Workshop Handouts Lower Secondary (Final)

CEFR Familiarisation Workshops
Workshop Slides for Lower Secondary

August 2016
Handout 1
Here are some of the areas where the CEFR can impact language learning in different countries. Work in
groups and rank these in terms of where uptake of CEFR principles might have the greatest impact in the
language learning contexts of Malaysia.
Rank these from 1-8 (1 = greatest impact; 8 = least impact in Malaysia)
A provide a common basis for the explicit description of language learning

and assessment: objectives, content and methods
B help promote international co-operation in the field of modern languages
C facilitate the mutual recognition of qualifications gained in different

learning contexts
D raise learner awareness of goals, their present state of knowledge, their

skills profile and their ability to self-set worthwhile objectives
E assist course planners in developing programmes and selecting materials

that take account of learners’ prior knowledge, especially at interfaces
between primary, lower secondary, upper secondary and higher
education
F assist in the development of assessment criteria expressed in terms of
positive achievement rather than negative deficiencies
G promote understanding of ‘plurilingualism’ rather than ‘multilingualism’

as the goal of modern language education
H help establish a developing consensus as to principles underpinning

effective methods of communicative teaching
Lower Secondary
Handout 2
The words in the box are key ideas in the CEFR’s conception of language use and learning. Complete the text
with these words:
activity strategies contexts approach tasks reception texts
language competences conditions and constraints communicative acts
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 (1) ____________ - either in social contexts
with others or in private contexts in communicating with ourselves. These are shaped by the
different forms of language
(2) ___________ of which they are comprised, which can be described in terms of four broad
categories: (3) ___________, production, interaction and mediation. The process of engaging
with (4) __________ - spoken or written - in these different ways requires language users to
draw on a range of communicative (5) ______________ [linguistic, socio-linguistic, pragmatic ]
to negotiate communication with flexibility in a variety of (6) _________. Performing (7)
_______ in different contexts, to the extent that these tasks are not routine or automatic and
subject to different (8) ____________ , will require learners to use different (9)
______________ for their successful completion. It is this broad conception of language use
and emergent communicative competences that underpins the action-oriented (10)_______ to
language teaching and learning embodied in the CEFR.
Lower Secondary
Handout 3
Look at the following descriptors and decide whether you think each one is describing a Basic User, an
Independent User or a Proficient User.
1. 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.
2. Can interact in a simple way provided the other person talks slowly and clearly and is
prepared to help.
3. Can express him/herself spontaneously, very ﬂuently and precisely, differentiating ﬁner
shades of meaning even in more complex situations.
A: Basic User
B: Independent User
C: Proficient User
Lower Secondary
Handout 4a
Look at the CEFR Global Scale (it can also be found on page 24, Table 1, of the CEFR book or PDF). Underline or
highlight the key differences between each level.
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
C2
Proficient User
him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more
complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express
him/herself fluently and spontaneously without much obvious searching for expressions. Can use language
C1 flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract topics, including technical
discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes
Independent User
B2 regular interaction with native speakers quite possible without strain for either party. Can produce clear,
detailed text on a wide range of subjects and explain a viewpoint on a topical issue 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, etc. Can deal with most situations likely to arise whilst travelling in an area where the
B1 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 personal and family information, shopping, local geography, employment). Can communicate
A2 in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine
Basic User
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
A1 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.
Lower Secondary
Handout 4b
Read the descriptors for two skills and consider your knowledge of a foreign language, plot your language learning profile for these two skills using the scale below – a larger version
can be found on page 26-27 (Table 2) of the CEFR book or PDF.
A1 A2 B1 B2 C1 C2
Listening I can recognise familiar words I can understand phrases and the I can understand the main points of I can understand extended speech and I can understand extended speech I have no difficulty in
U and very basic phrases highest frequency vocabulary clear standard speech on familiar lectures and follow even complex lines even when it is not clearly structured understanding any kind of spoken
N concerning myself, my family related to areas of most immediate matters regularly encountered in of argument provided the topic is and when relationships are only language, whether live or
D and immediate concrete personal relevance (e.g. very basic work, school, leisure, etc. I can reasonably familiar. I can understand implied and not signalled explicitly. I broadcast, even when delivered at
E surroundings when people personal and family information, understand the main point of many most TV news and current affairs can understand television fast native speed, provided I have
R speak slowly and clearly. shopping, local area, employment). I radio or TV programmes on current programmes. I can understand the programmes and films without too some time to get familiar with the
can catch the main point in short, affairs or topics or personal or majority of films in standard dialect. much effort.
S accent.
clear, simple messages and professional interest when the
T
announcements. delivery is relatively slow and clear.
A
Reading I can understand familiar I can read very short, simple texts. I I can understand texts that consist I can read articles and reports I can understand long and complex I can read with ease virtually all
N names, words and very simple can find specific, predictable mainly of high frequency everyday concerned with contemporary factual and literary texts, forms of the written language,
D sentences, for example on information in simple everyday or job-related language. I can problems in which the writers adopt appreciating distinctions of style. I including abstract, structurally or
I notices and posters or in material such as advertisements, understand the description of particular attitudes or viewpoints. I can can understand specialised articles linguistically complex texts such as
N catalogues. prospectuses, menus and events, feelings and wishes in understand contemporary literary and longer technical instructions, manuals, specialised articles and
G timetables and I can understand personal letters. prose. even when they do not relate to my literary works.
short simple personal letters. field.
Spoken I can interact in a simple way I can communicate in simple and I can deal with most situations I can interact with a degree of fluency I can express myself fluently and I can take part effortlessly in any
Interaction provided the other person is routine tasks requiring a simple and likely to arise whilst travelling in an and spontaneity that makes regular spontaneously without much obvious conversation or discussion and
prepared to repeat or direct exchange of information on area where the language is spoken. interaction with native speakers quite searching for expressions. I can use have a good familiarity with
rephrase things at a slower familiar topics and activities. I can I can enter unprepared into possible. I can take an active part in language flexibly and effectively for idiomatic expressions and
rate of speech and help me handle very short social exchanges, conversation on topics that are discussion in familiar contexts, social and professional purposes. I colloquialisms. I can express
formulate what I’m trying to even though I can’t usually familiar, or personal interest or accounting for and sustaining my views. can formulate ideas and opinions myself fluently and convey finer
say. I can ask and answer understand enough to keep the pertinent to everyday life (e.g. with precision and relate my
S shades of meaning precisely. If I
simple questions in areas of conversation going myself. family, hobbies, work, travel and contribution skilfully to those of
P do have a problem I can backtrack
immediate need or on very current events). other speakers.
E familiar topics. and restructure around the
A difficulty so smoothly that other
K people are hardly aware of it.
I Spoken I can use simple phrases and I can use a series of phrases and I can connect phrases in a simple I can present clear, detailed I can present clear, detailed I can present a clear, smoothly
N Production sentences to describe where I sentences to describe in simple way in order to describe descriptions on a wide range of descriptions of complex subjects flowing description or argument in
G live and people I know. terms my family and other people, experiences and events, my subjects related to my field of interest. I integrating sub-themes, developing a style appropriate to the context
living conditions, my educational dreams, hopes and ambitions. I can can explain a viewpoint on a topical particular points and rounding off and with an effective logical
background and my present or most briefly give reasons and issue giving the advantages and with an appropriate conclusion. structure which helps the recipient
recent job. explanations for opinions and disadvantages of various options. to notice and remember
plans. I can narrate a story or relate
significant points.
the plot of a book or film and
describe my reactions.
Writing I can write a short, simple I can write short, simple notes and I can write simple connected text I can write clear, detailed text on a I can express myself in clear, well- I can write clear, smoothly flowing
W postcard, for example sending messages relating to matters in on topics which are familiar or of wide range of subjects related to my structured text, expressing points of text in an appropriate style. I can
R holiday greetings. I can fill in areas of immediate need. I can personal interest. I can write interests. I can write an essay or report, view at some length. I can write write complex letters, reports or
I forms with personal details, write a very simple personal letter, personal letters describing passing on information or giving about complex subjects in a letter, an articles which present a case with
T for example entering my for example thanking someone for experiences and impressions. reasons in support of or against a essay or a report, underlining what I an effective logical structure which
I name, nationality and address something. particular point of view. I can write consider to be the salient issues. I helps the recipient to notice and
on a hotel registration form. letters highlighting the personal can select style appropriate to the
N remember significant points. I can
significance of events and experiences. reader in mind.
G write summaries and reviews of
professional or literary works.
Lower Secondary
Handout 5
Look at the global descriptors for A2 and B1 below and, in groups, make notes on the graphic
relating to the differences between A2 and B1.
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 aspects of
his/her background, immediate environment and matters in areas of immediate need.
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 B1
Reception
Production
Theme/Topic complexity
Lower Secondary
Handout 6
Look at the table below and organise the scale names into language activities, strategies and
competencies. Then, for the activities and strategies decide if they represent interaction,
production or reception by writing an I, P or R next to the scale title. An example has been done
for you.
Transactions to obtain Correspondence Goal-oriented Reading for orientation

goods and services cooperation
Monitoring and repair Addressing audiences Coherence and Planning
cohesion
Listening to Turntaking Identifying cues and Informal discussion
announcements and inferring
instructions
Sociolinguistic Reading instructions Spoken fluency Taking the floor
appropriateness
Asking for clarification Propositional precision Reports and essays Note-taking
Activities Strategies Competencies

