Teacher Guide : Implementing the CEFR-Aligned Curriculum (Planning and Managing Learning) 2nd Edition

TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Second

MINISTRY OF EDUCATION MALAYSIA

1



TEACHER GUIDE

TIMHPELCEEMFRE-NATLIINGGNED CURRICULUM

PLANNING AND MANAGING LEARNING

Second Edition

MINISTRY OF EDUCATION MALAYSIA

First Edition 2019
Second Edition 2020

Published by:

English Language Teaching Centre
Ministry of Education
Kompleks Pendidikan Nilai
Lebuh Enstek
71760 Bandar Enstek
Negeri Sembilan
www.eltc.edu.my

© 2020 English Language Teaching Centre

All rights reserved. No part of this publication may be reproduced, copied, stored in any retrieval
system, or transmitted in any forms by any means – electronic. mechanical, photocopying, recording
or otherwise; without prior permission in writing from the Ministry of Education Malaysia.

Teacher Guide Implementing the CEFR-Aligned Curriculum Planning and Managing Learning
Second Edition

Perpustakaan Negara Malaysia

eISBN 978-983-40511-2-9

TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

CONTENTS

List of Figures 6

Overview 7

1. Introduction

The Context 8

The CEFR 9

2. Relevant Documents for Classroom 12
Implementation

3. Writing and Planning a Lesson 15

4. Sample Lesson Plans

Lesson Plan Template 23

4.1 Sample Lesson Plan for Preschool 24

4.2 Sample Lesson Plan for Primary Year 1 26

4.3 Sample Lesson Plan for Primary Year 3 27

4.4 Sample Lesson Plan for Primary Year 4 28

DISCLAIMER: 4.5 Sample Lesson Plan for Contemporary 29
Children’s Literature (CCL)
The primary purpose of this Guide
is to educate and inform. The 4.6 Sample Lesson Plan for Secondary Form 1 30
content is provided without profit for
educational purposes and is made 4.7 Sample Lesson Plan for Secondary Form 2 3 1
available for private, non-commercial
use only. All information is provided 4.8 Sample Lesson Plan for Secondary Form 3 32
on an as-is basis. While we have taken
every precaution to ensure that the 4.9 Sample Lesson Plan for Secondary Form 4 33
content is both current and accurate,
errors may occur. The contributors 5. Reviewing Teaching and Learning 34
and reviewers of this Guide assume
no liability for the links to websites Conclusion 36
provided which are maintained by
other parties. References 36

Useful Resources 37
• Links to Cambridge English (CE) Materials 38
• Links to CEFR-Aligned Documents

Further Reading 39
• English Language Education Reform in 42

Malaysia: The Roadmap 2015-2025
• Setting our English Language Education

to International Standards: The Common
European Framework of Reference for
Languages (CEFR)

Acknowledgements 47

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

LIST OF FIGURES

Figure 1: The CEFR Global Scale 11

Figure 2: The Relationship between the Curriculum Documents 12

Figure 3: From Curriculum Framework to Lesson Plan 13

Figure 4: Stages and Steps in Planning and Managing a CEFR-Aligned 15
Lesson

Figure 5: Compulsory Ministry of Education Malaysia (MoE) Documents 16

Figure 6: Compulsory Teaching and Learning Materials 17

Figure 7: Identifying the Learning Standards and Writing the Learning 18
Objectives

Figure 8: A Detailed Example of Step 1 for Year 1 19

Figure 9: Planning the Learning 20

Figure 10: Preparing Teaching-Learning Materials 21

Figure 11: Lesson Plan Template Provided by the Ministry of Education 2 3
Malaysia (MoE)



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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Overview The Guide is organised according to
the following interrelated focus areas:
T his Guide is designed to help
teachers develop their own ▶ The Introduction relates the Guide
lesson plans and activities to the wider context of the nation’s
using the CEFR-aligned Curriculum aspiration for young Malaysians
Framework, Syllabus, and Scheme of with respect to their ability to use
Work as references. The content is English for communication, and
drawn from the resource materials explains the nature of the CEFR.
provided by Cambridge English
(CE) at the CEFR Familiarisation, ▶ Relevant Documents for
Learning Materials Adaptation Classroom Implementation
(LMA), Curriculum Induction (CI) and inform teachers about the
Formative Assessment (FA) training documents they need to be
sessions that teachers have been familiar with.
through.
▶ The section on Writing and
The aims of the Guide are to enable Planning a Lesson describes what
teachers to: teachers need to consider when
▶ use the new curriculum planning and managing a lesson.

documents, including the CEFR- ▶ The Sample Lesson Plans suggest
aligned Curriculum Framework, lesson plans that teachers can
Dokumen Standard Kurikulum refer to.
dan Pentaksiran (DSKP), Scheme
of Work (SoW) and the suggested ▶ Reviewing Teaching and Learning
lesson plans in planning their focuses on how teachers can use
lessons; formative assessment to check
pupil understanding and to obtain
▶ teach at the appropriate CEFR feedback on pupil learning.
level and in accordance with CEFR
principles.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

1Introduction

The Context The adoption of the CEFR has
added international relevance to the
The Malaysia Education Blueprint Roadmap and provides a common
2013-2025 (MEB) highlights the need reference for aligning English
to ensure that every child is proficient Language curricula and pedagogy,
in at least two languages: Bahasa including teaching and learning
Malaysia and English. In response materials and assessment. The aim
to the challenge of improving the is to produce English Language
standards of English in Malaysia, the programmes from preschool to
English Language Standards and university and teacher education that
Quality Council (ELSQC) produced the will prepare young Malaysians to meet
English Language Education Reform the challenges of the 21st century
in Malaysia: The Roadmap 2015-2025 with respect to the use of English as a
(the Roadmap) in 2015 to enable the means of communication in different
nation to develop English Language contexts of use.
education of an international
standard and aligned to the Common To ensure that all English Language
European Framework of Reference for teachers are well prepared for a
Languages (CEFR). CEFR-aligned curriculum, CE was
commissioned in 2016 to train Master
Trainers who would then cascade
the training nationwide. The training
package consists of four main
modules:

▶ CEFR Familiarisation
▶ Learning Materials Adaptation

(LMA)

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

▶ Curriculum Induction (CI) The CEFR
▷ Preschool
▷ Primary Having been developed in the
▷ Secondary course of more than 30 years of
thinking and research on language
▶ Formative Assessment (FA) teaching, learning and assessment,
the CEFR is a comprehensive, well-
The successful implementation of established framework which has
the Roadmap requires the capacity international currency and is used in
building of English Language more than 40 countries (see a write-up
teachers. This Guide has been on the CEFR in the section on Further
developed with the aim of offering Reading). It aims to contribute to
teachers a quick and easy reference increased common understanding
to some f requently asked questions of what it means to learn, teach, and
on the implementation of the CEFR- assess a foreign language, and to
aligned curriculum in the classroom. give curriculum developers, teacher
It is hoped that the Guide will trainers, textbook writers, language
support teachers in the planning and test developers, and classroom
management of CEFR-aligned lessons teachers a common framework within
in particular. which to communicate, to cooperate,
and to develop independently
(Alderson, 2007, p.21). The impact of
the CEFR on language education can
be seen with respect to its application
in the area of assessment following
the alignment of international high
stakes tests to the CEFR, including
IELTS and TOEFL, where the levels of
examinations are expressed in terms
of CEFR levels.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The CEFR proficiency scales are The CEFR levels and the
empirically validated and provide a accompanying “can do” descriptors
valid framework that describes what make it possible in practice to use
learners have to learn to do to use a the CEFR in the design of curricula
language for communication and and syllabuses, in the classroom for
what knowledge and skills (Council teaching and lesson planning, and as
of Europe, 2001, p. 1) they have to source for defining the standard of
develop in order to act effectively. performance expected, so that learner
Despite some significant gaps, progress can be measured at each
especially at the lowest and highest stage of learning. The descriptors
levels, the scales are a useful means are not language specific and are
of comparing learners’ levels of ability, context-free to allow users to adapt
and of monitoring their progress. them to fit the target language and
their own specific contexts.
The language ability of learners in
relation to listening, speaking (both In view of all these, it is clear why the
spoken production and interaction), CEFR has been adopted as a common
reading and writing are described basis for describing and measuring
across the proficiency scale at six language prof iciency, one that can be
levels (A1, A2, B1, B2, C1 and C2), ranging understood by users everywhere. The
f rom A1 for elementary learners to CEFR gives teachers, test developers,
C2 for those who have mastered the parents, the learners themselves,
language. Figure 1 on the next page and even employers, a much clearer
specifies learners’ language ability picture of what someone at a given
in a positive manner using “can do” level is capable of doing. A B1 learner of
statements at three broad levels of English in one country can in principle
language prof iciency: A1 and A2 (Basic perform in the same way in listening,
User), B1 and B2 (Independent User), speaking, reading and writing as a B1
C1 and C2 (Prof icient User). learner f rom another country.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Language User Level Descriptors
C2
PROFICIENT C1 (There are also detailed “can do” statements for different language
USER B2 skills, grammar and vocabulary.)
B1
INDEPENDENT A2 Can understand with ease virtually everything heard or read. Can
USER A1 summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
BASIC Can express him/herself spontaneously, very fluently and precisely,
USER differentiating finer shades of meaning even in more complex situations.

