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CEFR

Familiarisation Training
Primary /Preschool

Insert presenter name


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

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

The
Cambridge
Baseline 2013
Session 1

Introduction to the CEFR


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

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

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


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

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


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

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

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


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

• Translated into 40 languages


Terminology

CEFR Common European Framework


of Reference

CEF Common European Framework


(of reference)

CFR Common Framework of


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

• need to create a comprehensive, transparent and coherent basis of


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

• growth in European Union membership and processes of


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

• developments in language learning: from grammar translation to


functional, notional, communicative approaches
Aims of the CEFR

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


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

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


curriculum guidelines, examinations and textbooks.

• to define levels of proficiency which allow learners’ progress to be


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

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


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

John Trim
CEFR ‘developmental’ vision

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

reference, itself always open to amendment and further


development, in an interactive international system of

co-operating institutions ... whose cumulative


experience and expertise produces a solid structure of

knowledge, understanding and practice shared by all.’

John Trim
What are the common uses of the CEFR?

Discuss with your


partner
Common uses of the CEFR

evaluating language learning needs


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

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

• to consider salient differences between approaches to teaching young children L2


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

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


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

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

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

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


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

• CEFR presents the view of ‘communication as the goal of


language learning …’

• CEFR provides ‘a descriptive framework of levels of


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

… the CEFR’s action-oriented / can-do approach

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

C2
Proficient user
C1

B2
Independent user
B1

A2

A1
Basic user

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

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

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

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

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

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

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


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

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

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

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

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

native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of
subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

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

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

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

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

The mechanics of driving


Core linguistic knowledge

A range of driving situations


A range of communicative situations
A six level framework

C2
Proficient user
C1

B2
Independent user
B1

A2

A1
Basic user

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

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

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

… helping teachers, learners, course designers, assessors


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

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

Handout 7
Reflection

Go back to your KWL chart:


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

Session 2
Spoken Qualitative aspects
interaction of speaking

Spoken
production
Session 2

Cambridge Baseline 2013


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

2. What are the key challenges


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

Create a 2013 baseline in order to:

• Establish a clear vision and


aspirations

• Create an evidence-based language


policy and strategy
Participants

5.2m students, 10,000


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

Comprehensive: pre-school to pre-university


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

Students: language levels, 4 skills


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

Approximately 85% of students agree that


they like their English classes at school

Approximately 95% of teachers agree that


they like teaching English

Many sampled teachers have a high level of


English and a good knowledge of teaching

Some students have a high level of English

Policy is moving in the right direction


Student language levels

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

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

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

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

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


Students: weakest skill is speaking

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

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

Students report that they enjoy learning English

However, not all students recognise the importance of English

Learners report that they rarely use English in the classroom

Learners have little exposure to English outside the classroom

English-speaking parents have positive impact


Teaching knowledge and practice

Teaching knowledge Teaching practice

Strong on establishing a good rapport with students

Weaker in planning, managing and monitoring learning

A range of classroom management techniques from


teacher-dominated to learner-centred

Some excellent examples observed


Factors influencing teaching and learning

Teachers like teaching English


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

Handout 8
Reflection

• Discuss in groups what the implications


of these findings are for you and your
teaching.

• In what way can the CEFR help you


address some of the issues raised in the
study?
Day 1 Session 4

LISTENING: primary interlocutor


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

Rank them according to which you can answer in the fullest


detail.
Teacher modified language and comprehensible
input strategies
Core methodological approach
The core goal in a CEFR action-oriented
classroom is
Co-opting the learner into the process of making
English the medium as well as the goal of all their
learning….

…. Which means co-opting teachers into this too.


L1 early oral development

Input [CDS] Output


• Semantically contingent • Optimum opportunity
• Contextualized to try out
language routines • Opportunity to work
• recasts out (comprehensible
output)
• Evolving interlanguage
• Lexicalisation
• Grammaticisation
• relexisation
L2 early oral phase: teacher is main
spoken input provide
• ‘silent period’
• Pre-school L2 teaching
• For ‘carer’ substitute ‘teacher’
• For ‘contextualized routines’ substitute ‘class
routines’
• Instinctive appeal of methods like TPR
• Success of high energy, non-threatening output/
feedback classrooms
All contribute to exposure to sounds and the
development of phonological processing
‘Whole child’ learning

• utilise the experiences, knowledge and


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

Learning outcomes are framed as a progressive can-do


sequence.