Reading instructions R Monitoring and repair P
Lower Secondary
Handout 7
Look at the words in the word cloud. Find pairs of words that describe an area of language
competence for which there is a CEFR descriptive scale. You can look at Chapters 4 and 5 for
help.
An example has been done for you.
1 vocabulary range
10
Lower Secondary
Handout 8
Watch these two short clips of learners speaking. What aspects of spoken language
competence do you think CEFR might focus on in its descriptive scales? Also, what CEFR
levels do you think the learners’ performances would be assigned?
Lower Secondary
Handout 9
Look at these different ‘speaking’ text types around which learning objectives and learning
activities might be built in learning programmes.
From the CEFR descriptors of spoken interaction, decide which ones fall within the scope of
A2 learners and which would relate more to B1 competences.
announcements collaborative discussions giving demonstrations
short dialogues phone conversations interview sequences
quiz forums short presentations using visual prompts
personal anecdote telling service interactions voicemails
Lower Secondary
Handout 10
Look at the descriptors for the qualitative aspects of spoken language at the B1 level.
Match a term to each category.
Range Coherence Accuracy Interaction Fluency
Has enough language to get by, Uses reasonably accurately a Can keep going comprehensibly,
with sufficient vocabulary to repertoire of frequently used even though pausing for
express him/herself with some ‘routines’ and patterns grammatical lexical planning
hesitation and circumlocutions associated with more and repair is very evident
on topics such as family, predictable situations. especially in longer stretches of
hobbies and interests, work, free production.
travel and current events.
Can initiate and maintain close simple Can link a series of shorter,
face-to-face conversation on topics discrete simple elements into
that are familiar or of personal a connected sequence of
interest. Can repeat back part of what points.
someone has said to confirm mutual
understanding.
Lower Secondary
Handout 11
Here are six tasks taken from three different levels of English tests: A2, B1 and B2.
Match a task to each level by discussing the type of spoken interaction and production being
targeted. Refer to your A2 and B1 descriptors in your discussion.
Task 1:
Phase 2
Examiner
(Select one or more questions from the list to ask each candidate. Use candidates’ names
throughout. Ask Candidate B first.)
Back-up prompts
Do you enjoy studying English? Why (not)? Do you like studying English?
Do you think that English will be useful for you in Will you use English in the future?
the future?
What did you do yesterday evening / last Did you do anything yesterday evening /
weekend? last weekend? What?
What do you enjoy doing in your free time? What do you like to do in your free time?
Thank you.
Lower Secondary
Task 2:
Lower Secondary
Task 3:
Task 4:
Lower Secondary
Task 5:
Task 6:
The examiner tells the candidate the name of the story and describes the first picture, e.g.
‘These pictures tell a story. It’s called “The new TV.” Just look at the pictures first. Tom and
his dad are in a shop. Tom’s dad is buying a new TV.’ The examiner then asks the candidate
to continue telling the story.
Lower Secondary
Handout 12
Think about the activities you have completed so far. Work in pairs and complete the table
below on how you could cascade these activities.
Ideas you might use for interaction:
P/W or G/W = pair or group work; trainer input (mini lecture or plenary); open class
discussion; individual work; problem solving task; jigsaw reading activity.
Key training outcome Activity/ interaction Adaptation for cascading

De facto world standard Identified the scope and Teachers could predict the
influence of CEFR possible areas on a map
before looking at the slide
P/W discussion about map
Key aims of CEFR as

intercultural, shared
knowledge
Common uses of CEFR
Main aims of the course
Defining key notions of

CEFR e.g. communicative
acts/language activities
CEFR six-level framework

and global scales
Speaking production and

interaction
Lower Secondary
Handout 13
Discuss in groups these terms that we have seen today. How do they relate to the CEFR’s
perspective on language learning and assessment?
Independent service interactions
strategies
production
fluency
discourse management
appropriateness
Lower Secondary
Handout 14
Look at these clips of two candidates performing A2 tasks. How would you rate their performance using the scales below?
A2 Grammar and Vocabulary Pronunciation Interactive Communication

 Shows a good degree of control of  Is mostly intelligible, and has some  Maintains simple exchanges.
simple grammatical forms. control of phonological features at  Requires very little prompting and
5  Uses a range of appropriate both utterance and word levels. support.
vocabulary when talking about
everyday situations.
4 Performance shares features of Bands 3 and 5.
 Shows sufficient control of simple  Is mostly intelligible, despite limited  Maintains simple exchanges, despite
grammatical forms. control of phonological features. some difficulty.
3
 Uses appropriate vocabulary to talk  Requires prompting and support.
about everyday situations.
 Shows only limited control of a few  Has very limited control of  Has considerable difficulty
grammatical forms. phonological features and is often maintaining simple exchanges.
1
 Uses a vocabulary of isolated words unintelligible.  Requires additional prompting and
and phrases. support.
Performance below Band 1.
0
Lower Secondary
Handout 15
Look at these clips of two candidates performing B1 tasks. How would you rate their performance using the scales below?
B1 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication

 Shows a good degree of control  Produces extended stretches of  Is intelligible.  Initiates and responds
of simple grammatical forms and language despite some  Intonation is generally appropriately.
attempts some complex hesitation. appropriate.  Maintains and develops the
5 grammatical forms.  Contributions are relevant despite  Sentence and word stress is interaction and negotiates
 Uses a range of appropriate some repetition. generally accurately placed. towards an outcome with very
vocabulary to give and exchange  Uses a range of cohesive  Individual sounds are generally little support.
views on familiar topics. devices. articulated clearly.
 Shows a good degree of control  Produces responses which are  Is mostly intelligible and has  Initiates and responds
of simple grammatical forms. extended beyond short phrases, some control of phonological appropriately.
 Uses a range of appropriate despite hesitation. features at both utterance and  Keeps the interaction going with
3
vocabulary when talking about  Contributions are mostly relevant, word levels. very little prompting and support.
familiar topics. but there may be some repetition.
 Uses basic cohesive devices.
 Shows sufficient control of simple  Produces responses which are  Is mostly intelligible despite  Maintains simple exchanges,
grammatical forms. characterised by short phrases limited control of phonological despite some difficulty.
1  Uses a limited range of and frequent hesitation. features.  Requires prompting and support.
appropriate vocabulary to talk  Repeats information or digresses
about familiar topics. from the topic.
0 Performance below Band 1.
Lower Secondary
Handout 16
Look at this clip of a candidate operating at the B2 level. Make a note of aspects of spoken
performance that exceed the B1 description.
http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-and-certifications/dvd-
spoken-performances-illustrating-the-6-levels-of-the-common-european-framework-of-
reference-for/english-sylvia-paul-organising-holidays
Lower Secondary
Handout 17
Post-task reflection
Think about the communicative task we have just done. Discuss these questions with
another participant:
1. What prior knowledge [schematic] did the teacher try to

exploit/activate?
2. Where was language scaffolding for the task presented?
3. Which of these roles did the learner fulfil during the task: active
listener, positive contributor, corroborator, monitor of own
output …?
4. Which of these roles did the teacher fulfil during the task:
facilitator, monitor, animator, feedback provider …?
Lower Secondary
Handout 18
Watch this of short clip of a teacher/interlocutor with an A1 learner. Make

