CEFR

Familiarisation
Training
Preschool

Insert presenter name

Overview
Session 1

Introducti
on to the
CEFR and
the aims
of the
course

The six
referenc
e levels

Challenges in
pre-school
classes

The
Cambridg
e 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 about 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 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 designing 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 overall view 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, covering
all languages and contexts of learning and talking
about 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

Proficient user

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

Proficient user

Independent
user
Basic user

Distinguishing between levels

A
2

A
1

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 has. Can interact in a simple way
provided the other person talks slowly and clearly and is prepared
to help.
Handout 5

Working towards A1 level

A set of benchmarks for working towards A1
are available to describe earlier stages of
learning that are more appropriate to pre-school
level learners of languages.
C2 Mastery
C1 Effective Operational Proficiency
B2 Vantage
B1 Threshold
A2 Waystage
A1 Breakthrough
Working towards A1

Working towards A1 level

Working towards A1
Lis
te
ni
ng

Re
ad
in
g

Sp
ok
en
Int
er
ac
tio
n

A1 Breakthrough

Can respond to spoken word non

verbally
Can respond to simple questions
supported by visual cues
Shows awareness of objects of
reference e.g Bells signify music

Can respond to sign language or

symbols
Can recognise a sequence e.g. a
series of pictures
Can understand basic of print e.g
front and back; left to rights;
turnpages
Can recognise own name

Recognise the letters of the alphabet

Recognise and understand basic signs
and simple notices in the school
Recognise and understand basic words on
labels or posters in the classroom
Identify basic words and phrases in a new
piece of text
(if appropriate for age)

Can greet, say please and thank

you and make a request through
visual cues
Can respond non-verbally to staff
and other children within the
classroom setting
Can respond to basic questions
through facial expression,
gestures
Can respond to visual cues to
make a choice verbally or nonverbally

Recognise and understand basic words

and phrases concerning him/herself,
family and school
Understand simple questions and
instructions when teachers and other
pupils speak very slowly and clearly

Greet, say please and thank you and ask

for directions to another place in the
school
Respond non-verbally to basic directions
to a place in the school when the other
person supplements with signs or
gestures
Give simple answers to basic questions
when given time to reply and the other
person is prepared to help
Convey immediate needs
Make basic requests in the classroom or

Working towards A1 level

Sp
ok
en
Int
er
ac
tio
n

Can greet, say please and thank you and

make a request through visual cues
Can respond non-verbally to staff and other
children within the classroom setting
Can respond to basic questions through
facial expression, gestures
Can respond to visual cues to make a
choice verbally or non-verbally
Can convey immediate needs

A child can not be considered to be at A1 level in a

skill area unless he / she is competent in all
benchmarks within that skill area

Cambridge English very young

Learners Can Do statements
Listening/speaking:
Can show understanding of, and respond appropriately through non-verbal responses to, one- and two-part
instructions and simple questions.
Can show understanding of frequently used words and phrases about themselves and their closest environments
and respond appropriately through non-verbal responses.
Can show understanding of a very simple story presented orally with visual support.

Can repeat single words, phrases, and very short utterances, imitating correct pronunciation.
Can verbally respond to basic questions related to themselves and their closest environment by using simple 1-2
word phrases.
Can respond to basic negatives by using simple 1-2 word phrases.
Can express basic likes/dislikes/feelings/agreement/disagreement using simple 1-2 word phrases.

Reading/writing:
Can identify print at letter or word level.
Can identify familiar words in simple, visually supported, texts.
Can read simple familiar words either by sounding out and blending or sight-reading.

Can trace uppercase and lowercase single letters and numbers.

Can copy familiar frequent single words.

Discourse:
Can understand and use simple social conventions.
Can use basic communication strategies, such as asking for repetition or making a self-repair, in a very simple way.

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

Challen
ges for
preschool
classes

Differentiated
learning

The
teacher
toolkit

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: levels B1 and above

70%

59%

60%

50%
45%
40%
31%
30%

27%

19%

20%
14%

13%
10%

6%
1%

0%

0%
0% 0%
Pre-school

Year 6 0%

B1 and above

1%

Form 3

B2 and above

2%

Form 5

C1 and above

Form 6

Students: levels A2 and below

100%

100%
94%
88%

90%
80%

70%

70%

66%

60%

56%

50%
41%

40%

41%

30%

27%

20%

14%

10%
0%

Pre-school

Year 6

A2 and below

Form 3

Form 5

A1 and below

Form 6

Achievement gaps
60%
53%
50%
40%
% learners at C EFR level

Urban schools perform best

34%

30%

24%

20%
11%

10%

2%1%

0%

Female students outperform boys

60%
49%

50%
40%

39%

30%
20%

17%

20%

Science specialists outdo those in

Arts

10%
0%

1%

2%

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
Handout 8

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 9

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?

