TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Second

MINISTRY OF EDUCATION MALAYSIA

1
TEACHER GUIDE

IMPLEMENTING
THE CEFR-ALIGNED CURRICULUM
PLANNING AND MANAGING LEARNING
Second Edition

MINISTRY OF EDUCATION MALAYSIA

First Edition 2019
Second Edition 2020

Published by:

English Language Teaching Centre

Ministry of Education
Kompleks Pendidikan Nilai
Lebuh Enstek
71760 Bandar Enstek
Negeri Sembilan
www.eltc.edu.my

© 2020 English Language Teaching Centre

All rights reserved. No part of this publication may be reproduced, copied, stored in any retrieval
system, or transmitted in any forms by any means – electronic. mechanical, photocopying, recording
or otherwise; without prior permission in writing f rom the Ministry of Education Malaysia.

Teacher Guide Implementing the CEFR-Aligned Curriculum Planning and Managing Learning
Second Edition

Perpustakaan Negara Malaysia

eISBN 978-983-40511-2-9
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

CONTENTS
List of Figures 6
Overview 7
1. Introduction
The Context 8
The CEFR 9
2. Relevant Documents for Classroom 12
Implementation
3. Writing and Planning a Lesson 15
4. Sample Lesson Plans
Lesson Plan Template 23
4.1 Sample Lesson Plan for Preschool 24
4.2 Sample Lesson Plan for Primary Year 1 26
4.3 Sample Lesson Plan for Primary Year 3 27
4.4 Sample Lesson Plan for Primary Year 4 28

DISCLAIMER: 4.5 Sample Lesson Plan for Contemporary 29

Children’s Literature (CCL)
4.6 Sample Lesson Plan for Secondary Form 1 30
The primary purpose of this Guide
4.7 Sample Lesson Plan for Secondary Form 2 31
is to educate and inform. The
4.8 Sample Lesson Plan for Secondary Form 3 32
content is provided without prof it for
4.9 Sample Lesson Plan for Secondary Form 4 33
educational purposes and is made
5. Reviewing Teaching and Learning 34
available for private, non-commercial
use only. All information is provided Conclusion 36

on an as-is basis. While we have taken References 36

every precaution to ensure that the Useful Resources

• Links to Cambridge English (CE) Materials 37
content is both current and accurate, • Links to CEFR-Aligned Documents 38
errors may occur. The contributors Further Reading
and reviewers of this Guide assume • English Language Education Reform in 39
Malaysia: The Roadmap 2015-2025
no liability for the links to websites • Setting our English Language Education 42
provided which are maintained by to International Standards: The Common
European Framework of Reference for
other parties. Languages (CEFR)
Acknowledgements 47

5
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

LIST OF FIGURES

Figure 1: The CEFR Global Scale 11

Figure 2: The Relationship between the Curriculum Documents 12
Figure 3: From Curriculum Framework to Lesson Plan 13
Figure 4: Stages and Steps in Planning and Managing a CEFR-Aligned 15
Lesson
Figure 5: Compulsory Ministry of Education Malaysia (MoE) Documents 16
Figure 6: Compulsory Teaching and Learning Materials 17
Figure 7: Identifying the Learning Standards and Writing the Learning 18
Objectives
Figure 8: A Detailed Example of Step 1 for Year 1 19
Figure 9: Planning the Learning 20
Figure 10: Preparing Teaching-Learning Materials 21
Figure 11: Lesson Plan Template Provided by the Ministry of Education 23
Malaysia (MoE)

6
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning
Overview
T
his Guide is designed to help
teachers develop their own
lesson plans and activities
using the CEFR-aligned Curriculum
Framework, Syllabus, and Scheme of
Work as references. The content is
drawn f rom the resource materials
provided by Cambridge English
(CE) at the CEFR Familiarisation,
Learning Materials Adaptation
(LMA), Curriculum Induction (CI) and
Formative Assessment (FA) training
sessions that teachers have been
through.
The aims of the Guide are to enable
teachers to:
▶ use the new curriculum
documents, including the CEFR-
aligned Curriculum Framework,
Dokumen Standard Kurikulum
dan Pentaksiran (DSKP), Scheme
of Work (SoW) and the suggested
lesson plans in planning their
lessons;
▶ teach at the appropriate CEFR
level and in accordance with CEFR
principles.
The Guide is organised according to
the following interrelated focus areas:
▶ The Introduction relates the Guide
to the wider context of the nation’s
aspiration for young Malaysians
with respect to their ability to use
English for communication, and
explains the nature of the CEFR.
▶ Relevant Documents for
Classroom Implementation
inform teachers about the
documents they need to be
familiar with.
▶ The section on Writing and
Planning a Lesson describes what
teachers need to consider when
planning and managing a lesson.
▶ The Sample Lesson Plans suggest
lesson plans that teachers can
refer to.
▶ Reviewing Teaching and Learning
focuses on how teachers can use
formative assessment to check
pupil understanding and to obtain
feedback on pupil learning.
7
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning
1Introduction
The Context
The Malaysia Education Blueprint
2013-2025 (MEB) highlights the need
to ensure that every child is prof icient
in at least two languages: Bahasa
Malaysia and English. In response
to the challenge of improving the
standards of English in Malaysia, the
English Language Standards and
Quality Council (ELSQC) produced the
English Language Education Reform
in Malaysia: The Roadmap 2015-2025
(the Roadmap) in 2015 to enable the
nation to develop English Language
education of an international
standard and aligned to the Common
European Framework of Reference for
Languages (CEFR).
8
The adoption of the CEFR has
added international relevance to the
Roadmap and provides a common
reference for aligning English
Language curricula and pedagogy,
including teaching and learning
materials and assessment. The aim
is to produce English Language
programmes f rom preschool to
university and teacher education that
will prepare young Malaysians to meet
the challenges of the 21st century
with respect to the use of English as a
means of communication in different
contexts of use.
To ensure that all English Language
teachers are well prepared for a
CEFR-aligned curriculum, CE was
commissioned in 2016 to train Master
Trainers who would then cascade
the training nationwide. The training
package consists of four main
modules:
▶ CEFR Familiarisation
▶ Learning Materials Adaptation
(LMA)
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning
▶ Curriculum Induction (CI)
▷ Preschool
▷ Primary
▷ Secondary
▶ Formative Assessment (FA)
The successful implementation of
the Roadmap requires the capacity
building of English Language
teachers. This Guide has been
developed with the aim of offering
teachers a quick and easy reference
to some f requently asked questions
on the implementation of the CEFR-
aligned curriculum in the classroom.
It is hoped that the Guide will
support teachers in the planning and
management of CEFR-aligned lessons
in particular.
The CEFR
Having been developed in the
course of more than 30 years of
thinking and research on language
teaching, learning and assessment,
the CEFR is a comprehensive, well-
established f ramework which has
international currency and is used in
more than 40 countries (see a write-up
on the CEFR in the section on Further
Reading). It aims to contribute to
increased common understanding
of what it means to learn, teach, and
assess a foreign language, and to
give curriculum developers, teacher
trainers, textbook writers, language
test developers, and classroom
teachers a common f ramework within
which to communicate, to cooperate,
and to develop independently
(Alderson, 2007, p.21). The impact of
the CEFR on language education can
be seen with respect to its application
in the area of assessment following
the alignment of international high
stakes tests to the CEFR, including
IELTS and TOEFL, where the levels of
examinations are expressed in terms
of CEFR levels.
9
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning
The CEFR prof iciency scales are
empirically validated and provide a
valid f ramework that describes what
learners have to learn to do to use a
language for communication and
what knowledge and skills (Council
of Europe, 2001, p. 1) they have to
develop in order to act effectively.
Despite some signif icant gaps,
especially at the lowest and highest
levels, the scales are a useful means
of comparing learners’ levels of ability,
and of monitoring their progress.
The language ability of learners in
relation to listening, speaking (both
spoken production and interaction),
reading and writing are described
across the prof iciency scale at six
levels (A1, A2, B1, B2, C1 and C2), ranging
f rom A1 for elementary learners to
C2 for those who have mastered the
language. Figure 1 on the next page
specif ies learners’ language ability
in a positive manner using “can do”
statements at three broad levels of
language prof iciency: A1 and A2 (Basic
User), B1 and B2 (Independent User),
C1 and C2 (Prof icient User).
10
The CEFR levels and the
accompanying “can do” descriptors
make it possible in practice to use
the CEFR in the design of curricula
and syllabuses, in the classroom for
teaching and lesson planning, and as
source for def ining the standard of
performance expected, so that learner
progress can be measured at each
stage of learning. The descriptors
are not language specif ic and are
context-f ree to allow users to adapt
them to f it the target language and
their own specif ic contexts.
In view of all these, it is clear why the
CEFR has been adopted as a common
basis for describing and measuring
language prof iciency, one that can be
understood by users everywhere. The
CEFR gives teachers, test developers,
parents, the learners themselves,
and even employers, a much clearer
picture of what someone at a given
level is capable of doing. A B1 learner of
English in one country can in principle
perform in the same way in listening,
speaking, reading and writing as a B1
learner f rom another country.
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Descriptors
Language User Level (There are also detailed “can do” statements for different language
skills, grammar and vocabulary.)
Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources,
C2 reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex situations.
PROFICIENT Can understand a wide range of demanding, longer texts, and recognise
USER implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language
C1 flexibly and effectively for social, academic and 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
B2 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 viewpoint on a topical issue
INDEPENDENT giving the advantages and disadvantages of various options.
USER 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
B1 the language is 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
A2 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
BASIC
and matters in areas of immediate need.
USER
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 ask and answer questions
A1
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.

