N_CEFR_2019_09_ EDITED (PAM)

TEACHER GUIDE

IMPLEMENTING
THE CEFR-ALIGNED CURRICULUM

PLANNING AND MANAGING LEARNING

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

CONTENTS

ISBN List of Figures 3

DISCLAIMER: Overview 4
The primary purpose of this Guide is
1. Introduction 5
to educate and inform. The content is
provided without profit for educational The Context 5
purposes and is made available for private,
non-commercial use only. All information is The CEFR 6
provided on an as-is basis. While we have
taken every precaution to ensure that the 2. The CEFR-Aligned Documents for the
content is both current and accurate, errors
may occur. The contributors and reviewers Classroom 9
of this Guide assume no liability for the links
to websites provided which are maintained 3. Writing and Planning a Lesson 12
by other parties.
4. Sample Lesson Plans 20
2
5. Reviewing Teaching and Learning 27

Conclusion 29

References 29

Useful Resources 30

Further Reading 31

Acknowledgement 39

LIST OF FIGURES

Figure 1: CEFR Global Scale 8

Figure 2: The Relationship between the Curriculum Documents 9

Figure 3: From Curriculum Framework to Lesson Plan 10

Figure 4: Stages and Steps in Planning and Managing a CEFR-Aligned Lesson 12

Figure 5: Compulsory MoE Documents 13

Figure 6: Compulsory Teaching and Learning Materials 14

Figure 7: Identifying the Learning Standards and 15
Writing the Learning Objectives

Figure 8: A Detailed Example of Step 1 for Year 1 16

Figure 9: Planning the Learning 17

Figure 10: Preparing Teaching-Learning Materials 18

Figure 11: Lesson Plan Template Provided by the MoE 20

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

Overview

T he Guide is designed to help The Guide is organised according to
teachers develop their own the following interrelated focus areas:
lesson plans and activities
using the CEFR-aligned curriculum ▶ Introduction relates the Guide to
framework, syllabus and scheme of the wider context of the nation’s
work as references. The content is aspiration for young Malaysians
drawn from the resource materials with respect to their ability to use
provided by Cambridge English English for communication and
(CE) at the CEFR Familiarisation, explains the nature of the CEFR.
Learning Materials Adaptation (LMA),
Curriculum Induction (CI) and Formative ▶ The CEFR-Aligned Documents for
Assessment (FA) training sessions that the Classroom informs teachers
teachers went through. about the documents they need to
be familiar with.
The aim of the Guide is to enable
teachers to: ▶ Writing and Planning a Lesson
describes what teachers need
▶ use the new curriculum to consider when planning and
documents, including the CEFR- managing a lesson.
aligned Curriculum Framework,
Dokumen Standard Kurikulum ▶ Sample Lesson Plans suggests
dan Pentaksiran (DSKP), Scheme lesson plans that teachers can refer
of Work (SoW) and the suggested to.
lesson plans in planning their
lessons; ▶ Reviewing Teaching and Learning
focuses on how teachers can use
▶ teach at the appropriate CEFR formative assessment to check
level and in accordance with CEFR pupil understanding and to obtain
principles. feedback on pupil learning.

4

Overview

1 Introduction The adoption of the CEFR has
The Context added international relevance to the
Roadmap and provides a common
T he Malaysia Education Blueprint reference for aligning English Language
2013-2025 (MEB) highlights the curricula and pedagogy, including
need to ensure that every child teaching and learning materials and
is proficient in at least two languages: assessment. The aim is to produce
Bahasa Malaysia and English. In English Language programmes from
response to the challenge of improving preschool to university and teacher
the standards of English in Malaysia, education that will prepare young
the English Language Standards and Malaysians to meet the challenges
Quality Council (ELSQC) produced the of the 21st century with respect to
English Language Education Reform the use of English as a means of
in Malaysia: The Roadmap 2015-2025 communication in different contexts
(the Roadmap) in 2015 to enable the of use.
nation to develop English Language
education of an international standard To ensure that all English Language
and aligned to the Common European teachers are well prepared for a
Framework of Reference for Languages CEFR-aligned curriculum, Cambridge
(CEFR). English (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 Having been developed in the course
of more than 30 years of thinking
▷ Primary and research on language teaching,
learning and assessment, the CEFR
▷ Secondary is a comprehensive, well-established
framework which has international
▶ Formative Assessment (FA) currency and is used in more than
40 countries (see a write-up on the
The successful implementation of CEFR in the section on Further
the Roadmap requires the capacity Reading). It aims to contribute to
building of English Language teachers. increased common understanding
This Guide has been developed of what it means to learn, teach,
with the aim of offering teachers a and assess a foreign language, and to
quick and easy reference to some give curriculum developers, teacher
f requently asked questions on the trainers, textbook writers, language
implementation of the CEFR-aligned test developers, and classroom
curriculum in the classroom. It is hoped teachers a common framework
that the Guide will support teachers within which to communicate, to
in the planning and management of cooperate, and to develop independently
CEFR-aligned lessons in particular. (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.

