CEFR

Familiarisation Training
Lower Secondary

Insert presenter name

 Introduction
to the CEFR
Overview and the aims
of the course
Session 1
An action-
Range of CEFR
oriented
scales
approach

The six
reference
levels
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 CEFR’s core conception of language learning

• to introduce the CEFR’s six level framework of language proficiency

• to raise awareness of the usefulness of the CEFR for language learning pedagogy
and its relevance for curriculum development, teaching methodology and
assessment

• to induct participants into the characteristics of input texts (listening and reading),
output texts (speaking and writing) and features of language knowledge at
relevant CEFR levels

• to encourage participants to reflect on how CEFR could impact on areas of

education in Malaysia

• to plan and consider delivery of cascade training

 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 CEFR’s 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
A Basic user
1

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

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 & 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 & 4b
 Global Scale: Activity
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and
C2 written sources, 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 User

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.

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,
B1 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 & 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
A2
basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine
tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas of immediate need.
Basic User

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.
 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
A Basic user
1
 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
answer questions about personal details such as where he/she lives, people he/she knows and
A1 things he/she has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.

Handout 5
 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
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?
 Key aims

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%
Female students outperform boys
60%

50% 49%

40% 39%

30%
20%
20% 17%
Science specialists outdo those in Arts
10%
1% 2%
0%
 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
 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?
Speaking: Production and
Interaction scales
Speaking Competences and Strategies

Let’s watch a short video clip

Handout 8
 Spoken Interaction
• A2
I can communicate in simple
and routine tasks requiring a
simple and direct exchange
of information on familiar
topics and activities. I can
handle very short social
exchanges even though I
can’t usually understand enough
to keep the conversation going
myself.
• B1
I can deal with most situations
likely to arise whilst travelling
in an area where the language
is spoken. I can enter
unprepared into conversation
on topics that are familiar, of
personal interest or
pertinent to everyday life
(e.g. family, hobbies, work,
travel and current events).
Handout 9
 Spoken Production
• A2
I can use a series of
phrases and sentences
to describe in simple
terms my family and other
people, living conditions, my
educational background and
my present or most recent
job.
• B1
I can connect phrases in a
simple way in order to
describe experiences and
events, my dreams, hopes
and ambitions. I can briefly
give reasons and
explanations for opinions
and plans. I can narrate a
story or relate the plot of a
book or film and describe my
reactions.
 Qualitative aspects of spoken language
use

INTERACTION FLUENCY RANGE

ACCURACY COHERENCE

Handout 10
 Speaking construct
Two Way Three-way

What type of talk does neither diagram Handout 11

accurately represent?
 Round up and reflection
 
 

independent
service interactions
 

strategies production
fluency
 
discourse management
appropriateness
 
Handout 12
 Final thoughts

Write down 5 key words you recall from the

sessions so far.

Write down 3 ‘take away’ messages from the

session.

Compare notes with a partner.

 Speaking:
finding the
Overview level

Session 3
Speaking scales Applying Rating
scales

Speaking:
Competencies
and strategies
Speaking: finding the level
 Types of scales

Assessor vs user-oriented scales

 Types of scales
user-oriented scales report typical or likely behaviours
of learners at any given level. Statements tend to talk about
what the learner can do and to be positively worded, even
at low levels

assessor-oriented scales guide the rating process.

Statements are typically expressed in terms of aspects of the
quality of the performance expected. Such scales concentrate on
how well the learner performs
 Phonological scale

Can vary intonation and place sentence stress correctly in order to express
C1 finer shades of meaning.

B2 Has acquired a clear, natural, pronunciation and intonation.

Pronunciation is clearly intelligible even if a foreign accent is sometimes

B1 evident and occasional mispronunciations occur.

Pronunciation is generally clear enough to be understood despite a

A2 noticeable foreign accent, but conversational partners will need to ask for
repetition from time to time.

