CEFR

Familiarisation
Training
Lower Secondary

Insert presenter name

Overview
Session 1

Introducti
on to the
CEFR and
the aims
of the
course

An
actionoriente
d
approac
h

Range of
CEFR scales

The six
reference
levels

Session 1

Introduction to the CEFR

What do you think the map

shows?

CEFR: De facto world standard

Map showing the influence of the Common European

Framework of Reference (CEFR) around the world at national
policy level.

CEFR regional and world

impact
Educational language policy in China, Hong Kong, Japan, Korea,
Philippines, Taiwan, Thailand, Singapore and Vietnam is aligned to the
CEFR
Countries in South America (Chile, Colombia, Argentina), the
Middle East (Bahrain, Qatar) and Africa (Egypt) are incorporating the
CEFR into their educational systems
Even countries which have developed their own language frameworks,
such as Canada and the USA, are beginning to utilise the CEFR or identify
ways of bringing their own frameworks and the CEFR together.
All of the following countries have undertaken CEFR-related projects:
Albania, Armenia, Austria, Bulgaria, Croatia, Czech Republic, Cyprus,
Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Israel,
Italy, Lebanon, Lithuania, Macedonia, Moldova, Netherlands, New Zealand, Norway, Mexico,
Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey, Ukraine

Translated into 40 languages

Terminology
CEFR
Common European Framework
of Reference
CEF
Common European Framework
(of reference)

CFR
Common Framework of
Reference

What is the CEFR and why is

it useful?

Background to the CEFR

need to create a comprehensive, transparent and
coherent basis of understanding as to what being able to
use a language at different
levels means, regardless
of language or location of instruction
growth in European Union membership and processes of
integration and movement
increased mobility of people and need for mutual recognition of
language qualifications obtained from different institutions and
from different countries

developments in language learning: from grammar

translation to functional, notional, communicative
approaches

Aims of the CEFR

to describe in a comprehensive way what language

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

to provide a common basis for the elaboration of

language syllabuses, curriculum guidelines, examinations
and textbooks.

to define levels of proficiency which allow learners

progress to be measured at each stage of learning and on a
life-long basis

CEFR developmental vision

What [the CEFR] can do is to stand as a central point of
reference, itself always open to amendment and further
development, in an interactive international system of cooperating institutions ... whose cumulative experience and
expertise produces a solid structure of knowledge, understanding
and practice shared by all.
John Trim

CEFR developmental vision

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

reference, itself always open to amendment and further

development, in an interactive international system of

co-operating institutions ... whose cumulative experience

and expertise produces a solid structure of knowledge,
understanding and practice shared by all.
John Trim

What are the common uses of

the CEFR?

Discuss with your

partner

Common uses of the CEFR

evaluating language learning needs
designing courses
teacher training programmes developing
syllabuses informing test development
guiding assessment criteria development
developing learning materials
describing language policies
informing continuous/self-assessment
Handout 1

Aims of this course

to introduce the CEFRs core conception of language learning
to introduce the CEFRs six level framework of language proficiency
to raise awareness of the usefulness of the CEFR for language
learning pedagogy and its relevance for curriculum development,
teaching methodology and assessment
to induct participants into the characteristics of input texts
(listening and reading), output texts (speaking and writing) and
features of language knowledge at relevant CEFR levels
to encourage participants to reflect on how CEFR could impact on
areas of education in Malaysia
to plan and consider delivery of cascade training

The CEFR:
View of language learning and
the six reference levels

The CEFR: Two focuses

CEFR presents the view of communication
as the goal of language learning
CEFR provides a descriptive framework
of levels of language proficiency, enabling
all languages and contexts of learning of what it
means to master a language at a given level

the CEFRs action-oriented / can-do

approach
Handout 2

Defining key notions in the

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

A six level framework

C2
C1

Proficient user

B2
B1
A2
A
1

Independent
user
Basic user
Handout 3

The Global Scale

Pr
o
fi
ci
e
nt

C2 Can understand with ease virtually everything heard or read. Can summarise information
from different spoken and written sources, reconstructing arguments and accounts in a
coherent presentation. Can express him/herself spontaneously, very fluently and
precisely, differentiating finer shades of meaning even in more complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social, academic
and professional purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organisational patterns, connectors and cohesive
devices.

