Cascade Handouts Primary (Final)

CEFR Familiarisation Workshops
Master Trainer Workshop Handouts
Primary
September 2016
Session 1: Handout 1
Here are some of the areas where the CEFR can impact on
language learning in different countries.
Which one of these do you think can have the most impact in the
language learning contexts of Malaysia? Work in groups and rank
options A to H from 1 = most impact to 8 = least impact in
Malaysia.
Rank these from 1 - 8 (1 = most impact; 8 = least

impact in Malaysia)
A provide a common basis for the explicit description of language
learning and assessment: objectives, content and methods
B help promote international co-operation in the field of modern

languages
C make it easier to compare qualifications from different learning

contexts
D raise learner understanding of goals, knowledge levels, skills

and ability to set meaningful goals
E help course planners in developing programmes and selecting

materials that consider learners prior knowledge; especially
when learners move between primary, lower secondary, upper
secondary and higher education
F help in the development of positively worded assessment
criteria in terms of achievement rather than using negative
descriptors in terms of errors
G promote understanding of plurilingualism rather than

multilingualism as the goal of modern language education
H help establish a common understanding of the principles

underpinning effective methods of communicative teaching
Primary Handouts
Primary Handouts
The words in the box are key CEFR ideas in terms of language use
and learning. Complete the text with these words.
activity strategies contexts approach tasks reception

texts
language competences conditions and constraints

communicative acts
The core view of language learning in the CEFR is that learning

a language is essentially a process of learning to use language
to perform (1) ____________ - either in social contexts with
others or in private contexts in communicating with ourselves.
These are shaped by the different forms of language
(2) ___________ of which they are comprised, which can be
described in terms of four broad categories: (3) ___________,
production, interaction and mediation. The process of engaging
with (4) __________ - spoken or written - in these different ways
requires language users to draw on a range of communicative
(5) ______________ (linguistic, socio-linguistic, pragmatic) to
negotiate communication with flexibility in a variety of (6)
_________. Performing (7) _______ in different contexts, to the
extent that these tasks are not routine or automatic and
subject to different (8) ____________, will require learners to use
different (9) ______________ for their successful completion. It is
this broad conception of language use and emergent
communicative competences that underpins the action-
oriented (10)_______ to language teaching and learning
embodied in the CEFR.
Primary Handouts
Look at the following descriptors and decide which one is
describing a Basic User, an Independent User or a Proficient
User.
1. Can produce clear, detailed text on a wide range of

subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various
options.
2. Can interact in a simple way provided the other person

talks slowly and clearly and is prepared to help.
3. Can express him/herself spontaneously, very uently

and precisely, differentiating ner shades of meaning
even in more complex situations.
A: Basic User
B: Independent User
C: Proficient User
Primary Handouts
Session 1: Handout 4a
Look at the CEFR Global Scale (it can also be found on page 24,
Table 1, of the CEFR Book/PDF). Underline or highlight the key
differences between each level.
Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing
Proficient User
C2 arguments and accounts in a coherent presentation. Can express him/herself

spontaneously, very uently and precisely, differentiating ner shades of
meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself uently and spontaneously without much
C1 obvious searching for expressions. Can use language exibly and effectively for
social, academic and professional purposes. Can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her eld of specialisation. Can
Independent User
B2 interact with a degree of uency 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.
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most situations
B1 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 briey give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
A2 shopping, local geography, employment). Can communicate in simple and
Basic Use
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
A1 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.
Primary Handouts
Session 1: Handout 4b
Look at the descriptors below. Select two skills and then think about your own knowledge of a foreign
language. Where do you fall on the CEFR scale for the two skills you selected? A larger version can be
found on pages 26 - 27 (Table 2) of the CEFR Book/PDF.
Primary Handouts
Session1: Handout 5
Look at the global descriptors for A1 and A2 below. What are the
differences betweenA1 and A2?
Discuss in groups and make notes in the table.
Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and family
A2 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
A1 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.
A1 A2
Reception
Production
Primary Handouts
Theme/Topic
complexity
Primary Handouts
Look at the table below. Firstly, organise the scale names into
language activities, strategies and competencies.
Secondly, for the activities and strategies decide if they refer to

interaction, production or reception by writing an I, P or R next to the
scale title.
An example has been done for you.
Transactions to Correspondence Goal-oriented Reading for