notes on the different task processes: what the teacher/interlocutor does
and what the learner is required to do.
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 has Answering personalized questions _________
changed to object cards
_________ clear eye contact with learner Answering personal questions without
__________
Lower Secondary
Handout 19
Order these scripts from strongest to weakest. Discuss in groups what characteristics or
qualities made one script stronger than another.
Script 1:
Dear :
How are you? I am fine and I wish that you are always in the condition of healthy.
From the letter I received, I knew that your problem and I understood it. I am going to give you
some advice here. If this problem is happen on me, I will prefer to go on the holiday with my
parents. This is because that your parents have to work everyday. It is a golden chance to go on
holiday with them. Besides that, as a child of your parent, you should filial and listen what they
ordered. I think that if you still unable to make a choice, you can try to have a talk with your
friend and your parents, you can ask them to change the date of holiday and try to get one stone
with two birds. I think that if you have talk to them, they will consider and think a way for you
to solve the problem.
That is all I want to tell you. Hope you can solve it wisely. I am waiting for your coming letter
with tell me how going on of this problem.
Best wishes be with you!
Script 2:
Lately, we can see many articles and news reports about organisations that are fighting for better welfare for
many different jobs. Some of these jobs such as miners and maintenance workers for high-rise buildings are
indeed very dangerous and rarely get welfare that they deserve. Many people argue that the work they do should
be given gratitude and offered a very high salary. In my opinion, I disagree that they should be given very high
salaries.
Although it is true that the jobs that they do poses a huge risk, it is something that they have considered before
accepting the job. It is not fair that they receive the same salary as a person who does a stress free and relaxing
job such as a janitor, and should be given better welfare. However, they should not receive a very high salary
that is comparable to someone who works professionally such as a doctor or a lawyer.
Secondly, while the work they do is crucial for our society to function, it should not be a reason to give them a
very high salary. We should consider the fact that the work they do and the risk that they take in doing their jobs
does not outweigh the economic value that they bring. Their salaries should be given a raise but only to the
extent of their commercial value to their employers.
Besides that, these people should not get very high salaries as the requirements to become a minor or a
maintenance worker is not very high. Many people who enter these careers are highschool graduates and do not
waste a lot of time on higher education which could take between four to eight years before they step into
society. In comparison, a doctor receives a very high salary because he has to spend additional four to six years
in studying and two years of housemanship before they get a proper job.
Lower Secondary
In conclusion, they should not receive a very high salary. The risk that they take and the benefits that they bring
to society does not entitle them very high salaries.
Script 3:
I bought two clothes when I am shopping yesterday. The colour of the clothes are pink in colour
because I do not have the clothes are pink in colours. The cost of them is RM3000.
Script 4:
I have watched "Batman: The Dark Knight" recently and I believe this thriller
is the best. I really enjoyed the film.
I would say its the best thriller because it has a lot of action, violence and a
little bit of romance. I think all thrillers should have these 3 combination. I
find this thriller very exciting because the action scenes are amazing as how
the bad characther used citizens which are good people that almost got killed
by the police.
About the violence, because this movie has a phychophetic vilian called 'Joker'.
It makes this film a bit scary because 'Joker' kills a lot of people with
outstanding skills threathening, serial killing, time bomb and mind
manipulating. This characther is played by the late Heath Ledger who died not
long after the movie was on screens.
The romance is just a small part where Batman have to choose whether to be a
hero or going with his girlfriend I believe other people would also love this
movie because its not only thrilling or exciting, it makes you feel like you are
in the movie experiencing what is going on in the movie.
Thats all I want to comment about this movie. I hope my review can get into
your club's newletter.
By,
Script 5:
Nowadays, people are paid regarding their certs and knowledge they have. It is quite unfair since
some people should be paid very high salaries because of the difficult work they do and the
benefits they bring to society. I certainly agree with this statement as these people undoubtly did a
great job and brought advantages to our society.
For an example, construction workers now are paid very low maybe due to their lack of
knowledge or perhaps just short of a pay-determining cert. But as we look deeply and observe
carefully, without those construction workers, students are not able to study under a comfortable
place. Without their sweat, we will have no shelter. Without their construction skills, we will not
have a suitable and safe place to treat patients until they are curried. They are those who build
houses, schools and hospitals. They sacrifice their time, energy and even life since there are many
Lower Secondary
accident happened in construction areas recently to bring convenience to us. In my opinion, they
should be paid more.
Police who ensure the safety of our society and soldiers who fight for our country, guarding our
country’s boundary from enemy invade should also be paid more. This is because as compared to
other countries, our police forces and army are paid far more less than that of other countries.
Another example are those who work for our state government like MPPP. Those workers often
work under blistering sun just to ensure the cleanliness and view of our city. It is sad to know that
some of their income are inadequate to sustain their daily expenses.
From the above examples, I strictly agree that some people should be paid very high salaries
because of the harsh and difficult work they do and the advantages they bring to the society. In a
nutshell, every job should be respected by others despite the difficulty and harness of the job.
Script 6:
Hi Jane:
Last Monday, I went to shopping complex for buying some light clothes. I bought it because the
weather here is hot and it cost not expensive, it just around RM15 only. Good luck and have a nice
day.
From,
XXXX
Lower Secondary
Handout 20
In groups, decide which descriptor comes under which level descriptor in the creative
writing scale.
A1 A2 B1
CEFR Descriptor
level
Can write a series of simple phrases and sentences about their family, living
conditions, educational background, present or most recent job.
Can write straightforward, detailed descriptions on a range of familiar subjects

within his/her field of interest.
Can write short, simple imaginary biographies and simple poems about people.
Can write accounts of experiences, describing feelings and reactions in simple

connected text.
Can write a description of an event, e.g. a recent trip – real or imagined.
Can narrate a story.
Can write simple phrases and sentences about themselves and imaginary
people, where they live and what they do.
Can write about everyday aspects of his/her environment, e.g. people, places,
a job or study experience in linked sentences.
Can write very short, basic descriptions of events, past activities and personal
experiences.
Lower Secondary
Handout 21
Look at these incomplete descriptors for A2 – B2 from the written interaction

correspondence scale. Complete with the words in the box below.
CORRESPONDENCE
B2
Can write letters conveying degrees of _______ and highlighting the personal _______ of
events and experiences and commenting on the correspondent’s _____ and ________.
B1
Can write personal letters giving _________ and expressing _______about abstract or
cultural topics such as music, films.
Can write personal letters describing ________, feelings and events in some detail.
A2
Can write very simple personal letters expressing ________ and _______.
thanks news emotion experiences news
significance apology views thoughts
Lower Secondary
Handout 22
Your group will discuss what you might expect as a ‘reasonable’ B1 outcome in relation to
one of the writing tasks below. Discuss each of these factors:
Task Response
Understanding of Purpose
Sensitivity to Audience
Structure and Organisation
Control [language]
Range [language]
TASK A
This is part of a letter that you receive from an English friend.
For my homework I have to write about a special day that people

celebrate in your country. Which special day should I write about? What
information should I include?
Write your letter in around 100 words.
TASK B
Your English teacher has asked you to write a story.
You must begin with this sentence:

I felt nervous when the phone rang.
Lower Secondary
Handout 23
Look at these communicative writing text types. Think about their relative complexity in
terms of the factors in the definition of the ‘writing construct’.
Complete the table as to the level that each task type might be introduced, A2, B1, or B2 in
a learning syllabus. They relate to paper-based and digital writing.
advertisements articles blogs captions descriptive texts
dialogues digital calendar and diary entries
text exchanges and messages
emails essays fact files forms informative texts
invitations letters leaflets messages poems
presentation slides posters postcards profiles
social media posts stories
A2 B1 B2
…in addition to task types …in addition to task types

introduced at A2 introduced at A2 and B1
How could you make each of these texts easier or more difficult for a mixed-
ability class?
Lower Secondary
Handout 24
Use the B1 analytical scale to assess the following two pieces of writing. Compare your
assessments with other members of your group.
B1 CONTENT COMMUNICATIVE ORGANISATION LANGUAGE

ACHIEVEMENT
5 All content is relevant to the Uses the conventions of Text is generally well Uses a range of everyday
task. the communicative task to organised and vocabulary appropriately,
Target reader is fully informed. hold the target reader’s coherent, using a with occasional
attention and variety of linking inappropriate use of less
communicate words and cohesive common lexis.
straightforward ideas. devices. Uses a range of simple and
some complex grammatical
forms with a good degree of
control.
Errors do not impede
communication.
4 Performance shares features of Bands 3 and 5
3 Minor irrelevances and/or Uses the conventions of Text is connected Uses everyday vocabulary
omissions may be present. the communicative task in and coherent, using generally appropriately,
Target reader is on the whole generally appropriate ways basic linking words while occasionally overusing
informed. to communicate and a limited certain lexis.
straightforward ideas. number of cohesive Uses simple grammatical
devices. forms with a good degree of
control.
While errors are noticeable,
meaning can still be
determined.
2 Performance shares features of Bands 1 and 3
1 Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of task may communicates simple ideas using basic, high- reasonably appropriately.
be present. in simple ways. frequency linking Uses simple grammatical
Target reader is minimally words. forms with some degree of
informed. control. Errors may impede
meaning at times.
0 Content is totally irrelevant. Performance below Band 1.
Target reader is not informed.
B1 TASK
This is part of a letter that you receive from an English friend.
For my homework I have to write about a special day that people celebrate in
your country. Which special day should I write about? What information
should I include?
Lower Secondary
Script A
Dear Friend,
Thank you for your letter. I will try to help you. In my country, there are
many big special days, but the more important is in December every
year. Then it is very cold with a lot of snow and ice and bad weather.
But we go out and visit our friends and give presents. Children get toys
and money and sweets and are very happy. We eat special meals – soup,
meat with potatoe and muchroomes and then cake with creme and
sugar.
It is very good!
Please write me how you are and when do you come to my country to see
this special day?
Your friend
Script B
Dear Peter
In my country I think the most important day is the first day of spring,
when we welcome the new season. First, we have breakfast. We have special
bread with cinnamon, honey, cakes and fruit as well as sweet milk. There
are coins in the bread and the people who get them receive a gift.
After breakfast, we visit relatives and play games. Some people go round
houses, playing music, and people give them money. In the evening, there
are fires in the town square to say goodbye to winter. Some people wear
costumes and dance.
Do you celebrate a special day in your country?
Your friend Magda
Lower Secondary
Handout 25
Use the A2 analytical scale to assess the following four pieces of writing. Compare your
assessments with other members of your group.
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.
A2 Task
Read this email from your friend Alex.
From: Alex
To:
It’s 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.
Lower Secondary
Script A
I’m really happy to come to your house. You can choose

the film. I like cartoons. We can eat a pop-corns and
kola, and chisp, swindwich, hamburger and mustard.
Bye
Script B
Dear Alex,
I will come to you at 18.00. I want to watch “Fast and