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

Can understand the main ideas of complex text on both concrete
and abstract topics, including technical discussions in 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.

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.

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.

Figure 1: The CEFR Global Scale

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

2 Relevant Documents
for Classroom Implementation

The curriculum documents that you derived from the CF. It is the syllabus
need to refer to when planning your which contains the themes, language
lessons and writing your lesson plans skills, grammar, language functions
include: and vocabulary to be taught and
learnt for an academic year. The
▶ Curriculum Framework (CF), SoW is drawn f rom the DSKP. It is a
▶ Dokumen Standard Kurikulum detailed plan of work for you to cover
in an academic year. The lesson plans
dan Pentaksiran (DSKP) are then prepared based on the
▶ Scheme of Work (SoW). specif ications given in the SoW. The
relationship between the curriculum
The CF contains the overall content documents and the lesson plan is
taught during the whole primary/ illustrated in Figure 2.
secondary education. The DSKP is

Common EuropeanCFurrarmicuewluomrkForfaRmefeewreonrcke(fCoFr )Languages (CEFR)
DokduamnePneSnttaandksdsiarardn K(DuSriKkPu)lum
Scheme of Work (SoW)

Lesson Plan (LP)

Figure 2: The Relationship between the Curriculum Documents

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

A more detailed explanation of the development from the CF to the DSKP to
the SoW, and f inally to the LP, is provided in Figure 3.

Curriculum Framework (CF) AN EXAMPLE (from Primary)

This is an organised plan of content CEFR descriptor: “can do” statement
standards (what the pupils should Can recognise familiar words and very basic phrases
be able to do and what they are concerning myself, my family and immediate concrete
expected to achieve) at each stage of surroundings when people speak slowly and clearly
learning from Preschool to Form Five.
These target levels will enable pupils KSSR English Language CF Primary (p. 3)
to measure their own progress, and 1.2 Understand meaning in a variety of familiar contexts
facilitate teachers in assessing the Focus:
pupils’ proficiency levels. Understand the main idea when listening to texts on
familiar topics
Content Standards (CS)
& Learning Standards (LS) Content Standard (DSKP Year 1)
Main Skill (p. 25):
The descriptors in the CEFR 1.2 Understand meaning in a variety of familiar contexts
Framework which include “can do” Complementary Skill (p. 29):
statements enable us to understand 2.1 Communicate simple information intelligibly
what kind of communicative
competencies pupils have and what
they can or should be able to do at
different intervals. These are called CS
and LS in the CF.

DSKP (Syllabus) Learning Standard (DSKP Year 1)
The LS are used to develop the Main Skill (p.25):
syllabus which is a year-to-year 1.2.1 Understand with support the main ideas of very
description of the themes, language
skills, grammar, vocabulary and simple phrases and sentences
structures used in a year. Complementary Skill (p.29):
2.1.5 Name or describe objects using
Scheme of Work (SoW)
The SoW is also aligned to the CEFR suitable words from word sets
levels and age groups, and reflects
the LS and Syllabus. The SoW gives Lesson 18 (SoW SK, pp. 62-63)
an overview of the CS and LS to be
covered in each lesson. Lesson Plan
Unit 1: At School (Superminds, p. 10)
Lesson Plan Activity 1 - Listen, look and say the words
Activity 2 - Listen and chant

Figure 3: From Curriculum Framework to Lesson Plan

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

While these documents are valid
and valuable in their own right, they
do not have the power to influence
pedagogical practice. What really
matters is what actually happens in
the classroom.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

3 Writing and Planning a Lesson
A well-written CEFR-aligned
lesson plan (LP) supports you Before ▶ Refer to relevant
and your pupils by clearly Writing documents
def ining: the LP
▶ Refer to relevant
▶ what pupils can do in English at a teaching and
particular level; learning materials

▶ what language items and While ▶ Identify the
competences will be worked on in Writing Learning Standards
order to achieve this; and the LP
▶ Write the Learning
▶ how learning can be achieved and Objectives
assessed.
▶ Plan the learning
This section, as summarised in
Figure 4, shows three stages in ▶ Prepare the
planning and managing a CEFR- materials
aligned lesson: before and while
writing the lesson plan, and after After ▶ Review teaching
conducting the lesson; and steps to the and learning
be taken at each stage. Lesson

The management of actual Figure 4: Stages and Steps in
classroom lessons is not explicitly Planning and Managing
addressed here since it would be based a CEFR-Aligned Lesson
on your lesson plans. The references
made to relevant documents at each
step are important to ensure that you
are working at appropriate language
levels in accordance with the CEFR-
aligned English Language curriculum.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The following steps (as shown in Stage 1: Before Writing Lesson Plan
Figures 5-10) are suggestions that will
help you prepare your lesson, write a Step 1: Refer to relevant documents
lesson plan and prepare materials.
MoE documents needed (Figure 5):
▶ Curriculum Framework (CF)
▶ Dokumen Standard Kurikulum

dan Pentaksiran (DSKP)
▶ Scheme of Work (SoW)

PRESCHOOL LEVEL PRIMARY LEVEL SECONDARY LEVEL

CURRICULUM
FRAMEWORK

DOKUMEN
STANDARD
KURIKULUM DAN
PENTAKSIRAN
(DSKP)

SCHEME OF
WORK

SCHEME OF
WORK FOR
PHONICS (only for
Year 1 and Year 2)

Figure 5: Compulsory Ministry of Education Malaysia (MoE) Documents

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Step 2: Refer to relevant teaching ▶ Teacher’s Book (handbook for
and learning materials teachers)
- one or two copies per school
Teaching and learning materials
needed (Figure 6): ▶ Student’s Workbook (for teacher’s
▶ Student’s Book (textbook) reference, if available)

- distributed to each student
through Skim Pinjaman Buku
Teks (SPBT)

YEAR/ PRIMARY LEVEL SECONDARY LEVEL
FORM STUDENT'S BOOK TEACHER'S BOOK STUDENT'S BOOK TEACHER'S BOOK

1

2

3

4

5 TO BE SELECTED
6

Figure 6: Compulsory Teaching and Learning Materials

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Stage 2: While Writing the Lesson Plan
Step 1: Identify the Learning Standards (LS) and write the Learning Objectives (LO)

Identify the LS ▶ Refer to SoW

Write the ▶ Refer to the relevant pages in
Main LO the Student’s Book

▶ Refer to the relevant pages in
the Teacher’s Book

▶ Refer to the DSKP for the
performance standards
Note:
The document available
for preschool is the Teacher’s Kit

