolidated and coordinated to ensure their optimal use among English teachers for the maximum benefit of the learners. However, the existing resources need to be assessed in terms of their alignment with the CEFR and their potential role in CEFR-aligned teaching and learning (The Roadmap 2015- 2028; pg 183). Itis hoped that this handbook can assist teachers in utilising the English Form 1 textbook supplied by the MOE Malaysia for the purpose of improving the delivery of the CEFR-aligned English curriculum in the classrooms (Can understand with ease vitually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express himseltherself spontaneously, very fluently and precisely, 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 himselherselffuenty and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively fr socal, academic and professional purposes. Can produce clear, well-structured, detaled 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 hisiherfleld of specialisation. Can interact with a degree of fluency and spontanely that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a Independent viewpoint ona topical issue giving the advantages and disadvantages of various options. User Bi Canunderstand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc, Can deal with most situations likely o arse whilst traveling in an area where the language is spoken, Can produce simple connected text on topics which are familar or of personal interest. Can describe experiences and events, dreams, hopes. and ‘ambitions and briefly give reasons and explanations for opinions and plans. 'A2 | Can understand sentences and frequently used expressions related io areas of mostimmediate relevance (e.g. very basic personal and family information, shopping, local 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 Basic User cof hisiher background, immediate environment and matters in areas of immediate need. ‘AA | Can understand and use familiar everyday expressions and very basic phrases aimed at the Salisfaction of needs of a concrete type. Can introduce himselthersetf and others and can ask ‘and answer questions about personal details such as where heishe lives, people he/she knows ‘and things helshe has. Can interact ina simple way provided the other person talks slowy and clearly and is prepared to help.Chapter Theme: People and Culture 01 NEW YEAR, NEW YOU Listen ‘g' Aik Listening to a Morning Talk Programme [EZETED Listen to Deena's Chat Time with Teen Students. Complete the tree map below with the correct New Year resolutions made by each of the callers. CEFR LEVEL can catch the main point in short, clear, simple messages and announcements.Chapter ‘Theme: Science & Technology 0 2 ee eee fel) Task 2 (flow chart) IZED seudythe flow chart of Dr Amiruddin Wahabis daly schedule, Use Simple Present Tense towrite a paragraph of his routine. Begin your pagel wi Dr dda wakes op Sam day: Be {ewNo statements and questions require answers inthe form of Yes or No. ‘The terme of the answer mus follow the tense used in the statement oF question. npedemntenne tin tgndbee ete? Wecanupead verona segs Can eat initcninctepen —Comiitomteoregmes Mt, Treywotsmcpeecine tite. Dotheywat antenna gen? YES Notes for Teachers | * This writing task is at A2 level because it requires students to just link all the notes given and come up with a paragraph. Suggested Activities * Students can be asked to work in groups and each group prepares a flow chart of @ routine of a teacher in school. They can write a short and simple paragraph about the teacher and present it to the class.04 amy = Task 3 CEFR LEVEL SPOKEN HZEED Lockat the shopping list. n which sections of the supermarket can you | INTERACTION: A2 find these products? can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. ‘Use the prompts below to ask and answer questions. ‘May: Mum, can you please tell me where I can find a packet of chips? ‘Mother: You can find chips inthe Nats and Snacks section. ee ae Notes for Teachers © This activity is at A2 level because it is guided by the list and prompts given. Suggested Activities * By using the same prompts, a list of other items from clothes department (women, men and children sections) or from a bookshop (novels, reference books and ‘Stationery sections) can be given to the students as an additional practice.04 ne Task | Write Rig A cooton athe ora be explanation tat accompanies Je {tral tation Ran appar he form's bel Gua nny CEFR LEVEL WRITING: A1 Ican write a short, ‘simple postcard, for ‘example sending holiday greetings. Notes for Teachers * This writing activity is at Al level because the captions required for this task can be written in a short and simple way, just like writing a postcard. Suggested Activities = Students create a simple poster on tips to save money. They can do this in groups. They can draw or paste pictures taken from magazines or newspapers to make their posters colourful and interesting. * Teacher can conduct a gallery walk and ask the students to choose the best poster.Chapter Theme: People and Culture 05 A BUNDLE OF