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

Reading R Monitoring and repair P
instructions
Primary Handouts
Look at the words in the word cloud. Find pairs of words that refer to a
CEFR descriptive scale. You can look at Chapter 4 and 5 in the CEFR
Book/PDF for help.
An example has been done for you.
1 vocabulary range
2
3
4
5
6
7
8
9
10
Primary Handouts
Look at the targeted outcomes of the shifts in educational
practices in Malaysian schools from the Malaysian educational
blueprint document.
Discuss in groups which three you would make priorities for

English provision in Primary schools.
Identify master practitioners teaching in schools to act

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

qualifications for both English language proficiency and
Develop the English language proficiency and

the practical teaching competence of teachers
Primary Handouts
Discuss in groups how you could change the degree of challenge
in this primary listening task in line with the slide.
Would you say this more an A1 or A2 level comprehension focus?

Refer to the scales in your CEFR Book/PDF.
Heres a zebra in the night.
Can you see its black and wh _ _ _?
Here are two cows they are white and brown.
Can you see theyre sitting d _ _ _?
Heres a chicken his name is Jim.
Can you see hes going for a s _ _ _?
Heres a horse hes brown and grey.
Can you see hes six t _ _ _ _?
Heres a frog with an open eye.
Can you see he wants the f _ _.
Heres a monkey his names Keith
Can you see hes got perfect t _ _ _ _?
Primary Handouts
Think about the activities you have completed so far. Work in
pairs and complete the table below on how you could cascade
these activities.
Ideas you might use for interaction:
P/W or G/W = pair or group work; trainer input (mini lecture or

plenary); open class discussion; individual work; problem solving
task; jigsaw reading activity.
Key training outcome Activity/ interaction Adaptation for

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

intercultural, shared
knowledge
Common uses of CEFR
Main aims of the

course
Defining key notions of

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

framework and global
scales
Primary Handouts
Listening: increasing
or decreasing the level
of challenge
Primary Handouts
Discuss in groups these terms that we have seen so far. How do
they relate to the CEFRs perspective on language learning and
assessment?
Independent
service interactions
strategies production
fluency
Primary Handouts
Watch three short clips of Primary learners speaking. What
aspects of spoken language competence do you think CEFR might
focus on in its descriptive scales?
Primary Handouts
Look at the CEFR overall interaction scale below. At which level
were the candidates in the video clips speaking?
OVERALL SPOKEN INTERACTION

C2
Has a good command of idiomatic expressions and colloquialisms with awareness of

connotative levels of meaning. Can convey finer shades of meaning precisely by
using, with reasonable accuracy, a wide range of modification devices. Can
backtrack and restructure around a difficulty so smoothly the interlocutor is hardly
aware of it.
C1
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good
command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions. There is little obvious searching for expressions or avoidance
strategies; only a conceptually difficult subject can hinder a natural, smooth flow of
language.
Can use the language fluently, accurately and effectively on a wide range of general,
academic, vocational or leisure topics, marking clearly the relationships between
ideas. Can communicate spontaneously with good grammatical control without much
sign of having to restrict what he/she wants to say, adopting a level of formality
appropriate to the circumstances.
B2
Can interact with a degree of fluency and spontaneity that makes regular interaction,
and sustained relationships with native speakers quite possible without imposing
strain on either party. Can highlight the personal significance of events and
experiences, account for and sustain views clearly by providing relevant
explanations and arguments.
Can communicate with some confidence on familiar routine and non-routine matters
related to his/her interests and professional field. Can exchange, check and confirm
information, deal with less routine situations and explain why something is a
problem. Can express thoughts on more abstract, cultural topics such as films,
books, music etc.
Primary Handouts
B1
Can exploit a wide range of simple language to deal with most situations likely to
arise whilst travelling. Can enter unprepared into conversation on familiar topics,
express personal opinions and exchange information on topics that are familiar, of
personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and
current events).
Can interact with reasonable ease in structured situations and short conversations,
provided the other person helps if necessary. Can manage simple, routine
exchanges without undue effort; can ask and answer questions and exchange ideas
and information on familiar topics in predictable everyday situations
A2
Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters to do with work and free
time. Can handle very short social exchanges but is rarely able to understand
enough to keep conversation going of his/her own accord.
A1
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.
Primary Handouts
Here are six tasks taken from three different levels of English
tests A2, B1 and B2.
Match a task to each level by discussing the type of spoken