Furious”. I would like to eat chips, pizza and fast-food,
and drink cola.
Script C
To Alex,
Yes, it’s so great. I arrive at 2.30 and I want to watch

Titanic becouse is interesting and nice. I would like the
eggs with potatoe or a hamburgers.
Script D
Hello.
I am come to my house last week. DVD is a film. I can

you come at 12.30. My favourite eat it’s a pizza and
chips. My favourite drink a cola.
Thank you.
Lower Secondary
Handout 26
Look at this inventory of functions, notions and communicative tasks broadly drawn from A2
(Waystage) and B1 (Threshold) language descriptions. Which level, A2 or B1, is each one?
Functions, Notions and Communicative Tasks

talking about what people are doing at the moment
making and responding to offers
talking about how to operate things
describing simple processes
introducing oneself and other people
expressing purpose, cause and result
giving reasons
drawing simple conclusions and making recommendations
criticising and complaining
asking and answering questions about personal possessions
resuming or continuing the topic
asking for repetition and clarification
giving warnings and stating prohibitions
persuading people to do something
Where these functions, notions and communicative tasks are specified for the A2 level, their
realisations will be in the simplest possible ways.
Lower Secondary
Handout 27a
Look at these ‘transitive’ meanings of the verb take. Put them on the CEFR scale according
to the level at which learners would typically be able to use them.
A2 B2 C2
A1 B1 C1
Take a bus
Take place
Take an exam
Take something seriously
Take a book
Take care
Take part
Take a matter further
Take a picture
Take a keen interest
Take a nap
Take a chance
Take a deep breath
Lower Secondary
Handout 27b
Look at these grammatical features which are associated with CEFR levels A2 to C2. Look at
each one and decide which CEFR level learners are typically able to use these structures.
CEFR Grammatical feature Learner example
assumed, discovered, felt, found, proved (in The children stories were felt
Passive voice)+infinitive to be the best idea for kids,
after of course the pony rides.
Relative clauses with whose …a biography of this famous

painter whose pictures I like so
[Relative clauses formed on a genitive position]
much.
tough+infinitive What she knew would be

really tough to live with was
[Tough Movement constructions with the adjective
the reason of his death.
tough]
It+Verb+infinitive …it would be helpful to work

in your group as well.
[It Extraposition with infinitival phrases]
Verb+subordinate clause with or without that I knew that you have a new
house too.
These structures comprise one main clause containing
a Noun Phrase and a Verb and a subordinate I think the zoo is an interesting
complement clause with a finite Verb (i.e. a verb place.
inflected for person and tense) (e.g. they thought that
he was always late).
Lower Secondary
Handout 28
Watch this short animation on different types of schemata. Make notes on the different
types and examples the speaker gives.
http://study.com/academy/lesson/schemas-in-
psychology-definition-types-examples.html
Lower Secondary
Handout 29
Look at this extract from a listening skills taxonomy. In terms of the CEFR skills distinctions
A-D, what would the main focus of each kind of learning activity be?
A perceiving the utterance (auditory phonetic skills);
B identifying the linguistic message (linguistic skills);

C understanding the message (semantic skills);
D interpreting the message (cognitive skills).
Listening for gist
Understanding cohesion, especially reference
Write words which are spelled out
Listening for main idea(s) or important information and distinguishing that from supporting detail or
examples
Listening and taking notes
Identify stressed words providing new information
Listening for specifics, including recall of important details
Inferred meaning comprehension
Understanding the main syntactic structure of clauses or idea units
Ability to extract salient points to summarise the text
Determining a speakers’ attitude or intention towards a listener or a topic
Making inferences and deductions
Ability to select relevant key points
Relating utterances to their social and situational context
Recognising the communicative function of utterances
Identify words and word boundaries
Deducing meaning of unfamiliar lexical items from context
Understanding discourse markers
Lower Secondary
Handout 30
Look at this illustrative scale covering levels A2 to C1 from the CEFR: IDENTIFYING CUES AND
INFERRING (Spoken & Written). Fill in the gaps with the words under the table.
C1 Is skilled at using contextual, grammatical and lexical cues to

________________ and anticipate what will come next.
B2 Can use a variety of strategies to ____________; check comprehension

by using contextual clues; ____________________ .
B1 Can _______________ from the context on topics related to his/her

field and interests.
Can extrapolate the meaning of occasional unknown words from the

context and ___________ provided the topic discussed is familiar.
A2 Can use an idea of the overall meaning of short texts and utterances on
everyday topics of a concrete type to ___________________ of
unknown words from the context.
identify unfamiliar words
derive the probable meaning
achieve comprehension
deduce sentence meaning
infer attitude, mood and intentions
listen for main points
Lower Secondary
Handout 31
Look at the icons which represent different types of listening.
Discuss the context of the listening activities represented and try to find the four broad
types of listening activity identified by the CEFR.
Lower Secondary
Handout 32
Look at the Overall Listening Comprehension descriptor table. Complete each descriptor
with the missing final clause element below.
C2 Has no difficulty in understanding any kind of spoken language … [1]

C1 Can understand enough to follow extended speech on abstract and complex topics beyond
his/her own field, though he/she may need to confirm occasional details, especially if the
accent is unfamiliar.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register
shifts.
Can follow extended speech … [2]
B2 Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar
topics … [3]
Only extreme background noise, inadequate discourse structure and/or idiomatic usage
influences the ability to understand.
Can understand the main ideas of propositionally and linguistically complex speech on both
concrete and abstract topics delivered in a standard dialect, including technical discussions in
his/her field of specialisation.
Can follow extended speech and complex lines of argument … [4]
B1 Can understand straightforward factual information about common everyday or job - related
topics, identifying both general messages and specific details, … [5]
Can understand the main points of clear standard speech on familiar matters … [6]
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) … [7]
A1 Can follow speech which is very slow and carefully articulated … [8]
A] which are regularly encountered in work, school, leisure etc., including short
narratives.
B] provided the topic is reasonably familiar, and the direction of the talk is sign-posted
by explicit markers.
C] whether live or broadcast, delivered at fast native speed.
D] with long pauses for him/her to assimilate meaning.
E] even when it is not clearly structured and when relationships are only implied and
not signalled explicitly.
F] provided that speech is clearly and slowly articulated.
G] which are normally encountered in personal, social, academic or vocational life.
H] provided speech is clearly articulated in a generally familiar accent.
Lower Secondary
Handout 33a
Look at the listening tasks below and listen to these six short extracts. Make notes on the
type of text/interaction pattern each involves and the skills focus of each task. After each
listening decide what level of CEFR each task is targeting.
Extract CEFR Level Text type / Interaction pattern Task: skill focus
skill level
1
Lower Secondary
Handout 33b
Look at these questions and the audioscript and decide how you could adapt this task for weaker
learners.
Beechen Wildlife Park
The park is closed on (14) ......................... .
The park has more (15) ........................ in its animal collection than other parks in the
country.
This season the park has a new baby (16) ......................... .
Audioscript
Have you ever visited Beechen Wildlife Park? It’s open every day apart from Tuesdays. It’s open
from ten until six during term-time and school holidays. There are later opening hours on Sundays,
and earlier closing on Fridays. Check our website for details.
At the wildlife park you can see a wide range of animals from tiny frogs to enormous elephants.
You’ll be amazed at all our giraffes, and as for our zebras, well, you’d have to go abroad to see more
of them in one place!
Even if you’ve visited before, come and see what’s different this season. Our monkeys are now in an
exciting new area, and be among the first visitors to see the tiny lion born right here in the park just
this month.
Several local buses stop near the park, and there’s a route for bikes past our main entrance. Visitors
are shown round in special vans, so you can get better views of the animals than you would from
cars, so bring a camera!
Most animals here are free to go round their area of the park as they wish, so visitors don’t always
see them all, and the space per animal here is greater than other wildlife parks. Each animal
receives the amount of care that we believe is suitable for its needs.
And at the moment, we’ve got a special offer for all school groups. You and your friends can have
your photos taken. This will be with a life-size model of the animal of your choice. It looks just like
the real thing – you can collect it after a few minutes and it’s absolutely free. So enjoy a snack or a
look in the gift shop while you wait. And then …… (fade)
Lower Secondary
Now look at questions 17 to 19 below and adapt the questions for weaker learners in a similar way.
Lower Secondary
Handout 34
In order to understand the different levels and forms of Reading competences described in
the CEFR, it helps to keep in mind the differences between reading activities, purposes for
reading and reading strategies.
Decide whether the words below are used to talk about reading or refer more to typical
reading activities, specific purposes for reading or reading strategies.
reading for
scanning general orientation
detailed understanding gist
information reference
implications instructions
specific information inference
reading pleasure skimming text structure
activities
specific
reading for [level of understanding]
reading
purposes
reading
reading using … [techniques] strategies
Lower Secondary
Handout 35
Look at the overall reading comprehension scale. Complete each level descriptor with one
of the phrases below.
OVERALL READING COMPREHENSION
Can understand and interpret critically ______________________ including