A1 Pronunciation of a very limited repertoire of learnt words and phrases can

be understood with some effort by native speakers used to dealing with
speakers of his/her language group.
Speaking Competences and Strategies

Let’s watch a short video clip

 Degrees of achievement

CEFR

C2
C1 5 = Almost at next CEFR level
4 = Strong performance at level
B2 3 = At level
2 = Not quite at level
1 = Below level
B1

A2
A1
 Degrees of achievement: An example

A2 Speaking rating scale

[Cambridge English Language Assessment]
A2 Grammar and Vocabulary Pronunciation Interactive Communication
 Shows a good degree of control of  Is mostly intelligible, and has  Maintains simple exchanges.
simple grammatical forms. some control of phonological  Requires very little prompting and
5  Uses a range of appropriate vocabulary features at both utterance and support.
when talking about everyday situations. word levels.
4 Performance shares features of Bands 3 and 5.
 Shows sufficient control of simple  Is mostly intelligible, despite  Maintains simple exchanges, despite
grammatical forms. limited control of phonological some difficulty.
3  Uses appropriate vocabulary to talk features.  Requires prompting and support.
about everyday situations.
2 Performance shares features of Bands 1 and 3.
 Shows only limited control of a few  Has very limited control of  Has considerable difficulty
grammatical forms. phonological features and is maintaining simple exchanges.
1  Uses a vocabulary of isolated words and often unintelligible.  Requires additional prompting and
phrases. support.
0 Performance below Band 1.

Handout 13
 Degrees of achievement: An example
B1 Speaking rating scale
B1 [Cambridge English Language Assessment] B2

B1 Grammar and Vocabulary Discourse Management Pronunciation Interactive

Communication
 Shows a good degree of control of  Produces extended stretches of  Is intelligible.  Initiates and responds
simple grammatical forms, and language despite some  Intonation is generally appropriately.
attempts some complex grammatical hesitation. appropriate.  Maintains and develops
forms.  Contributions are relevant  Sentence and word stress is the interaction and
5  Uses a range of appropriate despite some repetition. generally accurately placed. negotiates towards an
vocabulary to give and exchange  Uses a range of cohesive  Individual sounds are generally outcome with very little
views on familiar topics. devices. articulated clearly. support.

4 Performance shares features of Bands 3 and 5.

 Shows a good degree of control of
simple grammatical forms.
 Uses a range of appropriate
vocabulary when talking about
3 familiar topics.
 Produces responses which are
extended beyond short phrases,
despite hesitation.
 Contributions are mostly
relevant, but there may be some
repetition.
 Uses basic cohesive devices.
 Is mostly intelligible, and has
some control of phonological
features at both utterance and
word levels.
 Initiates and responds
appropriately.
 Keeps the interaction going
with very little prompting
and support.

2 Performance shares features of Bands 1 and 3.

 Shows sufficient control of simple
grammatical forms.
1  Uses a limited range of appropriate
vocabulary to talk about familiar
topics.
 Produces responses which are
characterised by short phrases
and frequent hesitation.
 Repeats information or digresses
from the topic.
 Is mostly intelligible, despite
limited control of phonological
features.
 Maintains simple
exchanges, despite some
difficulty.
 Requires prompting and
support.

0 Performance below Band 1.

Handout 14 & 15
 Reflection

1. Which aspects of the session have been most

relevant so far?
2. Which concepts would you find most difficult
to incorporate into your teaching?
3. Which aspects of this session will be easiest
to apply in your classroom? Explain to a
partner how you will do this?
 CEFR
perspective
on language
Overview teaching and
learning
Session 4
Task-based Learning oriented
learning assessment

An action-
oriented
teaching
methodology
CEFR: Perspectives on language
teaching and learning
 Communicative task

Royal Behaviour

Sultan Mustapha III (reigned 1639

– 57) of the Ottoman Empire had
542 children all of them boys
Handout 16
 Experiential learning task

to build awareness of notions of goals, prior knowledge,

scaffolding, comprehensive output, feedback, teacher roles
and learner roles

…. in a task process in which participants make ‘purposeful

use of language to communicate personally significant
meanings’

post-tasks will involve participants reflecting upon how

each of the elements above shaped language task processes …
 Broader aspects of methodology