Figure 1: The CEFR Global Scale

11
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

2 Relevant Documents
for Classroom Implementation

The curriculum documents that you
need to refer to when planning your
lessons and writing your lesson plans
include:
▶ Curriculum Framework (CF),
▶ Dokumen Standard Kurikulum
dan Pentaksiran (DSKP)
▶ Scheme of Work (SoW).
The CF contains the overall content
taught during the whole primary/
secondary education. The DSKP is
derived f rom the CF. It is the syllabus
which contains the themes, language
skills, grammar, language functions
and vocabulary to be taught and
learnt for an academic year. The
SoW is drawn f rom the DSKP. It is a
detailed plan of work for you to cover
in an academic year. The lesson plans
are then prepared based on the
specif ications given in the SoW. The
relationship between the curriculum
documents and the lesson plan is
illustrated in Figure 2.

amework of Reference for

an Fr Lang
urope uag
E es
on lum F ramewo r (C
m
ur r icu k (C F EF
m C ) R)
Co
ddard Kuriku
Stan
umen lum
Dok Pentas siran (DSK
k
dan P)

e of Work (SoW
Schem )

Lesson Plan (LP)

Figure 2: The Relationship between the Curriculum Documents

12
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

A more detailed explanation of the development f rom the CF to the DSKP to

the SoW, and f inally to the LP, is provided in Figure 3.

AN EXAMPLE (from Primary)

Curriculum Framework (CF)
This is an organised plan of content CEFR descriptor: “can do” statement
standards (what the pupils should
Can recognise familiar words and very basic phrases
be able to do and what they are
concerning myself, my family and immediate concrete
expected to achieve) at each stage of
surroundings when people speak slowly and clearly
learning from Preschool to Form Five.
These target levels will enable pupils
to measure their own progress, and
facilitate teachers in assessing the
pupils’ proficiency levels. KSSR English Language CF Primary (p. 3)
1.2 Understand meaning in a variety of familiar contexts
Focus:
Content Standards (CS) Understand the main idea when listening to texts on
& Learning Standards (LS) familiar topics
The descriptors in the CEFR
Framework which include “can do”
statements enable us to understand
what kind of communicative Content Standard (DSKP Year 1)
competencies pupils have and what Main Skill (p. 25):
they can or should be able to do at 1.2 Understand meaning in a variety of familiar contexts
different intervals. These are called CS
Complementary Skill (p. 29):
and LS in the CF.
2.1 Communicate simple information intelligibly

DSKP (Syllabus)
The LS are used to develop the Learning Standard (DSKP Year 1)
syllabus which is a year-to-year Main Skill (p.25):
description of the themes, language 1.2.1 Understand with support the main ideas of very
skills, grammar, vocabulary and simple phrases and sentences
structures used in a year.
Complementary Skill (p.29):
2.1.5 Name or describe objects using
suitable words from word sets
Scheme of Work (SoW)
The SoW is also aligned to the CEFR
levels and age groups, and reflects
the LS and Syllabus. The SoW gives
Lesson 18 (SoW SK, pp. 62-63)
an overview of the CS and LS to be
covered in each lesson.

Lesson Plan
Unit 1: At School (Superminds, p. 10)
Lesson Plan Activity 1 - Listen, look and say the words
Activity 2 - Listen and chant

Figure 3: From Curriculum Framework to Lesson Plan

13
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

While these documents are valid

and valuable in their own right, they
do not have the power to influence
pedagogical practice. What really
matters is what actually happens in
the classroom.

14
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

3 Writing and Planning a Lesson

A
well-written CEFR-aligned
lesson plan (LP) supports you
▶ Refer to relevant
and your pupils by clearly
documents
def ining: Before
Writing ▶ Refer to relevant
teaching and
the LP
▶ what pupils can do in English at a learning materials
particular level;
▶ what language items and
competences will be worked on in
▶ Identify the
order to achieve this; and Learning Standards
▶ how learning can be achieved and ▶ Write the Learning
assessed. While
Objectives
Writing
▶ Plan the learning
the LP
This section, as summarised in ▶ Prepare the
Figure 4, shows three stages in materials
planning and managing a CEFR-
aligned lesson: before and while
writing the lesson plan, and after
conducting the lesson; and steps to ▶ Review teaching
After and learning
be taken at each stage.
the
Lesson
The management of actual
classroom lessons is not explicitly
addressed here since it would be based
Figure 4: Stages and Steps in
on your lesson plans. The references
Planning and Managing
made to relevant documents at each
a CEFR-Aligned Lesson
step are important to ensure that you
are working at appropriate language
levels in accordance with the CEFR-
aligned English Language curriculum.

15
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The following steps (as shown in
Figures 5-10) are suggestions that will
help you prepare your lesson, write a
lesson plan and prepare materials.
Stage 1: Before Writing Lesson Plan
Step 1: Refer to relevant documents
MoE documents needed (Figure 5):
▶ Curriculum Framework (CF)
▶ Dokumen Standard Kurikulum
dan Pentaksiran (DSKP)
▶ Scheme of Work (SoW)

PRESCHOOL LEVEL PRIMARY LEVEL SECONDARY LEVEL

CURRICULUM
FRAMEWORK

DOKUMEN
STANDARD
KURIKULUM DAN
PENTAKSIRAN
(DSKP)

SCHEME OF
WORK

SCHEME OF
WORK FOR
PHONICS (only for
Year 1 and Year 2)

Figure 5: Compulsory Ministry of Education Malaysia (MoE) Documents

16
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Step 2: Refer to relevant teaching ▶ Teacher’s Book (handbook for

and learning materials teachers)
- one or two copies per school
Teaching and learning materials ▶ Student’s Workbook (for teacher’s
needed (Figure 6): reference, if available)
▶ Student’s Book (textbook)
- distributed to each student
through Skim Pinjaman Buku
Teks (SPBT)

YEAR/ PRIMARY LEVEL SECONDARY LEVEL

FORM
STUDENT'S BOOK TEACHER'S BOOK STUDENT'S BOOK TEACHER'S BOOK

5
E L E C TE D
6 TO B E S
Figure 6: Compulsory Teaching and Learning Materials

17
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Stage 2: While Writing the Lesson Plan

Step 1: Identify the Learning Standards (LS) and write the Learning Objectives (LO)