C2 abstract, structurally complex, or highly colloquial literary and non-literary
writings.
Can understand _______________, appreciating subtle distinctions of style and
C1 implicit as well as explicit meaning.
Can read __________________, adapting style and speed of reading to different

B2 texts and purposes, and using appropriate reference sources selectively. Has a
broad active reading vocabulary, but may experience some difficulty with low
frequency idioms.
Can read ____________ on subjects related to his/her field and interest with a
satisfactory level of comprehension.
B1 Can understand short, simple texts on familiar matters of a concrete type which
consist of high frequency everyday or job-related language.
Can understand _____________ containing the highest frequency vocabulary,

A2 including a proportion of shared international vocabulary items.
Can understand _____________ a single phrase at a time, picking up familiar

A1 names, words and basic phrases and re-reading as required.
very short, simple texts
a wide range of long and complex
straightforward factual texts
short, simple texts
with a large degree of independence
virtually all forms of the written language
Lower Secondary
Handout 36
Look at this cognitive reading construct model. What level of text understanding do the
Reading questions and focuses below target? (The text has not been included.)
Creating an intertextual
representation:
Construct an organised
representation across texts Text structure
knowledge:
Genre
Creating a text level Rhetorical tasks

representation:
Construct an organised
representation of a single text
Building a mental model

Remediation where
Integrating new information General knowledge
necessary
of the world
Enriching the proposition
Topic knowledge
Meaning representation
Monitor: of text(s) so far
Inferencing
goal checking
Establishing
propositional meaning
Goal setter
Selecting appropriate at clause and sentence levels
type of reading:
Careful reading
LOCAL:
Syntactic Parsing Syntactic knowledge
Understanding sentence
GLOBAL:
Comprehend main idea(s)
Comprehend overall text
Comprehend overall texts Lexical access Lexicon
Lemma:
Expeditious reading Meaning
Word class
LOCAL:
Scan/search for specifics Lexicon
Word recognition
Form:
GLOBAL: Orthography
Skim for gist Phonology
Search for main ideas and Morphology
and important detail
Visual input
Khalifa and Weir 2009
Lower Secondary
Lower Secondary
Lower Secondary
Handout 37
Look at these notices and messages. What level do you think these notices and messages
are most appropriate for, and how could you make them easier or more difficult?
Lower Secondary
Handout 38
Look at these different classroom seating arrangements. Discuss in your groups what some
of the positives and negatives of each arrangement might be in terms of facilitating
communicative language teaching.
A B
C D E
F G H I
Lower Secondary
Handout 39
Look at the table. Discuss in your groups what the corresponding characteristics are for
formative assessment.
Formative Assessment Summative Assessment

Informal Formal
Final/snapshot
Written/oral
Judging
Assessment of learning
Monologic
Provides a mark/status
Measures learning
Often stressful for students
Systematic, regulated
Broad focus
Lower Secondary
Handout 40
Complete the process diagram below with the missing elements from the box.
informal record teacher decision-making language activity

teacher observation learning objectives structured record
interpretation course feed back and modify objectives
skills constructs tested by external the assessment literacy of

assessment and the higher order teachers is imperative so that
learning goals of learning-oriented their decision-making is based
classroom assessment must closely on reliable criteria
aligned
Lower Secondary
Handout 41
Look at these different tasks that you have met on this course and will deliver in training.
What purpose within the training cycle did they serve?
Task B
Watch this short animation on different types
of schemata. Make notes on the different
types and examples the speaker gives.
Task A
Look at these different classroom seating arrangements. Discuss in your groups what some of the
positives and negatives of each arrangement might be in terms of facilitating communicative language
teaching.
A B
Lower Secondary
Task C
Look at the listening tasks below and listen to these six short extracts. Make notes on the
type of text/interaction pattern each involves and the skills focus of each task. After each
listening decide what level of the CEFR each task is targeting.
Extract CEFR Level Text type / Interaction Task: skill focus

pattern
Task D
Look at these ‘transitive’ meanings of the verb take. Put them on the CEFR scale according
to the level at which learners would typically be able to use them.
A2 B2 C2
A1 B1 C1
Take a bus Take place
Task E
In your groups rank these in terms of where uptake of CEFR principles might have greatest
impact in the language learning contexts of Malaysia.
A]
provide a common basis for the explicit description of language learning and assessment:
objectives, content and methods
B]
facilitate the mutual recognition of qualifications gained in different learning contexts
C]
assist course planners in developing programmes and selecting materials that……..
Lower Secondary
Handout 42
Micro-training session observation form
What went Even better if

well
The presentation sequences were clear
and effective
The objectives were achievable in time

frame
A range of questions were asked during
session to good effect
Instructions were clear
Trainees were engaged
Session sequence was well staged and

paced
The ratio of trainer talk to trainee talk was
appropriate
Feedback to trainees was effective
Lower Secondary
Additional activities and handouts
Lower Secondary
Handout 1.1: Overview of the CEFR illustrative scales (Language Activities)
Language
Language Strategies Language Competencies
Proficiency
Language Activities
Production Reception Interaction
Speaking Writing Listening Reading Spoken Written
 Overall oral  Overall written  Overall listening  Overall reading  Overall oral  Overall written
production production comprehension comprehension interaction interaction
 Sustained  Creative writing  Understanding  Reading  Understanding a  Correspondence
monologue:  Reports and interaction correspondence native speaker
 Notes, messages
describing essays between native
 Reading for
interlocutor and forms
experience speakers
orientation  Conversation  Note-taking
 Sustained  Listening as a
 Reading for  Informal discussion (lectures,
monologue: member of a live
putting a case audience
information and  Formal discussion seminars, etc.)
argument and meetings  Processing texts
(e.g. in debate)  Listening to

 Public announcements
Reading for  Goal-oriented
instructions co-operation
announcements and instructions
 Addressing  Listening to  Transactions to
audiences audio media and obtain goods and
recordings services
 Information
exchange
 Interviewing and
Watching TV and film (audio-visual reception) being interviewed
Lower Secondary
Language Strategies and Language Competencies
Language Strategies
Language Competencies
Lower Secondary
Session 1: Scale and descriptor exercises
For more practice with scales and descriptors, select two or three scales that have some
relationship with each other (e.g. spoken production and interaction scales). Then select
three or four descriptors from each scale – try to select descriptors which focus on different
aspects of the scale and put them into a table. Ask participants to put the descriptors into
the correct scale. This can also be done by cutting up descriptors which makes the activity
more physical.
Once the descriptors have been put into the scales, participants can assign a level to the
descriptors. They then check their answers using the CEFR book or PDF.
Here is an example:
Can establish social contact: Can make his/her opinions Can understand questions and
greetings and farewells; and reactions understood as instructions addressed
introductions; giving thanks. regards possible solutions or carefully and slowly to
the question of what to do him/her and follow short,
next, giving brief reasons and simple directions.
explanations.
Can communicate in simple Can use simple descriptive Can convey degrees of
and routine tasks using simple language to make brief emotion and highlight the
phrases to ask for and provide statements about and personal significance of events
things, to get simple compare objects and and experiences.
information and to discuss possessions.
what to do next.
Can describe people, places Can understand everyday Can give straightforward
and possessions in simple expressions aimed at the descriptions on a variety of
terms. satisfaction of simple needs of familiar subjects within his
a concrete type, delivered field of interest.
directly to him/her in clear,
slow and repeated speech by
a sympathetic speaker.
Conversation Goal-oriented co-operation Sustained monologue