JOY Page 52 Task 2 Listen‘ Fik [ZED tele stey e wtephone convertion CEFR LEVEL wt tm oe SPOKEN ‘Min Hoty brother: Tm sony. Min Hut snot at home. INTERACTION: A2 ‘Who a onthe fin? Can eke a mesg’? can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.Task: Question 2 (ticking TRUE statements ) Tek) the statement hich ve der ink at the pers fw cond dct which ope of QD ete trcmveimennn rene) Mir Ce fc ate eee meee children from being exposed to eo ee areci a my wa eo COs herent ol Wt don te CAN DO Rereoer Which expression inthe passage means DESCRIPTOR ligt ors mal mar? ieee ‘aber octet ere asing send can understand tier te rape ot” articles and reports ‘fairer natch You ne” Ge ‘concerned with — contemporary speaker | problems in which a ed mr ring octet her the writers adopt particular attitudes Monier mae the cae more cas or viewpoints. * This reading task is at B2 level because the writers of the tweets adopt their own attitudes or viewpoints on movie ratings. * Students can be given a short article or a report on a current issue that is familiar to them, in which they can identify the writer's attitude or viewpoint.Theme: Health & Environment Task 3 OR Fae AL eter 8h raeetee fey es «conan! Sy meet oe os oo enc ae CAN DO DESCRIPTOR ees cad Rts s wai es moa ore ee : eee phrases in a ‘Gangue fever bo and che thd me at simple way in order to describe experiences and q events, my dreams, (D0... and get wel soon. | heard that you may be |. trom [it hopes and ambitions. Schoo! fr 2 whie. Dont worry about schoa work Tae il * This speaking tosk is at BI level because it requires students to connect phrases to verbally describe the experience of a dengue fever patient. * A list of questions can be provided to low proficiency students to obtain information from a dengue fever patient. * Intermediate and higher proficiency students can be asked to brainstorm similar questions in groups.Page 88 Listening to a Dialogue something, we wish we can have it, but we can live without it, When we need DESCRIPTOR something, we must have it It is essential UGEIBP usten to the dialogue Tc (7) these items according to th Notes for Teachers | * This listening task is at A2 level because the students have to understand phrases ‘and the highest frequency vocabulary in a dialogue between a mother and her children pertaining to shopping for essential and non-essential items. Suggested Activities * Before listening to the dialogue, the students can be asked to list items that they would like to buy if they have RM200.00. * The next activity will involve discussing and categorising the items as essential and non-essential items.Chapter Theme: People and Culture 09 gm Task | IEZEZED Write a journal entry about the best friendship you have ever had. What made it so special? You can use the following outline to organise your ideas about your friendship. CAN DO The best friendship | have ever had DESCRIPTOR can write simple connected text on topies which are familiar or of personal interest. =" if you want to do something creative on Friendship Day, check out this website: www friendshipday.org —<<—<—<——— + The writing activity is at B level because writing a journal entry of a few paragraphs based on the outline given is similar to writing a simple connected text. * The topic is also a familiar topic — friendship, and of personal interest to students. * Students can be asked to write a journal entry on other topics of personal interest to them such as family, hobbies and games.12 Task 2 CAN DO DESCRIPTOR can write short simple notes and messages relating to matters in areas of Design your poster and ensure thatit immediate need. is eye-catching and informative.Common European Framework of Reference for Languages: learning, teaching, assessment Common Reference Levels: self-acseccment grid Ea cE t'can recognise familiar words and very basic phrases ‘concerning myself, my family and immediate faron peoni speak” en people speal slowly and clearty can understand piraeersnd re ctest yuency vocabular related 0 areas of most immediate personal relevance (e.g; very asic personal ar family information, shopping, focal area, employment). ean catch the main Point in shor, clear, ‘simple messages and announcements. can understand the ‘main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. | can understand the ‘main point of many radio or TV programmes on currant affairs oF pics of personal or professional interest ‘when the delivery is relatively slow and clear. ‘ican understand extended speech and lectures and follow even comilpex lines of argument provided the topic is reasonably familiar. | can understand most TV news and current affairs programmes. | can Understand the majority of fms in standard dialect. ar ek Tan understand familiar names, words and very ‘simple sentences, for fexample on notices and rs or in catalogues. loan read very short, simple texts. can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetable and | ‘can understand short simple personal letters. {can understand texts that consist mainly of high frequency everyday ‘or