Remember to: Write the ▶ Refer to the relevant
Complementary pages in the
(i) embed the teaching Student's Book
of grammar and LO
vocabulary in the ▶ Refer to the relevant
teaching of the four pages in the
skills, and Teacher's Book

(ii)carry out the Language ▶ Refer to the
Awareness (LA) lessons DSKP for the
as stated in the SoW. performance
standards
Make sure the
objectives Note:
are SMART The document
▷ Specific available for
▷ Measurable preschool is the
▷ Attainable Teacher’s Kit
▷ Realistic
▷ Time-bound

Figure 7: Identifying the Learning Standards and
Writing the Learning Objectives

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Here is an Example for Year 1

Main Skill: ▶ SoW Year 1
1.2.1 Understand with support the Lesson 18 (pp. 62-63)

main ideas of very simple
phrases and sentences

Complementary Skill:
2.1.5 Name or describe objects using

suitable words from word sets

LO (Main) ▶ Student’s Book
Superminds (p.10)
By the end of the lesson, Unit 1: At School
pupils will be able to listen Activity 1 - Listen, look and say the words
to an audio text and Activity 2 - Listen and chant
identify the classroom
objects by numbering ▶ Superminds Teacher's Resource
them in the correct order. Book 1 (p.10)

Remember to: LO (Complementary) ▶ Student’s Book
(i) embed the teaching By the end of this lesson, Superminds (p.10)
pupils will be able to name Unit 1: At School
of grammar and the classroom objects with Activity 1 - Listen, look and
vocabulary in the guidance from the teacher. say the words
teaching of the four Activity 2 - Listen and chant
skills, and
(ii)carry out the Language ▶ Superminds
Awareness (LA) lessons Teacher’s Resource
as stated in the SoW. Book 1 (p.10)

Make sure the
objectives
are SMART
▷ Specific
▷ Measurable
▷ Attainable
▷ Realistic
▷ Time-bound

Figure 8: A Detailed Example of Step 1 for Year 1

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Step 2: Plan the Learning

Design the Examples of starters/ warmers/set induction: Refer to the
Starter ▶ Personalisation ▶ Predictions SoW for the
▶ Brainstorming ▶ Drawing/labelling suggested
▶ Pupils raise questions according to what they lesson
would like to know f rom the text outline.

Design the Examples of main idea tasks: Refer to the
Pre-Lesson ▶ Ordering (e.g. pictures) ▶ Checking against Teacher’s
predictions/guesses ▶ Matching (e.g. people to Book for
Tasks places, titles to pictures) ▶ Answering one or the steps to
two general comprehension questions (Who is teach.
speaking? Where are they?) ▶ Ranking pictures
in order ▶ Answering specific comprehension Think about other MoE
questions ▶ Discussing what they have read requirements:
using keywords ▶ Information gap ▶ Role-playing ▶ HOTS/i-Think Maps
▶ HEBAT Bacaan
Design the Examples of detailed tasks: ▶ 21st Century teaching &
Lesson ▶ Completing tables ▶ Guessing meaning f rom
visual aids ▶ Correcting false information learning strategies (PAK21)
Development ▶ Answering comprehension questions ▶ Multiple Intelligences
Tasks ▶ Cross-curricular elements

Design the Examples of post-lesson tasks: (CCE)
Post-Lesson ▶ Discussing what they have read using ▶ Moral values
keywords ▶ Information gap ▶ Role playing ▶ Civics in English
Tasks
Incorporate FA. FA
Some building blocks for you to focus on: ▶ is a continuous process
▶ Sharing LO & Success Criteria
▶ Exemplars -Starters and Plenaries during the lesson.
FA ▶ Deliberate practice ▶ Questioning ▶ helps pupils identify
for ▶ Discussions ▶ Quick Scans ▶ Peer assessment
LO and self-assessment ▶ Feedback challenges they face.
▶ helps pupils be aware of
Useful FA techniques / tools include:
▶ traffic lights ▶pyramid reflection ▶exit cards their learning.
▶ two stars and a wish / medals and missions ▶ helps you make changes

Figure 9: Planning the Learning to your teaching.
▶ promotes practice of self-

assessment among pupils
Refer to the FA Handbook for
more information.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Step 3: Prepare the materials of mixed ability,
▶ adapt from authentic material or
While planning, think about how
best to use the available learning reference books, or
materials. As shown in Figure 10, you ▶ design your own material.
can:
▶ use the material given in the

Student’s Book,
▶ use the same material, but apply

differentiation strategies for pupils

INCORPORATING TEACHING - LEARNING MATERIALS

Using material Adapting authentic Designing Own Material Using the same material
given in the or published for all pupils: Apply
Student’s Book materials Differentiated Strategies

What do we adapt? Key Principles of Material Consider differentiation
o The content Design strategies to cater for pupils at
o The level - Material should help different levels of learning i.e.
o The process for a mixed-ability classroom.
o The language learners develop confidence Differentiation strategies can
(Tomlinson, 2011) also be applied when you want
How do we adapt? - Material should expose to use the same materials for all
o adding learners to language in your pupils.
o modifying authentic use (Tomlinson,
o reordering 2011) Differentiation strategies
o deleting - Material should ideally be include:
o simplifying culturally relevant o Differentiate by task
- Material should stretch/ o Differentiate by instruction
Note: You can adopt and challenge the learners
adapt digital materials. - Material should build and feedback techniques
intercultural awareness o Differentiate by outcome
o Differentiate by support
Key Considerations for o Differentiate by question type
designing materials: o Differentiate by feedback
- Objectives - what learners o Differentiate by learning

need to know and do preferences
- The curriculum and the o Differentiate by time

The above digital material context
was supplied by the MoE - The resources and facilities
to all schools in 2016 as a
supplement to the CEFR- available
aligned Form 1 Curriculum. - Teachers’ confidence and

competence
- Copyright compliance
- Time
- The audience
- Different learning styles
- Integration of technology

Figure 10: Preparing Teaching-Learning Materials

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

You work in different contexts, There are many approaches to
and with pupils from different writing lesson plans. Your approach to
backgrounds and of different writing your lesson plan will depend on
language ability. It is rather diff icult how long you have been teaching, and
to get one set of ready-made how well you know the material you
materials suitable for all. Regardless are using and the pupils you expect to
of the resources used, you must refer have in your class. There is no single
to the CEFR “can do” statements (as formula for writing lesson plans, but
expressed content standards and the above steps will help you think
learning standards) to make sure you through some of the processes that
are using or producing material at the are vital when planning and writing
right level for your learners. an effective CEFR-aligned lesson plan.

Go to www.englishprof ile.org to In the next section are some sample
check if the vocabulary and grammar lesson plans for you to refer to as you
are at the right level. This will ensure prepare your own lesson plans.
that the material used is within the
CEFR level especially with respect to
the choice of words that the pupils
are working at or towards. The ‘text-
inspector’ function can be used to
make an analysis of the word level of
the text used.

The Cambridge English website
www.cambridge.org provides printed
and digital materials targeted at the
different CEFR levels. Access it and
refer to the notes from the Learning
Materials Adaptation course for more
information.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4 Sample Lesson Plans

Here is the ready-to-use lesson plan template provided by the MoE.

