CEFR

Familiarisation Training
Primary

Insert presenter name

 Introduction
to the CEFR
Overview and the aims
Sessions 1 and 2 of the course

Listening: Primary
The six
Interlocutor
reference
Perspectives and
levels
the CEFR

The
Cambridge
Baseline 2013
Session 1

Introduction to the CEFR

What do you think the map shows?
 CEFR: De facto world standard

Map showing the influence of the Common European Framework of Reference (CEFR)
around the world at national policy level.
 CEFR regional and world impact

Educational language policy in China, Hong Kong, Japan, Korea, Philippines,

Taiwan, Thailand, Singapore and Vietnam is aligned to the CEFR

Countries in South America (Chile, Colombia, Argentina), the

Middle East (Bahrain, Qatar) and Africa (Egypt) are incorporating the CEFR into
their educational systems

Even countries which have developed their own language frameworks, such as
Canada and the USA, are beginning to utilise the CEFR or identify ways of
bringing their own frameworks and the CEFR together.

All of the following countries have undertaken CEFR-related projects:

Albania, Armenia, Austria, Bulgaria, Croatia, Czech Republic, Cyprus,
Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Israel,
Italy, Lebanon, Lithuania, Macedonia, Moldova, Netherlands, New Zealand, Norway, Mexico,
Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey, Ukraine

Translated into 40 languages

 Terminology

CEFR Common European Framework

of Reference

CEF Common European Framework

(of reference)

CFR Common Framework of

Reference
What is the CEFR and why is it
useful?
 Background to the CEFR

need to create a comprehensive, transparent and coherent basis of

understanding as to what being able to use a language at different
levels means, regardless of language or location of instruction

growth in European Union membership and processes of

integration and movement
increased mobility of people and need for mutual recognition of language
qualifications obtained from different institutions and from different
countries

developments in language learning: from grammar translation to

functional, notional, communicative approaches
 Aims of the CEFR

to describe in a comprehensive way what language learners have to learn

to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively.

to provide a common basis for the elaboration of language syllabuses,

curriculum guidelines, examinations and textbooks.

to define levels of proficiency which allow learners progress to be

measured at each stage of learning and on a life-long basis
 CEFR developmental vision

What [the CEFR] can do is to stand as a central point of

reference, itself always open to amendment and further
development, in an interactive international system of co-
operating institutions ... whose cumulative experience and
expertise produces a solid structure of knowledge,
understanding and practice shared by all.

John Trim
 CEFR developmental vision

What [the CEFR] can do is to stand as a central point of

reference, itself always open to amendment and further

development, in an interactive international system of

co-operating institutions ... whose cumulative

experience and expertise produces a solid structure of

knowledge, understanding and practice shared by all.

John Trim
What are the common uses of the CEFR?

Discuss with your

partner
 Common uses of the CEFR

evaluating language learning needs

designing courses
teacher training programmes developing syllabuses
informing test development
guiding assessment criteria development
developing learning materials
describing language policies
informing continuous/self-assessment
Handout 1
 Aims of this course
to introduce the CEFRs core conception of language learning

to introduce the CEFRs six level framework of language proficiency

to consider salient differences between approaches to teaching young children L2

compared to teenagers and adults relating to literacy onset, linguistic progression and
cognitive and emotional development

to raise awareness of language learning pedagogy perspectives in the CEFR and

interpreting action-oriented perspectives on curriculum, teaching methodology and
assessment in terms of primary-aged children

to induct participants into four skills constructs and consider perspectives on early
enabling skills for children

to induct participants into rating scales for childrens Speaking and Writing related to
CEFR and assessment practices appropriate for testing primary-aged children

to encourage participants to reflect on how CEFR could impact on areas of education -

and more specifically Primary education - in Malaysia
 The CEFR:
view of language learning and the
six reference levels
 The CEFR: two focuses

CEFR presents the view of communication as the goal of

language learning

CEFR provides a descriptive framework of levels of

language proficiency, enabling all languages and contexts of
learning of what it means to master a language at a given
level

the CEFRs action-oriented / can-do approach

Handout 2
 Defining key notions in the CEFR
The core view of language learning in the CEFR is that learning a language is essentially
a process of learning to use language to perform communicative acts - either in
social contexts with others or in private contexts in communicating with ourselves.
These are shaped by the different forms of language activity of which they are
comprised, which can be described in terms of four broad categories: reception,
production, interaction and mediation. The process of engaging with texts - spoken or
written - in these different ways requires language users to draw on a range of
communicative language competences [linguistic, socio-linguistic, pragmatic] to
negotiate communication with flexibility in a variety of contexts. Performing tasks in
different contexts, to the extent that these tasks are not routine or automatic and
subject to different conditions and constraints, will require learners to use different
strategies for their successful completion. It is this broad conception of language use
and emergent communicative competences that underpins the action-oriented
approach to language teaching and learning embodied in the CEFR.
A six level framework

C2
Proficient user
C1

B2
Independent user
B1

A2

A1
Basic user

Handout 3
 The Global Scale
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written
C2 sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very
Proficient User

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 him/herself fluently
C1 and spontaneously without much obvious searching for expressions. Can use language 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
B2 his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with
Independent User

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 giving the advantages and disadvantages of various options.
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure,
B1 etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce
simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams,
hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic
A2 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

of his/her background, immediate environment and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a
A1 concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks
slowly and clearly and is prepared to help.