(describing experiences)
Lower Secondary
Session 1: Finding the level
For more practice familiarising participants with the CEFR levels, select one or two scales
that are relevant to participants. Then mix up the descriptors and put them into a table or
cut up the descriptors. Ask participants to assign the correct CEFR level to each descriptor.
This can also be done by cutting up descriptors which makes the activity more physical.
Once the descriptors have been assigned to a level, participants can highlight the key
features which indicate that level.
Here is an example:
Addressing audiences:
Level Descriptor
Can give a prepared straightforward presentation on a familiar topic within
his/her field which is clear enough to be followed without difficulty most of the
time, and in which the main points are explained with reasonable precision.
Can give a short, rehearsed, basic presentation on a familiar subject.
Can give a clear, systematically developed presentation, with highlighting of
significant points, and relevant supporting detail.
Can handle difficult and even hostile questioning.
Can read a very short, rehearsed statement – e.g. to introduce a speaker,
propose a toast.
Can present a complex topic confidently and articulately to an audience
unfamiliar with it, structuring and adapting the talk flexibly to meet the
audience's needs.
Can take follow up questions, but may have to ask for repetition if the speech
was rapid.
Can give a clear, well-structured presentation of a complex subject, expanding
and supporting points of view at some length with subsidiary points, reasons and
relevant examples.
Can answer straightforward follow up questions if he/she can ask for repetition
and if some help with the formulation of his/her reply is possible.
Can give a clear, prepared presentation, giving reasons in support of or against a
particular point of view and giving the advantages and disadvantages of various
options.
Can handle interjections well, responding spontaneously and almost effortlessly.
Can cope with a limited number of straightforward follow up questions.
Can take a series of follow up questions with a degree of fluency and spontaneity
which poses no strain for either him/herself or the audience.
Can give a short, rehearsed presentation on a topic pertinent to his everyday life,
briefly give reasons and explanations for opinions, plans and actions.
Can depart spontaneously from a prepared text and follow up interesting points
raised by members of the audience, often showing remarkable fluency and ease
of expression.
Lower Secondary
Session 2: The Cambridge Baseline Study
Look at the targeted outcomes of the ‘shifts’ in educational practices in Malaysian schools
from the Malaysian educational blueprint document.
Discuss in groups which three you would make priorities for English provision in lower
secondary schools.
Identify master practitioners teaching in schools to act as

coaches and mentors
Set realistic targets based on CEFR
Provide training for a differentiated approach
Incorporate Speaking and introduce a communicative approach
Align assessments to CEFR
Reward teachers with internationally-recognised qualifications for both

English language proficiency and teaching knowledge and practice
Develop 'Develop the English language' proficiency and the

practical teaching competence of teachers
Lower Secondary
Session 2: Spoken production and interaction exercises
1. For more practice familiarising participants with the CEFR levels for production and
interaction. Then mix up the descriptors and put them onto a table or cut up the
descriptors. Ask participants to assign the correct CEFR level to each of the descriptors.
This can also be done by cutting up descriptors which makes the activity more physical.
2. Give participants speaking tasks and ask participants how they can make the tasks easier
or more difficult to deal with mixed ability classes.
Lower Secondary
Look at these two speaking activities. Which is more suitable for A2 level? And which is
more suitable for B1 level? Why?
Discuss with a partner how you could adapt the A2 activity for a higher level and the B1
activity for a lower level.
Activity 1
You have taught this vocabulary: watch TV, go to the park, do your homework, have a
shower, go to bed, make your bed.
To practice you ask your students to do the following exercise:
Choose the correct word in these questions. Then, ask and answer them with a partner.
When do you watch / have TV during the week?
How often do you do / go to the park?
How long do you spend making / doing your homework every day?
Do you make / do your bed every day?
Do you have / do a shower in the morning or in the evening?
What time do you go / have to bed?
Activity 2
You have done a reading about pupils’ experiences of their first day at school and would like
to focus on vocabulary for feelings.
You check understanding of difficult vocabulary such as excited, worried, frightened, nervous
and scared.
Then you ask students to tell each other how they felt on their first day at school and why.
Lower Secondary
Day 2: Speaking: finding the level
Here are some additional videos that can be used to practice rating speaking performances:
Masa: https://www.youtube.com/watch?v=3e7Q97rWW5Q
Maria: https://www.youtube.com/watch?v=uEXL_IpFzUQ
Paul: https://www.youtube.com/watch?v=ASdBL1Rb30k
Paul: https://www.youtube.com/watch?v=7YyY2GHcF8A
And at the following website a series of English videos and a commentary are available:
http://www.ciep.fr/en/books-and-cd-roms-dealing-with-assessment-and-certifications/dvd-spoken-
performances-illustrating-the-6-levels-of-the-common-european-framework-of-reference-1/english
Commentary:
http://www.ciep.fr/sites/default/files/migration/en/publi_evalcert/dvd-productions-orales-
cecrl/docs/comments_en.pdf
Lower Secondary
Day 2: Writing: CEFR scales and levels
relationship with each other. Then select three or four descriptors from each scale – try to
select descriptors which focus on different aspects of the scale and put them into a table.
Ask participants to put the descriptors into the correct scale. This can also be done by
cutting up descriptors which makes the activity more physical.
CEFR Reports and essays
Can write short, simple essays on topics of interest.
Can write clear, well-structured expositions of complex subjects, underlining the

relevant salient issues.
Can write an essay or report which develops an argument systematically with

appropriate highlighting of significant points and relevant supporting detail.
Can write very brief reports to a standard conventionalised format, which pass on
routine factual information and state reasons for actions.
Can produce clear, smoothly flowing, complex reports, articles or essays which
present a case, or give critical appreciation of proposals or literary works.
Can evaluate different ideas or solutions to a problem.
Can synthesise information and arguments from a number of sources.
Can summarise, report and give his/her opinion about accumulated factual
information on familiar routine and non-routine matters within his/her field with
some confidence.
Can provide an appropriate and effective logical structure which helps the reader
to find significant points.
Can write an essay or report which develops an argument, giving reasons in