U
se
r

In
d
e
p
e
n
d
e

B2 Can understand the main ideas of complex text on both concrete and abstract topics,

including technical discussions in his/her field of specialisation. Can interact with a

degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple
connected text on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons
and
Handout
4a & 4b
explanations for opinions and plans.

Global Scale: Activity

Pr
o
fi
ci
e
nt
U
se

C2 Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation. Can express him/herself spontaneously, very fluently
and precisely, differentiating finer shades of meaning even in more complex
situations.
C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social,
academic and professional purposes. Can produce clear, well-structured, detailed text
on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.

In
d
e
p
e
n
d

B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can interact with
a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party. Can produce clear, detailed text
on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to
arise whilst travelling in an area where the language is spoken. Can produce simple
connected text on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes & ambitions and briefly give reasons and

A driving metaphor
The mechanics of
driving
Core linguistic
knowledge

A range of driving
situations
A range of communicative
situations

A six level framework

C2
C1

Proficient user

B2
B1
A2
A
1

Independent
user
Basic user

Distinguishing between levels

B
1

A
2

A
1

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.
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.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
Handout
has. Can interact in a simple way provided the other person talks slowly
and 5
clearly and is prepared to help.

Extensive range of scales

helping teachers, learners, course
designers, assessors to conceptualise the

language competences

and
strategies exhibited by learners at different
levels in relation to different

language

activities

Handout 6

Extensive range of scales

teachers, learners, course designers,
assessors to conceptualise the language
competences and strategies exhibited by learners
helping

at different levels in relation to different

language

activities

Handout 7

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

Overview
Session 2

The
Cambridg
e
Baseline
2013

Qualitative
aspects of
speaking

Spoken
interact
ion

Spoken
productio
n

Cambridge Baseline
2013

1. What are the key

aspirations for English
language learning in
Malaysia?
2. What are the key
challenges to
learning English in
Malaysia?

Key aims
Undertake a comprehensive
review to understand the
current performance and
challenges
Create a 2013 baseline in
order to:

Establish a clear vision

and aspirations

Create an evidence-based
language policy and
strategy

Participants
5.2m students,
10,000 schools,
70,000 teachers

End of Pre-school,
Year 6, Form 3, Form
5, Form 6

Results by state,
school type,
location, grade,
Two-stage
stratified
gender
sample design

16 states, 426
schools, 20,000+
students, 1,000+
teachers

Schools, classes and

students randomly
selected to create a
representative
sample

41 schools, 78
classes visited;
Speaking tests,
classroom
observations,
interviews

Methodology

Comprehensive: pre-school to preuniversity

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

Students: language levels, 4 skills

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

Positive findings
Approximately 85% of students
agree that they like their English
classes at school
Approximately 95% of teachers
agree that they like teaching
English
Many sampled teachers have a
high level of English and a good
knowledge of teaching
Some students have a high level of
English

Policy is moving in the right

direction

Student language levels

41% at A1/A2 and below; 53% at B1/B2; 6% at

C1/C2
55% at A1/A2 and below; 43% at B1/B2; 2% at
C1/C2
12% below A1, 57% at A1/A2, 30% at B1/B2;
1% at C1/C2

Form 6

At A2/B1

Form 5

At A2

Form 3

At A2

Year 6

At A1

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

Preschool

Below
A1

78% below A1, 22% at A1/A2

Students: weakest skill is speaking

Speaking emerged as the weakest skill for students at all
school grades
Students reported that they would most like to improve their
Speaking skills

Attitudinal and background factors

Students report that they enjoy learning

English
However, not all students recognise the
importance of English
Learners report that they rarely use English in the
classroom
Learners have little exposure to English outside
the classroom
English-speaking parents have
positive impact

Teaching knowledge and practice

Teaching knowledge
Strong on establishing a good rapport with
students
Weaker in planning, managing and
monitoring learning
A range of classroom management
techniques from teacher-dominated to
learner-centred
Some excellent examples observed

Teaching practice

Factors influencing teaching and

learning

Teachers like teaching English

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

Reflection
Discuss in groups what the
implications of these findings are
for you and your teaching.
In what way can the CEFR help
you address some of the issues
raised in the study?