Handout 4a/b
 Global Scale: Activity
C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and
written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously,
Proficient User

very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself
fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for
social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects,
showing controlled use of organisational patterns, connectors and cohesive devices.

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in
his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with
Independent User

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 giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can
produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and
events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine
tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms
Basic User

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

A1 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 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.
 A driving metaphor

The mechanics of driving

Core linguistic knowledge

A range of driving situations

A range of communicative situations
A six level framework

C2
Proficient user
C1

B2
Independent user
B1

A2

A1
Basic user

Handout 5
 Distinguishing between levels
Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst
travelling in an area where the language is spoken. Can produce simple connected text on
B1
topics which are familiar or of personal interest. Can describe experiences and events, dreams,
hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography,
employment). Can communicate in simple and routine tasks requiring a simple and direct
A2
exchange of information on familiar and routine matters. Can describe in simple terms aspects
of his/her background, immediate environment and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and
A1 answer questions about personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
 Extensive range of scales

helping teachers, learners, course designers, assessors

to conceptualise the language competences and
strategies exhibited by learners at different levels in relation to
different language activities

Handout 6
 Extensive range of scales
helping teachers, learners, course designers, assessors to
conceptualise the language competences and strategies
exhibited by learners at different levels in relation to different language
activities

Handout 7
 Reflection

Go back to your KWL chart:

1. Can you move any post-it notes from W to L
on your chart?
2. What are the key aspects that may be
challenging for you to apply in your
classrooms?
3. Which aspects do you find helpful. How do
you think you can apply these to your own
classrooms?
 The
Cambridge
Overview Baseline 2013

Session 2
Spoken Qualitative aspects
interaction of speaking

Spoken
production
Session 2

Cambridge Baseline 2013

1. What are the key aspirations
for English language learning
in Malaysia?

2. What are the key challenges

to learning English in
Malaysia?
Undertake a comprehensive review to
understand the current performance
and challenges

Create a 2013 baseline in order to:

Establish a clear vision and

aspirations

Create an evidence-based language

policy and strategy
 Participants
5.2m students, 10,000
schools, 70,000 teachers
Results by state, school
type, location, grade,
gender
Two-stage stratified sample
design
Schools, classes and
students randomly selected
to create a representative
sample
End of Pre-school, Year 6,
Form 3, Form 5, Form 6
16 states, 426 schools,
20,000+ students, 1,000+
teachers
41 schools, 78 classes
visited. Speaking tests,
classroom observations,
interviews
 Methodology

Comprehensive: pre-school to pre-university

Comprehensive: learning, teaching, assessment
Evidence-based
Mixed-method
International standards

Students: language levels, 4 skills

Teachers: language levels, 4 skills
Teachers: teaching knowledge
Teachers: teaching practice
National curricula, assessments, and learning materials reviewed
Questionnaires, interviews
 Positive findings

Approximately 85% of students agree that

they like their English classes at school

Approximately 95% of teachers agree that

they like teaching English

Many sampled teachers have a high level of

English and a good knowledge of teaching

Some students have a high level of English

Policy is moving in the right direction

 Student language levels

Form 6 At A2/B1 41% at A1/A2 and below; 53% at B1/B2; 6% at C1/C2

Form 5 At A2 55% at A1/A2 and below; 43% at B1/B2; 2% at C1/C2

Form 3 At A2 12% below A1, 57% at A1/A2, 30% at B1/B2; 1% at C1/C2

Year 6 At A1 32% below A1, 56% at A1/A2, 13% at B1/B2

Pre-school Below A1 78% below A1, 22% at A1/A2

 Students: levels B1 and above
70%

60% 59%

50%
45%

40%

31%
30% 27%

20% 19%

13% 14%

10%
6%

1% 1% 2%
0% 0% 0% 0%
0%
Pre-school Year 6 Form 3 Form 5 Form 6
B1 and above B2 and above C1 and above
 Students: levels A2 and below
100% 100%
94%

90% 88%

80%

70%
70% 66%

60% 56%

50%
41% 41%
40%

30% 27%

20%
14%

10%

0%
Pre-school Year 6 Form 3 Form 5 Form 6

A2 and below A1 and below

 Achievement gaps
60%
53%
50%
Urban schools perform best
% learners at CEFR level

40% 34%
30% 24%
20%
11%
10%
2% 1%
0%
Urban Rural Urban Rural Urban Rural
B1 and above B2 and above C1 and above
Female students outperform boys
60%
49%
50%
39%
40%
30%
20%
20% 17%

10%
1% 2% Science specialists outdo those in Arts
0%
Male Female Male Female Male Female
B1 and above B2 and above C1 and above
 Students: weakest skill is speaking

Speaking emerged as the weakest skill for students at all school grades

Students reported that they would most like to improve their speaking skills
 Attitudinal and background factors

Students report that they enjoy learning English

However, not all students recognise the importance of English

Learners report that they rarely use English in the classroom

Learners have little exposure to English outside the classroom

English-speaking parents have positive impact

 Teaching knowledge and practice

Teaching knowledge Teaching practice

Strong on establishing a good rapport with students

Weaker in planning, managing and monitoring learning

A range of classroom management techniques from

teacher-dominated to learner-centred

Some excellent examples observed

 Factors influencing teaching and learning

Teachers like teaching English

Teachers want more professional development
Teachers need differentiation strategies
Students need an English-friendly environment
Parents need support to participate more

Handout 8
 Reflection

Discuss in groups what the implications

of these findings are for you and your
teaching.