job-related language. can understand the description of events, feelings and wishes in personal letters. Tean ead aricles and reports concemed with contemporary problems in whic the writers adopt particular attudes or viewpoints, | can understand contemporary iterary prose. ean interact in a Tean communicate in can deal with most Tcan interact with a CPEerEr ‘which are familiar or of personal interest, | can ‘rite personal letters ing experiences nd impressions [simple way provided | simple and routine tasks | situations likely to degree of fluency and Ee the other person is | requiring a simple and | arise whilst traveling _| spontaneity that makes | Ipreparedto repeat | direct exchange of anareawhere the | regular interaction with forrephrase things | information on familiar | language is spoken. |_| native speakers quite | lata slowerrate of | topics and activities. |_| can enter unprepared | possible. | can take an Speech and help | | canhandle very shor | ifoconversation on | active partin discussion | ime formul social exchanges, even | topics that are familar, | in familar contexts. || iim trying to say.! | though! can't usually | of personal interest or | accounting for and | anask and answer | understand enough to | perinentio everyday | sustaning my views, simple questions in | keep the conversation _| life e.g. family, hobbies, immediate | going myself. work, travel and current | need or on very everis) familiar topics. ‘Spoken |i can use simple Team use aseries of |1-can connect phrases | | can present clear, || Production| phrases and phrases and sentences | in a simple way in order | detailed descriotions Sentences to describe | to describe in simple | to describe experiences | on a wide range of ki where | ive and tetms my family ‘and events, my dreams, | subjects related to my ie People | know. ‘and other people, hopes and ambitions. |" | field of interest. | can is living conditions, my __ | can briefly give reasons | explain a viewpoint [ ‘educational background | and explanations for | on.a topical issue | ‘and my present or most | opinions and plans.1__| giving the advantages ie can narrate a story or _| and disadvantages of | relate the plot of a book | various options. | or film and describe my a reactions. ean write simple can write clear, detalied Connected text on topics |text on a wide range of subjects related to my interests. | can write an ‘oF report, passing (on information or giving easons in support of or against a paricular pont view. | can write letters highlighting the personal significance of events ‘and experiences,Common European Framework of Reference for Languages: learning, teaching, assessment DIALANG self-assessment statements Cre) informational texts and short simple descriptions, especially if they pulingtogeter anir names, worsen asc pases, yor especialy if they contain pictures. rd very Simple phrases on sinple notices inthe mast common everyday imple messages, e.9. on postcards. can understand shor, simple texts conaining the most common words, including some shared intemational words. {can understand shor, simple texts written in common everyday language. | can understand short simple texts related to my jb. can find spect infomation in sile everyday material such as advertisements, brochures, menus and timetables. ee ea ia obs ree a tert ee ic ing events. | can understand short simple personal eters, can understand standard routine letters and faxes on fair topics. {can understand simple instructions on equipment encountered in everyday ife — such as a publc telephone, ‘an understand everyday sins an otcesin publ places, sich 2 sets, restaras, raway Stars and Bt | ‘con understand sraightonvard txts on subjects related to my fds of interest. B1 | Leanfind and understand generalnformaton | need in everyday material, such as letters, brochures and short ofc documents 81 _| can search one long or several shor texts to locate speci information | need to help me complete task Bt | can recognise sgniicant points in straghtionward newspaper ares on falar subs Bt | can identity the main conclusions in clearly writen argumentative txts B1 | | canrecognise the general ne of argument in atext But nt necessary in detal Bt | Icanunderstand te description of events, feelings and wishes in personal eters wel enough to corespond with a fiend or acquaintance. Bt | conunderstand clearly writen strightomard instructions for a pece of equipment. BD. | can ead covespanderce relating to my feds of interest and easy understand the essenial meaning 82 ‘can understand specialised articles outside my field, provided | can use a dictionary to confirm terminology. BZ _| | canread many kinds of texts quite easiy al ciferent speeds and nciferent ways according o my purpose n reating and the typeof tx. 2 | ‘thave-a broad reading vocabulary but | sometimes experience cfclly with less common words and phrases. B2 | Icanquickl identify the content and relevance of news tems, articles and reports ona wide range of professional topics, deciding whether closer study is worthwhile. B2 | ‘Icanundersend