cefr course

1. CEFR
Familiarisation Training
Lower Secondary
Name of Presenter

2. Overview
Session 1
The six
reference
levels
Range of CEFR
scales
An action-
oriented
approach
Introduction
to the CEFR
and the aims
of the course

3. Introduction to the CEFR
Session 1

4. What do you think the map shows?

5. CEFR: De facto world standard
Map showing the influence of the Common European Framework of Reference (CEFR)
around the world at national policy level.

6. 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

7. CEFR Common European Framework
of Reference
CEF Common European Framework
(of reference)
CFR Common Framework of
Reference
Terminology

8. What is the CEFR and why is it
useful?

9. ‘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

10. 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
Common uses of the CEFR
Handout 1

11. 2016 2017 2018 2019 2020
Roadmap
reviewed &
evaluated
Supplementary
books Year 1
and Form 1
School-based
assessment
Pre-service and
in-service
teacher
education
CEFR-Malaysia
developed
Curriculum
reviewed &
evaluated
Material
adaptation
Textbook
survey
Textbook
survey
Textbook
survey
Learning
materials:
selection
criteria
CEFR -
curriculum
CEFR -
curriculum
CEFR -
curriculum
CEFR -
curriculum
CEFR
familiarisation
Impact &
Baseline study
New
assessment
familiarisation
MOE-CE PLAN

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

13. • 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
The CEFR: Two focuses

14. 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.
Defining key notions in the CEFR

15. C2
C1
B2
B1
A2
A1
Proficient user
Independent user
Basic user
A six level framework
Handout 2

16. The Global ScaleProficientUser
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.
IndependentUser
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 explanations for opinions and plans.
BasicUser
A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic
personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks
requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects
of his/her background, immediate environment and matters in areas of immediate need.
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.
Handout 3a & 3b

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

18. C2
C1
B2
B1
A2
A1
Proficient user
Independent user
Basic user
A six level framework

19. 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 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.
Distinguishing between levels
Handout 4

20. … 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
Extensive range of scales

21. 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

22. Overview
Session 2
An action-
oriented
teaching
methodology
Learning oriented
assessment
CEFR
perspective
on language
teaching and
learning
Task-based
learning

23. CEFR: Perspectives on language
teaching and learning

24. Royal Behaviour
Sultan Mustapha III (reigned 1639
– 57) of the Ottoman Empire had
542 children all of them boys
Communicative task

25. Handout 5

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

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

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

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

30. Language learning classroom environment

31. Communicative language pedagogy
and the role of assessment

32. After a day at school, which of the statements
below are you more likely to think of?
A Question:
• Today what I taught was…
• Today what my student learned was…
Learning Oriented Assessment (LOA)

33. 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 feed back to promote further learning
Developing learning-oriented assessment
practices
Handout 6

34. Learning-oriented assessment

35. Put the learner at the centre

36. Setting clear
learner
objectives
Performance
ObservationInterpretation
Adjusting
teaching
cycle
?
Today what my students learned was…

37. Set clear learner
objectives (by
the end of the
lesson my
students will be
able to…
Set tasks to
elicit a
Performance
Collect and
interpret
evidence
Provide
feedback or
encourage
self-
assessment
Adjust
teaching
cycle
Using a
framework of
reference
(e.g. CEFR)

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

39. Overview
Session 3
Spoken
production
Qualitative aspects
of speaking
Spoken
interaction

40. Overview
Session 3
Speaking:
Competencies
and strategies
Applying Rating
scales
Speaking:
finding the
level
Speaking scales

41. Speaking: Production and
Interaction scales

42. I can communicate in simple
and routine tasks requiring a
simple and direct
exchange of
information on familiar
topics and activities. I can
handle very short social
exchanges even though I
can’t usually understand
enough to keep the
conversation going myself.
• B1
I can deal with most
situations likely to arise
whilst travelling in an area
where the language is
spoken. I can enter
unprepared into
conversation on topics that are
familiar, of personal
interest or pertinent to
everyday life (e.g. family,
hobbies, work, travel and
current events).
• A2
Spoken Interaction
Handout 7