In what way can the CEFR help you

address some of the issues raised in the
study?
Session 2

LISTENING: primary interlocutor

perspectives and CEFR scales
 Questions related to key issues this
session that trainers will address
a) Why is spoken input so important in Pre-school Language
learning?
b) How can teachers change input and instructions so
students can understand them?
c) What type of listening activities within CEFR Pre-A1 and A1
ranges will most probably interest very young learners?
d) What does a CEFR-based, action-oriented English only
classroom look like ?

Rank them according to which you can answer in the fullest

detail.
 Key concepts and approaches in SLA
SLA: Second Language Acquisition
Concepts Approaches
Interlanguage Cognitive
Language transfer Sociocultural
The input hypothesis Individual factors
Comprehensible output Adult and child learners
The silent period
 L1 early oral development

Input Output
Language of the carer Optimum opportunity
Child-directed speech to try out
(CDS) or baby talk Opportunity to work
Language of the out (comprehensible
immediate environment output)
Language routines in Evolving interlanguage
the home
Reformulated and
repeated language
 L2 early oral development

Input Output
Teacher modified Opportunity to try out
language (TML) Opportunity to work
Language of the school out (comprehensible
or home environment output)
Language routines in Silent period
the classroom
Reformulated and
repeated language
 The CEFR action-oriented classroom
The core goal in a CEFR action-oriented classroom is:
co-opting the learner into the process of making English
the medium as well as the goal of all their learning
which means co-opting teachers into this too.

Teachers can provide exposure to sounds and contribute

to the development of phonological processing through:
Contextualised classroom routines
Teacher modified language or input
Use of methods like Total Physical Response
High energy, non-threatening output/feedback
 Whole child learning

utilise the experiences, knowledge and

interests children bring to learning
make tasks meaningful, purposeful and
fun
think of an embedded rather than an
explicit language focus
make sense from the learners perspective
add elements of performance
display outcomes
Sample activity: Hand shadow shapes
 Teacher talk
contextualised language
language contingent on gesture, picture and action
support of class routines
Teacher Modified Language (TML)
appeal of methods like TPR
positive reinforcement
affectively engage
power of song and movement.
 CEFR can do perspectives

Learning outcomes are framed as a progressive can-do

sequence.

This encourages the use of learner-centred, activity-based

approaches by teachers in targeting learning outcomes or
results related to CEFR
 Overall Listening Comprehension Scale
A2
Can understand enough to be able to meet needs of a
concrete type provided speech is clearly and slowly
articulated.
Can understand phrases and expressions related to areas of
most immediate priority (e.g. very basic personal and
family information, shopping, local geography,
employment) provided speech is clearly and slowly
articulated.
A1
Can follow speech which is very slow and carefully
articulated, with long pauses for him/her to assimilate
meaning
 Listening to announcements and
instructions
B1
Can understand simple technical information, such as
operating instructions for everyday equipment.
Can follow detailed directions.
A2
Can catch the main point in short, clear, simple messages
and announcements.
Can understand simple directions relating to how to get
from X to Y, by foot or public transport.
A1
Can understand instructions addressed carefully and slowly
to him/her and follow short, simple directions.
 Now I can ... listen and
follow simple instructions
draw simple shapes
write words that are spelled out
join in with songs
follow simple directions
match conversations to pictures
answer simple questions

learning objectives related to CEFR A1 Listening comprehension

descriptors
 Meaning-focused early listening input
formats
Instructions Direct questions
Teacher gives learners Learners are given worksheets
worksheet with animal with numbers 1 to 10 written
outlines to colour. Learners on and options y/n (for
listen and colour animals yes/no). Teacher reads out ten
according to teacher questions.
instructions.

e.g. Colour the monkey blue e.g. Do cats like milk? Do cows
and red. Thats right. The eat eggs ?
monkey is blue and red.
 Early listening input formats

Listen and do Listen and identify

Listening and putting objects Learners given worksheet and
on and colouring different tick the correct option of three
parts of a getting to school according to teachers
transport scene card. descriptions.

e.g. Write number 10 on the

bus. Colour the bike blue. Put e.g. There are two black cats
the cat in the car. under a chair.
 Combining Listening and Speaking

Watch, Listen and Speak, Make, Decorate and

Fly a paper plane
Listening input/output challenges and
grading
length of text
language in text
sentence length
number of distractors
picture support
language needed for answers

Handout 9
Listening input/output challenges and grading

Just a few of the contingent language input opportunities a

medium like YouTube represents:

wrap a present
learn a dance step
sing along
how to sign
perform a trick
make projected puppet shapes
draw cartoon characters
making paper hats
 Primary Classroom: Methodological implications
Learning: high-quality interaction with the teacher as
facilitator of language development encouraging
active use.

Interactive full class teaching: challenging and

careful use of questioning, elicitation and positive
reinforcement.