Identify the LS ▶ Refer to SoW

▶ Refer to the relevant pages in

the Student’s Book
▶ Refer to the relevant pages in
the Teacher’s Book
Write the ▶ Refer to the DSKP for the
Main LO performance standards
Note:
The document available
for preschool is the Teacher’s Kit
Remember to:
(i) embed the teaching
of grammar and ▶ Refer to the relevant
vocabulary in the pages in the
Student's Book
teaching of the four Write the ▶ Refer to the relevant
skills, and
(ii) carry out the Language Complementary pages in the
Teacher's Book
Awareness (LA) lessons LO ▶ Refer to the
as stated in the SoW.
DSKP for the
performance
Make sure the standards
objectives
are SMART Note:
▷ Specific
 The document
▷ Measurable
 available for
▷ Attainable
 preschool is the
▷ Realistic
 Teacher’s Kit
▷ Time-bound


Figure 7: Identifying the Learning Standards and

Writing the Learning Objectives

18
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Here is an Example for Year 1

Main Skill:
1.2.1 Understand with support the
main ideas of very simple
phrases and sentences ▶ SoW Year 1
Lesson 18 (pp. 62-63)
Complementary Skill:
2.1.5 Name or describe objects using
suitable words f rom word sets

LO (Main) ▶ Student’s Book

By the end of the lesson, Superminds (p.10)
pupils will be able to listen Unit 1: At School
to an audio text and Activity 1 - Listen, look and say the words
identify the classroom Activity 2 - Listen and chant
objects by numbering
▶ Superminds Teacher's Resource
them in the correct order.
Book 1 (p.10)
Remember to:
(i) embed the teaching ▶ Student’s Book
of grammar and Superminds (p.10)
vocabulary in the Unit 1: At School
LO (Complementary)
Activity 1 - Listen, look and
teaching of the four By the end of this lesson,
pupils will be able to name say the words
skills, and Activity 2 - Listen and chant
(ii) carry out the Language the classroom objects with
guidance f rom the teacher. ▶ Superminds
Awareness (LA) lessons
Teacher’s Resource
as stated in the SoW.
Book 1 (p.10)
Make sure the
objectives
are SMART
▷ Specific

▷ Measurable

▷ Attainable

▷ Realistic

▷ Time-bound


Figure 8: A Detailed Example of Step 1 for Year 1

19
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Step 2: Plan the Learning

Refer to the
SoW for the
suggested
lesson
outline.
Examples of starters/ warmers/set induction:
▶ Personalisation ▶ Predictions
Design the
▶ Brainstorming ▶ Drawing/labelling
Starter ▶ Pupils raise questions according to what they
would like to know f rom the text Refer to the
Teacher’s
Book for
the steps to
teach.
Examples of main idea tasks:
▶ Ordering (e.g. pictures) ▶ Checking against
predictions/guesses ▶ Matching (e.g. people to
Design the places, titles to pictures) ▶ Answering one or
Pre-Lesson Think about other MoE
two general comprehension questions (Who is
requirements:
Tasks speaking? Where are they?) ▶ Ranking pictures ▶ HOTS/i-Think Maps
in order ▶ Answering specific comprehension ▶ HEBAT Bacaan
questions ▶ Discussing what they have read ▶ 21st Century teaching &
using keywords ▶ Information gap ▶ Role-playing learning strategies (PAK21)
▶ Multiple Intelligences
▶ Cross-curricular elements
(CCE)
▶ Moral values
Examples of detailed tasks: ▶ Civics in English
Design the
▶ Completing tables ▶ Guessing meaning f rom
Lesson visual aids ▶ Correcting false information
Development ▶ Answering comprehension questions Incorporate FA. FA
Tasks ▶ is a continuous process
during the lesson.
▶ helps pupils identify
challenges they face.
Examples of post-lesson tasks: ▶ helps pupils be aware of
Design the their learning.
▶ Discussing what they have read using
Post-Lesson ▶ helps you make changes
keywords ▶ Information gap ▶ Role playing
Tasks to your teaching.
▶ promotes practice of self-
assessment among pupils
Refer to the FA Handbook for
Some building blocks for you to focus on: more information.
▶ Sharing LO & Success Criteria
▶ Exemplars -Starters and Plenaries
FA ▶ Deliberate practice ▶ Questioning
for ▶ Discussions ▶ Quick Scans ▶ Peer assessment
LO and self-assessment ▶ Feedback
Useful FA techniques / tools include:
▶ traffic lights ▶ pyramid reflection ▶ exit cards
▶ two stars and a wish / medals and missions

Figure 9: Planning the Learning

20
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Step 3: Prepare the materials

While planning, think about how of mixed ability,

best to use the available learning ▶ adapt f rom authentic material or
materials. As shown in Figure 10, you reference books, or
can: ▶ design your own material.
▶ use the material given in the
Student’s Book,
▶ use the same material, but apply
differentiation strategies for pupils

INCORPORATING TEACHING - LEARNING MATERIALS

Using material Adapting authentic Designing Own Material Using the same material
given in the or published for all pupils: Apply
Student’s Book materials Differentiated Strategies

What do we adapt? Key Principles of Material Consider differentiation

o The content Design strategies to cater for pupils at
o The level - Material should help different levels of learning i.e.
o The process learners develop confidence for a mixed-ability classroom.
o The language (Tomlinson, 2011) Differentiation strategies can
- Material should expose also be applied when you want
How do we adapt? learners to language in to use the same materials for all
o adding authentic use (Tomlinson, your pupils.
o modifying 2011)
o reordering - Material should ideally be Differentiation strategies
o deleting culturally relevant include:
o simplifying - Material should stretch/ o Differentiate by task
challenge the learners o Differentiate by instruction
Note: You can adopt and - Material should build and feedback techniques
adapt digital materials. intercultural awareness o Differentiate by outcome
o Differentiate by support
Key Considerations for o Differentiate by question type
designing materials: o Differentiate by feedback
- Objectives - what learners o Differentiate by learning
need to know and do preferences
- The curriculum and the o Differentiate by time
context
- The resources and facilities
available
- Teachers’ confidence and
competence
- Copyright compliance
- Time
The above digital material - The audience
was supplied by the MoE - Different learning styles
to all schools in 2016 as a - Integration of technology
supplement to the CEFR-
aligned Form 1 Curriculum.

Figure 10: Preparing Teaching-Learning Materials

21
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

You work in different contexts, There are many approaches to

and with pupils f rom different
backgrounds and of different
language ability. It is rather diff icult
to get one set of ready-made
materials suitable for all. Regardless
of the resources used, you must refer
to the CEFR “can do” statements (as
expressed content standards and
learning standards) to make sure you
are using or producing material at the
right level for your learners.
writing lesson plans. Your approach to
writing your lesson plan will depend on
how long you have been teaching, and
how well you know the material you
are using and the pupils you expect to
have in your class. There is no single
formula for writing lesson plans, but
the above steps will help you think
through some of the processes that
are vital when planning and writing
an effective CEFR-aligned lesson plan.

Go to www.englishprof ile.org to In the next section are some sample

check if the vocabulary and grammar lesson plans for you to refer to as you
are at the right level. This will ensure prepare your own lesson plans.
that the material used is within the
CEFR level especially with respect to
the choice of words that the pupils
are working at or towards. The ‘text-
inspector’ function can be used to
make an analysis of the word level of
the text used.

The Cambridge English website

www.cambridge.org provides printed
and digital materials targeted at the
different CEFR levels. Access it and
refer to the notes f rom the Learning
Materials Adaptation course for more
information.

22
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4 Sample Lesson Plans

Here is the ready-to-use lesson plan template provided by the MoE.

SUBJECT :

YEAR/FORM :
1. Use this template to write
your LP.
2. As seen in the sample
DURATION : LPs, there may be
variations in how teachers
i. label the Main LO and
THEME : the Complementary LO
ii. write the lesson
development steps
TOPIC :

FOCUS SKILL: L/S/R/W/LA :

CONTENT STANDARD :

LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS-CURRICULAR ELEMENTS :

ACTIVITIES i. Pre-Lesson :

ii. Lesson
:
Development

iii. Post-Lesson :

TEACHER’S REFLECTION :

Figure 11: Lesson Plan Template Provided by the Ministry of

Education Malaysia (MoE)
23
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.1 Sample Lesson Plan for Preschool Lesson 6

Teacher’s Kit, p. 92

Date: Week:
Approach: Theme - Numbers Attendance:

Time / Strand Content Learning Activities Materials/ Impact /

Minute Standard / Objectives Resources Follow-up
Learning Action
Standard

0800 - Circle 1. Sharing ideas about today's lesson.