Challenges for pre-school

classes

Important principles of
ordering

at
h
w

ad
e
r
t
n
e
v
ha

w ha
tIh
aven
t h e
ard

what I havent said

Dont ask me to say

..
Dont ask me to read

Dont ask me to write

Use these words to fill the

gaps
Studies in early language learning highlight the need for
the importance of 1._____ and Listening skills in young
learner classrooms.
Literacy skills (Reading and 2._____ ) need to be
stimulated too, but should have a secondary and more
informal place.
This importance is in line with theories of language
development for this age group, and reflects the natural
order in which children learn their native language i.e.
3._____ , 4._____ , 5. ____, 6. _____ .
Pre-literate children will probably rely on and make use
of 7._____ and Speaking skills in order to communicate
whereas 8._____ would most naturally be learnt last
because it is the skill that is least likely to be used by
children at this stage of their development.

Reading
Speakin
g
Writing
Listenin
g

Use these words to fill the

gaps
Empirical research in early language learning highlights
the need for the prominence of Speaking and Listening
skills in young learner classrooms.
Literacy skills (Reading and Writing) need to be
stimulated too, but call for secondary and more informal
treatment.
This order of prominence, is in line with theories of
language development for this age group, and reflects
the natural order in which children learn their native
language i.e. Listening, Speaking, Reading Writing.
Pre-literate children are likely to rely on and make use of
Listening and Speaking skills in order to communicate
whereas Writing would most naturally be learnt last
because it is the skill that is least likely to be used by
children at this stage of their development.

Reading
Speakin
g
Writing
Listenin
g

Pre-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: games, puzzles, riddles, jokes, spot the
difference, odd-one-out.

Pre-Primary teacher toolkit

Match difficulties connected to the teaching of Very

Young Learners with suggestions offered by
experienced teachers

Handout 10

KEY
1. To render input comprehensible, meaningful and memorable
teaching has to be visually stimulating [g]
2. Language ability is limited posing additional strain when setting up
tasks, giving instructions [f]
3. Formal classroom instruction is traditionally static. Yet children are
known to learn best by doing things: touching, feeling, imitating,
trying things out [b]
4. Children struggle to learn new words or structures when these are
presented in isolation. [a]
5. Repetition is a basic tent for learning but traditional language drills
are boring for young children [e]
6. Children get tired quickly and may lose interest or get bored in
class [d]
7. Difficult to teach meanings of new words without resorting to
translation [c]
8. Children dont understand abstract concepts. Grammar is difficult
to teach [h]

Put the learner at the

centre

Differentiated learning in
practice
It is not just about:
individualising instruction e.g. through
worksheets or homework tasks

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

Effective differentiated
learning
Effective differentiated learning is more about noticing how
different learners react to different techniques...responding
and adapting to thismodifying and varying activities within
the teaching mix, keeping all learners involved in lesson
outcomes.

Differentiated by support
Different amounts of support can be offered
to learners in many ways.
Weaker learners can be supported through
instruction modification
The stronger learners will need to feel
challenged too. Their input could provide
help for weaker learners; they could be
given more challenging instructional tasks,
or they could be given additional
contextualised problems.
Handout 11

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.
Handout 12

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 openended 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/

Sample
Language
Portfolios
for 3-7 year
olds

Overview
Session 3

CEFR and
how
young
children
learn
language
s

Listening: Preschool
Interlocutor
Perspectives
and the CEFR
Pre-school learner
speaking
competences and
strategies

Assessing
Pre-school
Learner
Speaking

Session 3

How young children learn languages

Session 3 outline
How young children learn
Young learner language skills and
their ability to learn languages
Action-oriented learning
Context and discovery learning
Evaluating progress
Extending the CEFR for pre-school
and primary

How young children learn

Placeholder: Elicitation

The nature of very young children

How young children learn
languages
What are the characteristics of very young
children in the following areas?
Linguistic
Cognitive (thinking skills)
Educational
Social
Psychological
In groups discuss what you already know about
very young children. Where do you think your