Pair and group work: high levels of participation and

language use.
 Reflection
Look at the questions we began this session with:
1. Why is spoken input so important in Primary
Language learning?
2. How can teachers modify input, instructions to make
them comprehensible?
3. What type of listening activities within CEFR Pre-A1,
A1 and A2 ranges are most likely to engage young
learners?
4. What does a CEFR-based, action-oriented English
only classroom look like ?

Which question would you most like to research more?

Round-up and reflection

Handouts 10 and 11
 Primary
Learner
Overview Speaking
Sessions 3 -6 Competences

CEFR Reading
scales and early Text level Reading
literacy Activities and CEFR
breakthrough

CEFR scales
and early
written
production
Session 3

Primary Learner Speaking

Competencies and strategies
Speaking Competences and Strategies

Lets watch three video clips

Handout 12
 Spoken Interaction
A1
Can interact in a simple way
but communication is totally
dependent on repetition at
a slower rate of speech,
rephrasing and repair.
Can ask and answer simple
questions, initiate and
respond to simple
statements in areas of
immediate need or on very
familiar topics.
A2
can communicate in simple
and routine tasks requiring
a simple and direct
exchange of information on
familiar topics and
activities.
can handle very short social
exchanges even though I
cant usually understand
enough to keep the
conversation going myself.
Handout 13
 CEFR Spoken Production

A1 A2
Can produce simple mainly Can give a simple
isolated phrases about description or presentation
people and places. of people, living or working
conditions, daily
routines,likes/dislikes, etc.
as a short series of simple
phrases and sentences
linked into a list.

Handout 14
 Speaking construct
Two Way Three-way

What type of talk does neither diagram Handout 15

accurately represent ?
 Qualitative aspects of spoken language
use

INTERACTION FLUENCY RANGE

ACCURACY COHERENCE

Handout 16
 Generating spoken language in the
Primary classroom : questioning and
eliciting techniques

Matching and ordering

Put it together
Put in the right place
Draw and colour it
Same or different
Odd-one-out
Whats missing?
Whats the question? Handout 17
 Wait-time with children

Sufficient wait-time is needed after the question for learners to

c _ _ _ _ _ _ _ _ _ the question
f _ _ _ _ _ _ _ _ an answer
p _ _ _ _ _ _ language
r _ _ _ _ _ _.

Wait-time before nominating and after the initial response encourages

longer _______
______ from the learners
self-_________
level of learner _______.
 Correction/recasting techniques

Positive reinforcement
Finger correction
Correction images/symbols/spaces
Recasting
Avoid echoing
 Drilling

Energise and focus

Model
Chorus drill
Highlight
Individual drill
Pair/group drill
Chorus repeat
Back-chaining, change emotions, change accents
 Pair and group work
gives learners more speaking time
changes the speed of the lesson
focus off you and onto the learner
mix with everyone in the group
sense of achievement when reaching a team goal
leading and being led by someone [not teacher]
teacher monitors, moves and listens to learners
language
improves sense of challenge, performance and can-do.

Think: seating, change of scene, group dynamics

 Primary teacher toolkit

visuals
gesture
instructional (semantically contingent) language
L1 cognates
songs and rhymes
in school/out of school environment: international
words/names/symbols/shapes/numbers
positive reinforcement (recasts, not corrections/echoes)
easily identifiable formats: gaming, puzzles, riddles, jokes, spot the
difference, odd-one-out.
 Aspects of child spoken output not
necessarily reflected in CEFR
Trade-off between control of learner output and
authenticity of tasks in primary language classrooms
Scaffolding of tasks prevalent in pre-school learning
Learning to learn, enabling skills very prominent in
primary classrooms
Limits to childrens cognition, linguistic progress,
psychological, emotional, social development not
acknowledged in CEFR
In pre-school/early primary learning no task should
tax childrens cognition by requiring them to deal with
multiple perspectives other than their own
Session 4

CEFR Reading Scales and early

literacy breakthrough
Questions related to issues in this session

In this session trainers will address:

What is alphabet knowledge and how might this
affect early literacy ?
What are some of the barriers to early effective
L2 [English code] literacy for children ?
What are good ways for helping children to
decode ?
What does a multi-sensory Reading classroom
look like?
 CEFR six-level Reading scale

Begins at A1 level and does not talk about issues

of early literacy onset/breakthrough (learning to
read) in children.

Handout 18
 Reading construct model

This scale, however, is just as valid in primary

learning as it is secondary learning contexts. We
just need to consider issues and approaches as
young pre-school learners work towards A1.

Handout 19
 A simplified version

A model of Word recognition

Reading
Lexical search

Syntactic parsing

Meaning construction

Discourse construction

(adapted from Field 2013: 97,101,104)

 Quick quiz

1. How many sounds are there in English ?

2. How many characters are there in the English
alphabet?
3. How many consonant clusters are there in English?
4. How many consonant clusters can occur both at
beginning and end of English words?
5. What is a digraph?
6. Why have UPPER CASE letters increased in
importance in the last few years?
 Early Primary literacy issues

Why teach the alphabet?