support of or against a particular point of view and explaining the advantages and
disadvantages of various options.
Can expand and support points of view at some length with subsidiary points,
reasons and relevant examples.
Lower Secondary
Day 2: Writing: Finding the level
Here are some additional scripts that can be used to practice rating writing performances:
Assign a CEFR level to each of the scripts in Set A from A1-C2.
Set A:
Script 1
Dear Chris,
Hi! How are you? I have received your letter and I am also looking forward to staying with you for
the weekend.
In your letter, you mentioned about a Science Festival in your city that weekend. I would love to go
to the festival as Science happens to be one of my favourite subject.
Besides , you also mentioned regarding choosing one of the these talks: 'Can Animals Speak?' and
'The Power of the Sun'. Well, I would prefer the talk about 'The Power of the Sun' because since
young, I am always fascinated about the Sun and this can be a chance for me to learn more about it.
Moreover, I would be grateful if you could tell me whether the festival has exhibition about our Solar
System?
Lastly, I am sad to say that I would not be able to stay with you for a bit longer. This is because my
family will be going on a holiday to Paris after staying with you.
Well, I am going to pen off now. I hope you could reply me soon.
Your friend,
Script 2
Dear Jools,
I go to a music club at Elm Street, Penang.
I go there at Friday.
I play musical instrument there.
From:
Lower Secondary
Script 3
Dear ...,
How are you? Hope your family members are in the pink of health. I received your letter yesterday. I
think you should go on holiday with your parents. It is because they are usually very busy working
every day and this is the only chance they can relax themselves. They must be very hopefully to
accompany their children to enjoy the holidays. If you go on holiday with them. You will make them
happier and there are lots of activities for family. Well, if you really want to go out with your friends,
you must arrange your time wisely. I think you can go shopping or go for a picnic with your best
friends. I have to stop here now because it is very late now. Hope to hear from you soon.
Bye!
Yours sincerely,
Script 4
Dear David,
I’m glad your friends are visiting my area soon for a week’s holiday. I have many ideas on what to do
that I can tell them about.
In my opinion, the best way to travel around will be by bike because of the small distances between
the places and the views are amazing.
My area includes a beautiful lake which many tourist visit especially in summer. Your friends could
sunbath or swim if they would like but the water is quite cold in this season. Seeing the beautiful
sunrise is the best sightseeing memory!
You wrote that they are interested in the history of my local area. That’s great! We have museums of
our local history which I can take them to. Tickets are not so expensive and I can see about getting
them a discount.
What do you think about these suggestions? Would you mind sending me their details?
I look forward to hearing from you soon.
Best wishes,
Script 5
Kim:
Hi! How are you? Yesterday I went to shopping. I bought a new shirt and trousers. I bought them
because it is nice and beauty. I bought thoses for just £10.
Love
Lower Secondary
The following sets represent performances at one level (there is a strong, weak and average
performance at the level). Decide which CEFR level the set represents and identify which are
strong/weak/average and the features that distinguish these performances.
Set B (B2):
Script 1
What is friendship? Friendship is a bond that is shared between a group of people that enjoy being
together. Friends do things together and enjoy each others's company. You can be friends with
anyone, as long as you do not hate them.
Now that we are done with that, we shall now discuss about ways to make friends. Some people
make friends easily. It is due to the fact that they can easily strike up a conversation. To me, that is
the only way to make friends. Comunication. Be brave and ask the first question, or just say 'Hi'.
As much as friends want to agree with each other on everything, they can not. Everyone as an
individual have different behaviors, preferences and opinions. It is natural to sometimes disagree on
something. This allows us to break out of a routine every once in a while.
Friendship is very valuable bond. Life would be boring if we just keep to ourselves. Enjoy spending
time with your friends while you make new ones. However, do not forget your old friends.
Script 2
Recently, there's a new thriller named "Twilight", it was the most unforgettable thriller that I ever
saw. The story was very interesting and creative, it was talking about a girl fell in love with a
vampire. At first, she does not know he is a vampire, she just felt that he is kind of strange and weird
because his face is very pale all the time, he never appear at outdoor in a sunny day and his hand is
cold.
After she knew he is a vampire, she has already fell in love with him. She is even willing to let him to
suck her blood, but of course he refused to do so even he is crave for it. He tried very hard to control
his desire to suck her blood and is willing to sacrifice his life to protect the girl from intrusion and
attack of other vampires. Their love touches me, I cried while I was watching this part.
Their 'unusual' love and the mystery ending sure will attract a lot of people's attention.
Script 3
The thriller move that I had recently watched is called Spiderman 3. I find this movie exciting
because the hero, Peter Parker or Spiderman has recently discovered the true murderer who
murdered his uncle, Ben Parker. He wanted to take revenge of his uncle's death and one night, a
black substance crawled all over his body and gave him a new suit, which is black in colour. Besides
giving him a new suit, the substance also changes his attitude, turning him into a bad boy. Now, he
has to overcome the evil inside him and rescue his girlfriend, M.J and defeating the Venom and the
Sandman with the help of his friend, Harry or New Goblin.
I think other people would like it because this movie teaches us that the evil part inside us can
consume us, making us do bad things. So we need to get rid of our evil thoughts and desires in order
not to commit crimes. Apart from that, the movie also has scenes that are so thrilling that you would
not be able to move about. Moreover, the sound effects of the movie is very realistic.
I would recommend this movie to everyone who enjoys watching adventures and thriller movie.
Lower Secondary
Set C (A2):
Script 1
Dear Jools,
The World Grand music club that I just went last Saturday in Hawaii was awesome. The food and
drinks there was perfect. I dance there with some of my friends all night long.
Your best friend,
Script 2
To: Jools
The music club is held in my school, SMJK Kwang Hua. It is every Saturday, 2.30p.m. to 4.30p.m. I go
there to learn different kinds of music instrument such as drums, guitars and more.
Script 3
Hi Jools,
How are you? I am writting about the music club. The music club address - it's 30 Jason
Road, it near my uncle house. The music club start at this Friday, I when to there to listen
some rock music and looking for some bans.
If you have times, please reply me.
From
Set D (B1):
Script 1
To Alice
How are you recently? I hope you are in the pink. A TV company came to my school yesterday to
make a film with the title of 'My School'. All students in my school were very excited and happy. The
TV company chose my school to make a film because my school is large and it has fifty classrooms
there. Besides that, my school has a very beautiful garden with a variety of flowers. My school also
has many facilities such as library, canteen, laboratory, computer rooms and others. The TV
company filmed a main character, Jusline Tan who was studied in my school and she was sitting for
an examination at that time. It is an interesting film and the programme will be shown on television
on next month. I think you will like to watch the film too. Bye.
From
Script 2
Dear Alice,
Hi. How are you? I am going to tell you something unexpected. A TV company came to my school
yesterday to make a film. All students in the school are very surprised and excited about it.
I think that the TV company chose my school is because there are beautiful scenery . The TV
company filmed our principal and ask him some question about my school. The TV company told us
that the programme will be shown on television next month. I am look forward to enjoy it.
Take Care.
Lower Secondary
Script 3
Hello, yesterday I went shopping to bought some new T-shirts. I bought them because they were
attractive and colourful. The cost of the T-shirts were RM59.00.
Please write to me soon.
Lower Secondary
Day 3: Listening: scales and levels
Lower Secondary
Day 3: Listening: evaluating task difficulty
Look at the four recordings and in pairs decide which text appears to be most demanding
and why?
Recording 1
Well, I was cycling along when I suddenly spotted something in the undergrowth – a tiger.
She suddenly charged at me, ears back, so I immediately dropped my bike and ran away, as
anyone would, with the tiger in pursuit. Then I remembered something I’d read about not
running away, so I simply stopped, turned round and stared her out. It took some courage, I
can tell you. The tiger was a bit confused by this, so stopped too, and, after a brief standoff,
lost interest and slipped away.
Recording 2
There are some fixed ideas about which hairstyles are professional. Most people seem to
think that short styles are more businesslike. There was an example recently of a woman
who announced the weather report on television. When she started she had lovely flowing
red hair but after the first few broadcasts her boss told her to tie it back. So now she has it
pulled right off her face. The idea is, I suppose that she would make the weather report
seem unimportant if she had her long hair loose. It all seems very strange to me.
Recording 3
Well, the first thing to say about marine photography is that it’s not as easy as it might look.
Actually taking photos is only part of it. Because you have to organise a boat and crew and
everything, forward planning is actually the key to my work and without it I’d never pick up
a camera because I wouldn't know what I was aiming for. Another important aspect is doing
drawings which show roughly what the photograph will contain – if I do that first it means
I’m more likely to capture it on film. And because I’ve decided beforehand what pictures I
want, I’m in a position to select the appropriate equipment – it’s all part of the process.
Recording 4
Well, basically in western countries the retired population is split. There is a significant
minority who are really quite well off and so they have consumer power, and we now see
businesses like holiday companies, for example, targeting this group. But even the
significant majority who are living off their pensions or savings and trying to make ends
meet are collectively powerful because there are so many of them and they are demanding
more specialised products from manufacturers who are having to design more of their
products for people of this age range.
Lower Secondary
Day 3: Reading: scales and levels
Day 3: Reading evaluating texts

Ask participants to bring reading texts and in groups, evaluate the appropriacy of the texts
for particular CEFR levels. Consider the type of activities that would be most appropriate to
use with the text and how the activity could be modified for mixed-ability classes.
Lower Secondary
Day 3: English Grammar Profile
The English Profile Booklet includes grammatical features that improve as learners move
from one CEFR level to the next. Access the booklet and, starting on page 11, use the
summary tables (pages 12-15) to create a gap-fill, use Table 2 to create a sorting exercise or
use the information in the tables on pages 16-35 to have particpants analyse the different
features at each CEFR level.
http://www.englishprofile.org/images/pdf/theenglishprofilebooklet.pdf
Day 3: English Vocabulary Profile

Go to English Vocabulary Profile: www.englishprofile.org and have participants analyse
lexical items that are relevant for their educational stage.
Lower Secondary
Pre-course and post-course questionnaires
CEFR Familiarisation Pre-Course Questionnaire
The information you provide in this questionnaire will help the trainer lead the workshop, and help the
Ministry of Education monitor and improve the effectiveness of the workshops. All responses are
anonymous.
Where is your workshop taking place?
State: District:
What date is your workshop

Month Day
starting?
Background
What is your gender? Female Male
What is your 19 or under 60 or over

20-29 30-39 40-49 50-59
age?
What is/are your ethnic group(s)? Select all that apply.

Chinese Indian Malay Other: ____________________
Which qualifications you have completed? Select all that apply.

Bachelor Pendidikan PhD Pendidikan Sarjana Pendidikan
Diploma Perguruan (keluaran SPLI/KPLI/ Diploma Perguruan Malaysia (keluaran KDPM)
Diploma Pendidikan
KPLD)
Sijil Perguruan
Sijil Perguruan Asas Other:_______________________________
(Conversion)
Teaching experience
Are you an English optionist or non-optionist teacher? Select English optionist English non-optionist
one.
Fill out the tables so the total number of years represents the number of years you have taught full time. If you
worked part time or taught multiple subjects, estimate the full time equivalent, e.g. English and math teacher
for 4 years = 2 years English and 2 years maths.
How many years of English teaching experience do you have?
16 years or
1 year or less 2 to 4 years 5 to 9 years 10 to 15 years
more
Pre-school
Primary
Lower secondary
Upper secondary
Tertiary
Teacher education
Lower Secondary
How many years of teaching experience in other subjects (not including English) do you have?
16 years or
more
Pre-school
Primary
Lower secondary
Upper secondary
Tertiary
Teacher education
English language proficiency
What is your CEFR level in English?
C2 – Proficient user I can use language and communicate in any situation in a natural, spontaneous and fluent
way.
C1 – Proficient user I can use language in a natural way in social, school or work situations.
B2 – Independent I can communicate somewhat naturally, and can give opinions and views on a wide range of
user subjects.
B1 – Independent I can exchange information about everyday life, work or social situations, giving opinions
user and talking about plans.
A2 – Basic user I can communicate simply and directly, with some preparation, and to exchange information
on familiar everyday topics.
A1 – Basic user I can understand and use familiar names, words and very simple sentences.
I don’t know
The CEFR
How familiar are you with the CEFR?
I’ve heard of it but Know a little bit Somewhat familiar Very familiar with Extremely familiar
Never heard of it
that’s all about it with it it with it
How much do you agree or disagree with these statements?