Speaking: Production and

Interaction scales

Speaking Competences and Strategies

Lets watch a short video

clip
Handout 8

Spoken Interaction
A2
I can communicate in simple
and routine tasks requiring a

simple and direct

exchange of
information on familiar
topics and activities. I can
handle very short social

exchanges

even though I
cant usually understand
enough to keep the
conversation going myself.

B1
I can deal with most
situations likely to arise
whilst travelling in an area
where the language is
spoken. I can enter

unprepared into
conversation on topics that are

familiar, of personal
interest or pertinent to
everyday life (e.g. family,
hobbies, work, travel and
current events).
Handout 9

Spoken Production
A2
I can use a

B1
series of

phrases and
sentences to
describe in simple
terms my family and

other people, living

conditions, my
educational
background and my
present or most recent
job.

I can connect phrases in

a simple way in order

describe
experiences and
events, my dreams,
to

hopes and ambitions. I

can briefly give
reasons and
explanations for
opinions and plans. I
can narrate a story or
relate the plot of a book
or film and describe my
reactions.

Qualitative aspects of spoken

language use

INTERACTION
RANGE

FLUENCY

ACCURACY
COHERENCE
Handout 10

Speaking construct
Two Way

Three-way

What type of talk does neither diagram

accurately represent?

Handout 11

Round up and reflection

independent
service interactions

strategies
production
fluency

discourse management
Handout 12
appropriateness

Final thoughts
Write down 5 key words you recall
from the sessions so far.
Write down 3 take away messages
from the session.
Compare notes with a partner.

Overview
Session 3

Speaking:
finding
the level

Speaking
scales

Applying
Rating scales

Speaking:
Competen
cies and
strategies

Speaking: finding the level

Types of scales

Assessor vs user-oriented scales

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

assessor-oriented scales guide the rating process.

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

Phonological scale

C1

Can vary intonation and place sentence stress correctly in

order to express finer shades of meaning.

B2

Has acquired a clear, natural, pronunciation and intonation.

B1

Pronunciation is clearly intelligible even if a foreign accent

is sometimes evident and occasional mispronunciations
occur.

A2

Pronunciation is generally clear enough to be understood

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

A1

Pronunciation of a very limited repertoire of learnt words

and phrases can be understood with some effort by native
speakers used to dealing with speakers of his/her language
group.

Speaking Competences and Strategies

Lets watch a short video

clip

Degrees of achievement

CEF
R
C
2
C
1
B
2
B
1
A
2
A
1

5 = Almost at next CEFR

level
4 = Strong performance at
level
3 = At level
2 = Not quite at level
1 = Below level

Degrees of achievement: An
example
A2 Speaking rating scale
[Cambridge English Language Assessment]
A2

4
3
2

Grammar and Vocabulary

Shows a good degree of control
of simple grammatical forms.
Uses a range of appropriate
vocabulary when talking about
everyday situations.

Pronunciation
Is mostly intelligible, and
has some control of
phonological features at
both utterance and word
levels.

Interactive
Communication

Maintains simple exchanges.

Requires very little prompting
and support.

Performance shares features of Bands 3 and 5.

Shows sufficient control of simple Is mostly intelligible,

grammatical forms.
despite limited control of
phonological features.
Uses appropriate vocabulary to
talk about everyday situations.

Maintains simple exchanges,

despite some difficulty.
Requires prompting and
support.

Performance shares features of Bands 1 and 3.

Shows only limited control of a

few grammatical forms.
Uses a vocabulary of isolated
words and phrases.

Has very limited control

of phonological features
and is often
unintelligible.

Has considerable difficulty

maintaining simple
exchanges.
Requires additional prompting
and support.

Performance below Band 1.

Handout 13

Degrees of achievement: An
example
B1 Speaking rating scale

B1

[Cambridge English Language Assessment]

B1

Grammar and
Vocabulary

Discourse
Management

Shows a good degree of

Produces extended
control of simple grammatical
stretches of language
forms, and attempts some
despite some hesitation.
complex grammatical forms. Contributions are
relevant despite some
Uses a range of appropriate
vocabulary to give and
repetition.
exchange views on familiar
Uses a range of cohesive
topics.
devices.