When should you teach the alphabet?
What can cause confusion with alphabet teaching?
Can we teach English spelling/decoding systematically?
 a e i o u
Sounding and sound pictures

bdtpmgcfh
Spot check: sound / i : /
Frequency
tree me

key beach

me tree

pony key

beach pony
Spot check: sound / k : /
Frequency
duck cat

kitten kitten

queen duck

school school

cat queen
We can show this knowledge as:
For sound / s /
sun dress horse city ice

sound picture chart - THRASS chart

 Early literacy sequence

introduce most common sound pictures first

single letter consonant pictures b p t d l m and most frequent single letter vowel
pictures a e i o
move to consonant blends: st br
move to digraphs: sh ch
move to split vowel digraphs: made r ide

Mid-Primary
move to proper vowel digraphs: r ai n
make learners aware of initial, mid- and final position sound picture potential:
st o p l o st

Higher Primary
present variation: dog egg
present overlap: snow now
 Key skills

Blending:
Blend sound pictures (letters) to make words
h o t t r y

Segmenting:
Segment words in to sound pictures
th / a / t l / igh / t

Phoneme manipulation:
Manipulate sounds in and out of words.
__ a p c a __

These skills are reversible: they work for both reading and spelling.
 Phono graphix

Four principles
English is a sound to grapheme code: think sound
pictures: t g
Some sound pictures are represented by more than
one letter: ch sh ae
There is variation in the code - some sounds are
represented by more than one sound picture: g gh
gg
There is overlap in the code - some sound pictures
represent more than sound: h ea t gr ea t
 Following a phonographic approach
means:
you teach sound - sound picture relationships in a
fixed order
you teach encoding and decoding at the same time
key skills are reversible
you reject the idea of silent letters, exceptions to
rules
you can add a sight word approach which allows
early access to meaning through texts and books
Sight-words: may be kept in a different
place
 Skills framework

sounds and sound pictures

motor skills
names
sight words/environment words
be multi-sensory: hear look say touch move write
letter patterns and spelling
integrate with wider listening and speaking work
following stories being read (whole books)
 Reflection

Lets return to our question:

What are effective approaches for helping
children to decode?

Discuss these terms in small groups:

sound picture blending sounding encoding
segmenting sight-word phoneme manipulation
digraph
Session 5

CEFR scales and early writing

 Orthographic control

A1
Can copy familiar words and short phrases e.g. simple signs or
instructions, names of everyday objects, names of shops and
set phrases used regularly.

Can spell his/her address, nationality and other personal

details.
 Grammatical Accuracy

A1
Shows only limited control of a few simple
grammatical structures and sentence patterns
in a learnt repertoire.
 Overall Written production scale
C2
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure
which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding
and supporting points of view at some length with subsidiary points, reasons and relevant examples, and
rounding off with an appropriate conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his field of interest, by
linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like and, but and
because.
A1
Can write simple isolated phrases and sentences.
 Issues in this session for participants to
reflect upon
What do we consider as early motor skills in
learning to write as learners work towards CEFR
A1?
How can we make strong connections between
decoding and encoding [spelling]?
Can we help young learners to visualise and
remember spellings?
If we took Malaysian early primary learners to a
spelling clinic what words would be their
common problems?
English spelling is polysystemic

phonological

lexical graphemic
Spelling

morphological
etymological
Almost all top 100 words come from Old
English roots

wh- kn- -gh igh aw ow

are all Old English orthographical patterns.

 Learning these common patterns
Learners who expect to -gh are less likely to hg

Learners have fewer strange patterns to learn when

they start to see these patterns, e.g. start to chunk: th-
sh- -ion

Permits silent letter approach when we know k / w

at beginning of words used to be pronounced.
Split digraph: magic e (incredibly wide-
ranging)

Tim - time mad - made

us - use Sam - same

not - note hat - hate

 Link to sound picture approach

Opposites igh
day r
low l
wrong t
loose h
heavy n
Pass the pattern
ch ee
ou ea
st le
ing es
igh ck
al tion
 Spelling: graphemic knowledge
Possible environment for letter strings
Useful graphemic patterns which can help learners:
syllables
word length
CVC doubling
illegal endings
letters that dont double
-f / -ves
 Sticks and tails
Key:
Letters with sticks bdfhklt
Letters with tails gjpqy
In-line letters aceimnorsuvwxz

which bicycle
Visualising: ps and bs
 Piaget discovery
get learners into the habit of looking with intent
point out that print is all around them
take an interest in words as you read/ come across them
(sounds like/looks like but.../word families)
encourage learners to take mental photos of words/hold the
image in their mind/break it down into sound pictures
get learners to write down words and see if it looks right
air write / back-write words
be multi-sensory: hear look say touch move sound write
 Lets return to our question
If we took your learners to a spelling clinic, what words would be
their common complaints?
Do any of these strategies help with the problems?

Word within
a word

Emotive Spelling
Pattern log
Mnemonic recording

Handout 20
Session 6

Text level reading activities and the

CEFR: Extending to the primary context
Reading purpose
Reading activities, purposes and
strategies

What is the difference? Can you

think of some examples?
Reading
activities

Reading
strategies

Reading
purposes

Handout 21
 Global reading scale

A2 Can understand short simple texts containing the

highest frequency vocabulary, including a proportion
of shared international vocabulary items.