YL Aptitudes and Skills

Theories of early foreign learning
highlight a set of aptitudes or skills for
learning that young children have
(Susan Halliwell 1992)

YL Aptitudes and Skills

Choose an appropriate subtitle for the aptitudes or
skills Herbert Puchta describes when discussing
the workings of the young childs brain.
The ability to
means
The ability to
The ability to
The ability to
imagination
The ability to

manage with limited linguistic

interact and speak
learn indirectly
learn through fantasy and
understand meaning

Handout 13

YL Aptitudes and Skills

1. The ability to
2. The ability to
means
3. The ability to
4. The ability to
imagination
5. The ability to

KEY

grasp meaning
manage with limited linguistic
learn indirectly
learn through fantasy and
interact and speak

Action-oriented learning

Children
Childrenlearn
learnby
bydoing
doingthings,
things,by
bytaking
being part
involved
in
their
in their
learning.
learning.
A teaching
A teaching
programme
programme
will will
introduce
introduceactivities
activitiesthat
thatcreate
createopportunities
opportunitiesfor
for
the
theyoung
younglearners
learnersto
touse
usetheir
theirimagination
imaginationand
and
creativity.
creativity.Learning
Learningwill
willtake
takeplace
placewhen
whenthey
theydo
do
things
thingsthat
thatare
areaanatural
naturalpart
partofoftheir
theirworld
worldand
andof
of
growing
growingup.
up.

Age-appropriate tasks
1.
2.
3.
4.
5.

forming letters with play-dough

playing with puppets
saying rhymes
tracing shapes /letters

Consider what possible learning outcomes for each

e.g.
1. Forming letters with play-dough
developing motor skills, consolidating learning
Handout 14
of the alphabet, hand-eye co-ordination

Age-appropriate tasks and

related LOs

5. playing board games

6. drawing
7. colouring
8. labelling
9. making puzzles
10.body spelling
11.singing songs
12.physical games
13...
14.

KEY : Some

Langua
g e p ra c
tic e
Early w
riting sk
ills
Consoli
d a t io n /
practice
Speakin
g skills
Motor s
kills
Early re
ading
Fluency
Confde
nce bui
lding
Develop
in g w o r
d store
Listenin
g & in te
racting
etc.

Targeting this CEFR level in

early Primary

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.

Pre-school 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.

Group activities

Active discovery learning

In
being
In the
the actual
actual process,
process, without
without the
the children
children even
knowing
it,
aware
of it,
they
pick up language
and discover
they will
pick
upwill
language
and discover
rules
rules
language
for themselves.
aboutabout
language
for themselves.
The
The process
process of
of learning
learning is
is as
as important
important as
as the
the content
content
itself.
to to
learn
is aiskey
principle.
Their
itself. i.e
i.e learning
learninghow
how
learn
a key
principle.
involvement
will shape
way
they
view
world
Their involvement
will the
shape
the
way
theythe
view
theas
well
asas
sharpen
of how
language
world
well astheir
help awareness
them see how
language
works.
works.

How does this relate to the core view of language learning in

the CEFR?

Context and learning

Learning will take place when
we look for opportunities to
put things we want our
students to learn into real,
age-appropriate and
meaningful contexts rather
As
well
as giving
than
dealing
withreal
them in
communicative
value to new
isolation.
language encountered,
research has shown that the
provision of context facilitates
recall at a later date.

Context and learning

Learning will take place when
opportunities are sought for
putting items targeted for
language learning into real,
age-appropriate and
meaningful contexts rather
than dealing with them in
As
well as giving real
isolation.
communicative
value to new
As well as giving real
language
encountered,
communicative
value to new
research
shown
that
the
language,has
research
has
shown
provision
context
facilitates
that givingofcontext
makes
recall
recall
date.
easieratata alater
later
date.

Teaching and learning

grammar
What special considerations need to be taken when
teaching grammar to children of very young ages?
What would a curriculum based on the CEFR
prioritise: meaning or language form?
Would a CEFR curriculum prioritise: development of
knowledge about language or development of
language skills?
How might we describe place of grammar and
vocabulary in CEFR-oriented curriculum?

