Grammar and the CEFR

• Grammar points are not listed in the CEFR because it

focuses in what people can do with language
(functions).

• We can often identify grammar that people might need

for functions

• This is also true in the Learning Standards in the new

curriculum
Grammar and the CEFR
For example:

CEFR Can do Can briefly give reasons and Future forms (using:
statement explanations for opinions, present simple, present
(B1 level) plans and actions. continuous, going to,
will/won’t)

CEFR-Aligned 2.1.3 Zero, First and Second

curriculum Explain and justify plans and Conditional
Learning ambitions
Standard (Form Modals for ability,
5, Speaking) permission, obligation,
prohibition, possibility
 Grammar in language learning
• Learning-centred grammar teaching is interactive and
meaningful. It requires active participation and use of
language.
• Grammar-focussed activities should have pupils work with
both form and meaning.
• Pupils need to be helped notice grammar patterns in
order to be able to acquire them:
Noticing – Structuring– Proceduralising*^
* Cameron (2001) Teaching Languages to Young Learners. Cambridge: CUP
^Proceduralising is the verb form of procedure
Stage 1: Noticing

• Pupils become aware of the structure, notice connections

between form and meaning.
• Noticing activities support meaning as well as form.
• Form should be presented in context, e.g. in a reading or
listening text, and on its own.
• It requires active participation of pupils.
• Pupils don’t manipulate language at this stage.
Structuring
• Pupils bringing new structures into the grammar in their minds
(internal grammar). They might need to reorganise the internal
grammar they already have.
• Activities should ask pupils to manipulate language to express
themselves
• The focus is on accuracy so pupils focus on the grammar,
rather than fluency.
• There should be a focus on meaning as well as form, however.
• Practice activities can have pupils choose correct form to help
(re)structuring their internal grammar.

Example: Survey questions

This activity is for practising using make and let. Pupils rearrange
words to make a series of survey questions.
Proceduralising

• This is where pupils work to make the new language more

automatic.
• The focus is more balanced between accuracy and fluency.
• The focus needs to be on communication through use of the
structure.
• The context should be clear and meaningful and have pupils
use the language in a realistic situation.

Example: Telephone messages

This game is to practise relaying telephone messages by
transforming the messages into reported speech.