Handout 22
 A simplified version

A model of Word recognition

Reading
Lexical search

Syntactic parsing

Meaning construction

Discourse construction Handout 23

(adapted from Field 2013:97,101,104)

 Reading [not aloud]

Skills involved include:

perceptual skills
memory
decoding skills
inferencing
predicting
imagination
rapid scanning
referring back and forth
interpreting
 Towards a reading construct
READING FOR INFORMATION AND ARGUMENT

C2 as in C1
C1 Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social,
professional or academic life, identifying finer points of detail including attitudes and implied as well as
stated opinions
B2 Can obtain information, ideas and opinions from highly specialised sources within his/her field.
Can understand specialised articles outside his/her field, provided he/she can use a dictionary
occasionally to confirm his/her interpretation of terminology.
Can understand articles and reports concerned with contemporary problems in which the writers adopt
particular stances or viewpoints.
B1 Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of
argument in the treatment of the issue presented, though not necessarily in detail.
Can recognise significant points in straightforward newspaper articles on familiar subjects.
A2 Can identify specific information in simpler written material he/she encounters such as letters, brochures
and short newspaper articles describing events.

A1 Can get an idea of the content of simpler informational material and short simple descriptions,
especially if there is visual support.

Handout 24
 Top-down and bottom-up processing

When we misread
something or come We read different texts or
across something parts of texts differently
unfamiliar we adjust our according to the type of
strategy reading activity we are
engaged in

A large part of
reading effectively is
reading information
at an appropriate
speed for a reading
purpose
 Which are more likely to involve top-
down processes?
finding specific words/numbers in a text
extracting main ideas in a text
using a dictionary to check the meaning of a word
using context to guess the meaning of an unknown word
using word shape/lexical clues to guess meaning of a word
stating explicit and implicit meaning of text
highlighting direct speech in a text
predicting outcomes in a text
summarising ideas in a text
[ These different types of skills are described across the CEFR illustrative reading scales ]
 Whole child: Reading Perspectives

emotional needs
engaging with environment
emergent (developing) literacies and languages
(different literacies)
cognitive abilities
citizenship
emergent cultural identity and understanding
 Active learning
Broad early reading activity types:

Listen , Follow and Read whole books

read and use computer menus read and do digital activities

word patterns picture dictionaries read

and do

read, research, write for display read and predict

read and solve puzzles

 Active learning
Picture dictionary quest
Find the animal by looking in the dictionary.

1. It begins with c. It lives on a farm. It has got four legs.

2. It lives on a farm. It begins with sh. It ends in p.

3. They live in the sea. They begin with f. They lay eggs.

4. Its a bird. It begins with p. It cannot fly.

Whole child: cognitive abilities, participation, sharing
- reading and listening quiz
1. Can camels swim?
2. How many legs has a spider got?
3. Do snakes lay eggs?
4. Can ducks fly?
5. Does a chicken foot have three or four toes?
6. Can frogs walk?
7. Can chickens say quack quack?
8. Do penguins lay eggs?
9. Name two animals we get milk from?
10. Can cows jump?
11. How many legs has a frog got?
12. Can you spell bee aloud in two ways?
 Active learning
Key class phases in story activity
Pre:
pre-teaching/eliciting vocabulary
introducing characters
story-telling setting: mat, props, hats, puppets, signs, etc.
While:
images, animation, reinforcing language
listening and reading along
audience participation/pantomime
Post:
show feeling for character/voice consolidation
consolidating language
drama, craft, display
 Active learning
CEFR can-do oriented early Reading ideas
Now I can:
solve letter puzzles
read and write my name
read and make labels for display
spell CVC words aloud
read and make English signs
use a picture dictionary
read and point
read and say what comes next
read and follow picture stories
read and do crosswords
read and follow animations with subtitles
read cartoons and add/match captions
 Reflection

What are key concepts from sessions 3 - 6 that

may be challenging for teachers to grasp?
What, if any, additional activities would you
need to do to help teachers understand these
aspects?
 Session 3 - 6 concept review
Discuss in groups how these ideas are connected
to the CEFR:

orientation integrated tasks lexical clues

enabling skills range daily routines

discourse construction sight-word

 Text level
Writing
Overview activities and
Session 7 CEFR

CEFR and
Communicative
assessment :
language pedagogy
Assessing Primary
and the role of
Learner Speaking
assessment
and Writing

CEFR
language
knowledge
scales
Session 7

Text level writing activities and the CEFR:

Extending to the primary context
 Overall Written production scale
C2
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure
which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding
and supporting points of view at some length with subsidiary points, reasons and relevant examples, and
rounding off with an appropriate conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his field of interest, by
linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like and, but and
because.
A1
Can write simple isolated phrases and sentences.
 Creative Writing descriptors

C2
Can write clear, smoothly flowing, and fully engrossing stories and descriptions of experience in a
style
appropriate to the genre adopted.
C1
Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an
assured, personal, natural style appropriate to the reader in mind.
B2
Can write clear, detailed descriptions of real or imaginary events and experiences, marking the
relationship between ideas in clear connected text, and following established conventions of the
genre concerned.
Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest.
Can write a review of a film, book or play.

B1

A2
Handout 25
A1
 Overall Written Interaction Scale

B1
Can convey information and ideas on abstract as well as concrete
topics, check information and ask about or explain problems with
reasonable precision.
Can write personal letters and notes asking for or conveying simple
information of immediate relevance, getting across the point he/she
feels to be important.
A2
Can write short, simple formulaic notes relating to matters in areas of
immediate need.
A1
Can ask for or pass on personal details in written form.