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


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

learning objectives related to CEFR A1 Listening comprehension


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

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

Listen and do Listen and identify


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

e.g. Write number 10 on the


bus. Colour the bike blue. Put e.g. There are two black cats
the cat in the car. under a chair.
Listening input/output challenges and
grading
• length of text
• language in text
• sentence length
• number of distractors
• picture support
• language needed for answers

Handout 8
Listening input/output challenges and grading
Just a few of the ‘contingent language’ input opportunities a
medium like YouTube represents:

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

• Interactive full class teaching: challenging and


careful use of questioning, elicitation and positive
reinforcement.

• Pair and group work: high levels of participation and


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

Which question would you most like to research more?


Day 1
Session 5

Plenary: Round up

Handouts 10 and 11
Primary
Learner
Overview Speaking
Day 2 Competences

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

CEFR scales
and early
written
production
Day 2
Session 1
Primary Learner Speaking
Competencies and strategies
Speaking Competences and Strategies

Let’s watch three video clips

Handout 12
Spoken Interaction

A1 A2
• Can interact in a simple way • can communicate in simple
but communication is totally and routine tasks requiring
dependent on repetition at a simple and direct
a slower rate of speech, exchange of information on
rephrasing and repair. familiar topics and
• Can ask and answer simple activities.
questions, initiate and • can handle very short social
respond to simple exchanges even though I
statements in areas of can’t usually understand
immediate need or on very enough to keep the
familiar topics. conversation going myself.
Handout 13
CEFR Spoken Production

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

Handout 14
Speaking construct
Two Way Three-way

What type of talk does neither diagram Handout 15


accurately represent ?
Qualitative aspects of spoken language
use

INTERACTION FLUENCY RANGE

ACCURACY COHERENCE

Handout 14
Generating spoken language in the
Primary classroom : questioning and
eliciting techniques

• Matching and ordering


• Put it together
• Put in the right place
• Draw and colour it
• Same or different
• Odd-one-out
• What’s missing?
• What’s the question? Handout 15
‘Wait-time’ with children

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


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

Wait-time before nominating and after the initial response encourages


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

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

• Energise and focus


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

Think: seating, change of scene, group dynamics


Primary teacher toolkit

• visuals
• gesture
• instructional (semantically contingent) language
• L1 cognates
• songs and rhymes
• in school/out of school environment: international
• words/names/symbols/shapes/numbers
• positive reinforcement (recasts, not corrections
/echoes)
• easily identifiable formats: gaming, puzzles, riddles,
jokes, pot the difference, odd-one-out.
Sample Activity: How to tie.. races

• Shoe laces
• Knots
• A balloon
• A bow
• A tie
• A blind fold
Aspects of ‘child’ spoken output not
necessarily reflected in CEFR
• Trade-off between control of learner output and
authenticity of tasks in primary language classrooms
• Scaffolding of tasks prevalent in pre-school learning
• Learning to learn, enabling skills very prominent in
primary classrooms
• Limits to children’s cognition, linguistic progress,
psychological, emotional, social development not
acknowledged in CEFR
• In pre-school/early primary learning no task should
tax children’s cognition by requiring them to deal with
multiple perspectives other than their own
Day 2
Session 2
CEFR Reading Scales and early
literacy breakthrough
Questions related to issues in this session

In this session trainers will address:


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

Begins at A1 level and does not talk about issues


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

Handout 18
Reading construct model

This scale, however, is just as valid in primary


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

Handout 19
A simplified version

A model of Word recognition


Reading
Lexical search

Syntactic parsing

Meaning construction

Discourse construction

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


Quick quiz

1. How many sounds are there in English ?


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

• Why teach the alphabet?