SUBJECT :

YEAR/FORM : 1. Use this template to write
your LP.
DURATION :
2. As seen in the sample
THEME : LPs, there may be
variations in how teachers
TOPIC : i. label the Main LO and
the Complementary LO
FOCUS SKILL: L/S/R/W/LA : ii. write the lesson
development steps
CONTENT STANDARD :
23
LEARNING STANDARD :

LEARNING OBJECTIVES :

CROSS-CURRICULAR ELEMENTS :

ACTIVITIES i. Pre-Lesson :

ii. Lesson :
Development

iii. Post-Lesson :

TEACHER’S REFLECTION :

Figure 11: Lesson Plan Template Provided by the Ministry of
Education Malaysia (MoE)

TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.1 Sample Lesson Plan for Preschool Lesson 6
Teacher’s Kit, p. 92

Date: Week:
Approach: Theme - Numbers Attendance:

Time / Strand Content Learning Activities Materials/ Impact /
Minute Standard / Objectives Resources Follow-up
Learning Action
Standard
To read and
0800 - Circle 1. Sharing ideas about today's lesson. say out at
0820 Time 2. Pupils sit in a circle. least three
3. Teacher takes the attendance. numbers
4. Teacher starts the daily routine by asking the pupils the day and date for the day. shown.
5. Pupils answer with guidance from the teacher.
6. Singing songs: “I Can Follow the Rules” and “One for Sorrow” Impact:
PL1: ____
0820 - English Content By the end Topic: Introduction Timeline PL2: ____
0850 Language Standard: of the lesson, Lesson: 6 images PL3: ____
BI 2.3 pupils will be Main skill(s): Focus Number
Demonstrate able to read Reading 1 flashcards Take remedial
understanding and say out “One for actions or
of a variety of at least three Opening Time Sorrow” song give further
texts in the numbers Greetings and “One for Sorrow” support to
form of print shown. song (Teacher’s Kit, Page 15) the weaker
and non-print English Today pupils.
Refer to materials
Teacher’s Kit Lesson Development
Learning Engage/ Exploit: The Pair Game
p. 92 and Standard: (Teacher’s Kit, Page 162)
DSKP p. 40. Main Skill
BI 2.3.3 1. Teacher revisits the numbers
Recognise 1-10, from previous lessons to
and read high check pupils’ understanding
frequency/ sight by asking them to name the
words numbers shown.

2. Teacher introduces “The Pair
Game”.

Complementary 3. Teacher shuffles a stack of cards
Skill consisting of 10 pairs of number
BI 1.1.2 Listen to flashcards (1-10) and places
and respond to them face down randomly on
stimulus given the floor.

4. Teacher models how to play
“The Pair Game.”

5. A pupil is called out to play the
game.

6. The pupil flips over two cards
and names the numbers
accordingly.

(Continued on the next page)

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Time / Strand Content Objectives Activities Materials/ Impak /
Minute Standard / Resources Tindak Susul
Learning
Standard

Differentiation 7. Teacher asks, “Are they the
Strategies: same?”

Differentiate 8. If they are the same, the pupil
by Support: will answer (with guidance), “Yes,
they are.”
a) Offering
options, i.e., 9. The teacher indicates for the
Yes, they are. whole class to chorus the answer
/ No, they are in English.
not.
10. Pupil puts the cards face up back
Formative Assessment: on the floor.

Check through 11. If the numbers are not the
observation whether same, the pupil will answer
the pupils can respond (with guidance),
accordingly. Identify “No, they are not.”
any pupils who need
to be given any 12. Teacher indicates the whole class
necessary remedial to chorus the answer accordingly.
interventions or
enrichment 13. Pupil places the cards face down
back on the floor.

14. More pupils are chosen to play
the game.

15. Pupils go back to their respective
groups to play the pair game.

16. Teacher goes round the class
to monitor and facilitate the
progress of the game.

Closing Time
Reflecting time
1. Pupils are given small flashcards

containing numbers 1-10.

2. Teacher says a number.

3. Pupils choose, show the
appropriate flashcard and say
the number accordingly.
(Quick Scan)

4. Goodbye song.

25

Time / Stra

TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.2 Sample Lesson Plan for Primary Year 1 Lesson 18 (SK)/Lesson 15 (SJK)
Superminds, p.10

Subject English

Year 1

Duration 1 hour

Theme World of Self, Family and Friends

Topic Unit 1 – At School

Focus Skills Listening

Content Standards Main Skill:
1.2 Understand meaning in a variety of familiar contexts

Complementary Skill: Refer to
2.1 Communicate simple information intelligibly SoW

Learning Standards Main Skill: pp. 62-63 (SK)/
1.2.1 Understand with support the main ideas of very simple phrases and sentences pp. 54-55 (SJK)

Complementary Skill: Refer to
2.1.5 Name or describe objects using suitable words from words set suggested
pre-lesson
Learning Objectives By the end of the lesson, pupils will be able to:
i. listen to an audio text and identify the classroom objects by numbering them in the correct tasks in
SoW
order. (Main LO)
pp. 14-18
ii. name the classroom objects with guidance. (Complementary LO)
Refer to
CCE Language Teacher’s
Book p. 10
Language / Classroom objects: pen, rubber, pencil, book, notebook, bag, desk, ruler and pencil case
Grammar Focus Refer to
suggested
Activities Guess me: Pupils guess to identify the objects the teacher takes out of the pencil case.
i. Pre-Lesson post-
lesson
ii. Lesson Stage 1 tasks in
Development 1. Pupils listen and point to the objects in the picture [Student’s Book, p. 10]
SoW
2. Pupils listen and repeat the word. pp. 19-24

Formative Stage 2
Assessment 1. In pairs, pupils take turns to touch the correct picture on the whiteboard based on the word
Quick Scan
they listen. The fastest will be the winner.
Assessing 2. In groups, pupils complete the jigsaw puzzle of the classroom objects and say the names of the
pupils’ prior
knowledge objects aloud.

Formative Stage 3
Assessment 1. Pupils are given a worksheet each.
Observation 2. Teacher plays CD1 Track 12.
3. Pupils listen and number the classroom object according to the correct order.
4. Pupils exchange their worksheet for peer assessment.
5. Teacher plays the CD1 Track 12 again.
6. Their shoulder partner checks their partner’s answer.

iii. Post-Lesson 1. Teacher puts classroom objects (realia/flash cards) in a box.
2. Pupils are selected to pick a card or an object from the box and name it accordingly.

Teacher’s Reflection

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.3 Sample Lesson Plan for Primary Year 3 Lesson 15 (SK)/Lesson 17 (SJK)
Get Smart, pp.12-13

Subject English
Year 3
Duration 1 hour
Theme World of Self, Family and Friends
Topic Welcome!
Focus Skills Language Arts

Content Standard Main Skill: Refer to
Learning Standard 5.2 Express personal responses to literary texts SoW
Complementary Skill:
2.3 Communicate appropriately to a small or large group p. 45 (SK)/
p. 35 (SJK)
Main Skill:
5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text Refer to
suggested
Complementary Skill: pre-lesson
2.3.1 Narrate very short basic stories and events
tasks in
Learning Objectives By the end of the lesson, pupils will be able to: SoW
i. ask and answer simple questions related to the story. (M)
ii. perform a role play in pairs based on the story. (C) pp. 13-16

CCE Values Refer to
Teacher’s
Language / Review: What’s your name? Have got/have, time Book p. 19
Grammar Focus
Refer to
Activities 1. Pupils play “Who is it?” game with teacher. Teacher’s
i. Pre-Lesson 2. Teacher describes a few students and they have to guess who the teacher is describing.
3. Pupils are randomly selected to try to describe their classmates and guess the description. Book
pp. 28-29
ii. Lesson Stage 1
Development • Pupils are introduced to the two characters in the story using pictures. 21st
• Pupils look at the pictures without dialogues and guess/predict what the story is going to be Century Skills
21st Century Skills
Critical Thinking about. Teacher plays CD (Track 17) Strategies
Collaboration / Cooperation • Pupils listen and point at the speech bubble and follow along the lines.
• Listen and shadow read (read along). Pause CD after each line and students repeat (chorally, in Refer to
Formative Assessment: suggested
Questioning - Teacher uses the groups, individually) post-lesson
questions to identify students’ tasks in SoW
Stage 2
understanding of the story. • Teacher and pupils talk about what happens and relate to the prediction. pp. 17-21
• Teacher asks comprehension questions for each picture. (10 questions overall) (Teacher’s Book,
Differentiation Strategies
Types of questions page 28 & 29, Activity 1)
• Pupils are given printed answers for all the 10 questions on individual sheets of paper.
Cross Curricular Element
Values Stage 3
• In groups, pupils will have to choose, wave and shout out the correct answer. (Specific

questions are also given to particular groups to answer.)
• Teacher puts pupils in pairs and have them perform/act out the story in groups of four.

iii. Post-Lesson • Pupils say aloud the value stated in their textbook and relate it to the story.