Handout 26
Written text types

Handout 27
 Multi-sensory writing techniques
back writing air writing
directional letter writing caption matching/completion
pattern within a word: making sight word gaming
mnemonics story prediction
making string words letter change dictation
completing CVC words making string letters
rhyming words : guess and multiple blank summaries
write
Typical early curriculum integrated writing focus
School
[P] Give learners a blank diagram/floorplan of
their school. Give learners different images, e.g.
car park, hall, toilet, gym, office, classrooms,
canteen or library to cut out and stick on their
diagram according to school layout.
[W] Walk learners around school to find and copy
down names of different parts of school in English
[P] Learners label their diagram with words they
have found around school.
The world around us
[D] Teacher demonstrates different things signs can
typically mean
Here Danger Please Stop This way Dont
[P] Learners read different signs in English and say
which one of above each one means.
[W] or [P] Online interactive sign reading. Learners
read signs and complete short sentences either as
whole class to board or on computers.
[P] Learners draw/make signs using guided
templates to put around school/classroom. All signs
placed on a wall and other learners say what they
mean and where you would put them.
Session 8

Communicative language pedagogy

and the role of assessment
 Language learning classroom environment

What do you like or dislike

about this classroom?

What dimensions of a
CEFR-oriented curriculum
would be hard to deliver in
this environment?

Handout 28
 Pedagogic principles and communicative
language learning

Modelling Cross-curricular links

Active learning Responding to learners

needs
Learning Collaborative learning
conversations Differentiation

E-learning
 Attitudes to learner error

Which best represents your perspective?

errors and mistakes are evidence of failure to learn

errors and mistakes are evidence of inefficient teaching
errors and mistakes are evidence of the learners
willingness to communicate despite risks
errors are an inevitable, transient product of the
learners developing interlanguage
mistakes are inevitable in all language use, including
that of native speakers
 Error correction

all errors and mistakes should be immediately corrected by the

teacher
immediate peer-correction should be systematically encouraged to
eradicate errors
all errors should be noted and corrected at a time when doing so
does not interfere with communication
errors should not be simply corrected, but also analysed and
explained at an appropriate time
mistakes which are mere slips should be passed over, but Discuss
systematic errors should be eradicated your view
errors should be corrected only when they interfere with in groups ?
communication
errors should be accepted as transitional interlanguage and
ignored.
Developing teacher assessment literacy

Handout 29
 Developing learning-oriented assessment
practices
Basic principles
school learning proceeds within a community it is a social process
learning concerns personal development, consisting in attitudes,
dispositions and skills which are key to present and future learning
teaching goals and assessment goals must be closely aligned to specific
desirable outcomes (communicative ability in the case of languages)
language learning concerns the purposeful use of language to
communicate personally significant meanings
tasks must have interactional authenticity, that is, learners must engage
with the task at hand, not the winning of positive appraisal of
performance
evidence drawn from classroom interaction if systematically recorded
could be usefully fed back to promote further learning
Handout 30
Learning-oriented assessment
Put the learner at the centre
 Learning Oriented Assessment (LOA)

A Question:

After a day at school, which of the statements

below are you more likely to think of?

Today what I taught was

Today what my student learned was
Today what my students learned was
Setting clear
learner

? objectives

Adjusting
teaching Performance
cycle

Interpretation Observation
 Set clear
learner
objectives (by
the end of the
lesson my
students will
be able to)
Adjust Set tasks to
teaching elicit a
cycle Using a Performance
framework of
reference
(e.g. CEFR)

Provide
feedback or Collect and
encourage interpret
self- evidence
assessment
 LOA: Key features

Setting goals
Collecting evidence
Giving feedback

An informed and systematic approach

keeping the learner at the centre
 Differentiated learning in practice

It is not just about:

individualising instruction e.g. through worksheets or

homework tasks

OR
balancing group work with individual work so as to
support different learners differently
 Effective differentiated learning

Effective differentiated learning is more about noticing how

different learners react to different techniques...responding
and adapting to thismodifying and varying activities within
the teaching mix, keeping all learners involved in lesson
outcomes.
 Differentiated by support

Different amounts of support can be offered to

learners in many ways.
Weaker learners can be supported through instruction
modification
The stronger learners will need to feel challenged too.
Their input could provide help for weaker learners;
they could be given more challenging instructional
tasks, or they could be given additional contextualised
problems.
 Differentiated success criteria

The success criteria specified could be differentiated by

indicating what proportion of the class will finish which
criteria:
ALL every learner in the class will achieve this
MOST a large proportion of the class will achieve this
SOME a few of the more able will achieve this. Some
learners will not try to do this but instead focus on
earlier success criteria.
 Differentiated by task
Tasks are set according to learners abilities. What they
can do may differ in content or structure.

This may be as simple as having a choice between a

variety of questions getting progressively more difficult,
or learners can try completely different tasks on the
same topic.
Learning styles or modes are also a way of
picturing differentiation by task

Digital
Virtual
 Differentiated by outcome
Each learner is set the same investigative, creative and/or open-ended task.
Learners produce a variety of solutions/designs dependent on their ability,
strengths and preferences in learning.