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

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

• key • beach

• me • tree

• pony • key

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

• kitten • kitten

• queen • duck

• school • school

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

sound picture chart - THRASS chart


Early literacy sequence

• introduce most common sound pictures first


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

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

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

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

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

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

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

Four principles
• English is a sound to grapheme code: think sound
pictures: t g
• Some sound pictures are represented by more than
one letter: ch sh ae
• There is variation in the code - some sounds are
represented by more than one sound picture: g gh
gg
• There is overlap in the code - some sound pictures
represent more than sound: h ea t gr ea t
Following a phonographic approach
means:
• you teach sound - sound picture relationships in a
fixed order
• you teach encoding and decoding at the same time
• key skills are reversible
• you reject the idea of ‘silent letters’, ‘exceptions to
rules’
• you can add a sight word approach which allows
early access to meaning through texts and books
Sight-words: may be kept in a different
place
Skills framework

•sounds and sound pictures


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

Let’s return to our question:


• What are effective approaches for helping
children to decode?

Discuss these terms in small groups:


sound picture blending sounding encoding
segmenting sight-word phoneme manipulation
digraph
Day 2
Session 3

CEFR scales and early writing


Orthographic control

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

• Can spell his/her address, nationality and other personal


details.
Grammatical Accuracy

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

phonological

lexical graphemic
Spelling

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

wh- kn- -gh – igh –aw –ow

are all Old English orthographical patterns.


“Ofer hron rade”
Over the whale’s road (sea)
Learning these common patterns
• Learners who expect to -gh are less likely to –hg

• Learners have fewer strange patterns to learn when


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

• Permits ‘silent letter’ approach when we know ‘k’ / ‘w’


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

Tim - time mad - made

us - use Sam - same

not - note hat - hate


Link to sound picture approach

Opposites igh
• day • r
• low • l
• wrong • t
• loose • h
• heavy • n
Pass the pattern
ch ee
ou ea
st le
ing es
igh ck
al tion
Spelling: graphemic knowledge
• Possible ‘environment’ for letter strings
• Useful graphemic patterns which can help learners:
• syllables
• word length
• CVC doubling
• ‘illegal’ endings
• letters that don’t double
• -f / -ves
Sticks and tails
Key:
Letters with sticks bdfhklt
Letters with tails gjpqy
In-line letters aceimnorsuvwxz

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

Word within a
word

Emotive Spelling
Pattern log
Mnemonic
recording
Handout 20
Day 2
Session 4

Text level reading activities and the


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

What is the difference? Can you


think of some examples?
Reading
activities

Reading
strategies

Reading
purposes

Handout 18
A simplified version

A model of Word recognition


Reading
Lexical search

Syntactic parsing

Meaning construction

Discourse construction

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


Reading [not aloud]

Skills involved include:


• perceptual skills
• memory
• decoding skills
• inferencing
• predicting
• imagination
• rapid scanning
• referring back and forth
• interpreting
Global reading scale

A2 Can understand short simple texts containing the


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

Handout 22
Towards a reading construct
READING FOR INFORMATION AND ARGUMENT

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

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

Handout 20
Top-down and bottom-up processing

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

A large part of
reading effectively is
reading information
at an appropriate
speed for a reading
purpose
Which are more likely to involve top-
down processes?
• finding specific words/numbers in a text
• extracting main ideas in a text
• using a dictionary to check the meaning of a word
• using context to guess the meaning of an unknown word
• using word shape/lexical clues to guess meaning of a word
• stating explicit and implicit meaning of text
• highlighting direct speech in a text
• predicting outcomes in a text
• summarising ideas in a text
[ These different types of skills are described across the CEFR illustrative reading scales ]
Reading for orientation
B1 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.
Can find and understand relevant information in everyday material,
such as letters, brochures and short official documents.
A2 Can find specific, predictable information in simple every day
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 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.
Whole child: Reading Perspectives

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

INTEGRATED TASKS whole books

read and use computer menus read and do digital activities

word patterns picture dictionaries read and do

read, research, write for display read and predict

read and solve puzzles


PICTURE DICTIONARY QUEST
Find the animal by looking in the dictionary.

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


legs.