Pronunciation
Is intelligible.
Intonation is generally
appropriate.
Sentence and word
stress is generally
accurately placed.
Individual sounds are
generally articulated
clearly.

Performance shares features of Bands 3 and 5.

Shows a good degree of

Produces responses which Is mostly intelligible, and
control of simple grammatical
are extended beyond short has some control of
forms.
phrases, despite
phonological features at
hesitation.
both utterance and word
Uses a range of appropriate
vocabulary when talking about Contributions are mostly
levels.
familiar topics.
relevant, but there may be
some repetition.
Uses basic cohesive
devices.
Shows sufficient control of
simple grammatical forms.
Uses a limited range of
appropriate vocabulary to talk
about familiar topics.

Performance shares features of Bands 1 and 3.

Produces responses which
are characterised by short
phrases and frequent
hesitation.
Repeats information or
digresses from the topic.

Is mostly intelligible,
despite limited control of
phonological features.

B2
Interactive
Communication

Initiates and
responds
appropriately.
Maintains and
develops the
interaction and
negotiates towards
an outcome with
very little support.

Initiates and responds

appropriately.
Keeps the interaction
going with very little
prompting and
support.

Maintains simple
exchanges, despite
some difficulty.
Handout
14 &
prompting
Requires
and support.

15

Reflection
1. Which aspects of the session have
been most relevant so far?
2. Which concepts would you find most
difficult to incorporate into your
teaching?
3. Which aspects of this session will be
easiest to apply in your classroom?
Explain to a partner how you will do
this?

Overview
Session 4

CEFR
perspecti
ve on
language
teaching
and
learning

Task-based
learning

An actionoriented
teaching
methodolo
gy

Learning
oriented
assessment

CEFR: Perspectives on
language teaching and
learning

Communicative task

Royal Behaviour

Sultan Mustapha III

(reigned 1639 57) of the
Ottoman Empire had 542
children all of them boys

Handout 16

Experiential learning task

to build awareness of notions of goals, prior knowledge,
scaffolding, comprehensive output, feedback, teacher roles
and learner roles
. in a task process in which participants make
purposeful use of language to communicate personally
significant meanings
post-tasks will involve participants reflecting upon how
each of the elements above shaped language task processes

Broader aspects of
methodology
Tasks
Goals
Prior Knowledge
Scaffolding (input)
Comprehensive output
Feedback
Teacher roles
Learner roles

Core methodology
The CEFR does not advocate or promote any
particular teaching methodology. The CEFR
emphasises language use. This implies:
1. Conducting lessons using the target language
2. Interacting for communicative purposes
3. Using tasks which support learning
4. Scaffolding input and modifying teacher language
5. Resolving misunderstandings and negotiating
meaning in the target language
6. Making the target language the means as well as
the focus of lessons

Teacher-led interaction
Setting context
Visual support
Modelling
Language contingent with gesture
Back-up questions
Positive re-enforcement
Overt correction
Echoing
Handout 17

Task-based interaction
Task-based interaction is actually where language
learning occurs
Learner is able to monitor performance and test
hypotheses about language
Learner is engaged in a continuous process of coconstructing and extending meanings in
contextualised activities

Developing learning-oriented
assessment practices
Basic principles

school learning proceeds within a community it is a social process

learning concerns personal development, consisting in attitudes,
dispositions and skills which are key to present and future learning
teaching goals and assessment goals must be closely aligned to
specific desirable outcomes (communicative ability in the case of
languages)
language learning concerns the purposeful use of language to
communicate personally significant meanings
tasks must have interactional authenticity, that is, learners must
engage with the task at hand, not the winning of positive appraisal
of performance
evidence drawn from classroom interaction if systematically
recorded could be usefully fed back to promote further learning
Handout 18

Learning-oriented
assessment

Learning Oriented Assessment

A Question:

(LOA)

After a day at school, which of the

statements below are you more
likely to think of?
Today what I taught was
Today what my student learned
was

Adjust
teaching
cycle

Set clear
learner
objectives
(by the end
of the
lesson my
students
will be able
to

Set tasks
to elicit a
Performa
nce

Using a
framewor
k of
reference
(e.g.
Provide CEFR)
feedback
Collect
or
and
encourage
interpret
selfevidence
assessme
nt

Reflection
Discuss with a partner about how you
can/do apply a task-based approach in your
teaching.
What challenges are there and how can
these be overcome?