0820 Time 2. Pupils sit in a circle.
3. Teacher takes the attendance.
4. Teacher starts the daily routine by asking the pupils the day and date for the day.
5. Pupils answer with guidance from the teacher.
6. Singing songs: “I Can Follow the Rules” and “One for Sorrow”

0820 - English Content By the end Topic: Introduction Timeline To read and
0850 Language Standard: of the lesson, Lesson: 6 images say out at
BI 2.3 pupils will be Main skill(s): Focus Number least three
Demonstrate able to read Reading 1 flashcards numbers
understanding and say out “One for shown.
Opening Time
of a variety of at least three Sorrow” song
Greetings and “One for Sorrow”
texts in the numbers song (Teacher’s Kit, Page 15) Impact:
form of print shown. English Today PL1: ____
and non-print PL2: ____
Refer to
Teacher’s Kit materials Lesson Development PL3: ____
p. 92 and Engage/ Exploit: The Pair Game
DSKP p. 40. Learning (Teacher’s Kit, Page 162) Take remedial
Standard: actions or
1. Teacher revisits the numbers
Main Skill give further
1-10, from previous lessons to
BI 2.3.3 support to
check pupils’ understanding
Recognise by asking them to name the the weaker
and read high numbers shown. pupils.
frequency/ sight
2. Teacher introduces “The Pair
words
Game”.

Complementary 3. Teacher shuffles a stack of cards

Skill consisting of 10 pairs of number
flashcards (1-10) and places
BI 1.1.2 Listen to
them face down randomly on
and respond to
the floor.
stimulus given
4. Teacher models how to play
“The Pair Game.”
5. A pupil is called out to play the
game.
6. The pupil flips over two cards
and names the numbers
accordingly.

(Continued on the next page)

24
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Time / Strand Content Objectives Activities Materials/ Impak /

Minute Standard / Resources Tindak Susul
Learning
Standard

7. Teacher asks, “Are they the

same?”
8. If they are the same, the pupil
will answer (with guidance), “Yes,
Differentiation they are.”
Strategies: 9. The teacher indicates for the
Differentiate whole class to chorus the answer
by Support: in English.
a) Offering 10. Pupil puts the cards face up back
options, i.e., on the floor.
Yes, they are.
/ No, they are 11. If the numbers are not the
not. same, the pupil will answer
(with guidance),
“No, they are not.”
12. Teacher indicates the whole class
to chorus the answer accordingly.
13. Pupil places the cards face down
back on the floor.
14. More pupils are chosen to play
the game.
15. Pupils go back to their respective
groups to play the pair game.
16. Teacher goes round the class
to monitor and facilitate the
progress of the game.
Formative Assessment:

Check through Closing Time

observation whether Reflecting time
the pupils can respond 1. Pupils are given small flashcards
accordingly. Identify containing numbers 1-10.
any pupils who need
to be given any 2. Teacher says a number.
necessary remedial 3. Pupils choose, show the
interventions or
appropriate flashcard and say
enrichment
the number accordingly.
(Quick Scan)
4. Goodbye song.

25

Time / Stra
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.2 Sample Lesson Plan for Primary Year 1 Lesson 18 (SK)/Lesson 15 (SJK)
Superminds, p.10

Subject English

Year 1

Duration 1 hour

Theme World of Self, Family and Friends

Topic Unit 1 – At School

Focus Skills Listening

Content Standards Main Skill:

1.2 Understand meaning in a variety of familiar contexts

Complementary Skill:
2.1 Communicate simple information intelligibly Refer to
SoW
Learning Standards Main Skill: pp. 62-63 (SK)/
1.2.1 Understand with support the main ideas of very simple phrases and sentences pp. 54-55 (SJK)
Complementary Skill:
2.1.5 Name or describe objects using suitable words from words set

Learning Objectives By the end of the lesson, pupils will be able to:
i. listen to an audio text and identify the classroom objects by numbering them in the correct
order. (Main LO)
ii. name the classroom objects with guidance. (Complementary LO)

CCE Language

Language / Classroom objects: pen, rubber, pencil, book, notebook, bag, desk, ruler and pencil case
Grammar Focus

Activities Guess me: Pupils guess to identify the objects the teacher takes out of the pencil case. Refer to
suggested
i. Pre-Lesson
pre-lesson
ii. Lesson Stage 1 tasks in
SoW
Development 1. Pupils listen and point to the objects in the picture [Student’s Book, p. 10]
pp. 14-18
2. Pupils listen and repeat the word.

Formative Stage 2
Assessment 1. In pairs, pupils take turns to touch the correct picture on the whiteboard based on the word
Quick Scan they listen. The fastest will be the winner.
Assessing 2. In groups, pupils complete the jigsaw puzzle of the classroom objects and say the names of the Refer to
pupils’ prior objects aloud. Teacher’s
knowledge Book p. 10
Stage 3
1. Pupils are given a worksheet each.
Formative 2. Teacher plays CD1 Track 12.
Assessment 3. Pupils listen and number the classroom object according to the correct order.
Observation 4. Pupils exchange their worksheet for peer assessment.
5. Teacher plays the CD1 Track 12 again.
Refer to
6. Their shoulder partner checks their partner’s answer. suggested
post-
iii. Post-Lesson 1. Teacher puts classroom objects (realia/flash cards) in a box. lesson
2. Pupils are selected to pick a card or an object from the box and name it accordingly. tasks in
SoW
Teacher’s Reflection pp. 19-24

26
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.3 Sample Lesson Plan for Primary Year 3 Lesson 15 (SK)/Lesson 17 (SJK)
Get Smart, pp.12-13

Subject English

Year 3

Duration 1 hour

Theme World of Self, Family and Friends

Topic Welcome!

Focus Skills Language Arts

Content Standard Main Skill:

5.2 Express personal responses to literary texts Refer to
Complementary Skill: SoW
2.3 Communicate appropriately to a small or large group p. 45 (SK)/
p. 35 (SJK)
Learning Standard Main Skill:
5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text

Complementary Skill:
2.3.1 Narrate very short basic stories and events

Learning Objectives By the end of the lesson, pupils will be able to:
i. ask and answer simple questions related to the story. (M)
ii. perform a role play in pairs based on the story. (C)

CCE Values

Language / Review: What’s your name? Have got/have, time

Refer to
Grammar Focus
suggested
Activities 1. Pupils play “Who is it?” game with teacher. pre-lesson
tasks in
i. Pre-Lesson 2. Teacher describes a few students and they have to guess who the teacher is describing.
SoW
3. Pupils are randomly selected to try to describe their classmates and guess the description. pp. 13-16
ii. Lesson Stage 1
Development • Pupils are introduced to the two characters in the story using pictures.
• Pupils look at the pictures without dialogues and guess/predict what the story is going to be Refer to
21st Century Skills Teacher’s
Critical Thinking
about. Teacher plays CD (Track 17)
• Pupils listen and point at the speech bubble and follow along the lines. Book p. 19
Collaboration / Cooperation
• Listen and shadow read (read along). Pause CD after each line and students repeat (chorally, in
groups, individually)
Stage 2 Refer to
Formative Assessment:
• Teacher and pupils talk about what happens and relate to the prediction. Teacher’s
Questioning - Teacher uses the
questions to identify students’ Book
• Teacher asks comprehension questions for each picture. (10 questions overall) (Teacher’s Book,
understanding of the story. pp. 28-29
page 28 & 29, Activity 1)
Differentiation Strategies
• Pupils are given printed answers for all the 10 questions on individual sheets of paper.
Types of questions Stage 3
21st
• In groups, pupils will have to choose, wave and shout out the correct answer. (Specific Century Skills
Cross Curricular Element questions are also given to particular groups to answer.) Strategies
Values
• Teacher puts pupils in pairs and have them perform/act out the story in groups of four.

iii. Post-Lesson • Pupils say aloud the value stated in their textbook and relate it to the story. Refer to
suggested
Teacher’s Reflection post-lesson
tasks in SoW
pp. 17-21