6

Introduction

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 the CEFR in the design of curricula
a language for communication and and syllabuses, in the classroom for
what knowledge and skills (Council of teaching and lesson planning, and as
Europe, 2001, p. 1) they have to develop source for defining the standard of
in order to act effectively. Despite performance expected, so that learner
some significant gaps, especially at the progress can be measured at each
lowest and highest levels, the scales are stage of learning. The descriptors are
a useful means of comparing learners’ not language specific and are context-
levels of ability, and of monitoring their free to allow users to adapt them to
progress. 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 levels language proficiency, one that can be
(A1, A2, B1, B2, C1 and C2), ranging understood by users everywhere. The
from A1 for elementary learners to CEFR gives teachers, test developers,
C2 for those who have mastered the parents, the learners themselves, and
language. Figure 1 on the next page even employers, a much clearer picture
specifies learners’ language ability of what someone at a given level is
in a positive manner using ‘Can do’ capable of doing. A B1 learner of
statements at three broad levels of English in one country can in principle
language proficiency: A1 and A2 (Basic perform in the same way in listening,
User), B1 and B2 (Independent User), C1 speaking, reading and writing as a B1
and C2 (Proficient User). learner from another country.

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

CEFR Global Scale

Language User Level Descriptors
(There are also detailed ‘Can do’ statements for different language skills,

grammar and vocabulary)

PROFICIENT Can understand with ease virtually everything heard or read. Can
USER summarise information from different spoken and written sources,
C2 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.

Can understand a wide range of demanding, longer texts, and recognise

implicit meaning. Can express him/herself fluently and spontaneously

C1 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.

INDEPENDENT Can understand the main ideas of complex text on both concrete
USER and abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity that
B2 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
B1 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.

BASIC USER 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
A2 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

A1 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: CEFR Global Scale

8

The CEFR-Aligned Documents in the Classroom

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

mmon European Framework of Reference for Languages (CEF
Curriculum Framework (CF)

Co Dodkuamn ePnenSttaankdsiarardnK(DurSikKuPl)um R)

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 Fom 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 gauging 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 allow 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 simple phrases and sentences
skills, grammar, vocabulary and Complementary Skill (p.29):
structures used in a year. 2.1.5 Name or describe objects using
suitable words from word sets
Scheme of Work (SoW)
The SoW is also aligned to the CEFR Lesson 18 (SoW SK, pp. 62-63)
levels and age groups, and reflects
the LS and Syllabus. The SoW gives Lesson Plan
an overview of the CS and LS to be Unit 1: At School (Superminds, p. 10)
covered in each lesson. Activity 1 - Listen, look and say the words
Activity 2 - Listen and chant
Lesson Plan

Figure 3: From Curriculum Framework to Lesson Plan

10

The CEFR-Aligned Documents in the Classroom

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 supports you and Before ▶ Refer to relevant
your pupils by clearly defining: Writing documents
the LP
▶ what pupils can do in English ▶ Refer to relevant
at a particular level; teaching and
learning materials
▶ what language items and
competences will be worked on While ▶ Identify the
in order to achieve this, and Writing Learning Standards
the LP (LS)
▶ how learning can be achieved
and assessed. ▶ Write the learning
objectives
This section, as summarised in
Figure 4, shows three stages in ▶ Plan the learning
planning and managing a CEFR-
aligned lesson: before and while ▶ Prepare the
writing the lesson plan, and after materials
conducting the lesson; and steps to be
taken at each stage. After ▶ Review teaching
the and learning
The management of actual classroom Lesson
lessons is not explicitly addressed here
since it would be based on your lesson Figure 4: Stages and Steps in Planning
plans. and Managing a
CEFR-Aligned Lesson
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.

12

Writing and Planning a Lesson

The following steps are suggestions Stage 1: Before Writing LP
that will help you in preparing your
lesson, writing a lesson plan and Step 1: Refer to relevant documents.
preparing 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 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
and learning materials. (handbook for teachers - one or
two copies per school)
Teaching and learning materials
needed (Figure 6): ▶ Student’s Workbook
(for teacher's reference, if
▶ Student’s book (textbook) available)
(distributed to each student
through SPBT) SECONDARY LEVEL
STUDENT'S BOOK TEACHER'S BOOK
YEAR/ PRIMARY LEVEL
FORM STUDENT'S BOOK TEACHER'S BOOK

1

2

3

4

5 TO BE SELECTED
6
Figure 6: Compulsory Teaching and Learning Materials
14

Writing and Planning a Lesson

Stage 2: Writing the Lesson Plan
Step 1: Identify the LS and write the 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 Write the ▶ Refer to the
to embed the Complementary Student’s Book
teaching of
Grammar and LO ▶ Refer to the
Vocabulary in Teacher’s Book
the teaching of
the four skills. ▶ Refer to the DSKP