Handout 15

Teaching and learning

grammar

Complete the table highlighting the activity type

and main focus of task
Task

1
2
3
4
5
6

Tracing

Languag Main focus/

e
outcome
Activity
Writing
Motor skills

Handout 16

Teaching and learning

Task
Language
Main focus/ outcome
grammar
Activity

Tracing

Writing

Motor skills

Word cards

Reading

Sight recognition

Game

Reading
Word recognition
Vocabulary Reviewing /learning

Game

Listening
Word recognition
Vocabulary / reviewing

Making
things

Reading
Writing

Word recognition, Copying,

collaborating,
Skills for learning

Gap fill
exercise

Reading
Writing

Grammar
practice/consolidation

KEY : Some

Evaluating progress
SKILLS
DEVELOPMEN
T
Motor skills
Verbal
expression
Listening skills
Hand/eye coordination
Self-help skills
Other?

NEEDS MORE
WORK

DEVELOPING

COMPETENT

Evaluating progress
For very young language learners,
the CEFR perspectives need to be extended to include.

Linguistic progression
Differences in language development based on age can be
seen in variations in:

accuracy, fluency, complexity

use of formulaic sequences
interactional patterns and interactional moves
content, topic, range of notions that the candidate is able
to, wants to or needs to encode
different goals
the presence of specific grammatical features in the ILG
(Nicholas and Lightbrown 2008, Philp, Oliver and Mackey
2008)

Evaluating progress
For very young language learners,
the CEFR perspectives need to be extended to include.

Linguistic progression
Limitation to lexical, structural, pragmatic development
due to age
Similar route, but different mechanisms, rate and
ultimate attainment among child L2 learners, depending
on age of onset of learning
Communication strategies
Language learning strategies
Basic interpersonal communication skills (BICS)
Cognitive academic language proficiency (CALP)

(Cummins 2001)

Evaluating progress
For very young language learners,
the CEFR perspectives need to be extended to
include.

Cognitive development

Strategies for working memory use

Abstract concept formation
Reasoning abilities
Metalinguistic awareness
Executive control
Mind reading abilities

(Meadows 2006)

Evaluating progress
For very young language learners,
the CEFR perspectives need to be extended to include.

Educational, social, psychological variables

Amount & quality of input, exposure to, experience with
L2
Social, cultural and educational context of interaction
Development of literacy in L1 (different writing systems)
Theory of mind (use of complex discourse and narrative
skills)
Individual differences
Scaffolding
(Cameron 2003)

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?

Overview
Session 4

Comprehen
sible
language
input

L1 and L2
oral
developmen
t
CEFR cando
perspectiv
es

CEFR
Listening
scales and
input

Session 4

Listening: pre-school 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.

Language learning
Look at these statements about
language learning.
Do you know more about any of these
1.It takes time and effort for children to learn
areas?
their first language.
2.Older learners learn second languages more
easily than younger learners at first.
3.Immersion is one way to learn a language.
4.Learning a second language can have an
effect on the development of the first
language.

Key concepts and approaches

in SLA
SLA: Second
Language
Acquisition

Concepts

Approaches

Interlanguage
Language transfer
The input
hypothesis
Comprehensible
output
The silent period

Cognitive
Sociocultural
Individual factors
Adult and child
learners

L1 early oral development

Input

Output

Language of the
carer
Child-directed
speech (CDS) or
baby talk
Language of the
immediate
environment
Language routines
in the home

Optimum
opportunity to try
out
Opportunity to
work out
(comprehensible
output)
Evolving
interlanguage

L2 early oral development

Input

Output

Teacher modified
language (TML)
Language of the
school or home
environment
Language routines
in the classroom
Reformulated and
repeated language

Opportunity to try
out
Opportunity to
work out
(comprehensible
output)
Silent period

The CEFR action-oriented

The core goal inclassroom
a CEFR action-oriented classroom
is:

co-opting the learner into the process of

making English the medium as well as the
goal of all their learning
which means co-opting teachers into this
too.
Teachers can provide exposure to sounds and
contribute to the development of
phonological processing through:
Contextualised classroom routines
Teacher modified language or input
Use of methods like Total Physical Response

Whole child learning

utilise the experiences, knowledge and
interests children bring to learning
make tasks meaningful, purposeful
and fun
think of an embedded rather than an
explicit language focus
make sense from the learners
perspective
add elements of performance
display outcomes

Sample activity: Hand shadow

shapes

Teacher talk
contextualised language
language contingent on gesture, picture
and action
support of class routines
Teacher Modified Language (TML)
appeal of methods like TPR
positive reinforcement
affectively engage
power of song and movement.