Overview
Session 5

CEFR and
writing

Writing text
types and
tasks

Apply the
CEFR to
writing
samples

Writing
scales

CEFR: Writing
Towards a writing construct

Introducing the writing skill

Considering the qualitative aspects of

writing

Handout 19

Overall written production

C2scale
Can write clear, smoothly flowing, complex texts in an
appropriate and effective style and a logical structure which
helps the reader to find significant points.
C1 Can write clear, well-structured texts of complex subjects,
underlining the relevant salient issues, expanding and
supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with
an appropriate conclusion.
B2 Can write clear, detailed texts on a variety of subjects related
to his/her field of interest, synthesising and evaluating
information and arguments from a number of sources.
B1 Can write straightforward connected texts on a range of
familiar subjects within his field of interest, by linking a series
of shorter discrete elements into a linear sequence.
A2

Can write a series of simple phrases and sentences linked

with simple connectors like and, but and because.

A1

Can write simple isolated phrases and sentences.

Creative writing descriptors

C2 Can write clear, smoothly flowing, and fully engrossing stories
and descriptions of experience in a style appropriate to the
genre adopted.
C1 Can write clear, detailed, well-structured and developed
descriptions and imaginative texts in an assured, personal,
natural style appropriate to the reader in mind.
B2 Can write clear, detailed descriptions of real or imaginary
events and experiences, marking the relationship between
ideas in clear connected text, and following established
conventions of the genre concerned.
Can write clear, detailed descriptions on a variety of subjects
related to his/her field of interest.
Can write a review of a film, book or play.
B1
A2
A1

Handout 20

Overall written interaction

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

Handout 21

Towards a writing construct

Task response
Purpose
Audience
Structure
Control
Range

Handout 22

Written text types

Handout 23

Reflection
Rank these features of learner writing according to
typical level of teacher focus/feedback they receive:
1likely to deal with

6 very unlikely to deal with

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

Overview
Session 6

CEFR and
writing

Rating
writing
scripts

Finding the
level

Linked
rating
scales

Writing: finding the level

Linked writing scale

Grade x Grade x Grade x

Grade
x

Grade x Grade x
5

C2

3
1

C1
B2
B1
A2
A1
PreA1

5
3
1

B1 writing scale
B
1
5

CONTENT

COMMUNICATIV
E ACHIEVEMENT

ORGANISATION

LANGUAGE

All content is relevant to

the task.

Uses the conventions

of the communicative
task to hold the
target readers
attention and
communicate
straightforward ideas.

Text is generally
well organised and
coherent, using a
variety of linking
words and cohesive
devices

Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use of
less common lexis.

Target reader is fully

informed

Uses a range of simple and some

complex grammatical forms with a
good degree of control.
Errors do not impede
communication

Performance shares features of Bands 3 and 5

Minor irrelevances
and/or omissions may
be present.
Target reader is on the
whole informed.

Uses the conventions

of the communicative
task in generally
appropriate ways to
communicate
straightforward ideas

Text is connected
and coherent, using
basic linking words
and a limited
number of cohesive
devices

Uses everyday vocabulary

generally appropriately, while
occasionally overusing certain
lexis.
Uses simple grammatical forms
with a good degree of control.
While errors are noticeable,
meaning can still be determined

Performance shares features of Bands 1 and 3

Irrelevances and
misinterpretation of task
may be present.

Target reader is
minimally informed.
Content is totally
irrelevant.
Target reader is not
informed.

Produces text that

communicates simple
ideas in simple ways

Text is connected
using basic, highfrequency linking
words

Performance below Band 1.

Uses basic vocabulary reasonably

appropriately. Uses simple
grammatical forms with some
degree of control. Errors may
impede meaning at times.

Handout 24

A2 writing scale
Band Marking criteria
5

Very good attempt at the task.

No effort is required of the reader.
All elements of the message are fully communicated.

Good attempt at the task.

Minimal effort is required of the reader.
All elements of the message are communicated.

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.

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.

Poor attempt at the task.

Excessive effort is required of the reader.
Very little of the message is communicated.