Teacher’s Reflection

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.4 Sample Lesson Plan for Primary Year 4 Lesson 16(SK)/Lesson 11(SJK)
Get Smart Plus 4

Subject English Refer to
Year SoW p.50
Duration 4
Theme Choose any
Topic 1 Hour appropriate
Focus Skills
Content World of Self, Family and Friends Year 4
Standard Content
Where are you from? Standards
and Learning
Language Awareness Standards
from the
Main Skill:
4.2 Communicate basic information intelligibly for a range of purposes in print and digital DSKP.

media. Incorporating
HOTS
Learning Complementary Skill:
Standard 2.1 Communicate simple information intelligibly. Refer to
Warm Up
Main Skill: Activity in
4.2.3 Describe basic everyday routines. the Teacher’s

Learning Complementary Skill : Book
Objectives 2.1.5 Describe people and objects using suitable statements.
Refer to
CCE By the end of the lesson, pupils will be able to Get Smart
i. write four simple sentences to describe their everyday routines. (Main LO)
Language / ii. describe Kim’s everyday routine based on the information given. (Complementary LO) Plus 4
Grammar Focus Workbook p.5
Language
Activities Refer to
i. Pre-Lesson Adverbs of frequency to describe routine – always, usually, sometimes, and never Optional
Activity in
ii. Lesson i. Teacher shares the objectives of the lesson with the pupils. Teacher’s
Development ii. Jot thoughts - the pupils write down vocabulary related to daily activities on a piece of paper.
21st Century iii. Then, they share their vocabulary with the whole class. Book
Skills
1. Teacher writes the four adverbs of frequency on the whiteboard.
Collaboration 2. Group work - pupils discuss the differences of these four adverbs by relating to their
Communication
daily activities they listed in the pre-lesson stage.
21st Century
Skills 3. Then, the pupils receive one task sheet containing some information about Kim’s
everyday routine after school.
Strategies
4. In groups of four, pupils take turns to describe Kim’s routine.
FA
Peer 5. Teacher shows how to construct one simple sentence using the information in the task sheet.
Assessment 6. Pupils then complete the second task. They tick the appropriate boxes which relate to

themselves.
7. Shoulder Partner - Pupils write four simple sentences based on the boxes that they have

ticked. They exchange their work with the person sitting beside them to check their
sentences.

iii. Post- Lesson 1. Pupils complete the self-assessment worksheet for Unit 1. Refer to
2. Then, they complete the worksheet with guidance from the teacher. SoW p.51
FA 3. Teacher collects the self - assessment worksheets for teacher’s reflection.
Self-
Assessment

Teacher’s
Reflection

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.5 Sample Lesson Plan for Contemporary Lesson 5 (SK) /Lesson 3 (SJK)
Year 4 Anthology of Poems pp. 6-7
Children’s Literature (CCL)

Subject English
Year 4
Duration 1 hour
Theme World of Self, Family and Friends
Topic Holiday Memories
Focus Skills Language Arts
Content Standard Main Skill:
5.3 Express an imaginative response to literary texts.

Complementary Skill: Refer to Year 4
3.3 Read independently for information and enjoyment. SoW p. 39

Learning Standard Main Skill: Refer to CCL
5.3.1 Respond imaginatively and intelligibly through creating simple picture stories, simple Teaching
poems, and cartoon stories. Other imaginative responses as appropriate.
Guidebook pp.
Learning Complementary Skill: 7 - 11
Objectives 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest.
Refer to CCL
CCE By the end of the lesson, pupils will be able to: Teaching
Language / i. write and add one line for each stanza of the poem (Main LO)
Grammar Focus ii. read and enjoy the poem. (Complementary LO) Guidebook pp.
Activities 13 - 14
i. Pre-lesson Language, Creativity and Innovation

ii. Lesson Tenses - Simple Past
Development
Teacher pastes 7 picture cards of the poem on the whiteboard.
21st Century Skills 1. Pupils look at the pictures and talk about them.
Strategies 2. Teacher will ask a few questions to stimulate discussion. E.g. “Can you name the

21st Century Skills animals that you see?”
Collaboration /
Cooperation 1. Pupils are divided into seven groups. Each group receives one stanza of the poem.
2. Group work - They read and match the stanza to the picture cards pasted on the
Creative Thinking
whiteboard.
3. The group members then recite the poem with correct intonation and pronunciation.
4. After all the groups have put up the stanzas, the whole class recites the entire poem.
5. Teacher explains the next activity - each group needs to write one more line for each

stanza of the poem they received earlier.
6. Teacher shows how to write one more line for the first stanza. For example, “I came

back with a black eye.”
7. Group work - Pupils discuss and write one more line for each stanza of the poem.
8. Gallery walk - They share their stanza with the added line with the whole class.

iii. Post-Lesson 1. Pupils skim through the poem once again and they express their feelings for the poem
read.
Teacher’s
Reflection 2. They also discuss about places that they want to visit or things that they want to do
during the holidays.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.6 Sample Lesson Plan for Secondary Form 1 Lesson 80
Pulse 2, p. 45

Subject KSSM English

Form 1

Duration 1 hour

Theme Health and Environment

Topic Unit 4: Life on Earth

Focus Skills Listening and Speaking

Content Standard Main Skill: Refer to
1.1 Understand meaning in a variety of familiar contexts SoW p. 102

Complementary Skill: FA
1.1 Understand meaning in a variety of familiar contexts Checking prior

Learning Standard Main Skill: knowledge
1.1.1 Understand with little or no support the main ideas in simple longer texts on a 21st
range of familiar topics
Century Skills
Complementary Skill: Strategies
1.1.2 Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics 21st
Century Skills
Learning Objectives By the end of the lesson, pupils will be able to:
Tools
i. (Main LO) listen to an audio recording to name at least four endangered animals.
ii. (Complementary LO) listen to specific information in the audio recording to answer

the given questions.

CCE Environmental Sustainability

Language / Vocabulary related to animals
Grammar Focus

Activities Think-Pair-Share
i. Pre-Lesson Pupils recall names of wild animals; mimic the sounds made and decide if they are
endangered animals.

ii. Lesson 1. Pupils listen to the audio recording (2.02) and repeat the names of the animals.
Development Pair work - Pupils practise pronouncing.

FA 2. Group work - Pupils listen to complete the descriptions.
Peer Peer checking - Pupils listen to the audio recording and check the answers of their
Assessment peers.

FA 3. Pupils practise the stressed syllables (mimicking the audio recording/teacher).
To check if Shoulder partner - checking each other’s pronunciation.
LO has been
achieved 4. Group work – completing the table. Carousal feedback – peer checking and giving
feedback. Class discussion and feed forward.

5. Pupils listen to the audio recording (2.04) and answer the questions. Shoulder
partner– comparing answers. Class discussion of answers (using mini whiteboards).

6. Pair work – listen to audio and answer questions (Questions 1 & 4 for more proficient
pupils; Questions 2, 3 & 5 for less proficient pupils). Discussion of answers (use of
lollipop sticks ).

iii. Post-Lesson Game – BINGO

Teacher’s Reflection

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.7 Sample Lesson Plan for Secondary Form 2 Lesson 16
Pulse 2, p.70

Subject KSSM ENGLISH Refer to
Form SoW p.44
Duration 2
Theme 21st
Topic 1 hour Century Skills
Lesson Skills
Content Standard Consumerism and Financial Awareness Tools

Learning Standard Unit 6: Money 21st
Century Skills
Learning Objective Writing Communication

CCE Main Skill: Leadership
Language/ Grammar 4.2 Communicate with appropriate language, form and style
Focus FA
Activities: Complementary Skill: Peer Feedback
i. Pre-lesson N/A
31
ii. Lesson Development Main Skill:
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in
FA
Peer-Assessment response to feedback

21st Complementary Skill:
Century Skills N/A

Strategies By the end of the lesson, pupils will be able to:
i. Write out a plan or draft of two paragraphs or more for an informal letter and modify it
FA
Pyramid appropriately in response to feedback from friends.
Reflection
iii. Post-Lesson Language

Teacher’s Reflection Writing an informal letter using pronouns to avoid repeating names and nouns

1. Get pupils to talk to their shoulder partners about the things they do during their
birthdays.

2. Pupils are to choose one best idea and write it on the mini whiteboard.
3. Tell pupils to show the mini whiteboard to the whole class and pick up on interesting

ideas.