43. I can use a series of
phrases and sentences
to describe in simple
terms my family and other
people, living conditions, my
educational background and
my present or most recent
job.
• B1
I can connect phrases in a
simple way in order to
describe experiences and
events, my dreams, hopes
and ambitions. I can briefly
give reasons and
explanations for opinions
and plans. I can narrate a
story or relate the plot of a
book or film and describe my
reactions.
• A2
Spoken Production

44. INTERACTION FLUENCY RANGE
ACCURACY COHERENCE
Qualitative aspects of spoken language
use
Handout 8

45. Two Way Three-way
What type of talk does neither diagram
accurately represent?
Speaking construct
Handout 9

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

47. Speaking: finding the level

48. Assessor vs user-oriented scales
Types of scales

49. • user-oriented scales report typical or likely
behaviours of learners at any given level. Statements
tend to talk about what the learner can do and to be
positively worded, even at low levels
• assessor-oriented scales guide the rating process.
Statements are typically expressed in terms of aspects of the
quality of the performance expected. Such scales concentrate
on how well the learner performs
Types of scales

50. C1
Can vary intonation and place sentence stress correctly in order to express
finer shades of meaning.
B2 Has acquired a clear, natural, pronunciation and intonation.
B1
Pronunciation is clearly intelligible even if a foreign accent is sometimes
evident and occasional mispronunciations occur.
A2
Pronunciation is generally clear enough to be understood despite a
noticeable foreign accent, but conversational partners will need to ask for
repetition from time to time.
A1 Pronunciation of a very limited repertoire of learnt words and phrases can
be understood with some effort by native speakers used to dealing with
speakers of his/her language group.
Phonological scale

51. Let’s watch a short video clip
Speaking Competences and Strategies

52. CEFR
C2
C1
B2
B1
A2
A1
Degrees of achievement
5 = Almost at next CEFR level
4 = Strong performance at level
3 = At level
2 = Not quite at level
1 = Below level

53. A2 Speaking rating scale
[Cambridge English Language Assessment]
Degrees of achievement: An example
Handout 10
A2 Grammar and Vocabulary Pronunciation Interactive Communication
5
 Shows a good degree of control of simple
grammatical forms.
 Uses a range of appropriate vocabulary
when talking about everyday situations.
 Is mostly intelligible, and has
some control of phonological
features at both utterance and
word levels.
 Maintains simple exchanges.
 Requires very little prompting and
support.
4 Performance shares features of Bands 3 and 5.
3
 Shows sufficient control of simple
grammatical forms.
 Uses appropriate vocabulary to talk
about everyday situations.
 Is mostly intelligible, despite
limited control of phonological
features.
 Maintains simple exchanges, despite
some difficulty.
 Requires prompting and support.
2 Performance shares features of Bands 1 and 3.
1
 Shows only limited control of a few
grammatical forms.
 Uses a vocabulary of isolated words and
phrases.
 Has very limited control of
phonological features and is
often unintelligible.
 Has considerable difficulty
maintaining simple exchanges.
 Requires additional prompting and
support.
0 Performance below Band 1.