27
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.4 Sample Lesson Plan for Primary Year 4 Lesson 16(SK)/Lesson 11(SJK)
Get Smart Plus 4

Subject English
Year 4
Duration 1 Hour Refer to
SoW p.50
Theme World of Self, Family and Friends
Topic Where are you from?
Focus Skills Language Awareness
Content Main Skill:
Standard 4.2 Communicate basic information intelligibly for a range of purposes in print and digital Choose any
media. appropriate
Year 4
Complementary Skill: Content
2.1 Communicate simple information intelligibly. Standards
Learning Main Skill: and Learning
Standard 4.2.3 Describe basic everyday routines. Standards
from the
Complementary Skill : DSKP.
2.1.5 Describe people and objects using suitable statements.
Learning By the end of the lesson, pupils will be able to
Objectives i. write four simple sentences to describe their everyday routines. (Main LO)
ii. describe Kim’s everyday routine based on the information given. (Complementary LO) Incorporating
HOTS
CCE Language
Language / Adverbs of frequency to describe routine – always, usually, sometimes, and never
Grammar Focus
Refer to
Activities i. Teacher shares the objectives of the lesson with the pupils. Warm Up
i. Pre-Lesson ii. Jot thoughts - the pupils write down vocabulary related to daily activities on a piece of paper. Activity in
iii. Then, they share their vocabulary with the whole class. the Teacher’s
Book
ii. Lesson 1. Teacher writes the four adverbs of frequency on the whiteboard.
Development 2. Group work - pupils discuss the differences of these four adverbs by relating to their Refer to
21st Century daily activities they listed in the pre-lesson stage. Get Smart
Skills 3. Then, the pupils receive one task sheet containing some information about Kim’s Plus 4
Collaboration everyday routine after school. Workbook p.5
Communication
4. In groups of four, pupils take turns to describe Kim’s routine.
21st Century 5. Teacher shows how to construct one simple sentence using the information in the task sheet.
Skills Refer to
6. Pupils then complete the second task. They tick the appropriate boxes which relate to
Strategies Optional
themselves.
Activity in
7. Shoulder Partner - Pupils write four simple sentences based on the boxes that they have Teacher’s
FA ticked. They exchange their work with the person sitting beside them to check their Book
Peer sentences.
Assessment

iii. Post- Lesson 1. Pupils complete the self-assessment worksheet for Unit 1. Refer to
2. Then, they complete the worksheet with guidance from the teacher. SoW p.51
FA 3. Teacher collects the self - assessment worksheets for teacher’s reflection.
Self-
Assessment

Teacher’s
Reflection

28
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.5 Sample Lesson Plan for Contemporary Lesson 5 (SK) /Lesson 3 (SJK)
Children’s Literature (CCL) Year 4 Anthology of Poems pp. 6-7

Subject English

Year 4

Duration 1 hour

Theme World of Self, Family and Friends

Topic Holiday Memories

Focus Skills Language Arts

Content Standard Main Skill:

5.3 Express an imaginative response to literary texts.

Complementary Skill: Refer to Year 4

SoW p. 39
3.3 Read independently for information and enjoyment.

Learning Standard Main Skill:

5.3.1 Respond imaginatively and intelligibly through creating simple picture stories, simple
poems, and cartoon stories. Other imaginative responses as appropriate.

Complementary Skill:
3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest.

Learning By the end of the lesson, pupils will be able to:

Objectives i. write and add one line for each stanza of the poem (Main LO)
ii. read and enjoy the poem. (Complementary LO)

CCE Language, Creativity and Innovation

Language / Tenses - Simple Past

Grammar Focus

Activities Teacher pastes 7 picture cards of the poem on the whiteboard.

Refer to CCL
i. Pre-lesson 1. Pupils look at the pictures and talk about them.
Teaching
2. Teacher will ask a few questions to stimulate discussion. E.g. “Can you name the Guidebook pp.
animals that you see?” 7 - 11

ii. Lesson 1. Pupils are divided into seven groups. Each group receives one stanza of the poem.
Development 2. Group work - They read and match the stanza to the picture cards pasted on the
whiteboard.
21st Century Skills 3. The group members then recite the poem with correct intonation and pronunciation.
Strategies 4. After all the groups have put up the stanzas, the whole class recites the entire poem.
5. Teacher explains the next activity - each group needs to write one more line for each
stanza of the poem they received earlier.
21st Century Skills 6. Teacher shows how to write one more line for the first stanza. For example, “I came Refer to CCL
Collaboration / back with a black eye.” Teaching
Cooperation Guidebook pp.
7. Group work - Pupils discuss and write one more line for each stanza of the poem. 13 - 14
Creative Thinking
8. Gallery walk - They share their stanza with the added line with the whole class.

iii. Post-Lesson 1. Pupils skim through the poem once again and they express their feelings for the poem
read.
2. They also discuss about places that they want to visit or things that they want to do
during the holidays.

Teacher’s
Reflection

29
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.6 Sample Lesson Plan for Secondary Form 1 Lesson 80

Pulse 2, p. 45

Subject KSSM English

Form 1

Duration 1 hour

Theme Health and Environment

Topic Unit 4: Life on Earth

Focus Skills Listening and Speaking

Content Standard Main Skill:

Refer to
1.1 Understand meaning in a variety of familiar contexts
SoW p. 102
Complementary Skill:
1.1 Understand meaning in a variety of familiar contexts

Learning Standard Main Skill:

1.1.1 Understand with little or no support the main ideas in simple longer texts on a
range of familiar topics
Complementary Skill:
1.1.2 Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics

Learning Objectives By the end of the lesson, pupils will be able to:
i. (Main LO) listen to an audio recording to name at least four endangered animals.
ii. (Complementary LO) listen to specific information in the audio recording to answer
the given questions.

CCE Environmental Sustainability

Language / Vocabulary related to animals

Grammar Focus
FA
Activities Think-Pair-Share Checking prior
i. Pre-Lesson Pupils recall names of wild animals; mimic the sounds made and decide if they are knowledge
endangered animals.

ii. Lesson 1. Pupils listen to the audio recording (2.02) and repeat the names of the animals.
Development Pair work - Pupils practise pronouncing. 21st
2. Group work - Pupils listen to complete the descriptions. Century Skills
Peer checking - Pupils listen to the audio recording and check the answers of their Strategies
FA peers.
Peer
Assessment 3. Pupils practise the stressed syllables (mimicking the audio recording/teacher).
Shoulder partner - checking each other’s pronunciation.
4. Group work – completing the table. Carousal feedback – peer checking and giving
feedback. Class discussion and feed forward.
FA 5. Pupils listen to the audio recording (2.04) and answer the questions. Shoulder
To check if
partner– comparing answers. Class discussion of answers (using mini whiteboards).
LO has been 21st
achieved 6. Pair work – listen to audio and answer questions (Questions 1 & 4 for more proficient
Century Skills
pupils; Questions 2, 3 & 5 for less proficient pupils). Discussion of answers (use of
Tools
lollipop sticks ).

iii. Post-Lesson Game – BINGO

Teacher’s Reflection

30
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.7 Sample Lesson Plan for Secondary Form 2 Lesson 16

Pulse 2, p.70

Subject KSSM ENGLISH

Form 2

Duration 1 hour

Theme Consumerism and Financial Awareness

Topic Unit 6: Money

Lesson Skills Writing

Content Standard Main Skill:

4.2 Communicate with appropriate language, form and style
Refer to
Complementary Skill: SoW p.44
N/A

Learning Standard Main Skill:

4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in
response to feedback

Complementary Skill:
N/A

Learning Objective By the end of the lesson, pupils will be able to:
i. Write out a plan or draft of two paragraphs or more for an informal letter and modify it
appropriately in response to feedback from friends.