interaction and production being targeted. Refer to your A2, B1
and B2 descriptors in your discussion.
Task 1:
Phase 2
Examiner
(Select one or more questions from the list to ask each candidate. Use candidates names
throughout. Ask Candidate B first.)
Back-up prompts
Do you enjoy studying English? Why (not)? Do you like studying English?
Do you think that English will be useful for you in Will you use English in the future?
the future?
What did you do yesterday evening / last Did you do anything yesterday evening /
weekend? last weekend? What?
What do you enjoy doing in your free time? What do you like to do in your free time?
Thank you.
Primary Handouts
Task 2:
Primary Handouts
Task 3:
Task 4:
Primary Handouts
Task 5:
Task 6:
The examiner tells the candidate the name of the story and describes the
first picture, e.g. These pictures tell a story. Its called The new TV. Just
look at the pictures first. Tom and his dad are in a shop. Toms dad is
buying a new TV. The examiner then asks the candidate to continue
telling the story.
Primary Handouts
Primary Handouts
Look at these different speaking text types around which
learning objectives and learning activities might be built in
learning programmes.
From the CEFR descriptors of Spoken Interaction, decide which

ones go with A1, A2, B1 and B2 learner competences.
A1 A2 B1
B2
announcements collaborative discussions giving

demonstrations
short dialogues phone conversations interview

sequences
short news and documentary features responses to

prompts
quiz forums short presentations using visual prompts
personal anecdote telling service interactions

voicemails
problem-solving group discussions question and

answer sequences
presentations using visual, graphic or written media
Primary Handouts
Primary Handouts
Look at the descriptors for the qualitative aspects of spoken
language at the A2 level.
Match each descriptor to a category.
Range Coherence Accuracy Interaction

Fluency
Uses basic sentence Uses some simple Can make him/herself

patterns with memorised structures, correctly, but understood in very short
phrases, groups of a few still systematically makes basic utterances, even
words and formulae in order basic mistakes. though pauses, false starts
to communicate limited and reformulation are very
information in simple evident.
everyday situations
Can answer questions and Can link groups of words

respond to simple statements. with simple connectors
Can indicate when he/she is like and, but and
following enough to keep because.
conversation going of
his/her own accord.
Primary Handouts
What do you think the task rubrics might be for these sets of
pictures that teachers could ask learners to do individually, in
pairs or in whole class situation with the teacher directing from
the board?
Task 1
Primary Handouts
Session 3: Handout 17 (continued)
How can teachers grade visual input and task demands to elicit spoken language from very young
children?
Primary Handouts
Look at the examples of graded tasks below and see what features make the second in each pair more
difficult?
Task 2
Task 3
Primary Handouts
Look at the overall Reading comprehension competence scale.
Which aspects of early literacy breakthrough does the scale not
cover?
OVERALL READING COMPREHENSION
C2
Can understand and interpret critically virtually all forms of the written
language including abstract, structurally complex, or highly colloquial
literary and non-literary writings.
Can understand a wide range of long and complex texts, appreciating