arcles end reports concerned with contemporary problems in which the writers adopt partoular stances of Viewpoints. in) hl fee a eve '.can wie short eters and messages withthe help of dcionay. Sn te aes ne ors an, [can wie very simple personal itters expressing thanks and apology. i |1can wie short, simple notes and messages relating to maters of everyday life Ian describe plans and ara f |_| can explain what | ike or dislike about something Ian describe my family ling condions, schooling, present or most recent job. ‘can describe past activities and personal experiences, B1 | {can write very brie reports, which pass on routine factual information and state reasons for actions. Bi | Ican write personal letters describing experiences, feelings and events in deal. Bi | {can describe basic details of unpredictable occurrences, e.9 an accident. B1_| Ian describe dreams, hopes and ambitions.eee ers B1 | I can eke messages describing enquiries, problems, ee B1 | can describe the plot ofa book or fim and descrive my reactions, B1__| | can briefly give reasons and explanations for opinions, plans and actions, ‘can construct a chain of reasoned argument. ‘can evaluate diferent ideas and solutions to a problem, iS | can synthesise information and arguments from a numberof sources. can speculate about causes, consequences and hypothetical situations. [can understand everyday expressions dealing with simple and concrete everyday needs, in clear, slow and repeated speech, ‘can follow speech which is very slow and carfulyaricuated, with ing pauses for me to get the meaning, ‘can understand questions and instructions and follow short, simple directions. can understand numbers, prices and times, ‘can understand enough to manage simple, routine exchanges without too much effort ident the ope of aeusscn around me hh is conduced soy and clear 2 | lean ‘understand clear, standard speech on familiar matters, although in areal fe station | might have sy _ | (©.a8ktor repetition or reformulation, ''can understand enough tobe able to meet concrete needs in everyday ife provided speech i clear and stow. oan understand phrases and expressions related to immediate needs. ‘A2 | can handle simple business in shops, post offices or banks. A2 | toon ‘simple directions relating to how to get from X to, by fot or public transport. ‘A2 | can understand the essential information from short recorded passages dealing wih predictable everyday AD A Bi g ‘matters which are and Tamer tema pont WV nove fe the commentary. {can catch the main point in sor, clear, simple messages and announcements ews tems reporting events, accidents, etc, where the visual material supports Bt__| can guess the meaning of cocasional unknown words rom the context and understand sentence meaning if the topic discussed is familia. 81 | can general folow the man points of extended dscussion around me, provide speech is clear and in standard language. Bt __| can follow clear speech in everyday conversation, though in areal ie siuation | wll sometimes have to ask for repettion of particular words and phrases 81 | | can understand straightonward factual information about common everyday or ob-eated topics, identifying both general messages and specific deta, provided speech is ler and generally familiar accents used. B1 | |Ican understand the main pont of clear standard spesch on familar maties which occur regulary. B1__| can follow a lecture or talk within my own eld, provided the subject matter is famiiar and the presentation straightforward and ckerty organised. B1 | can understand simple technical information, such as operation instructions for everyday equipment. B1__| can understand the information content ofthe majoity of recorded or broadcast audio material about falar subjects spoken relatively slowy and cleat. 81 | can folow many fims in which visuals and action cary much ofthe storie, and in which the story is straightforward andthe language clear. 81 | Ican cach the main points in broadcasts on familiar topics and topics of personal interest when the language is relatively sow and clear whats sad fo me in the standard spoken language. [can do this even when there is background standard spoken language, lve or broadcast, on both familiar and unfamiliar topics normally ntered in personal, academic or vocational ite, em background nose, unclear structure andior idiomatic usage causes some problems. andthe main eas complex spech on bah concrete and abst ois deveedn a 2 echnical discussions in my field of specialisation and complex ines of argument provided the topic is reasonably fale, and the he talks clerty stated by the speaker. arc prot wi oe comple age. ysiand announcements and messages on concrete and abstract topics spoken in standard language most radio documentaries and most other recorded or broadcast audio material delivered in and can identity the speaker's mood, tone, et. most TV news and curent afar programmes such as documentaries, ve interviews, ak nd the majory of fms in standard language. lure or talk within my own field, provided the presentation is clear.