CEFR can do perspectives

Learning outcomes are framed as a
progressive can-do sequence.
This encourages the use of learner-centred,
activity-based approaches by teachers in
targeting learning outcomes or results related
to CEFR

Overall Listening
Comprehension Scale

A2
Can understand enough to be able to meet needs of a
concrete type provided speech is clearly and slowly
articulated.
Can understand phrases and expressions related to areas
of most immediate priority (e.g. very basic personal and
family information, shopping, local geography,
employment) provided speech is clearly and slowly
articulated.
A1
Can follow speech which is very slow and carefully
articulated, with long pauses for him/her to assimilate
meaning

Listening to announcements
and instructions
B1
Can understand simple technical information, such as
operating instructions for everyday equipment.
Can follow detailed directions.
A2
Can catch the main point in short, clear, simple
messages and announcements.
Can understand simple directions relating to how to get
from X to Y, by foot or public transport.
A1
Can understand instructions addressed carefully and
slowly to him/her and follow short, simple directions.

Now I can ... listen and

follow simple instructions

draw simple shapes
write words that are spelled out
join in with songs
follow simple directions
match conversations to pictures
answer simple questions

learning objectives related to CEFR A1 Listening

comprehension descriptors

Meaning-focused early
listening input formats
Instructions

Direct questions

Teacher gives learners

worksheet with animal
outlines to colour.
Learners listen and
colour animals according
to teacher instructions.

Learners are given

worksheets with
numbers 1 to 10 written
on and options y/n (for
yes/no). Teacher reads
out ten questions.

e.g. Colour the monkey

blue and red. Thats
right. The monkey is
blue and red.

e.g. Do cats like milk?

Do cows eat eggs ?

Early listening input formats

Listen and do

Listen and identify

Listening and putting

objects on and colouring
different parts of a
getting to school
transport scene card.

Learners given
worksheet and tick the
correct option of three
according to teachers
descriptions.

e.g. Write number 10 on

the bus. Colour the bike
blue. Put the cat in the
car.

e.g. There are two black

cats under a chair.
Handout 17

Supporting early listening skills

Lets listen to part one of

the listening test

Listening input/output
challenges and grading
length of text
language in text
sentence length
number of distractors
picture support
language needed for
answers
Handout 18

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

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 PreA1, 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?

Overview
Session 5

Spoken
interacti
on

Eliciting
techniques
The teacher
toolkit

Spoken
producti
on

Questioni
ng
technique
s

Session 5

Pre-school learner: CEFR speaking competencies and strategies

Speaking Competences and Strategies

Lets watch a short video

clip
Clip 1

Handout 19

Speaking Competences and Strategies

Lets watch a short video

clip
Clip 2

Handout 19

Spoken Interaction
A1

A2

Can interact in a simple

way but communication is
totally dependent on
repetition at a slower rate
of speech, rephrasing and
repair.
Can ask and answer
simple questions, initiate
and respond to simple
statements in areas of
immediate need or on
very familiar topics.

can communicate in
simple and routine tasks
requiring a simple and
direct exchange of
information on familiar
topics and activities.
can handle very short
social exchanges even
though I cant usually
understand enough to
keep the conversation
going myself.

Handout 20

CEFR Spoken Production

A1
Can produce simple
mainly isolated
phrases about people
and places.

A2
Can give a simple
description or
presentation 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
21

Qualitative aspects of spoken

language use

INTERACTION
RANGE

FLUENCY

ACCURACY
COHERENCE
Handout 22

Generating spoken language

in the Pre-school classroom :
questioning and eliciting
techniques

Matching and ordering

Put it together
Put in the right place
Draw and colour it
Same or different
Odd-one-out
Whats missing?
Whats the question?
Handout
23

Wait-time with children

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

c _ _ _ _ _ _ _ _ _ the question
f _ _ _ _ _ _ _ _ an answer
p _ _ _ _ _ _ language
r _ _ _ _ _ _.
Wait-time before nominating and after the initial response
encourages
longer _______
______ from the learners
self-_________
level of learner _______.