Pre-school learners could be given tasks of different complexity in the

production of a group class display that teacher then talks about in English

Pre-school learners can keep their own English portfolio using pictures to
record what they can do in English
http://elp-implementation.ecml.at/
Session 9

CEFR: Language knowledge scales

 Language awareness

I want to sell many dolls. (a lot of)

Why do you give those information in an
advertis(e)ment? (this)
I will move to other city so I want to sell it.
(another)
It was really interesting to hear about all the
different people and theirs [backgrounds].
(their)
 General Scales for Language Knowledge
Vocabulary Range
A2
Has a sufficient vocabulary for
the expression of basic
communicative needs.
Has a sufficient vocabulary for
coping with simple survival
needs.
A1
Has a basic vocabulary
repertoire of isolated words
and phrases related to
particular concrete situations
Grammatical Accuracy
A2
Uses some simple structures correctly,
but still systematically makes basic
mistakes for example tends to mix
up tenses and forget to mark
agreement; nevertheless, it is usually
clear what he/she is trying to say.
A1
Shows only limited control of a few
simple grammatical structures and
sentence patterns in a learnt
repertoire.
 CEFR is not supported by a language
syllabus specification
However there are many important projects linked to
CEFR that have given insight into the language areas
that are implied in its skills specification;

Breakthough [A1] Waystage [A2] and Threshold [B1]

specification
English Profile [ Cambridge English Language
Assessment ]
Cambridge English YLE lexical and structural syllabus
Handout 31
 English Vocabulary Profile (EVP)
http://www.englishprofile.org

pay verb BUY A1

pay verb WORK B1
pay attention (to sth) B1
pay sb/sth a visit or pay a visit to sb/sth B2
pay sb a compliment C2
pay verb SUFFER C2
pay the price C2
pay tribute to sb/sth C2
pay back sb/sth or pay sb/sth back B1
pay off sth or pay sth off B2
pay off B2
pay noun B1 Handout 32
 Lexical progression

A1 A2 B1 B2 C1

TAKE Take a book Take a bus Take part Take a deep Take the
[tr.] breath matter
further

Take a picture Take an exam Take a nap Take a

chance

Take care Take place Take sb/sth

seriously

Take a keen
interest
 Starters: working towards A1

correct adj
cousin n
cow n
crocodile n
cross n + v
cupboard n
D
dad(dy) n
day n
desk n
dining room n
dinner n
dirty adj
 Pedagogic Grammar

Can you say at which level

Starters working towards A1
Movers A1
Flyers A2

These structures would first appear as part of the specification:

If clauses (in zero conditionals)

If its sunny, we go swimming.

Adjectives Including possessive adjectives

Hes a small boy. His name is Bill
Handouts 33 & 34
Session 10

CEFR and assessment scales:

Assessing Primary Speaking and Writing skills
 Teacher/Interlocutor frameworks with younger children

Teacher Learner

Sets the scene and ______ action _______ to items in a scene picture

_______ cards while talking _______ an object card in a group of cards by _______

Gives example and _____ task _______ object cards to places in a scene picture

Asks _____ questions _______ about things in a scene picture

Asks closed _______ questions

Asks questions and ____ learner wait-time Answering questions about ________ object cards

________ to learner that focus of questions Answering personalized questions _________ to object
has changed cards

_________ clear eye contact with learner Answering personal questions without __________

Handout 35
 Speaking Assessment Tasks

Lets watch the video clip

At what level on the CEFR scale was the learner in
the video clip operating?
Which parts of the CEFR Spoken Interaction and
Production scales point to the level?
Speaking Competence at Pre A1 level

Lets watch the video clip again and

assess the candidates performance
Handout 36
CEFR Written Production Scales:
Assessing Primary Writing
 Overall Written production scale
C2
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure
which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding
and supporting points of view at some length with subsidiary points, reasons and relevant examples, and
rounding off with an appropriate conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his field of interest, by
linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like and, but and
because.
A1
Can write simple isolated phrases and sentences.
 Overall Written Interaction Scale

B1
Can convey information and ideas on abstract as well as concrete
topics, check information and ask about or explain problems with
reasonable precision.
Can write personal letters and notes asking for or conveying simple
information of immediate relevance, getting across the point he/she
feels to be important.
A2
Can write short, simple formulaic notes relating to matters in areas of
immediate need.
A1
Can ask for or pass on personal details in written form.
Read this email from your friend Alex

From: Alex
To:
Its great that you can come to my house this evening to
watch a DVD. What time can you come? What DVD do you
want to watch? What would you like to eat?

Write an email to Alex and answer the questions. Write 25-35 words.
 Criteria in the scales
Look at the scales on the next slide for
assessing A2 writing. The rating descriptors
relate to three broad criteria.

What are they?

Handout 37
 A2 writing scale

Band Marking criteria

5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the message is only
partly communicated
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.
Plenary and round up
Look at some of the images and icons from the recent sessions. Which CEFR-
related things are likely to most impact on your work ? Explain to another
participant.
Reception
Pronunciation
Production
 CEFR Online http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

Useful areas to go to:

The CEFR and language examinations: a toolkit
Towards plurilingual education: Two Guides and Studies

40 languages including a Chinese version:

LANGUAGE EDUCATION POLICY PROFILES