54. B1 Speaking rating scale
[Cambridge English Language Assessment]
Degrees of achievement: An example
Handout 11
B1 Grammar and Vocabulary Discourse Management Pronunciation Interactive
Communication
5
 Shows a good degree of control of
simple grammatical forms, and
attempts some complex grammatical
forms.
 Uses a range of appropriate
vocabulary to give and exchange
views on familiar topics.
 Produces extended stretches of
language despite some
hesitation.
 Contributions are relevant
despite some repetition.
 Uses a range of cohesive
devices.
 Is intelligible.
 Intonation is generally
appropriate.
 Sentence and word stress is
generally accurately placed.
 Individual sounds are generally
articulated clearly.
 Initiates and responds
appropriately.
 Maintains and develops
the interaction and
negotiates towards an
outcome with very little
support.
4 Performance shares features of Bands 3 and 5.
3
Shows a good degree of control of
simple grammatical forms.
Uses a range of appropriate
vocabulary when talking about
familiar topics.
 Produces responses which are
extended beyond short phrases,
despite hesitation.
 Contributions are mostly
relevant, but there may be some
repetition.
Uses basic cohesive devices.
 Is mostly intelligible, and has
some control of phonological
features at both utterance and
word levels.
 Initiates and responds
appropriately.
Keeps the interaction going
with very little prompting
and support.
2 Performance shares features of Bands 1 and 3.
1
Shows sufficient control of simple
grammatical forms.
Uses a limited range of appropriate
vocabulary to talk about familiar
topics.
 Produces responses which are
characterised by short phrases
and frequent hesitation.
Repeats information or digresses
from the topic.
 Is mostly intelligible, despite
limited control of phonological
features.
 Maintains simple
exchanges, despite some
difficulty.
Requires prompting and
support.
0 Performance below Band 1.
B2B1

55. Overview
Session 4
Writing scales
Writing text types
and tasks
CEFR and
writing
Apply the CEFR
to writing
samples

56. CEFR: Writing
Towards a ‘writing construct’

57. Considering the qualitative aspects of writing
Introducing the writing skill
Handout 12

58. 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.

59. 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 13

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

61. Task response
Purpose
Audience
Structure
Control
Range
Towards a writing construct
Handout 14

62. Overview
Session 5
Linked rating
scales
Rating writing
scripts
CEFR and
writing
Finding the level

63. Written text types
Handout 15

64. Writing: finding the level

65. Grade x Grade x Grade x Grade x Grade x Grade x
5
C2 5 3
C1 5 3 1
B2 5 3 1
B1 5 3 1
A2 5 3 1
A1 3 1
Pre-A1 1
Linked writing scale

66. B1 CONTENT COMMUNICATIVE
ACHIEVEMENT
ORGANISATION LANGUAGE
5 All content is relevant to the
task.
Target reader is fully informed
Uses the conventions of
the communicative task to
hold the target reader’s
attention and
communicate
straightforward ideas.
Text is generally well
organised and coherent,
using a variety of linking
words and cohesive
devices
Uses a range of everyday vocabulary
appropriately, with occasional
inappropriate use of less common lexis.
Uses a range of simple and some complex
grammatical forms with a good degree of
control.
Errors do not impede communication
4 Performance shares features of Bands 3 and 5
3 Minor irrelevances and/or
omissions may be present.
Target reader is on the whole
informed.
Uses the conventions of
the communicative task in
generally appropriate ways
to communicate
straightforward ideas
Text is connected and
coherent, using basic
linking words and a
limited number of
cohesive devices
Uses everyday vocabulary generally
appropriately, while occasionally overusing
certain lexis.
Uses simple grammatical forms with a
good degree of control.
While errors are noticeable, meaning can
still be determined
2 Performance shares features of Bands 1 and 3
1 Irrelevances and
misinterpretation of task may
be present.
Target reader is minimally
informed.
Produces text that
communicates simple
ideas in simple ways
Text is connected using
basic, high-frequency
linking words
Uses basic vocabulary reasonably
appropriately. Uses simple grammatical
forms with some degree of control. Errors
may impede meaning at times.
0 Content is totally irrelevant.
Target reader is not informed.
Performance below Band 1.
B1 writing scale
Handout 16

67. Band Marking criteria
5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated.
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated.
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated.
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the message is only partly
communicated.
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated.
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.
A2 writing scale
Handout 17

68. Look at some of the images and icons from today and recent sessions. Which
CEFR-related things are likely to most impact on your work? Explain to
another participant.
Positive re-enforcement
Overt correction
Content
Organisation
Communicative achievement
Language