Tasks
Goals
Prior Knowledge
Scaffolding (input)
Comprehensive output
Feedback
Teacher roles
Learner roles
 Core methodology

The CEFR does not advocate or promote any particular

teaching methodology. The CEFR emphasises language
use. This implies:
1. Conducting lessons using the target language
2. Interacting for communicative purposes
3. Using tasks which support learning
4. Scaffolding input and modifying teacher language
5. Resolving misunderstandings and negotiating
meaning in the target language
6. Making the target language the means as well as the
focus of lessons
 Teacher-led interaction
Setting context
Visual support
Modelling
Language contingent with gesture
Back-up questions
Positive re-enforcement
Overt correction
Echoing

Handout 17
 Task-based interaction

Task-based interaction is actually where language

learning occurs

Learner is able to monitor performance and test

hypotheses about language

Learner is engaged in a continuous process of co-

constructing and extending meanings in contextualised
activities
 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 18
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
Using a
cycle Performance
framework of
reference
(e.g. CEFR)

Provide
feedback or Collect and
encourage interpret
self- evidence
assessment
 Reflection

Discuss with a partner about how you can/do apply a task-based approach in your
teaching.

What challenges are there and how can these be overcome?

 CEFR and
Overview writing

Session 5
Apply the CEFR Writing text types
to writing and tasks
samples

Writing scales
 CEFR: Writing
Towards a ‘writing construct’
 Introducing the writing skill

Considering the qualitative aspects of writing

Handout 19
 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
A1

Handout 20
 Overall written interaction

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 21
 Towards a writing construct

Task response
Purpose
Audience
Structure
Control
Range

Handout 22
Written text types

Handout 23
 Reflection

Rank these features of learner writing according to ‘typical level

of teacher focus/feedback’ they receive:

1 likely to deal with - 6 very unlikely to deal with

• Task response
• Purpose: writing functions
• Audience: register and style
• Structure and Organisation
• Control
• Range
 CEFR and
Overview writing

Session 6
Finding the level Rating writing
scripts

Linked rating
scales
Writing: finding the level
 Linked writing scale
Grade x Grade x Grade x Grade x Grade x Grade x
5
 C2 5 3
C1 5 3 1
B2 5 3 1
B1 5 3 1
A2 5 3 1
A1 3 1
Pre-A1 1

B1 CONTENT
5 All content is relevant to the
task.
Target reader is fully informed
4 Performance shares features of Bands 3 and 5
3 Minor irrelevances and/or
omissions may be present.
Target reader is on the whole
informed.
2 Performance shares features of Bands 1 and 3
1 Irrelevances and
misinterpretation of task may
be present.
Target reader is minimally
informed.
0 Content is totally irrelevant.
Target reader is not informed.
B1 writing scale
COMMUNICATIVE ORGANISATION LANGUAGE
ACHIEVEMENT
Uses the conventions of Text is generally well Uses a range of everyday vocabulary
the communicative task to organised and coherent, appropriately, with occasional
hold the target reader’s using a variety of linking inappropriate use of less common lexis.
attention and words and cohesive Uses a range of simple and some complex
communicate devices grammatical forms with a good degree of
straightforward ideas. control.
Errors do not impede communication
Uses the conventions of Text is connected and Uses everyday vocabulary generally
the communicative task in coherent, using basic appropriately, while occasionally overusing
generally appropriate ways linking words and a certain lexis.
to communicate limited number of Uses simple grammatical forms with a
straightforward ideas cohesive devices good degree of control.
While errors are noticeable, meaning can
still be determined
Produces text that Text is connected using Uses basic vocabulary reasonably
communicates simple basic, high-frequency appropriately. Uses simple grammatical
ideas in simple ways linking words forms with some degree of control. Errors
may impede meaning at times.
Performance below Band 1.
 
Handout 24
 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.

Handout 25
 Reflection
• Use these graphics to make a quick mind-map of the different things these writing
rating criteria refer to.
 Look at some of the images and icons from today and recent sessions.
Which CEFR-related things are likely to most impact on your work? Explain
to another participant.