Content is totally irrelevant or incomprehensible. OR

Too little language to assess.
Handout 25

Reflection

Use these graphics to make a quick mind-map of the different

things these writing rating criteria refer to.

Look at some of the images and icons from today and

recent sessions. Which CEFR-related things are likely to
most impact on your work? Explain to another participant.
Content
Organisation
Communicative
achievement
Language

Positive reenforcement
Overt correction

Overview
Session 7

Language
knowledg
e

Language
competency
scales

English
Vocabular
y Profile

English
Grammar
Profile

CEFR: Language knowledge

scales

Language awareness
I want to sell many dolls. (a lot of)
Why do you give those information
in an advertis(e)ment? (this)
I will move to other city so I want to
sell it. (another)
It was really interesting to hear about
all the different people and theirs
[backgrounds]. (their)

CEFR general lexical,

grammatical, orthographic and
phonological scales
Vocabulary Range

Vocabulary Control

B1
Has a sufficient vocabulary to express
him/herself with some circumlocutions
on most topics pertinent to his/her
everyday life such as family, hobbies
and interests, work, travel, and
current events.
Has sufficient vocabulary to conduct
routine, everyday transactions
involving familiar situations and
topics.
A2
Has a sufficient vocabulary for the
expression of basic communicative
needs.
Has a sufficient vocabulary for coping
with simple survival needs.

B1

Shows good control of

elementary vocabulary but
major errors still occur when
expressing more complex
thoughts or handling
unfamiliar topics and
situations.

A2

Can control a narrow

repertoire dealing with
concrete everyday needs.

Language syllabus
There are many important projects linked to
CEFR which have given insight into the
language areas that are implied in its
skills specification.
Waystage and Threshold specification
English Profile

Handout 26

English Vocabulary Profile

(EVP)

http://www.englishprofile.org

Handout 27

Lexical progression

TAKE
[tr.]

A1

A2

B1

B2

C1

Take a
book

Take a bus

Take part

Take a
deep
breath

Take the
matter
further

Take a
picture

Take an
exam

Take a nap Take a

chance

Take care

Take place

Take
sb/sth
seriously
Take a
keen
interest

The English Grammar Profile

is based on data from the Cambridge Learner Corpus
analyses which aspects of English grammar are typically
mastered at each CEFR level. Look at this example for
may

A2
B1
C1
C2

Weak possibility: "The weather may be hot.

Formal permission: "May I borrow your bike?
'May well': "You may well find that this is not the case.
'May as well': "We may as well go home."

provides guidance on which grammatical features

characterise learners output at each level of the CEFR,
i.e. criterial features.
is publicly available free-of-charge for non-commercial
use: http://
www.englishprofile.org/english-grammar-profile
Handout 28

Reflection
What would a curriculum based on
the CEFR prioritise: meaning or
language form?
Would a CEFR curriculum prioritise:
development of knowledge about
language or development of
language skills?
How might we describe place of
grammar and vocabulary in CEFRoriented curriculum?

Overview
Session 8

Reception
:
Listening
and
reading

Elements in
reception

Activating
schemata

Conditions
and
constraints in
reception

CEFR: Elements in reception

and understanding

Introduction
Listen to the two dialogues:
What are the different functions in
the dialogues?
What type of questions would you
ask your learners after listening to
these texts?

Elements in reception
As readers read, they generate a mental
representation, or gist, of the text, which
serves as an evolving framework for
understanding subsequent parts of the text.
As they read further, they monitor their
understanding, as they interact with the
text.
If they encounter difficulties, they draw on a
variety of strategies to readjust or improve
Learners
their understanding.
mental
context

External
context

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

Schemata
Aschemais a cognitive framework or
concept that helps organise and interpret
information.Schemascan be useful
because they allow us to take shortcuts in
interpreting the vast amount of information
that is available in our environment.
Lets watch a short presentation outlining
schema theory.