subtle distinctions of style and implicit as well as explicit meaning.
C1
Can understand in detail lengthy, complex texts, whether or not they
relate to his/her own area of speciality, provided he/she can reread
difficult sections.
B2
Can read with a large degree of independence, adapting style and speed
of reading to different texts and purposes, and using appropriate
reference sources selectively. Has a broad active reading vocabulary, but
may experience some difficulty with low frequency idioms.
B1
Can read straightforward factual texts on subjects related to his/her eld
and interest with a
satisfactory level of comprehension.
Can understand short, simple texts on familiar matters of a concrete type

which consist of high frequency everyday or job-related language.
A2
Can understand short, simple texts containing the highest frequency
vocabulary, including a proportion of shared international vocabulary
items.
A1
Can understand very short, simple texts a single phrase at a time, picking
up familiar names, words and basic phrases and rereading as required.
Primary Handouts
Primary Handouts
Look at this cognitive Reading construct model. What level of text understanding do the Primary
Reading questions and focuses on the next pages target?
Primary Handouts
Task 1
Primary Handouts
Primary Handouts
Task 2
Task 3
Primary Handouts
Here is one way Primary L2 children can log spellings. Listen to
the words and then complete the left-hand side of the spelling
log.
Primary Handouts
When thinking about reading competences, it is helpful to think
about differences between reading activities, purposes for
reading and reading strategies.
Look at the list of words in the box and decide if they refer to
reading activities, specific reading purposes or reading
strategies.
reading (activities/text types)

scanning general orientation
detailed understanding gist signs
reference notes instructions website
specific information inference
pleasure skimming text structure
reading instructions correspondence
activiti
es
reading for (level of understanding)
specific
reading
purposes
reading using (techniques)
reading
strategi
es
Primary Handouts
Look at the overall reading comprehension scale. Complete level
descriptor with one of the phrases below.
OVERALL READING COMPREHENSION
Can understand and interpret critically

C2 ______________________including abstract, structurally complex, or
highly colloquial literary and non-literary writings
C1 Can understand _______________, appreciating subtle distinctions

of style and implicit as well as explicit meaning.
B2 Can read __________________, adapting style and speed of reading

to different texts and purposes, and using appropriate reference
sources selectively. Has a broad active reading vocabulary, but
may experience some difficulty with low frequency idioms
Can read ____________on subjects related to his/her eld and

B1 interest with a satisfactory level of comprehension.
Can understand short, simple texts on familiar matters of a
concrete type which consist of high frequency everyday or job-
related language.
A2 Can understand _____________containing the highest frequency

vocabulary, including a proportion of shared international
vocabulary items.
A1 Can understand _____________a single phrase at a time, picking

up familiar names, words and basic phrases and rereading as
required.
very short, simple texts
a wide range of long and complex
straightforward factual texts
Primary Handouts
short, simple texts
with a large degree of independence
virtually all forms of the written language
Creating an intertextual
representation:
Construct an organised
representation across texts Text structure
knowledge:
Genre
Creating a text level Rhetorical tasks

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

Remediation where
Integrating new information General knowledge
necessary
of the world
Enriching the proposition
Topic knowledge
Meaning representation
Monitor: of text(s) so far
Inferencing
goal checking
Establishing
propositional meaning
Goal setter
Selecting appropriate at clause and sentence levels
type of reading:
Careful reading
LOCAL:
Syntactic Parsing Syntactic knowledge
Understanding sentence
GLOBAL:
Comprehend main idea(s)
Comprehend overall text
Comprehend overall texts Lexical access Lexicon
Lemma:
Expeditious reading Meaning
Word class
LOCAL:
Scan/search for specifics Lexicon
Word recognition
Form:
GLOBAL: Orthography
Skim for gist Phonology
Search for main ideas and Morphology
and important detail
Visual input
Look again at
this cognitive Reading construct model. What level of text
understanding do the Reading questions and focuses below
target?
Primary Handouts
Primary Handouts
Primary Handouts
Look at these notices and messages. What level do you think
these are most appropriate for and how could you make these
easier or more difficult?
Primary Handouts
In groups decide which descriptor comes under which level
description in the creative writing scale.
Primary Handouts
A1 A2 B1
CEFR Descriptor
level
Can write a series of simple phrases and sentences