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

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

4. It’s a bird. It begins with ‘p’. It cannot fly.

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

• What are key concepts from sessions 3 - 6 that


may be challenging for teachers to grasp?
What, if any, additional activities would you
need to do to help teachers understand these
aspects?
Day 2
Session 5

Plenary and round up


Training room cycles: what we did today

Awareness
raising

Wrap up and Concept


consolidation Building

TRAINING
SESSION

Presentation Analysis and


and feedback evaluation

Application
Text level
Writing
Overview activities and
Day 3 CEFR

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

CEFR
language
knowledge
scales
Day 3 Session 1

Text level writing activities and the CEFR:


Extending to the primary context
Overall Written production scale
C2
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure
which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding
and supporting points of view at some length with subsidiary points, reasons and relevant examples, and
rounding off with an appropriate conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his field of interest, by
linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’ and
‘because’.
A1
Can write simple isolated phrases and sentences.
Creative Writing descriptors
C2
Can write clear, smoothly flowing, and fully engrossing stories and descriptions of
experience in a style appropriate to the genre adopted.
C1
Can write clear, detailed, well-structured and developed descriptions and imaginative
texts in an assured, personal, natural style appropriate to the reader in mind.
B2
Can write clear, detailed descriptions of real or imaginary events and experiences,
marking the relationship between ideas in clear connected text, and following
established conventions of the genre concerned.
Can write clear, detailed descriptions on a variety of subjects related to his/her field of
interest.
Can write a review of a film, book or play.
B1
A2 Handout 23

A1
Overall Written Interaction Scale

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

Handout 24
Written text types

Handout 25
Multi-sensory writing techniques
• back writing • air writing
• directional letter writing • caption matching/completion
• pattern within a word: making • sight word gaming
mnemonics • story prediction
• making string words • letter change dictation
• completing CVC words • making string letters
• rhyming words : guess and • multiple blank summaries
write
Typical early curriculum integrated writing focus
School The world around us
[P] Give learners a blank diagram/floorplan of [D] Teacher demonstrates different things signs can
their school. Give learners different images, e.g. typically mean
car park, hall, toilet, gym, office, classrooms, Here Danger Please Stop This way Don’t
canteen or library to cut out and stick on their [P] Learners read different signs in English and say
diagram according to school layout. which one of above each one means.
[W] Walk learners around school to find and copy [W] or [P] Online interactive sign reading. Learners
down names of different parts of school in English read signs and complete short sentences either as
[P] Learners label their diagram with words they whole class to board or on computers.
have found around school. [P] Learners draw/make signs using guided
templates to put around school/classroom. All signs
placed on a wall and other learners say what they
mean and where you would put them.
Day 3
Session 2

Communicative language pedagogy


and the role of assessment
Language learning classroom environment

What do you like or dislike


about this classroom?

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

Handout 26
Pedagogic principles and communicative
language learning

Modelling Cross-curricular links

Active learning Responding to learners’


needs
Learning Collaborative learning
conversations Differentiation

E-learning
Attitudes to learner error

Which best represents your perspective?

• errors and mistakes are evidence of failure to learn


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

• all errors and mistakes should be immediately corrected by the


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

Formative Assessment Summative Assessment

Informal Formal

Handout 27
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 28
Learning-oriented assessment
Put the learner at the centre
Learning Oriented Assessment (LOA)

A Question:

After a day at school, which of the statements


below are you more likely to think of?

• Today what I taught was…


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

? objectives

Adjusting
teaching Performance
cycle

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

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

• Setting goals
• Collecting evidence
• Giving feedback

An informed and systematic approach


keeping the learner at the centre
‘Differentiated’ learning in practice

It is not just about:

“individualising” instruction e.g. through worksheets or


homework tasks

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

Effective ‘differentiated’ learning is more about


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

• Different amounts of support can be offered to


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

The success criteria specified could be differentiated by


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

• This may be as simple as having a choice between a


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

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

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


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

• Pre-school learners can keep their own English portfolio – using pictures to
record what they ‘can do’ in English
• http://elp-implementation.ecml.at/
Day 3
Session 3

CEFR: Language knowledge scales


Language awareness

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


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

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


specification
• English Profile [ Cambridge English Language
Assessment ]
• Cambridge English YLE lexical and structural syllabus
Handout 29/page 37
English Vocabulary Profile (EVP)
http://www.englishprofile.org

 pay verb BUY A1


 pay verb WORK B1
 pay attention (to sth) B1
 pay sb/sth a visit or pay a visit to sb/sth B2
 pay sb a compliment C2
 pay verb SUFFER C2
 pay the price C2
 pay tribute to sb/sth C2
 pay back sb/sth or pay sb/sth back B1
 pay off sth or pay sth off B2
 pay off B2
 pay noun B1 Handout 30 / page 38
Lexical progression

A1 A2 B1 B2 C1

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

Take a picture Take an exam Take a nap Take a


chance

Take care Take place Take sb/sth


seriously

Take a keen
interest
Starters: working towards A1

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

Can you say at which level


Starters working towards A1
Movers A1
Flyers A2

These structures would first appear as part of the specification:

If clauses (in zero conditionals)


If it’s sunny, we go swimming.