Correction/recasting
techniques

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

Drilling

Energise and focus

Model
Chorus drill
Highlight
Individual drill
Pair/group drill
Chorus repeat
Back-chaining, change emotions, change
accents

Pair and group work

gives learners more speaking time

changes the speed of the lesson
focus off you and onto the learner
mix with everyone in the group
sense of achievement when reaching a team goal
leading and being led by someone [not teacher]
teacher monitors, moves and listens to learners
language
improves sense of challenge, performance and can-do.
Think: seating, change of scene, group dynamics

Primary teacher toolkit

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

Combining Listening and

Speaking
Watch, Listen and Speak, Make,
Decorate and Fly a paper plane

Overview
Session 6

Assessin
g Early
Speaking
Skills
Interlocu
tor
Framewo
rks

Speaking
Test
Formats

Speaking
Assessme
nt Criteria

Session 6

CEFR oral production scales: assessing early speaking 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

Asks closed _______ questions

_______ about things in a scene picture

Asks questions and ____ learner

wait-time

Answering questions about ________

object cards

________ to learner that focus of

questions has changed

Answering personalized questions

_________ to object cards

_________ clear eye contact with

learner

Answering personal questions without

__________
Handout 24

Speaking Competence at Pre A1 level

Lets watch our short

video clip again
Clip 1

Speaking Competences and Strategies

Lets watch our short

video clip again
Clip 2

Handout 25

Sample Speaking assessment

criteria
Key
Criteria
elements
Vocabulary &
Grammar

Range
Control
Extent
Cohesion

Pronunciation

Individual sounds
(Word) stress
Intonation

Interaction

Responding
Support required
Fluency

Handout 25

Speaking Competence at Pre A1 level

Lets watch the video clip

again and assess the
candidates performance

Handout 25

3 follow-up tasks
Compare your
rating with a
partner

Read the
examiners
comments

Did you give similar

scores?
Were any criteria
difficult for you to
decide on?

Underline any
comments you find
very useful and
compare with a
partner.

Look at the A1
and
A2
assessment
What
are the key
criteria
differences between
the Pre-A1 mark
scheme and the A1
and A2 levels levels
in the areas of
Vocabulary and
Grammar,
Pronunciation, and
Interaction?
Handout 26

Test formats
What CEFR perspectives on using language are reflected in
the test formats we have seen in the video?
Part 1: The examiner will greet the child and ask their
name. Then the examiner asks them to point to some
things in a big picture.
Part 2: The examiner shows some small pictures of
objects. The examiner names three objects and asks the
child to point to them. The examiner then asks them to
put each object card somewhere on the big picture from
Part 1 (for example, Put the shell under the tree).
Part 3: The examiner asks the child some questions
about the big picture from Part 1 (for example, What is
this?, What colour is it?).

Test formats
What CEFR perspectives on using language
are reflected in the test formats we have
seen in the video?
Part 4: The examiner asks the child some
questions about the small pictures of
objects from Part 2 (for example, What is
this?, Have you got a ?).
Part 5: The examiner asks the child some
questions about themselves (for example,
age, family, friends).

Aspects of child spoken

output not necessarily
reflected in CEFR

Trade-off between control of learner output and

authenticity of tasks in primary language classrooms
Scaffolding of tasks prevalent in pre-school learning
Learning to learn, enabling skills very prominent
in primary classrooms
Limits to childrens cognition, linguistic progress,
psychological, emotional, social development not
acknowledged in CEFR
In pre-school/early primary learning no task
should tax childrens cognition by requiring them to
deal with multiple perspectives other than their own

Overview
Session 7

Language
knowledg
e

Language
competency
scales

English
Vocabular
y Profile

English
Grammar
Profile

CEFR: Language knowledge scales

Session 7 outline
CEFR LANGUAGE KNOWLEDGE SCALES
Linguistic competence
Knowing words
Learning grammar

CEFR Linguistic competence

Look at the global scales of linguistic
competence for A1 and A2 level
learners.
Fill in the missing headings for the
scales and underline key words
highlighting level differences.
Handout 27

General Scales for Language

Knowledge

KEY

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

CEFR is not supported by a

language syllabus
specification

Look at the list of functions, notions

and communicative tasks taken from
the Breakthrough [A1] and Waystage
[A2] language descriptions.
Work in pairs to decide which level
[A1 or A2] each one is.
Handout 28

Words and numbers

2.900

250 350

500

1,500

1.150

a.

Children are estimated to learn about ______ words per year

b.

In a classroom, they learn an estimated ______ words.

c.

Cambridge Young Learner Tests, aimed at a relatively low

proficiency level in the A band of the CEFR, have a combined
wordlist of ______ words

d.

The A2 level Cambridge English KEY test draws from ______

single lexical entries in the Waystage syllabus

e.

The B1 PRELIMINARY test makes use of a bank of ______

based on the Threshold syllabus

Words and numbers

a.

Children are estimated to learn about 500 words per year

b.

In a classroom, they learn an estimated 300 400 words.

c.