Handout 29

Activating schemata
I am going to the dentists this afternoon
-

Setting
Participants
Goals
Procedures
Outcomes

CEFR: aural reception

To listen, the learner must be able to:
perceive the utterance (auditory phonetic
skills)
identify the linguistic message (linguistic
skills)
understand the message (semantic skills)
interpret the message (cognitive skills)
Handout 30

Aural reception processes

Framing

Inferring

schemata provide a conceptual framework for

expectations to be matched against what is
heard
listener works out the intention or purpose of the
speaker by following cues and inferring where
there are gaps

Hypothes
is
Testing

Hypothes
isRevisin
g

listener matches incoming speech against their

deductions and identifies any mismatch

any interpretive mismatch leads to revision of

the conceptual schema (re-framing) and so on
Handout 31

Reflection
Think of the following concepts:
- Service situation
- Co-constructing meaning
- Obstacles to understanding
Create an activity that you might use
with your learners.

Overview
Session 9

Listening
activities

Listening
scales

Conditions
and
constraint
s

Listening
texts and
tasks

CEFR: Listening
Scales, Learning Objectives, Learning Tasks

Listening activities

public
announceme
nts

voicemails

Handout 32

What types of conditions and

constraints do each of the
C2
listening
scales mention?
C1
B2
B1
A2
A1
Text
structure

Dialect
and
accent

Relevance
to learner
Text
length

Topic
Linguistic
complexit
y
Text type
Handout 33

Reflection
Choose a learner you might typically
work with and clarify their level.
Write a short summary identifying
the types of listening task they do
and what characteristics they show
which put them at the level you have
named.

Overview
Session 10

Reading
activities

Reading
scales

Reading texts
and tasks

Conditions
and
constraints

CEFR: Reading
Towards a reading construct

Reading purpose

Reading activities, purposes

and strategies

Readin
g
activitie
s

What is the difference? Can

you think of some
examples?

Reading
strategi
es
Reading
purpose
s

Handout 36

Global reading scale

B1 Can understand short, simple texts on

familiar matters of a concrete type
which consist of high frequency
everyday or job-related language.

Handout 37

Reading for information and

argument
C2
as in C1
C1

Can understand in detail a wide range of lengthy, complex texts likely to be

encountered in social, professional or academic life, identifying finer points of detail
including attitudes and implied as well as stated opinions

B2

Can obtain information, ideas and opinions from highly specialised sources within
his/her field.
Can understand specialised articles outside his/her field, provided he/she can use a
dictionary occasionally to confirm his/her interpretation of terminology.
Can understand articles and reports concerned with contemporary problems in
which the writers adopt particular stances or viewpoints.

B1

Can identify the main conclusions in clearly signalled argumentative texts. Can
recognise the line of argument in the treatment of the issue presented, though not
necessarily in detail.
Can recognise significant points in straightforward newspaper articles on familiar
subjects.

A2

Can identify specific information in simpler written material he/she encounters such
as letters, brochures
and short newspaper articles describing events.

A1

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

A model of
Reading

A simplified version
Word
recognition
Lexical search
Syntactic
parsing
Meaning
construction
Discourse
construction

Handout 38

(adapted from Field 2013: 97,101,10

Top-down and bottom-up processing

When we misread
something or come
across something
unfamiliar we adjust
our strategy

A large part of
reading effectively is
reading information
at an appropriate
speed for a reading
purpose

We read different
texts or parts of texts
differently according
to the type of
reading activity we
are engaged in

READING (NOT ALOUD)

Skills involved include:

Perceptual skills
Memory
Decoding skills
Inferrencing
Predicting
Imagination
Rapid scanning
Referring back and forth
interpreting

Reading for orientation

Can scan quickly through long and complex texts, locating
B2 relevant details.
Can quickly identify the content and relevance of news items,
articles and reports on a wide range of professional topics,
deciding whether closer study is worthwhile.
Can scan longer texts in order to locate desired information,
B1 and gather information from different parts of a text, or from
different texts in order to fulfil a specific task.
Can find and understand relevant information in everyday
material, such as letters, brochures and short official
documents.

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

Can find specific, predictable information in simple everyday

A2 material such as advertisements, prospectuses, menus,
reference lists and timetables.
Can locate specific information in lists and isolate the
information required (e.g. use the Yellow Pages to find a
service or tradesman).
Can understand everyday signs and notices: in publicHandout
places,
39
such as streets, restaurants, railway stations; in workplaces,

Reflection
Write down 5 key words you recall
from the training.
Write down 3 take away messages
from the session.
Compare notes with a partner.
Next steps?