1. Pair work - Get pupils to work with their talk partners and ask them to read the
informal letter by Paul to his grandparents and to find out the 3 things that he has
planned for his birthday.

2. Play the audio as pupils read the text.
3. Then, tell the pairs to check their answers with different pairs. Call out pupils to write

the answers on the board.
4. Now focus on the pronouns and tell pupils to complete Exercise 2 and 3 by finding out

the things that the pronouns refer to.
5. 3 Stay, 1 Stray - Get pupils to work in groups and tell them to number themselves.

Select a group member who will serve as a visiting reporter. The visiting reporter
moves to a neighbouring group and shares the answers of the exercises discussed.
The neighbouring group listens first, then asks questions. If time permits, the visiting
reporters move to other groups.
6. Teacher discusses the answers with pupils.
7. Set out the writing task and tell pupils to work in pairs to write an informal letter.
Provide a writing template on the board. Pairs fill in the blanks with their own ideas
(from Pre-lesson).
8. Gallery Walk - Conduct a gallery walk and pupils go around the class to read other
pairs’ letters. Pupils provide feedback using ‘Two Stars and One Wish’. Pairs are to
correct/ edit the letter based on the feedback.

9. Pyramid Reflection - Pupils are to fill out the Pyramid Reflection based on what
they have learnt: 3 new words learnt, 2 favourite ideas for a birthday party and 1 wish
for their own birthday

TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.8 Sample Lesson Plan for Secondary Form 3 Lesson 21
Close-up, pp.31-32

Subject English

Form 3

Duration 1 hour

Theme Health and Environment

Topic The Wonders of Nature

Focus Skills Reading

Content Standard Main Skill: Reading
3.1 Understand a variety of text by using a range of appropriate reading strategies to
Refer to SoW
construct meaning p. 47

Complementary Skill: Speaking 21st
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics Century Skills
Collaboration
Learning Standard Main Skill: Reading
3.1.6 Recognise with support typical features at word, sentence and text levels of a range 21st
DSKP: Reading (p.31) Century Skills
3.1.6 is a Performance of genres
Standard in the DSKP. Strategies
Complementary Skill: Speaking FA
2.1.1 Paraphrase short simple texts
To check if
Learning Objectives Main Reading: LO has been
By the end of the lesson, pupils will be able to demonstrate understanding at least 3 types
Related to of information in a few genres of writing by answering the questions related to the text. achieved
STEM
Complementary Speaking:
By the end of the lesson, pupils will be able to paraphrase short simple texts by retelling
what they think of their friends’ opinions.

CCE Environmental Sustainability

Language / Review: What’s your name? Have got/have, time
Grammar Focus

Activities • Get pupils to talk about their favourite animals and nature spots with their shoulder
i. Pre-Lesson partner.

ii. Lesson • In pairs, pupils talk about the list of reading materials in part A of the textbook. They
Development share their thoughts about why they like a particular text type.

Differentiated • Pupils complete Task B with their shoulder partner and jot down the types of
Strategy 4 information contained in the different text types.

is one of the eight • Pupils complete Task C and respond to the questions. Group work - sharing with
differentiation strategies peers; pupils, using their own words, paraphrase the texts in Activity C.

listed in SoW pp. 1 –19 • Popcorn activity - sharing with classmates.

• Fast Finishers will move on independently to the Idea Focus activity on page 33.

iii. Post-Lesson • Pyramid reflection

Teacher’s Reflection

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

4.9 Sample Lesson Plan for Secondary Form 4 Lesson 8
Full Blast! Plus 4, pp. 15-16

Subject English Refer to
Form SoW p. 45
Duration 4
Theme Related to
Topic 1 hour STEM
Focus Skills
Content Standard Science and Technology 21st
Learning Standard Century Skills
Let’s Chat
Learning Objectives: Strategies
Language Awareness
CCE FA
Language / This is a grammar focused lesson. As such, listening, speaking, reading and writing skills are To check if LO has
Grammar Focus not explicitly covered.
Activities : been achieved
i. Pre-lesson This is a grammar focused lesson. As such, listening, speaking, reading and writing skills Peer Assessment
21st Century Skills are not explicitly covered.
Collaboration
By the end of the lesson, pupils will be able to:
ii. Lesson i. identify past simple words, ‘used to’ sentence(s) and ‘be/get used to sentence(s) in the
development
reading text.
Differentiated ii. write sentences using the past simple, ‘used to’ and ‘be/get used to’.
Strategy 6: Less iii. complete 8 exercises by choosing the correct answers between the past simple, ‘used
proficient learners
are paired with more to’ or ‘be/get used to’.
proficient learners to
aid understanding Information and Communications Technology
(SoW pp. 13 – 18)
Past simple, ‘used to’, ‘be used to’, use of suffixes
iii. Post-Lesson
1. Pupils discuss in small groups about habits they had in the past but do not have now,
Teacher’s Reflection and habits that they have now.

2. Pupils share their answers and some examples are written on the board which will
illustrate the difference between ‘used to’ (I used to write on the walls but now I don’t)
and ‘being used to’ (She is used to having a glass of water before bedtime).

3. Pupils are introduced to ‘used to’ and ‘be/get used to’.

1. Pupils read through the examples of past simple, ‘used to’ and ‘be/get used to’ in the
grammar box (past simple is a revision as pupils have learnt this in Form 3)

2. Pupils’ attention is drawn to the structures ‘used to’ and ‘be/get used to’ by looking at
the difference (please refer to Teacher’s Book pp. 15 for details)

3. Pupils are divided into groups. The groups will either focus on past simple, ‘used to’ or
‘be/get used to’.

4. Pupils find examples of the past simple ‘used to’ or ‘be/get used to’ assigned to their
group in the reading text they did in the previous lesson (From Brick to Smartphone:
The Evolution of the Mobile Phone) (e.g. invented, was, weighed, complained,
became, etc – Past simple; … people used to buy them like crazy – ‘used to’; …
compared to the devices we are used to seeing today – ‘be/get used to’)

5. Pupils in their group come up with their own sentences practising the tense they
were assigned to.

6. Pupils share the answers with the class.
7. Pupils complete the grammar exercise on page 15 (if not enough time, do as

homework) and share answers with shoulder partner and then as a class.

1. Pupils review learning in this lesson by writing six sentences. Three sentences using
‘used to’ and three others using ‘be / get used to’ with at least 2 deliberate mistakes.

2. Their pair/partner tries to spot the mistakes and corrects the two deliberate mistakes
when swapping / exchanging sentences.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

5 Reviewing Teaching and Learning

O nce a lesson is completed, it ▶ Did I manage to involve all
is always important to reflect pupils in the activities?
on what went well and what
needs improvement. This is the aim of ▶ Was my pre-lesson task suitable
formative assessment. If conducted or effective?
appropriately, formative assessment
will enable you to give feedback ▶ Was my post-lesson task
to pupils on how to improve their appropriate?
learning, and to adapt your teaching
to suit their needs. ▶ Were the differentiation
strategies appropriate?
Some of the questions that you may
ask include: ▶ Did I carry out any formative
assessment?
▶ Have I achieved the learning
standards? ▶ What knowledge or skill did
my pupils have problems
▶ Have I reached the learning understanding?
outcomes?
▶ What values did I manage to
▶ In which other lessons is this impart to my pupils?
learning standard repeated?
▶ What do I need to revise and
▶ Was the allocation of time for consolidate?
the task appropriate?
▶ Is remedial or enrichment work
▶ Did I use the materials that I had needed?
planned to use?