CCE Language

Language/ Grammar Writing an informal letter using pronouns to avoid repeating names and nouns
Focus

Activities: 1. Get pupils to talk to their shoulder partners about the things they do during their
21st
i. Pre-lesson birthdays. Century Skills
2. Pupils are to choose one best idea and write it on the mini whiteboard. Tools
3. Tell pupils to show the mini whiteboard to the whole class and pick up on interesting
ideas.

ii. Lesson Development 1. Pair work - Get pupils to work with their talk partners and ask them to read the
informal letter by Paul to his grandparents and to find out the 3 things that he has
planned for his birthday.
2. Play the audio as pupils read the text.
FA
Peer-Assessment
3. Then, tell the pairs to check their answers with different pairs. Call out pupils to write
the answers on the board.
4. Now focus on the pronouns and tell pupils to complete Exercise 2 and 3 by finding out
21st
the things that the pronouns refer to. Century Skills
5. 3 Stay, 1 Stray - Get pupils to work in groups and tell them to number themselves. Communication
21st Select a group member who will serve as a visiting reporter. The visiting reporter Leadership
Century Skills moves to a neighbouring group and shares the answers of the exercises discussed.
Strategies The neighbouring group listens first, then asks questions. If time permits, the visiting
reporters move to other groups.
6. Teacher discusses the answers with pupils.
7. Set out the writing task and tell pupils to work in pairs to write an informal letter.
Provide a writing template on the board. Pairs fill in the blanks with their own ideas
(from Pre-lesson).
FA FA
Pyramid 8. Gallery Walk - Conduct a gallery walk and pupils go around the class to read other Peer Feedback
Reflection pairs’ letters. Pupils provide feedback using ‘Two Stars and One Wish’. Pairs are to
correct/ edit the letter based on the feedback.

iii. Post-Lesson 9. Pyramid Reflection - Pupils are to fill out the Pyramid Reflection based on what
they have learnt: 3 new words learnt, 2 favourite ideas for a birthday party and 1 wish
for their own birthday

Teacher’s Reflection
31
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.8 Sample Lesson Plan for Secondary Form 3 Lesson 21

Close-up, pp.31-32

Subject English

Form 3

Duration 1 hour

Theme Health and Environment

Topic The Wonders of Nature

Focus Skills Reading

Content Standard Main Skill: Reading

Learning Standard
DSKP: Reading (p.31)
3.1.6 is a Performance
Standard in the DSKP.
3.1 Understand a variety of text by using a range of appropriate reading strategies to
construct meaning
Complementary Skill: Speaking
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics Refer to SoW
p. 47
Main Skill: Reading
3.1.6 Recognise with support typical features at word, sentence and text levels of a range
of genres
Complementary Skill: Speaking
2.1.1 Paraphrase short simple texts

Learning Objectives Main Reading:

By the end of the lesson, pupils will be able to demonstrate understanding at least 3 types
of information in a few genres of writing by answering the questions related to the text.
Related to
STEM Complementary Speaking:
By the end of the lesson, pupils will be able to paraphrase short simple texts by retelling
what they think of their friends’ opinions.

CCE Environmental Sustainability

Language / Review: What’s your name? Have got/have, time

Grammar Focus
21st
Activities • Get pupils to talk about their favourite animals and nature spots with their shoulder Century Skills
i. Pre-Lesson partner. Collaboration
ii. Lesson • In pairs, pupils talk about the list of reading materials in part A of the textbook. They
Development share their thoughts about why they like a particular text type.
• Pupils complete Task B with their shoulder partner and jot down the types of
information contained in the different text types.
Differentiated
Strategy 4 • Pupils complete Task C and respond to the questions. Group work - sharing with 21st
is one of the eight peers; pupils, using their own words, paraphrase the texts in Activity C. Century Skills
differentiation strategies Strategies
listed in SoW pp. 1 –19 • Popcorn activity - sharing with classmates.
• Fast Finishers will move on independently to the Idea Focus activity on page 33.
FA
iii. Post-Lesson • Pyramid reflection To check if
LO has been
Teacher’s Reflection achieved

32
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Lesson 8
4.9 Sample Lesson Plan for Secondary Form 4
Full Blast! Plus 4, pp. 15-16

Subject English

Form 4

Duration 1 hour

Theme Science and Technology

Topic Let’s Chat

Focus Skills Language Awareness

Refer to
This is a grammar focused lesson. As such, listening, speaking, reading and writing skills are SoW p. 45
Content Standard
not explicitly covered.

Learning Standard This is a grammar focused lesson. As such, listening, speaking, reading and writing skills
are not explicitly covered.

By the end of the lesson, pupils will be able to:

i. identify past simple words, ‘used to’ sentence(s) and ‘be/get used to sentence(s) in the
reading text.
Learning Objectives:
ii. write sentences using the past simple, ‘used to’ and ‘be/get used to’.
iii. complete 8 exercises by choosing the correct answers between the past simple, ‘used
to’ or ‘be/get used to’.
Related to
CCE Information and Communications Technology STEM

Language /
Past simple, ‘used to’, ‘be used to’, use of suffixes
Grammar Focus

Activities : 1. Pupils discuss in small groups about habits they had in the past but do not have now,
i. Pre-lesson and habits that they have now. 21st
2. Pupils share their answers and some examples are written on the board which will Century Skills
illustrate the difference between ‘used to’ (I used to write on the walls but now I don’t) Strategies
21st Century Skills
Collaboration and ‘being used to’ (She is used to having a glass of water before bedtime).
3. Pupils are introduced to ‘used to’ and ‘be/get used to’.

ii. Lesson 1. Pupils read through the examples of past simple, ‘used to’ and ‘be/get used to’ in the
development grammar box (past simple is a revision as pupils have learnt this in Form 3)
2. Pupils’ attention is drawn to the structures ‘used to’ and ‘be/get used to’ by looking at
the difference (please refer to Teacher’s Book pp. 15 for details)
3. Pupils are divided into groups. The groups will either focus on past simple, ‘used to’ or
Differentiated ‘be/get used to’.
Strategy 6: Less 4. Pupils find examples of the past simple ‘used to’ or ‘be/get used to’ assigned to their
proficient learners
group in the reading text they did in the previous lesson (From Brick to Smartphone:
are paired with more
proficient learners to The Evolution of the Mobile Phone) (e.g. invented, was, weighed, complained,
aid understanding became, etc – Past simple; … people used to buy them like crazy – ‘used to’; …
(SoW pp. 13 – 18) compared to the devices we are used to seeing today – ‘be/get used to’)
5. Pupils in their group come up with their own sentences practising the tense they
were assigned to.
6. Pupils share the answers with the class.
7. Pupils complete the grammar exercise on page 15 (if not enough time, do as
homework) and share answers with shoulder partner and then as a class.

iii. Post-Lesson 1. Pupils review learning in this lesson by writing six sentences. Three sentences using FA
‘used to’ and three others using ‘be / get used to’ with at least 2 deliberate mistakes. To check if LO has
2. Their pair/partner tries to spot the mistakes and corrects the two deliberate mistakes been achieved
when swapping / exchanging sentences. Peer Assessment

Teacher’s Reflection

33
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

5 Reviewing Teaching and Learning

O
nce a lesson is completed, it ▶ Did I manage to involve all
is always important to reflect pupils in the activities?
on what went well and what
needs improvement. This is the aim of ▶ Was my pre-lesson task suitable
formative assessment. If conducted or effective?
appropriately, formative assessment
will enable you to give feedback ▶ Was my post-lesson task
to pupils on how to improve their appropriate?
learning, and to adapt your teaching
to suit their needs. ▶ Were the differentiation
strategies appropriate?
Some of the questions that you may
ask include: ▶ Did I carry out any formative
assessment?
▶ Have I achieved the learning
standards? ▶ What knowledge or skill did
my pupils have problems
▶ Have I reached the learning understanding?
outcomes?
▶ What values did I manage to
▶ In which other lessons is this impart to my pupils?
learning standard repeated?
▶ What do I need to revise and
▶ Was the allocation of time for consolidate?
the task appropriate?
▶ Is remedial or enrichment work
▶ Did I use the materials that I had needed?
planned to use?

34
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Reflecting on and reviewing lessons ▶ the LSs are repeated in

offers you an opportunity to think
about what worked and what did
not in your classroom. One of the
ways you can write reflections is by
reporting the number of pupils who
are successful in achieving the LO.
For example, in the reflection
section of the LP, you may write this:
30/32 pupils were able to achieve the
learning objectives.
subsequent lessons
▶ the LSs are to be achieved by
the end of the academic year
The ultimate goal of reflection and
review is to improve the way you teach.
The insights gained can contribute to
planning the next lesson and making
it more effective. In either case,
reflection is a technique that can help
you assess your own lessons honestly.