I don’t Strongly Disagree a Agree a Strongly
Disagree Agree
know disagree little little agree
I want to learn more about the CEFR
and how it is useful for language
learning.
I don’t understand how the CEFR is
relevant to my work.
The CEFR can help me in my teaching
and assessment.
I’m looking forward to sharing
knowledge about the CEFR with my
colleagues.
I am confident that after the training I
will be able to show my colleagues how
the CEFR is useful for teachers.
What is one question you want answered as a result of the training? Write a maximum of 25 words.
Lower Secondary
CEFR Familiarisation Post-Course Questionnaire
The information you provide in this questionnaire will help the Ministry of Education improve the
effectiveness of the workshops and future training. All responses are anonymous.
Where did your workshop take place?
State: District:
What date did your workshop start? Month Day
Background
What is your gender? Female Male
What is your 19 or under 60 or over

20-29 30-39 40-49 50-59
age?
What is/are your ethnic group(s)? Select all that apply.

Chinese Indian Malay Other: ____________________
Which qualifications you have completed? Select all that apply.

Bachelor Pendidikan PhD Pendidikan Sarjana Pendidikan
Diploma Perguruan (keluaran SPLI/KPLI/ Diploma Perguruan Malaysia (keluaran KDPM)
Diploma Pendidikan
KPLD)
Sijil Perguruan
Sijil Perguruan Asas Other:_______________________________
(Conversion)
Teaching experience
Are you an English optionist or non-optionist teacher? Select English optionist English non-optionist
one.
Fill out the tables so the total number of years represents the number of years you have taught full time. If you
worked part time or taught multiple subjects, estimate the full time equivalent, e.g. English and math teacher
for 4 years = 2 years English and 2 years maths.
How many years of English teaching experience do you have?
16 years or
more
Pre-school
Primary
Lower secondary
Upper secondary
Tertiary
Teacher education
How many years of teaching experience in other subjects (not including English) do you have?
16 years or
more
Pre-school
Primary
Lower secondary
Upper secondary
Tertiary
Teacher education
English language proficiency
What is your CEFR level in English?
Lower Secondary
C2 – Proficient user I can use language and communicate in any situation in a natural, spontaneous and fluent
way.
C1 – Proficient user I can use language in a natural way in social, school or work situations.
B2 – Independent I can communicate somewhat naturally, and can give opinions and views on a wide range of
user subjects.
B1 – Independent I can exchange information about everyday life, work or social situations, giving opinions
user and talking about plans.
A2 – Basic user I can communicate simply and directly, with some preparation, and to exchange information
on familiar everyday topics.
A1 – Basic user I can understand and use familiar names, words and very simple sentences.
I don’t know
The CEFR
How familiar are you with the CEFR?
I’ve heard of it but Know a little bit Somewhat familiar Very familiar with Extremely familiar
Never heard of it
that’s all about it with it it with it
How much do you agree or disagree with these statements?

I don’t Strongly Disagree a Agree a Strongly
Disagree Agree
know disagree little little agree
During the training I learnt a lot about
the CEFR and how it is useful for
language learning and teaching.
I don’t understand how the CEFR is
relevant to my work.
The CEFR can help me in my teaching
and assessment.
I’m looking forward to sharing
knowledge about the CEFR with my
colleagues.
I am confident that I can show my
colleagues how the CEFR is useful for
teachers.
The trainer dealt with my questions
about the CEFR.
The training course answered the
question I wrote on the pre-course
questionnaire.
Write three adjectives that describe the training course for you:
1. ______________________________________
2. ______________________________________
3. ______________________________________
Lower Secondary
Trainer Report
CEFR Familiarisation Trainer Report Template
The information you provide in this questionnaire will help the Ministry of Education address regional issues
regarding the education reforms, and inform future training. Your input is both important and appreciated.
Where did the workshop take place?

State: District:
What date did the workshop start? Month Day
In your opinion, during the training how many teachers:

None About
I don’t About About About About All of
of 10%
know 25% half 75% 90% them
them
Were engaged with and interested
in the materials?
Asked questions when they didn’t
understand?
Were often absent from sessions?
In your opinion, by the end of the training how many teachers:

I don’t None of About About About About About All of
know them 10% 25% half 75% 90% them
Understood the significance of the
CEFR for teaching and learning?
Thought the CEFR can be useful for
themselves and their colleagues?
Were enthusiastic to share what
they learnt with their colleagues?
Expressed confidence that they
could pass along the CEFR training to
their colleagues?
Were still confused about why
Malaysian teachers should use the
CEFR?
Thought the CEFR was not useful for
themselves and their colleagues?
Did you face any of these issues during the training course? Select all that apply.
Absenteeism Lack of English skills
Logistical issues
Lack of teaching skills
(E.g., internet, electricity, equipment)
Poor environment
Scepticism of MoE reforms
(E.g., outside noise, lack of air conditioning)
Preference for old-fashioned teaching methods
Scepticism of communicative teaching methods
(E.g., grammar-translation method)
A few teachers dominating discussion Feelings that the CEFR is nice but impractical
Other
(Specify)
Lower Secondary
Summary of Trainer Observation Criteria
CEFR Familiarisation
Summary of Trainer Observation Criteria
Observers will be using the following criteria when they conduct an observation.
1. Does the trainer explain the goals of the training, and goals for each activity?
o Goal setting is important to orient learners to what they are supposed to be learning, and
enables them to focus and track their own learning with purpose
2. Does the trainer communicate the necessary basic and applied knowledge about the CEFR?
o Topics include the purpose and structure of the CEFR, the theories of language learning that
underpin the CEFR, and uses of the CEFR in the classroom, and in assessment
3. To what extent does the trainer communicate the relevance of the CEFR for English teachers in
Malaysia?
o Trainers need to successfully communicate the utility of the CEFR for English instruction in
Malaysia, and pass along this enthusiasm to teachers
4. To what extent does the trainer actively seek to identify and address areas of confusion among the
teachers?
o Trainers are expected to engage responsively with the teachers in each cohort, and actively
seek to resolve points of confusion or doubt
5. To what extent does the trainer successfully address areas of confusion among the teachers?
o Resolving confusion among teachers is essential for enabling the teachers to pass on the
training confidently and accurately within their schools
6. What is the trainer’s interaction with teachers participating in the workshop?

o Collegiality, approachability, authority, and enthusiasm are four key characteristics that
should be observable in trainers’ interactions with teachers
Lower Secondary
Lower Secondary
© UCLES 2016 | 6Y16/August16 | v1.0

Workshop Handouts Lower Secondary (Final)

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Workshop Handouts Lower Secondary (Final)

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CEFR Familiarisation Workshops

Workshop Slides for Lower Secondary

Rank these from 1-8 (1 = greatest impact; 8 = least impact in Malaysia)

A provide a common basis for the explicit description of language learning

B help promote international co-operation in the field of modern languages

C facilitate the mutual recognition of qualifications gained in different

D raise learner awareness of goals, their present state of knowledge, their

E assist course planners in developing programmes and selecting materials

G promote understanding of ‘plurilingualism’ rather than ‘multilingualism’

H help establish a developing consensus as to principles underpinning

activity strategies contexts approach tasks reception texts

language competences conditions and constraints communicative acts

Transactions to obtain Correspondence Goal-oriented Reading for orientation

Activities Strategies Competencies

An example has been done for you.

announcements collaborative discussions giving demonstrations

short dialogues phone conversations interview sequences

quiz forums short presentations using visual prompts

personal anecdote telling service interactions voicemails

Range Coherence Accuracy Interaction Fluency

Ideas you might use for interaction:

Key training outcome Activity/ interaction Adaptation for cascading

Key aims of CEFR as

Common uses of CEFR

Main aims of the course

Defining key notions of

CEFR six-level framework

Speaking production and

Independent service interactions

A2 Grammar and Vocabulary Pronunciation Interactive Communication

B1 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication

1. What prior knowledge [schematic] did the teacher try to

2. Where was language scaffolding for the task presented?

Watch this of short clip of a teacher/interlocutor with an A1 learner. Make

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

Asks _____ questions

Best wishes be with you!

Can write straightforward, detailed descriptions on a range of familiar subjects

Can write accounts of experiences, describing feelings and reactions in simple

Can write a description of an event, e.g. a recent trip – real or imagined.

Can narrate a story.

Look at these incomplete descriptors for A2 – B2 from the written interaction

thanks news emotion experiences news

significance apology views thoughts

This is part of a letter that you receive from an English friend.

For my homework I have to write about a special day that people

Write your letter in around 100 words.

Your English teacher has asked you to write a story.

You must begin with this sentence:

advertisements articles blogs captions descriptive texts

dialogues digital calendar and diary entries

text exchanges and messages

emails essays fact files forms informative texts

invitations letters leaflets messages poems

presentation slides posters postcards profiles

social media posts stories

…in addition to task types …in addition to task types

B1 CONTENT COMMUNICATIVE ORGANISATION LANGUAGE

This is part of a letter that you receive from an English friend.

Write your letter in around 100 words.

Do you celebrate a special day in your country?

Your friend Magda

Band Marking criteria

_ cards while talking _ an object card in a group of cards