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Reflecting on and reviewing lessons ▶ the LSs are repeated in
offers you an opportunity to think subsequent lessons
about what worked and what did
not in your classroom. One of the ▶ the LSs are to be achieved by
ways you can write reflections is by the end of the academic year
reporting the number of pupils who
are successful in achieving the LO. The ultimate goal of reflection and
review is to improve the way you teach.
For example, in the reflection The insights gained can contribute to
section of the LP, you may write this: planning the next lesson and making
it more effective. In either case,
30/32 pupils were able to achieve the reflection is a technique that can help
learning objectives. you assess your own lessons honestly.

2/32 pupils need remedial work.

Formative assessment strategies
such as ‘Quick Scan’ or an ‘Exit Slip’
can help you objectively obtain the
number of pupils (30/32) who achieved
the LO in order to write the reflection.
The use of ‘Parking Lots’ in the class
helps identify and address pupils’
misconceptions or uncertainties.

One way to address the 2/32 pupils
who did not achieve the LO is to
focus on these pupils when this LO is
revisited in subsequent lessons. You
must be mindful of these facts:

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Conclusion References:

This Guide was designed to Alderson, (2007). The Challenge of
introduce you to the most immediate (Diagnostic) Testing: Do We Know
and important aspects related to What We Are Measuring? In Fox,
teaching the CEFR-aligned curriculum J.; Wesche, M.; Bayliss, D.; Cheng,
so that you are better CEFR-aligned L.; Turner, C. E. and Doe, C. (2007).
classroom practitioners. Teaching the Language Testing Reconsidered. pp.
CEFR-aligned curriculum can be an 21-39. Ottawa: University of Ottawa
exciting and fulfilling experience. Press.
We hope this Guide will help ensure
effective classroom delivery and
make your teaching experience more
manageable and rewarding.

Council of Europe. (2001). Common
European Framework of Reference
for Languages: Learning, Teaching,
Assessment. Cambridge: Cambridge
University Press.

36

TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Council of Europe. (2018). Common Useful Resources:
European Framework of Reference
for Languages: Learning, Teaching, Links to Cambridge English (CE)
Assessment. Companion Volume Materials:
with New Descriptors. Cambridge:
Cambridge University Press. Curriculum Induction (CI)​
• Preschool​
• Year 1 and Year 2​
• Form 1 and Form 2​

Council of Europe. (2020). Common Curriculum Induction (CI) ​
European Framework of Reference • Year 3 and Form 3 ​
for Languages: Learning, Teaching, ​
Assessment-Companion Volume
Curriculum Induction (CI) ​
• Year 4 and Form 4 ​

What is the CEFR? Learning Materials
Adaptation (LMA) ​

Formative Assessment
Training (FA)

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Links to CEFR-Aligned Documents​
Support materials for
English Language​

Preschool Teacher’s
Kit​

Primary School
Curriculum​

Secondary School
Curriculum​
​

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Further Reading increasingly globalised world and
job market which require them to
English Language Education Reform communicate effectively in English at
in Malaysia: The Roadmap 2015-2025 a much higher level than before. They
need to be aware of the wider world in
The launch of English Language which they are growing up, and they
Education Reform in Malaysia: The need sufficient support to enable
Roadmap 2015-2025 by the Ministry them to achieve the necessary levels
of Education is an indication of the of English prof iciency.
nation’s determination to bring
about a substantial improvement The English language (EL)
in the English language proficiency proficiency of our young people
of our students. Although the currently ranges widely. Some have
Roadmap has been in the process acquired excellent English, while
of implementation for some years, others have little ability to use
there are unfortunately some serious English efficiently and effectively at
misunderstandings and much all. In between are the many young
inaccurate information about the people who can function at a general
Roadmap and the CEFR. The English everyday level of English, e.g., they
Language Standards and Quality can communicate basic information
Council (ELSQC) has written this in a shopping mall, make simple
article in the attempt to present a enquiries on the phone, or send short
clear and concise picture of the reform messages through the social media.
as outlined in the Roadmap. The problem for most of these young
people is that their level of proficiency
The article will appear in two parts. will not be enough when they leave
Part 1 briefly explains the Roadmap, school to look for jobs or to enter
and Part 2 deals with the CEFR. tertiary education.

The Roadmap was produced to The needs of our young people
address a fundamental problem faced were recognised in 2013, when the
by our young people today. They have Malaysian Education Blueprint (MEB)
to cope with a rapidly changing and called for urgent action to enable our
students to develop knowledge and
skills to become global citizens of the

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

21st century. The Ministry of Education represents the international standard
set up the English Language for describing and measuring
Standards and Quality Council, language proficiency at each stage
with the commission to produce a of education. The adoption of the
roadmap to address the problem. CEFR leads to changes in curriculum,
The Council subsequently developed teaching and learning, and
an integrated, comprehensive and assessment. All of these, including
timetabled plan for EL education teacher education and training, are
reform, usually known simply as “The being aligned to the CEFR. Teachers
Roadmap”. need to know about the CEFR, and as
part of their continuous professional
The Roadmap is essentially a ten- development, they are given CEFR-
year reform plan to improve English related training to familiarise them
Language education in Malaysia, with the CEFR, and with appropriate
with the aim of enabling our young approaches to teaching and learning,
people to develop into effective and and learning materials. Particular
proficient EL users. It considers EL attention is being paid to the
education as a continuous learning upskilling of teachers, both in terms
journey f rom preschool to university. of their English proficiency and their
Taking into account the existing knowledge of teaching.
learning environment and the
expected communicative needs of our The reform plan also calls for greater
children, it describes in detail what student engagement with English
has to be done to improve teaching outside the classroom as an essential
and learning at preschool, primary, part of the educational experience
secondary, post-secondary and provided by the school (e.g. the
university levels, and also in teacher Highly Immersive Programme). This
education. is achieved by means of strategies
such an increase in EL activities and
The most substantial change programmes and increased learning
brought about by the Roadmap is time, and by getting members of the
that we are adopting the Common community involved informally as
European Framework of Reference for stakeholders.
Languages (CEFR), which in practice

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The Roadmap sets the target providing advice, feedback and
proficiency levels for each stage recommendations as required.
of education. These targets were
established with the help of CEFR Zuraidah Mohd Don
experts from Cambridge English, Mardziah Hayati Abdullah
UK, who conducted a Baseline Study
in 2013 to measure the CEFR levels English Language Standards and Quality Council
attained by children in our schools at
that time. The results enabled us to
set realistic targets for 2025. A follow-
up study was conducted in 2017, and
some minor adjustments were made.

These targets may be revised again
on the completion of the reform plan
in 2025, depending on how much we
have achieved by that time.

In addition to the aspirational CEFR
targets for all stages of education,
the Roadmap includes a timetabled
action plan. The plan covers three
phases in line with the MEB, and is
currently being implemented and
monitored.

Since producing the Roadmap in
2015, the ELSQC has been monitoring
the implementation of the plan, taking
account of MoE actions, participating
in many of the training sessions,
attending evaluation meetings,
and participating in discussions
with CEFR experts, in addition to

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Setting our English The CEFR, however, is a little
Language Education to different. It also identifies three broad
International Standards: levels of language proficiency: Basic
The Common European (A1 and A2), Independent (B1 and
Framework of Reference B2), and Prof icient (C1 and C2), but
for Languages (CEFR) it goes further and provides “can do”
statements at each level to describe a
T he Common European learner’s ability in some detail and in
Framework of Reference for a positive manner. In this way, we are
Languages (CEFR) represents given a clearer idea of what the levels
the prevailing international standard actually mean. Refer to Figure 1 in
for the teaching and learning of this Guide for the CEFR Global Scale.
languages. It is a globally recognised
framework for describing language The CEFR gives teachers, test
learning, teaching and assessment.
The CEFR provides detailed developers, parents, the learners
descriptions of what foreign or second
language learners can do in terms themselves, and eventually
of listening, speaking, reading and
writing at six levels of prof iciency. employers, a much clearer picture

of what someone at a given level is

capable of doing. In addition, the

description of language proficiency

can be understood and interpreted

in the same way by users everywhere.