2/32 pupils need remedial work.

Formative assessment strategies

such as ‘Quick Scan’ or an ‘Exit Slip’
can help you objectively obtain the
number of pupils (30/32) who achieved
the LO in order to write the reflection.
The use of ‘Parking Lots’ in the class
helps identify and address pupils’
misconceptions or uncertainties.

One way to address the 2/32 pupils

who did not achieve the LO is to
focus on these pupils when this LO is
revisited in subsequent lessons. You
must be mindful of these facts:

35
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Conclusion References:

This Guide was designed to Alderson, (2007). The Challenge of

introduce you to the most immediate
and important aspects related to
teaching the CEFR-aligned curriculum
so that you are better CEFR-aligned
classroom practitioners. Teaching the
CEFR-aligned curriculum can be an
exciting and fulf illing experience.
We hope this Guide will help ensure
effective classroom delivery and
make your teaching experience more
manageable and rewarding.
(Diagnostic) Testing: Do We Know
What We Are Measuring? In Fox,
J.; Wesche, M.; Bayliss, D.; Cheng,
L.; Turner, C. E. and Doe, C. (2007).
Language Testing Reconsidered. pp.
21-39. Ottawa: University of Ottawa
Press.

Council of Europe. (2001). Common

European Framework of Reference
for Languages: Learning, Teaching,
Assessment. Cambridge: Cambridge
University Press.

36
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Council of Europe. (2018). Common Useful Resources:

European Framework of Reference
for Languages: Learning, Teaching,
Assessment. Companion Volume Links to Cambridge English (CE)
with New Descriptors. Cambridge: Materials:
Cambridge University Press.
Curriculum Induction (CI)​
• Preschool​
• Year 1 and Year 2​
• Form 1 and Form 2​

Curriculum Induction (CI) ​

• Year 3 and Form 3 ​
Council of Europe. (2020). Common ​
European Framework of Reference
for Languages: Learning, Teaching,
Assessment-Companion Volume
Curriculum Induction (CI) ​
• Year 4 and Form 4 ​

Learning Materials
Adaptation (LMA) ​
What is the CEFR?

Formative Assessment
Training (FA)

37
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Links to CEFR-Aligned Documents​

Support materials for

English Language​

Preschool Teacher’s
Kit​

Primary School
Curriculum​

Secondary School
Curriculum​

38
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Further Reading increasingly globalised world and

job market which require them to
communicate effectively in English at
a much higher level than before. They
English Language Education Reform
need to be aware of the wider world in
in Malaysia: The Roadmap 2015-2025
which they are growing up, and they
need suff icient support to enable
The launch of English Language
them to achieve the necessary levels
Education Reform in Malaysia: The
of English prof iciency.
Roadmap 2015-2025 by the Ministry
of Education is an indication of the
The English language (EL)
nation’s determination to bring
prof iciency of our young people
about a substantial improvement
currently ranges widely. Some have
in the English language prof iciency
acquired excellent English, while
of our students. Although the
others have little ability to use
Roadmap has been in the process
English eff iciently and effectively at
of implementation for some years,
all. In between are the many young
there are unfortunately some serious
people who can function at a general
misunderstandings and much
everyday level of English, e.g., they
inaccurate information about the
can communicate basic information
Roadmap and the CEFR. The English
in a shopping mall, make simple
Language Standards and Quality
enquiries on the phone, or send short
Council (ELSQC) has written this
messages through the social media.
article in the attempt to present a
The problem for most of these young
clear and concise picture of the reform
people is that their level of prof iciency
as outlined in the Roadmap.
will not be enough when they leave
school to look for jobs or to enter
The article will appear in two parts.
tertiary education.
Part 1 briefly explains the Roadmap,
and Part 2 deals with the CEFR. The needs of our young people
were recognised in 2013, when the
The Roadmap was produced to Malaysian Education Blueprint (MEB)
address a fundamental problem faced called for urgent action to enable our
by our young people today. They have students to develop knowledge and
to cope with a rapidly changing and skills to become global citizens of the

39
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning
21st century. The Ministry of Education
set up the English Language
Standards and Quality Council,
with the commission to produce a
roadmap to address the problem.
The Council subsequently developed
an integrated, comprehensive and
timetabled plan for EL education
reform, usually known simply as “The
Roadmap”.
The Roadmap is essentially a ten-
year reform plan to improve English
Language education in Malaysia,
with the aim of enabling our young
people to develop into effective and
prof icient EL users. It considers EL
education as a continuous learning
journey f rom preschool to university.
Taking into account the existing
learning environment and the
expected communicative needs of our
children, it describes in detail what
has to be done to improve teaching
and learning at preschool, primary,
secondary, post-secondary and
university levels, and also in teacher
education.
The most substantial change
brought about by the Roadmap is
that we are adopting the Common
European Framework of Reference for
Languages (CEFR), which in practice
40
represents the international standard
for describing and measuring
language prof iciency at each stage
of education. The adoption of the
CEFR leads to changes in curriculum,
teaching and learning, and
assessment. All of these, including
teacher education and training, are
being aligned to the CEFR. Teachers
need to know about the CEFR, and as
part of their continuous professional
development, they are given CEFR-
related training to familiarise them
with the CEFR, and with appropriate
approaches to teaching and learning,
and learning materials. Particular
attention is being paid to the
upskilling of teachers, both in terms
of their English prof iciency and their
knowledge of teaching.
The reform plan also calls for greater
student engagement with English
outside the classroom as an essential
part of the educational experience
provided by the school (e.g. the
Highly Immersive Programme). This
is achieved by means of strategies
such an increase in EL activities and
programmes and increased learning
time, and by getting members of the
community involved informally as
stakeholders.
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The Roadmap sets the target providing advice, feedback and

prof iciency levels for each stage recommendations as required.
of education. These targets were
established with the help of CEFR Zuraidah Mohd Don
experts f rom Cambridge English, Mardziah Hayati Abdullah
UK, who conducted a Baseline Study English Language Standards and Quality Council

in 2013 to measure the CEFR levels

attained by children in our schools at
that time. The results enabled us to
set realistic targets for 2025. A follow-
up study was conducted in 2017, and
some minor adjustments were made.

These targets may be revised again

on the completion of the reform plan
in 2025, depending on how much we
have achieved by that time.

In addition to the aspirational CEFR

targets for all stages of education,
the Roadmap includes a timetabled
action plan. The plan covers three
phases in line with the MEB, and is
currently being implemented and
monitored.

Since producing the Roadmap in

2015, the ELSQC has been monitoring
the implementation of the plan, taking
account of MoE actions, participating
in many of the training sessions,
attending evaluation meetings,
and participating in discussions
with CEFR experts, in addition to

41
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Setting our English The CEFR, however, is a little

Language Education to different. It also identif ies three broad
International Standards: levels of language prof iciency: Basic
The Common European (A1 and A2), Independent (B1 and
Framework of Reference B2), and Prof icient (C1 and C2), but
for Languages (CEFR) it goes further and provides “can do”
statements at each level to describe a
learner’s ability in some detail and in

T
he Common European
Framework of Reference for
Languages (CEFR) represents
the prevailing international standard
for the teaching and learning of
languages. It is a globally recognised
f ramework for describing language
learning, teaching and assessment.
The CEFR provides detailed
descriptions of what foreign or second
language learners can do in terms
of listening, speaking, reading and
writing at six levels of prof iciency.
Language learners have
traditionally been described rather
vaguely as beginners, intermediate
learners or advanced learners. They
are given letter grades (e.g., A-, B+
or D) or numerical scores in reports
or transcripts, but these grades and
numbers do not say much about what
a learner is able to do in the target
language.
a positive manner. In this way, we are
given a clearer idea of what the levels
actually mean. Refer to Figure 1 in
this Guide for the CEFR Global Scale.
The CEFR gives teachers, test
developers, parents, the learners
themselves, and eventually
employers, a much clearer picture
of what someone at a given level is
capable of doing. In addition, the
description of language prof iciency
can be understood and interpreted
in the same way by users everywhere.
A B1 learner in one school should in
principle be able to do basically the
same things as a B1 learner in another
school or even in another country that
also uses the CEFR.
The CEFR is a suitable and credible
benchmark for English standards in
Malaysia. It is the outcome of more
than 30 years of research on language
teaching, learning and assessment.
Although it originated in Europe, the

