Overview

essions 1 and 2

Introducti
on to the
CEFR and
the aims
of the
course

Listening:
Primary
Interlocutor
Perspectives
and the CEFR

The six
referenc
e levels

The
Cambridg
e Baseline
2013

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.

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

CFR
Common Framework of
Reference

What is the CEFR and why is

it useful?

Background to the CEFR

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

developments in language learning: from grammar

translation to functional, notional, communicative
approaches

Aims of the CEFR

to describe in a comprehensive way what language

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

to provide a common basis for the elaboration of

language syllabuses, curriculum guidelines, examinations
and textbooks.

to define levels of proficiency which allow learners

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

CEFR developmental vision

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

CEFR developmental vision

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

reference, itself always open to amendment and further

development, in an interactive international system of

co-operating institutions ... whose cumulative experience

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

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

The CEFR: two focuses

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

the CEFRs action-oriented / can-do

approach
Handout 2

Defining key notions in the

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

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

A six level framework

C2
C1

Proficient user

B2
B1
A2
A
1

Independent
user
Basic user
Handout 3

The Global Scale

Pr
o
fi
ci
e
nt

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

U
se
r

In
d
e
p
e
n
d
e

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

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

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

Distinguishing between levels

B
1

A
2

A
1

Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can
deal with most situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple connected text
on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes and ambitions and briefly
give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas
of immediate need.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.

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

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

Teaching practice

Factors influencing teaching and

learning

Teachers like teaching English

Teachers want more professional
development
Teachers need differentiation strategies
Students need an English-friendly
environment
Parents need support to participate more
Handout 8

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

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

LISTENING
SKILL

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.

SPEAKING
SKILL

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 13

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
14

Qualitative aspects of spoken

language use

INTERACTION
RANGE

FLUENCY

ACCURACY
COHERENCE
Handout 16

Generating spoken language

in the Primary classroom :
questioning and eliciting
techniques
Matching and ordering
Put it together
Put in the right place
Draw and colour it
Same or different
Odd-one-out
Whats missing?
Whats the question?

Handout
15

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 16

READING
SKILL

Reading construct model

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

Handout 16

A simplified version

A model of
Reading

Word
recognition
Lexical search
Syntactic
parsing
Meaning
construction
Discourse
construction

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

Orthographic control
A1
Can copy familiar words and short phrases e.g.
simple signs or instructions, names of everyday
objects, names of shops and set phrases used
regularly.
Can spell his/her address, nationality and other
personal details.

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

WRITING
SKILL

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.

A simplified version

A model of
Reading

Word
recognition
Lexical search
Syntactic
parsing
Meaning
construction
Discourse
construction

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

Handout 20

Towards a reading construct

READING FOR INFORMATION AND
ARGUMENT
C2

as in C1

C1

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

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

B2

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

B1

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

A2

Can identify specific information in simpler written material he/she encounters such
as letters, brochures
and short newspaper articles describingHandout
events. 21

A1

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

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

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.

Overall Written Interaction

Scale
B1
Can convey information and ideas on abstract as well as concrete
topics, check information and ask about or explain problems with
reasonable precision.
Can write personal letters and notes asking for or conveying
simple information of immediate relevance, getting across the
point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to matters in
areas of immediate need.
A1
Can ask for or pass on personal details in written form.
Handout 24

Adjust
teaching
cycle

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

Using a
framewor
k of
reference
(e.g.
Provide
feedback CEFR)

or
encourage
selfassessme
nt

Set tasks
to elicit a
Performa
nce

Collect
and
interpret
evidence

LOA: Key features

Setting goals
Collecting evidence
Giving feedback

An informed and systematic approach

keeping the learner at the centre

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

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

Effective differentiated
learning
Effective differentiated learning is more about noticing how
different learners react to different techniques...responding
and adapting to 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.

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.

General Scales for Language

Knowledge
Vocabulary Range

Grammatical Accuracy

A2
Has a sufficient vocabulary
for the expression of basic
communicative needs.
Has a sufficient vocabulary
for coping with simple
survival needs.
A1
Has a basic vocabulary
repertoire of isolated words
and phrases related to
particular concrete situations

A2

Uses some simple structures

correctly, but still systematically
makes basic mistakes for
example tends to mix up tenses
and forget to mark agreement;
nevertheless, it is usually clear
what he/she is trying to say.

A1

Shows only limited control of a

few simple grammatical
structures and sentence
patterns in a learnt repertoire.

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.