Cambridge Young Learner Tests, aimed at a relatively low

proficiency level in the A band of the CEFR, have a combined
wordlist of 1,150 words

d.

The A2 level Cambridge English KEY test draws from 1,500

single lexical entries in the Waystage syllabus

e.

The B1 PRELIMINARY test makes use of a bank of 2,900 items

based on the Threshold syllabus

KEY

Learning phrases and

grammar

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

Lexical progression

A1

A2

B1

B2

C1

C2

Look at some meanings of the verb take in Handout 29.

Put them on CEFR scale according to the level at which
learners would typically be able to use them.
Handout 29

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

www.englishprofile.org/index.php/wordlists

website: http://
www.englishvocabularyprofile.org

English Vocabulary Profile

(EVP)
http://www.englishprofile.org

Pedagogic Grammar
Can you say at which level
Starters working towards A1
Movers A1
Flyers
A2
These structures would first appear as part of the specification:
If clauses (in zero conditionals)
If its sunny, we go swimming.
Adjectives Including possessive adjectives
Hes a small boy. His name is Bill

Handout 30

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

The CEFR
Reading
Scale

Barriers to
literacy

Approach
es to
decoding

The Reading
classroom

Session 8

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 31

Reading construct model

This scale, however, is just as valid in
primary
learning as it is in
secondary learning contexts. We just
need to consider issues and
approaches as young pre-school
learners work towards A1.

Handout 32

A simplified version

A model of
Reading

Word
recognition
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 : /

tree

Frequency
me

key

beach

me

tree

pony

key

beach

pony

Spot check: sound / k : /

duck

Frequency
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: m a d e
r ide

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

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

Key skills
Blending:
Blend sound pictures (letters) to make words
h o t
t r y
Segmenting:
Segment words in to sound pictures
th / a / t
l / igh / t
Phoneme manipulation:
Manipulate sounds in and out of words.
__ a p
c a __
These skills are reversible: they work for both reading
and spelling.

Phono graphix
Four principles
English is a sound to grapheme code: think
sound pictures:
t g
Some sound pictures are represented by more
than one letter: ch sh ae
There is variation in the code - some sounds are
represented by more than one sound picture: g
gh gg
There is overlap in the code - some sound
pictures represent more than sound: h ea t gr
ea t

Following a phonographic
approach means:
you teach sound - sound picture
relationships in a fixed order
you teach encoding and decoding at the
same time
key skills are reversible
you reject the idea of silent letters,
exceptions to rules
you can add a sight word approach which
allows early access to meaning through
texts and books

Sight-words: may be kept in a

different place

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

Reflection
Lets return to our question:
What are effective approaches for
helping children to decode?
Discuss these terms in small groups:
sound picture
blending
sounding
encoding
segmenting
sight-word phoneme
manipulation digraph

Overview
Session 9

Reading
Can-Dos
with
Texts

Purposes
and
Strategies

Scales
and
Construct
s

Active
Learning
Activities

Session 9
CEFR: Reading
Reading constructs and pre-school
can-dos with texts

Reading activities, purposes

and strategies
What is the difference? Can
you think of some
examples?

Handout 33

Global reading scale

A2

Can understand short simple texts

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

Handout 34

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
Handout 35 & 36
and short newspaper articles describing events.

A1

Can get an idea of the content of simpler informational material and short simple

Reading [not aloud]

Skills involved include:

perceptual skills
memory
decoding skills
inferencing
predicting
imagination
rapid scanning
referring back and forth
interpreting

Top-down and bottom-up

processing
When we misread
something or come
across 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

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

everyday 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 public
places, such as streets, restaurants, railway stations;
in workplaces, such as directions, instructions, hazard
warnings.

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.

A1

Handout 37

Can recognise familiar names, words and very

Whole child: Reading

Perspectives
emotional needs
engaging with environment
emergent (developing) literacies and
languages (different literacies)
cognitive abilities
citizenship
emergent cultural identity and
understanding

Active learning
Broad early reading activity types:
Listen , Follow and Read
read and use computer menus
activities
word patterns

whole books
read and do digital

picture dictionaries

read, research, write for display

read and do

read and predict

read and solve puzzles

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

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

legs.
2. It lives on a farm. It begins with sh. It ends in p.
3. They live in the sea. They begin with f. They lay
eggs.
4. Its a bird. It begins with p. It cannot fly.