Adjectives Including possessive adjectives


He’s a small boy. His name is Bill
Handouts 31 page 39
Session 10

CEFR ORAL Production Scales:


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

Teacher Learner

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

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

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

Asks _____ questions _______ about things in a scene picture


Asks closed _______ questions

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

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

_________ clear eye contact with learner Answering personal questions without __________

Handout 33 page 41
Speaking Assessment Task

• At what level on the CEFR scale was the


learner in the previous video clip operating?
• Which level do these assessment tasks target?

Handout 34 page 42
Speaking Assessment Tasks
Handout 35 page 46

• Let’s watch the video clip


• At what level on the CEFR scale was the learner in
the video clip operating?
• Which parts of the CEFR Spoken Interaction and
Production scales point to the level?
Speaking Assessment Criteria

• Reception
• Pronunciation
• Production: Promptness and size of response
Speaking Competence at Pre A1 level

Let’s watch the video clip again and


assess the candidate’s performance
Handout 36
Look at some of the images and icons from the recent sessions. Which CEFR-
related things are likely to most impact on your work ? Explain to another
participant.
Reception
Pronunciation
Production
Day 4 Session 1

CEFR Written Production Scales:


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

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

From: Alex
To:
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.
Criteria in the scales
• Look at the scales on the next slide for
assessing A2 writing. The rating descriptors
relate to three broad criteria.

What are they?

Handout 37
A2 writing scale

Band Marking criteria


5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the message is only
partly communicated
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.
Day 4
Session 2

CEFR Training Delivery


Your role as trainers
Questions relating to issues in this session for trainers

• What dispositions and potential ‘knowledge/


skills deficits’ will you have to address in
presenting CEFR to your trainees?
• In what ways are training room skills different
to classroom skills?

Handout 37
Training room cycles: what we did today

Awareness
raising

Wrap up and Concept


consolidation Building

TRAINING
SESSION

Presentation Analysis and


and feedback evaluation

Application
Areas of training room skills

• Preparation and delivery


• Questioning
• Providing input
• Setting up tasks
• Monitoring group work
• Processing group presentations and output
• Managing plenary and round up
Training room sub-skills
Trainer questioning
• Planning questions to be • Varying manner of asking
asked questions
• Writing out questions • Asking questions in a non-
appropriately threatening manner
• Asking concise and specific • Allowing enough time for
questions participants to think
• Using participants’ existing • Rephrasing questions for
knowledge clarification
• Asking relevant questions • Following-up on participants’
• Asking questions in logical answers
order • Acknowledging the
participants and their answers
Questions types in learning/training

display referential
probing convergent
concept procedural
hypothetical divergent
Trainer questioning

Convergent question To move processes/ activities along


Hypothetical question To elicit more extended trainee responses
to content
Probing question To monitor trainee understanding
Procedural question To encourage trainees to expand on their
Display question answers
To focus on factual information and
Divergent question metalanguage terminology
Concept checking question To promote trainee speculation
Referential question To elicit simple correct answer in inductive
sequences
To elicit something the trainer does not
know the answer to
Micro-training cycle

Further
peer and
Plan
trainer
feedback

Train again Train

Feedback
Re-plan peer and
trainer
Day 4
Session 3 and 4

Micro-training tasks
Revisiting content
Planning your session

• Draw up a quick four point delivery plan


• Plan questions you will as around slides and
materials
Micro-training focuses

Group A Group B
Slides/ Handout 9 Slides/ Handout 35

CEFR levels and On language classroom


speaking tasks arrangements
Micro-training focuses

Group C Group D
Slides/ Handout 29 Slides/ Handout 8

CEFR: types of listening LOA model task


activity
Micro-training focuses

Group E
Slides/ Handout 1

Impact areas of CEFR in


Malaysia
Day 4
Session 5

Round up
CEFR Online http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

Useful areas to go to:


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

40 languages including a Chinese version:


欧洲语言共同参考框架:学习、教学、评估

LANGUAGE EDUCATION POLICY PROFILES

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