about their family, living conditions, educational
background, present or most recent job.
Can write straightforward, detailed descriptions on a

range of familiar subjects within his/her field of
interest.
Can write short, simple imaginary biographies and

simple poems about people.
Can write accounts of experiences, describing feelings

and reactions in simple connected text.
Can write a description of an event, a recent trip real

or imagined.
Can narrate a story.
Can write simple phrases and sentences about

themselves and imaginary people, where they live and
what they do.
Primary Handouts
Can write about everyday aspects of his/her
environment, e.g. people, places, a job or study
experience in linked sentences.
Can write very short, basic descriptions of events, past

activities and personal experiences.
Primary Handouts
Look at these incomplete descriptors for A1 B2 from the Written
Interaction Correspondence scale. Complete with the words in
the box below
CORRESPONDENCE
B2
Can write letters conveying degrees of _______ and highlighting the personal
_______ of events and experiences and commenting on the correspondents _____
and ________.
B1
Can write personal letters giving _________ and expressing _______about abstract
or cultural topics such as music, films.
Can write personal letters describing ________, feelings and events in some detail.
A2
Can write very simple personal letters expressing ________ and _______.
A1
Can write a short simple _________.
thanks news emotion experiences news
significance apology postcard views

thoughts
Primary Handouts
Look at these communicative writing text types. Think about their
relative complexity in terms of the factors in the definition of the
writing construct.
Complete the table as to the level that each task type might be
introduced (A1, A2, and B1) in a learning syllabus. They relate to
both paper-based and digital writing.
advertisements blogs captions dialogues digital posts
digital calendar and diary entries text exchanges and messages
emails fact files forms greeting cards lists
invitations labels letters leaflets messages
mini- dialogues poems presentation slides posters
postcards profiles signs social media posts stories
A1 A2 B1
Primary Handouts
in addition to task types ..in addition to task types
introduced at A2 introduced at A2 and B1
Primary Handouts
Look at these different classroom seating arrangements.
Discuss in your groups what some of the positives and negatives

of each arrangement might be in terms of facilitating
communicative language teaching.
A B
C D E
F G H I
Primary Handouts
Look at the table below.
Discuss in your groups what the corresponding characteristics are

for Formative Assessment.
Formative Assessment Summative Assessment
Informal Formal
Final/Snapshot
Written/oral
Judging
Assessment of learning
Monologic
Provides a mark/status
Measures learning
Often stressful for students
Systematic, regulated
Broad focus
Primary Handouts
Complete the process diagram below with the missing elements
from the box.
course
Teacher
observatio
n
Teacher decision-
making
informal record language activity learning objectives

structured record interpretation
feedback and modify objectives
Primary Handouts
Look at this inventory of functions, notions and communicative
tasks broadly drawn from the Breakthrough [A1] and Waystage
[A2] language descriptions. Which level is each one (A1 or A2)?
Which ones are above the A2 level and feature in the B1

Threshold specification?
Functions, Notions and Communicative Tasks
1. talking about what people are doing at the moment ___
2. making and responding to offers ___
3. talking about how to operate things ___
4. describing simple processes ___
5. expressing factual agreement ___
6. introducing oneself and other people ___
7. expressing purpose, cause and result ___
8. expressing dislike ___
9. giving reasons ___
10. expressing ability ___
11. drawing simple conclusions and making recommendations

___
12. criticising and complaining ___
13. asking and answering questions about personal

possessions ___
14. resuming or continuing the topic ___
15. asking for repetition and clarification ___
16. giving warnings and stating prohibitions ___
17. seeking identification ___