Active learning
Key class phases in story activity
Pre:
pre-teaching/eliciting vocabulary
introducing characters
story-telling setting: mat, props, hats, puppets, signs,
etc.
While:
images, animation, reinforcing language
listening and reading along
audience participation/pantomime
Post:
show feeling for character/voice consolidation
consolidating language
drama, craft, display

Active learning
CEFR can-do oriented early
Reading ideas
Now I can:
solve letter puzzles
read and write my name
read and make labels for display
spell CVC words aloud
read and make English signs
use a picture dictionary
read and point
read and say what comes next
read and follow picture stories
read and do crosswords
read and follow animations with subtitles
read cartoons and add/match captions

Reflection
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?

Overview
Session 10

Emergen
t literacy

Written
Production
scale

Orthograp
hic control

Creative
Writing and
Written
Interaction

Session 10

The CEFR scales and

early writing

Early stages of writing focus

on
The development of fine motor skills
with a variety of activities making use
of play dough, finger painting crayons,
pencils, paint brushes, marker pens
etc.
Building the connection between oral
and written language
Teaching the alphabet (letter names,
shapes, order)
Building the connection between these
letters, their sound and words

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?

PRE-WRITING

can make marks on paper with a range of

materials

can make meaning through personal drawings

can hold writing tools effectively

Multi-sensory writing
techniques
back writing
directional letter writing
pattern within a word:
making mnemonics
making string words
completing CVC words
rhyming words: guess
and write

air writing
caption
matching/completion

sight word gaming

story prediction
letter change dictation
making string letters
multiple blank
summaries

Samples of pre-school writing

activities
Write

with chalk on sandpaper

with a finger on floured board
draw shapes, trace outlines, join dots etc.

Form
with string, tooth picks, playdough, lego blocks, beads,
letters
fingers, etc.

Use

Do

alphabet rubber stamps

scrabble tiles
cut out letters
alphabet magnets etc.
draw pictures
trace letters on s.os
back/palm
jump from letter to letter
mime. etc

EXAMPLE TASK at A1 LEVEL:

copy labels on picture
snake
an _ _ _ _ _ _

crocodile

elephant

a_ _ _ _ _
a_ _ _ _ _

a_ _ _ _ _

boat
frog

a_ _ _ _ _
Handout 38

Key
Complete sentences
Do gap fill exercise
Matching sentence halves
Write short phrases
Add new words
Write short sentences
..etc.

Overall Written production

C2
scale
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.
Pre-A1
Can give basic personal information in writing (e.g. name, address, nationality),

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.

Handout 39

look say cover write

check template
Look/sa
y
Copy and
say the
word

Whats
difficult?

Writ
e
How to
remembe
r

Word
shape

C
O
V
E
R

Writ
e
C
h
e
c
k

Revis
e
C
h
e
c
k

C
h
e
c
k

Grammatical Accuracy
A1
Shows only limited control of a few
simple grammatical structures and
sentence patterns in a learnt
repertoire.

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 40

Overall Written Interaction

scale
Pre-A1 A1 A2
Can write short, simple formulaic notes relating to
matters in areas of immediate need.

Can write short phrases to give basic information

(e.g. name, address, family) on a form or in a note,
with the use of a dictionary
Can ask for or pass on personal details in written
form.

Overall Written Interaction

scale
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.

Pre-A1
Can write short phrases to give basic information
(e.g. name, address, family) on a form or in a note,
with the use of a dictionary

Criteria for overall linguistic

competence for writing
CEFR
Spelling/punctuation
Coherence
Vocabulary range
Grammar
Accuracy

AYLLIT project (descriptors for YL literacy):

Overall structure and range of information
Sentence structure and grammatical
accuracy
Vocabulary and choice of phrase
Handout 41
Misformed words (spelling) and punctuation

AYLLIT writing descriptors

Approaching A1
Makes an attempt to write some words and
phrases, but needs support or a model to do
this correctly.
A1
Can write a small number of very familiar or
copied words and phrases and very simple (prelearnt) sentence patterns, usually in an easily
recognisable way. The spelling often reflects the
sound of the word and mother tongue spelling
conventions.

Cambridge English very young

learner Writing descriptors
Pre-A1/A1
Can trace uppercase and lowercase
single letters and numbers.
Can copy familiar frequent single
words.

Handout 42

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

CEFR Online

http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

Useful areas to go to:

The CEFR and language
examinations: a toolkit
Towards plurilingual education:Two Guides and Studies
40 languages including a Chinese version:

LANGUAGE EDUCATION POLICY PROFILES