Content
Organisation
Communicative achievement
Language

Positive re-enforcement
Overt correction
 Language
Overview knowledge

Session 7
Language English Grammar
competency Profile
scales

English
Vocabulary
Profile
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)
 CEFR general lexical, grammatical,
orthographic and phonological scales

Vocabulary Range Vocabulary Control

B1
• Has a sufficient vocabulary to express
him/herself with some circumlocutions on
most topics pertinent to his/her everyday
life such as family, hobbies and interests,
work, travel, and current events.
• Has sufficient vocabulary to conduct
routine, everyday transactions involving
familiar situations and topics.
A2
• Has a sufficient vocabulary for the
expression of basic communicative needs.
• Has a sufficient vocabulary for coping
with simple survival needs.
B1
• Shows good control of elementary
vocabulary but major errors still
occur when expressing more
complex thoughts or handling
unfamiliar topics and situations.
A2
• Can control a narrow repertoire
dealing with concrete everyday
needs.
 Language syllabus

• There are many important projects linked to CEFR

which have given insight into the ‘language’ areas
that are implied in its ‘skills’ specification.

• Waystage and Threshold specification

• English Profile

Handout 26
 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 27
 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
 The English Grammar Profile

• is based on data from the Cambridge Learner Corpus

• analyses which aspects of English grammar are typically
mastered at each CEFR level. Look at this example for ‘may’
 A2 Weak possibility: "The weather may be hot.“
 B1 Formal permission: "May I borrow your bike?“
 C1 'May well': "You may well find that this is not the case.“
 C2 'May as well': "We may as well go home."
• provides guidance on which grammatical features
characterise learners’ output at each level of the CEFR, i.e.
‘criterial features’.
• is publicly available free-of-charge for non-commercial use:
http://www.englishprofile.org/english-grammar-profile
Handout 28
 Reflection

• What would a curriculum based on the CEFR

prioritise: meaning or language form?
• Would a CEFR curriculum prioritise:
development of knowledge about language or
development of language skills?
• How might we describe place of ‘grammar and
vocabulary’ in CEFR-oriented curriculum?
 Reception:
Listening and
Overview reading

Session 8
Elements in Conditions and
reception constraints in
reception

Activating
schemata
CEFR: Elements in reception and
understanding
 Introduction

Listen to the two dialogues:

• What are the different functions in the
dialogues?
• What type of questions would you ask your
learners after listening to these texts?
 Elements in reception
• As readers read, they generate a mental
representation, or gist, of the text, which serves as an
evolving framework for understanding subsequent
parts of the text.
• As they read further, they monitor their understanding,
as they interact with the text.
• If they encounter difficulties, they draw on a variety of
strategies to readjust or improve their understanding.

Learner’s
mental
External
context
context
 Co-construction of meaning
Meaning is co-constructed by the receiver and the person providing the message, which
can be spoken or written language. The person receiving the message filters and
interprets the information.
In addition to our language knowledge, we use:
perceptual apparatus: eyes and ears
practical classification of objects, events, places etc.
long-term experience, affecting memory, associations and
connotations
How might these distort or obstruct the message?
 Schemata

• A schema is a cognitive framework or concept that

helps organise and interpret
information. Schemas can be useful because they
allow us to take shortcuts in interpreting the vast
amount of information that is available in our
environment.
• Let’s watch a short presentation outlining schema
theory.

Handout 29
 Activating schemata
‘I am going to the dentist’s this afternoon’

-Setting
-Participants
-Goals
-Procedures
-Outcomes
 CEFR: aural reception

To listen, the learner must be able to:

• perceive the utterance (auditory phonetic skills)
• identify the linguistic message (linguistic skills)
• understand the message (semantic skills)
• interpret the message (cognitive skills)

Handout 30
 Aural reception processes
• schemata provide a conceptual framework for expectations
Framing to be matched against what is heard

• listener works out the intention or purpose of the speaker

Inferring by following cues and inferring where there are gaps

• listener matches incoming speech against their deductions

Hypothesis
and identifies any mismatch
Testing

• any interpretive mismatch leads to revision of the

Hypothesis conceptual schema (re-framing) and so on…
Revising

Handout 31
 Reflection

Think of the following concepts:

- Service situation
- Co-constructing meaning
- Obstacles to understanding
Create an activity that you might use with your
learners.
 Listening
Overview activities

Session 9
Listening scales Listening texts and
tasks

Conditions
and
constraints
 CEFR: Listening
Scales, Learning Objectives, Learning Tasks
 Listening activities

public
announcements

• voicemails

Handout 32
What types of conditions and constraints
do each of the listening scales mention?
C2
C1
B2
B1
A2
A1

Text Topic
structure Dialect and
Relevance to accent
Linguistic
learner
complexity

Text length
Text type
Handout 33
 Effective listeners
•connect: make connections with people, places, situations, and ideas
they know
•find meaning: determine what the speaker is saying about people,
places, and ideas
•question: pay attention to those words and ideas that are unclear
•make and confirm predictions: try to determine what will be said next
•make inferences: determine speaker's intent by inferring what the
speaker means but does not actually say
•reflect and evaluate: respond to what has been heard and pass
judgement.
Listening input/output challenges and
grading

•length of text
•language in text
•sentence length
•number of distractors
•picture support
•language needed for answers

Handout 34 & 35
 Reflection

• Choose a learner you might typically work

with and clarify their level.
• Write a short summary identifying the types
of listening task they do and what
characteristics they show which put them at
the level you have named.
 Reading
Overview activities

Session 10
Reading scales Reading texts and
tasks

Conditions and
constraints
 CEFR: Reading
Towards a ‘reading construct’
Reading purpose
Reading activities, purposes and strategies

What is the difference? Can you

think of some examples?
Reading
activities

Reading
strategies

Reading
purposes

Handout 36
 Global reading scale

 
B1 Can understand short, simple texts on familiar
matters of a concrete type which consist of high
frequency everyday or job-related language.
 

Handout 37
 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.
 A simplified version

A model of Word recognition

Reading
Lexical search

Syntactic parsing

Meaning construction

Discourse construction Handout 38

(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
 Top-down and bottom-up processing

When we misread
something or come across We read different texts or
something unfamiliar we parts of texts differently
adjust our strategy according to the type of
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)
 Reading for orientation
B2 Can scan quickly through long and complex texts, locating relevant details.
Can quickly identify the content and relevance of news items, articles and
reports on a wide range of professional topics, deciding whether closer study is
worthwhile.

Can scan longer texts in order to locate desired information, and gather
B1 information from different parts of a text, or from different texts in order to
fulfil a specific task.
Can find and understand relevant information in everyday material, such as
letters, brochures and short official documents.

Can find specific, predictable information in simple everyday material such as

A2 • advertisements, prospectuses, menus, reference lists and timetables.
Can scan longer texts in order to locate desired information, and gather information from different
•
• Can locate specific information in lists and isolate the information required (e.g.
parts of a text, or from different texts in order to fulfil a specific task.
B1
•
• use the ‘Yellow Pages’ to find a service or tradesman).
Can find and understand relevant information in everyday material, such as letters, brochures and
short official documents.
•
• Can understand everyday signs and notices: in public places, such as streets,
Can find specific, predictable information in simple everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
•
•
A2
restaurants, railway stations; in workplaces, such as directions, instructions,
Can locate specific information in lists and isolate the information required (e.g. use the ‘Yellow Pages’ to
•
•
hazard warnings.
find a service or tradesman).
Can understand everyday signs and notices: in public places, such as streets, restaurants, railway
• stations; in workplaces, such as directions, instructions, hazard warnings.
• A1
• Can recognise familiar names, words and very basic phrases on simple notices in the most common
•
Can recognise familiar names, words and very basic phrases on simple notices
everyday situations.

A1 in the most common everyday situations.

Handout 39
 Reflection

•Write down 5 key words you recall from the

training.
•Write down 3 ‘take away’ messages from the
session.
•Compare notes with a partner.

Next steps?
 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:

欧洲语言共同参考框架：学习、教学、评估

LANGUAGE EDUCATION POLICY PROFILES