Where these functions, notions and communicative tasks are specified for
the A1 or A2 level, their realisations will be in the simplest possible ways.
Primary Handouts
Primary Handouts
Look at these transitive meanings of the verb take.
At which CEFR level would learners typically be able to use each

meaning?
A2 B2
C2
A1 B1 C1
take a bus ___
take place ___
take an exam ___
take something seriously ___
take a book ___
take care ___
take part ___
take a matter further ___
take a picture ___
take a keen interest ___
take a nap ___
take a chance ___
take a deep breath ___
Primary Handouts
Decide at which stage pre-A1, A1 or A2 each of these structures

would feature as part of a language specification
Stage Structure
What (a/an) + adj + n

What beautiful fish!
Be called + n
A baby cat is called a kitten.
Must for obligation

You mustnt give the rabbit cheese.
Be/look/sound/feel/taste/smell like
Whats your new teacher like?
Here you are

Would you like an apple? Yes, please.
Here you are.
If clauses (in zero conditionals)

If its sunny, we go swimming.
Past simple regular and irregular forms

Her father cooked lunch on Friday
Did you go to the cinema? Yes, I did.
Verb + ing
I went riding on Saturday.
Me too
I like football. Me too.
Infinitive of purpose
She went to town to buy a toothbrush
So do I
I love hippos. So do I.
Primary Handouts
Tag questions
Thats Johns book, isnt it?
Look at these grammatical features which are associated with
CEFR levels A2 to C2. Look at each one and decide which CEFR
level learners are typically able to use these structures.
CEFR Grammatical feature Learner example

assumed, discovered, felt, found, proved (in The children stories
Passive voice) + infinitive were felt to be the best
idea for kids, after of course
the pony rides.
Relative clauses with whose a biography of this
famous painter whose
(Relative clauses formed on a genitive position)
pictures I like so much
tough+infinitive What she knew would be
really tough to live with
(Tough Movement constructions with the
was the reason of his death.
adjective tough)
It+Verb+infinitive it would be helpful to
work in your group as well.
(It Extraposition with infinitival phrases)
Verb+subordinate clause with or without I knew that you have a
that new house too.
These structures comprise one main clause I think the zoo is an
containing a Noun Phrase and a Verb and a interesting place.
subordinate complement clause with a finite Verb
(i.e. a verb inflected for person and tense) (e.g.
they thought that he was always late).
Primary Handouts
Watch this of short clip of a teacher/interlocutor with a pre-A1
learner. Make notes on the different task processes: what the
teacher/interlocutor does and what the learner is required to do.
Primary Handouts
A1 level 0 1.0 2.0 3.0 4.0 5.0
Vocabulary and Uses the vocabulary Uses the vocabulary Uses the vocabulary
Performance does not satisfy the Band 1 descriptor.
measure.
Some features of 3.0 and some features of 1.0 in approximately equal
measure.
Some features of 3.0 and some features of 5.0 in approximately equal
required to attempt required to deal with required to deal with all
grammar some test tasks. most test tasks. test tasks.
Attempts a few simple Produces some simple Uses some simple
utterances but makes structures but makes structures correctly but
Range some basic mistakes some basic mistakes makes some mistakes,
Control which may obscure which may obscure although meaning is
meaning. meaning. generally clear.
Extent Generally responds at Generally responds at Responds at word,
Cohesion word level but may word or phrase level phrase or longer
also produce phrases. but may also produce utterance level.
Can join words with some longer Can join ideas with
simple linkers (e.g. utterances. some simple linkers (e.g.
and). Can join ideas with a and, but, then, when).
few simple linkers
(e.g. and).
Pronunciation Sometimes may be Is mostly intelligible Is mostly intelligible.