42
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning
CEFR is recognised in more than 40
countries and is now used in countries
far beyond Europe, including Mexico,
Canada, Japan, China and Vietnam.
Many international high-stakes tests
such as IELTS, TOEFL and TOEIC are
aligned to the CEFR. For these reasons,
the CEFR features prominently in
the reform of English language
education in Malaysia, as laid out in
English Language Education Reform
in Malaysia: The Roadmap (2015-2025)
(the Roadmap).
There have been several
misconceptions and seriously
false ideas about the CEFR and its
relationship with the Roadmap, which
need to be set right.
Misconception #1:
The CEFR is the reform plan.
The CEFR and the reform plan (the
Roadmap) are, most emphatically, not
the same thing. The Roadmap is an
entire reform plan covering all aspects
of English Language education and
all stages of education f rom preschool
to university. The CEFR plays a big
part in the reform, but it is not the
reform plan itself, nor is it any kind
of plan. It is a f ramework of reference
f rom which the Roadmap draws the
best available ideas about language
teaching and learning.
Misconception #2:
The CEFR is an exam.
The CEFR is not an exam, but
a f ramework which provides the
basis for measuring and describing
language prof iciency at different
stages of education, and which we
are adopting for our schools and
universities. Beyond school, a number
of major international exams, such as
TOEFL and IELTS, are already linked
to the CEFR, which means that scores
f rom those exams correspond to CEFR
levels.
Misconception #3:
The CEFR is a type of English.
There are several ‘Englishes’ in
the world, such as British English,
American English, Jamaican English
and Malaysian English which may be
different in accent, pronunciation,
vocabulary and spelling. But there
43
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

is no such thing as ‘CEFR English’,

‘European English’ or ‘International
English’. The CEFR merely describes
what learners can do with a language.

Misconception #4:

Malaysian children’s prof iciency will

be evaluated against native-speaker
prof iciency.

Absolutely not. The “can do”

statements describe a learner’s ability
to communicate in a foreign or second
language. We want our children
to use English grammar correctly,
acquire a good working vocabulary,
speak fluently, interact appropriately
and produce comprehensible and
intelligible English. But they are NOT
being measured against some native
speaker or ‘European’ standard, which
does not even exist. They are not
expected to sound like native speakers
of English or achieve the same level of
mastery, especially in school.

The Roadmap sets aspirational

targets based on the CEFR, as in the
diagram on the next page:

44
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

ASPIRATIONAL TARGETS

UNIVERSITY

POST-
SECONDARY

SECONDARY

PRIMARY

PRESCHOOL

Pre- A1 A2 B1 B2 B2/C1
ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHERS: C1

ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHER EDUCATORS: C2

45
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The target for graduates is B2 as The target for university graduates

this is the level at which graduates
can expect to get a job and function
adequately in English. Graduates
f rom TESL, English Language teacher
education and English-related
programmes are expected to reach C1
by the time of graduation.
The CEFR makes it possible to track
student progress along a continuum
f rom preschool to university. It
enables learners to compare their
own development along the CEFR
scale, rather than against the
performance of other students. The
CEFR is also a guide for curriculum
development, selecting appropriate
is B2. At this level, they should be able
to understand more complex text,
handle more abstract topics and
technical discussions, and interact
comfortably with native speakers. The
higher level C1 is a requirement only
for those who will go into specif ic
careers, such as EL teachers. These are
minimum expectations. There will
of course be learners who excel and
progress beyond the targets.
Mardziah Hayati Abdullah
Zuraidah Mohd Don
English Language Standards and Quality Council

learning materials and developing

assessments at the right level for each
stage of education.

The target for Form 5 school leavers

is B1. At this level, they should be able
to understand the main points of
input on familiar matters, cope with
likely situations as a tourist where
English is spoken, produce simple
connected text on topics which are
familiar or of personal interest, give
a simple description of experiences
and events, talk about hopes and
ambitions, and briefly explain their
opinions.

46
TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Acknowledgements

Director
English Language Teaching Centre
Farah Mardhy Aman

Deputy Director
English Language Teaching Centre
Kalminderjit Kaur Gurcharan Singh

Editors/Reviewers
English Language Standards and Quality Council
Zuraidah Mohd. Don
Mardziah Hayati Abdullah
Ramesh Nair S. Raman Nair

Proofreaders
Ilhamanggal Narinasamy
Nur Fazilah Othman
Suheil Almawardie Mohd Roslan
Norizah Abdul Bari
Majeedah@Nor Hyati Mohd Shukor
Aliza Alexander Selvaratnam Salim
Looi Lin Eng
Nor Ashikin Alawi
Fairuz Hamzah

47
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Contributors

Prof. Dr Zuraidah Mohd. Don Nor Liza Haji Ali

zuraidah.mohddon@utm.my norlizaa.kl@utm.my
(Akademi Bahasa, Fakulti Sains Sosial dan (Universiti Teknologi Malaysia)
Kemanusiaan, Universiti Teknologi Malaysia)
Norizah Abdul Bari
Dr Mardziah Hayati Abdullah norizahabdulbari@gmail.com
dr.mardziah@gmail.com (SMK Agama Sheikh Hj Mohd Said, Negeri Sembilan)

Ezatul Hanizam Mohamed Fauzi Nur Fazilah Othman

ezatul.mfauzi@eltc.edu.my ladyfuzzylah@gmail.com
(English Language Teaching Centre, (SK Puchong Perdana, Selangor)
Kementerian Pendidikan Malaysia)
Nurhani Omar
Halimatul Sa’adiah Abdul Razak nurhani.omar@eltc.edu.my
imar8899@yahoo.com (English Language Teaching Centre,
(SMK USJ 8, Selangor) Kementerian Pendidikan Malaysia)

Ilhamanggai Narinasamy Pamela Esther Paul Devadason

ilhajega22@hotmail.com pameladevadason@gmail.com
(SMK Taman Tasik, Ampang) (SMK Seri Mutiara, Kuala Lumpur)

Jai Shree Bipinchandra Rahmah Bee Mohd. Kabibal Saiboo

suni72@gmail.com mamimah1965@gmail.com
(Kolej Tingkatan Enam Tun Fatimah, Durian Daun) (SK Minden Height, Pulau Pinang)

Jane Cheok Mei Lick Samuel Isaiah

janecheok88@gmail.com loity25@gmail.com
(Kolej Tingkatan Enam Tun Fatimah, Durian Daun) (SK Runchang, Pahang)

Khairul Akran Kamarudin Sarina Salim

k _roll14@yahoo.com sarinasalim@hotmail.com
(SK Telok Sengat, Kota Tinggi) (Bahagian Pendidikan Swasta,
Kementerian Pendidikan Malaysia)
Lilisuriani Abdul Latif @ Bapoo
lilisuriani@iium.edu.my Suheil Almawardie Mohd Roslan
(International Islamic University Malaysia) mr.suheilalmawardie@gmail.com
(SK Kuala Mai Bharu, Pahang)
Looi Lin Eng
looi.lineng@eltc.edu.my Teoh Lip Vi
(English Language Teaching Centre, teohlipvi@gmail.com
Kementerian Pendidikan Malaysia) (SMK Putra, Besut)

Mah Zhi Jian Vikram Menon

allenmah2002@yahoo.com viki89_cool@yahoo.com
(Jabatan Pendidikan Negeri Kedah) (SMK Kuala Balah, Kelantan)

Mohd. Af if Mohd. Yusof Winnie Ong Yuen Nee

af if.yusof@gmail.com winnieyuennee@yahoo.co.uk
(SK Penghulu Ahmad, Langkawi) (SJK Chung Hua No. 4, Kuching)

48
 TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

50