Language learners have A B1 learner in one school should in

traditionally been described rather principle be able to do basically the

vaguely as beginners, intermediate same things as a B1 learner in another

learners or advanced learners. They school or even in another country that

are given letter grades (e.g., A-, B+ also uses the CEFR.

or D) or numerical scores in reports

or transcripts, but these grades and The CEFR is a suitable and credible
benchmark for English standards in
numbers do not say much about what Malaysia. It is the outcome of more
than 30 years of research on language
a learner is able to do in the target teaching, learning and assessment.
Although it originated in Europe, the
language.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

CEFR is recognised in more than 40 of plan. It is a framework of reference
countries and is now used in countries from which the Roadmap draws the
far beyond Europe, including Mexico, best available ideas about language
Canada, Japan, China and Vietnam. teaching and learning.
Many international high-stakes tests
such as IELTS, TOEFL and TOEIC are Misconception #2:
aligned to the CEFR. For these reasons,
the CEFR features prominently in The CEFR is an exam.
the reform of English language
education in Malaysia, as laid out in The CEFR is not an exam, but
English Language Education Reform a framework which provides the
in Malaysia: The Roadmap (2015-2025) basis for measuring and describing
(the Roadmap). language proficiency at different
stages of education, and which we
There have been several are adopting for our schools and
universities. Beyond school, a number
misconceptions and seriously of major international exams, such as
TOEFL and IELTS, are already linked
false ideas about the CEFR and its to the CEFR, which means that scores
from those exams correspond to CEFR
relationship with the Roadmap, which levels.

need to be set right. Misconception #3:

Misconception #1: The CEFR is a type of English.

The CEFR is the reform plan. There are several ‘Englishes’ in
the world, such as British English,
The CEFR and the reform plan (the American English, Jamaican English
Roadmap) are, most emphatically, not and Malaysian English which may be
the same thing. The Roadmap is an different in accent, pronunciation,
entire reform plan covering all aspects vocabulary and spelling. But there
of English Language education and
all stages of education from preschool
to university. The CEFR plays a big
part in the reform, but it is not the
reform plan itself, nor is it any kind

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

is no such thing as ‘CEFR English’,
‘European English’ or ‘International
English’. The CEFR merely describes
what learners can do with a language.

Misconception #4:

Malaysian children’s proficiency will
be evaluated against native-speaker
prof iciency.

Absolutely not. The “can do”
statements describe a learner’s ability
to communicate in a foreign or second
language. We want our children
to use English grammar correctly,
acquire a good working vocabulary,
speak fluently, interact appropriately
and produce comprehensible and
intelligible English. But they are NOT
being measured against some native
speaker or ‘European’ standard, which
does not even exist. They are not
expected to sound like native speakers
of English or achieve the same level of
mastery, especially in school.

The Roadmap sets aspirational
targets based on the CEFR, as in the
diagram on the next page:

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

ASPIRATIONAL TARGETS

UNIVERSITY
POST-
SECONDARY
SECONDARY

PRIMARY

PRESCHOOL

Pre- A1 A2 B1 B2 B2/C1

ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHERS: C1

ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHER EDUCATORS: C2

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

The target for graduates is B2 as The target for university graduates
this is the level at which graduates is B2. At this level, they should be able
can expect to get a job and function to understand more complex text,
adequately in English. Graduates handle more abstract topics and
from TESL, English Language teacher technical discussions, and interact
education and English-related comfortably with native speakers. The
programmes are expected to reach C1 higher level C1 is a requirement only
by the time of graduation. for those who will go into specific
careers, such as EL teachers. These are
The CEFR makes it possible to track minimum expectations. There will
student progress along a continuum of course be learners who excel and
f rom preschool to university. It progress beyond the targets.
enables learners to compare their
own development along the CEFR Mardziah Hayati Abdullah
scale, rather than against the Zuraidah Mohd Don
performance of other students. The
CEFR is also a guide for curriculum English Language Standards and Quality Council
development, selecting appropriate
learning materials and developing
assessments at the right level for each
stage of education.

The target for Form 5 school leavers
is B1. At this level, they should be able
to understand the main points of
input on familiar matters, cope with
likely situations as a tourist where
English is spoken, produce simple
connected text on topics which are
familiar or of personal interest, give
a simple description of experiences
and events, talk about hopes and
ambitions, and briefly explain their
opinions.

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Acknowledgements

Director
English Language Teaching Centre

Farah Mardhy Aman

Deputy Director
English Language Teaching Centre
Kalminderjit Kaur Gurcharan Singh

Editors/Reviewers
English Language Standards and Quality Council

Zuraidah Mohd. Don
Mardziah Hayati Abdullah
Ramesh Nair S. Raman Nair

Proof readers
Ilhamanggal Narinasamy

Nur Fazilah Othman
Suheil Almawardie Mohd Roslan

Norizah Abdul Bari
Majeedah@Nor Hyati Mohd Shukor
Aliza Alexander Selvaratnam Salim

Looi Lin Eng
Nor Ashikin Alawi

Fairuz Hamzah

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TEACHER GUIDE ~ Implementing the CEFR-Aligned Curriculum: Planning and Managing Learning

Contributors

Prof. Dr Zuraidah Mohd. Don Nor Liza Haji Ali
[email protected] [email protected]
(Akademi Bahasa, Fakulti Sains Sosial dan (Universiti Teknologi Malaysia)
Kemanusiaan, Universiti Teknologi Malaysia)
Norizah Abdul Bari
Dr Mardziah Hayati Abdullah [email protected]
[email protected] (SMK Agama Sheikh Hj Mohd Said, Negeri Sembilan)

Ezatul Hanizam Mohamed Fauzi Nur Fazilah Othman
[email protected] [email protected]
(English Language Teaching Centre, (SK Puchong Perdana, Selangor)
Kementerian Pendidikan Malaysia)
Nurhani Omar
Halimatul Sa’adiah Abdul Razak [email protected]
[email protected] (English Language Teaching Centre,
(SMK USJ 8, Selangor) Kementerian Pendidikan Malaysia)

Ilhamanggai Narinasamy Pamela Esther Paul Devadason
[email protected] [email protected]
(SMK Taman Tasik, Ampang) (SMK Seri Mutiara, Kuala Lumpur)

Jai Shree Bipinchandra Rahmah Bee Mohd. Kabibal Saiboo
[email protected] [email protected]
(Kolej Tingkatan Enam Tun Fatimah, Durian Daun) (SK Minden Height, Pulau Pinang)

Jane Cheok Mei Lick Samuel Isaiah
[email protected] [email protected]
(Kolej Tingkatan Enam Tun Fatimah, Durian Daun) (SK Runchang, Pahang)

Khairul Akran Kamarudin Sarina Salim
k [email protected] [email protected]
(SK Telok Sengat, Kota Tinggi) (Bahagian Pendidikan Swasta,
Kementerian Pendidikan Malaysia)
Lilisuriani Abdul Latif @ Bapoo
[email protected] Suheil Almawardie Mohd Roslan
(International Islamic University Malaysia) [email protected]
(SK Kuala Mai Bharu, Pahang)
Looi Lin Eng
[email protected] Teoh Lip Vi
(English Language Teaching Centre, [email protected]
Kementerian Pendidikan Malaysia) (SMK Putra, Besut)

Mah Zhi Jian Vikram Menon
[email protected] [email protected]
(Jabatan Pendidikan Negeri Kedah) (SMK Kuala Balah, Kelantan)

Mohd. Af if Mohd. Yusof Winnie Ong Yuen Nee
af [email protected] [email protected]
(SK Penghulu Ahmad, Langkawi) (SJK Chung Hua No. 4, Kuching)

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