difficult to understand. although some sounds Has limited control of
may be unclear. word stress and
Individual sounds Has limited control of intonation.
word stress.
Stress
Intonation
Interaction Responds Responds Responds appropriately

appropriately to some appropriately to to instructions, questions
instructions, questions instructions, questions and visual prompts and
Reception/Responding and visual prompts and visual prompts very little support is
although frequent although some required.
Support required support may be support is required. Is able to ask for support
Fluency/Promptness required. Is able to ask for
if required.
May attempt to ask for support if required.
support if required. Often responds Almost always responds
There is hesitation and promptly although promptly although there
there may be may be hesitation and
pausing mid-utterance,
hesitation and pausing some pausing mid-
responses may be
mid-utterance. utterance.
delayed or halting.
Primary Handouts
Primary Handouts
Use the A2 analytical scale to assess the following 4 pieces of

writing. Compare your assessments with other members of your
group
Band Marking criteria

5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the
message is only partly communicated
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.
A2 Task
Read this email from your friend Alex
From: Alex
To:
Its great that you can come to my house this evening to
watch a DVD. What time can you come? What DVD do you
want to watch? What would you like to eat?
Write an email to Alex and answer the questions. Write 25-35 words.
Primary Handouts
Script A
Im really happy to come to your house. You can choose the

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

would like to eat chips, pizza and fast-food, and drink cola.
Script C
To Alex,
Yes, its so great. I arrive at 2.30 and I want to watch Titanic

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

come at 12.30. My favourite eat its a pizza and chips. My
favourite drink a cola.
Thank you.
Primary Handouts

Cascade Handouts Primary (Final)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cascade Handouts Primary (Final)

Uploaded by

Copyright:

Available Formats

CEFR Familiarisation Workshops

Master Trainer Workshop Handouts

Rank these from 1 - 8 (1 = most impact; 8 = least

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

C make it easier to compare qualifications from different learning

D raise learner understanding of goals, knowledge levels, skills

E help course planners in developing programmes and selecting

G promote understanding of plurilingualism rather than

H help establish a common understanding of the principles

activity strategies contexts approach tasks reception

language competences conditions and constraints

The core view of language learning in the CEFR is that learning

1. Can produce clear, detailed text on a wide range of

2. Can interact in a simple way provided the other person

3. Can express him/herself spontaneously, very uently

C2 arguments and accounts in a coherent presentation. Can express him/herself

routine tasks requiring a simple and direct exchange of information on familiar

Discuss in groups and make notes in the table.

Can understand sentences and frequently used expressions related to

Secondly, for the activities and strategies decide if they refer to

An example has been done for you.

Transactions to Correspondence Goal-oriented Reading for

Activities Strategies Competencies

An example has been done for you.

Discuss in groups which three you would make priorities for

Identify master practitioners teaching in schools to act

Set realistic targets based

Provide training for a differentiated

Incorporate Speaking and introduce a

Align assessments to CEFR

Reward teachers with internationally-recognised

Develop the English language proficiency and

Would you say this more an A1 or A2 level comprehension focus?

Heres a zebra in the night.

Can you see its black and wh _ _ _?

Here are two cows they are white and brown.

Can you see theyre sitting d _ _ _?

Heres a chicken his name is Jim.

Can you see hes going for a s _ _ _?

Heres a horse hes brown and grey.

Can you see hes six t _ _ _ _?

Heres a frog with an open eye.

Can you see he wants the f _ _.

Heres a monkey his names Keith

Can you see hes got perfect t _ _ _ _?

Ideas you might use for interaction:

P/W or G/W = pair or group work; trainer input (mini lecture or

Key training outcome Activity/ interaction Adaptation for

Key aims of CEFR as

Common uses of CEFR

Main aims of the

Defining key notions of

CEFR six level

OVERALL SPOKEN INTERACTION

Has a good command of idiomatic expressions and colloquialisms with awareness of

Can interact in a simple way but communication is totally dependent on repetition at

Match a task to each level by discussing the type of spoken

From the CEFR descriptors of Spoken Interaction, decide which

announcements collaborative discussions giving

short dialogues phone conversations interview

short news and documentary features responses to

quiz forums short presentations using visual prompts

personal anecdote telling service interactions