Make sure the • Note: The
document available
objectives are for preschool is the
Teacher’s KIt
SMART
 Specific
 Measurable
 Attainable
 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 Lesson 18
1.2.1 Understand with support the (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
By the end of the lesson, Superminds (p.10)
pupils will be able to
listen to an audio text and Unit 1: At School
identify the classroom
objects by numbering Activity 1
them in the correct order. Listen, look and say the words

Activity 2
Listen and chant

▶ Superminds Teacher's Resource
Book 1 (p.10)

Remember LO (Complementary) ▶ Student’s Book
to embed the By the end of this lesson, Superminds (p.10)
teaching of pupils will be able to name Unit 1: At School
Grammar and the classroom objects with
Vocabulary in guidance from the teacher. Activity 1
the teaching of Listen, look and
the four skills.
say the words
The objectives Activity 2
Listen and chant
are SMART
 Specific ▶ Superminds
 Measurable Teacher’s Resource
 Attainable Book 1 (p.10)
 Realistic
 Time bound

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

16

Writing and Planning a Lesson

Step 2: Plan the Learning Refer to the
SoW for the
Design the Examples of starters/ warmers/set induction: suggested
Starter ▶ Personalisation ▶ Predictions lesson
▶ Brainstorming ▶ Drawing/labelling outline.
▶ Pupils raise questions according to what they
would like to know f rom the text Refer to the
Teacher’s
Design the Examples of main idea tasks: Book for
Pre-Lesson ▶ Ordering (e.g. pictures) ▶ Checking against the steps to
predictions/guesses ▶ Matching (e.g. people to teach.
Tasks places, titles to pictures) ▶ Answering one or
two general comprehension questions (Who is Think about other MoE
speaking? Where are they?) ▶ Ranking pictures requirements:
in order ▶ Answering specific comprehension ▶ HOTS/i-Think Maps
questions ▶ Discussing what they have read ▶ HEBAT Bacaan
using keywords Information gap ▶ Role-playing ▶ 21st century teaching &

Design the Examples of detailed tasks: learning strategies (also
Lesson ▶ Completing tables ▶ Guessing meaning f rom known as PAK21)
visual aids ▶ Correcting false information ▶ Multiple Intelligences
Development ▶ Answering comprehension questions ▶ Cross-curricular elements
Tasks (CLIL)
Examples of post-lesson tasks: ▶ Moral values
Design the ▶ Discussing what they have read using ▶ Civics in English
Post-Lesson keywords ▶ Information gap ▶ Role playing
Incorporate FA. FA
Tasks ▶ is a continuous process

Some building blocks for you to focus on: during the lesson.
▶ Sharing LO & SC ▶ Exemplars -Starters and ▶ helps pupils identify
Plenaries ▶ Deliberate practice ▶ Questioning
FA ▶ Discussions ▶ Quick Scans ▶ Peer assessment challenges they face.
for and self-assessment ▶ Feedback ▶ helps pupils be aware of
LO 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

to your teaching.
▶ promotes practice of self-

assessment among pupils

Refer to the FA Handbook for
more information.

Figure 9: Planning the Learning

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

Step 3: Prepare the materials ▶ use the same material, but
apply differentiation strategies
While planning, think about how best for pupils of mixed ability
to use the available learning materials.
▶ adapt from authentic material
As shown in Figure 10, you can or reference books, or

▶ use the material given in the ▶ design your own material.
Student’s Book,

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 given
- 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

18

Writing and Planning a Lesson

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

4Sample Lesson Plans
Here is the ready-to-use lesson plan template provided by the MoE.

:

SUBJECT

:

YEAR/FORM

:

DURATION

:

THEME

:

TOPIC

:

FOCUS SKILLS:

:

CONTENT STANDARD

:

LEARNING STANDARD

:

LEARNING OBJECTIVES

:

CROSS CURRICULAR ELEMENTS

i. Pre-Lesson :
ACTIVITIES

ii. Lesson Development :

iii. Post-Lesson :

:

TEACHER’S REFLECTION

Figure 11: Lesson Plan Template Provided by the MoE

20

Sample Lesson Plans

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

Tarikh: Minggu:
Pendekatan: Bertema - Nombor Kehadiran:

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

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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
with Support: will answer (with guidance), “Yes,
they are.”
a) Offering
options, i.e., 9. The teacher indicates for the
Yes, they whole class to chorus the answer
are. / No, in English.
they are
not. 10. Pupil puts the cards face up back
on the floor.
Formative
Assessment: 11. If the numbers are not the
same, the pupil will answer
Check through (with guidance),
observation whether “No, they are not.”
the pupils can
respond accordingly. 12. Teacher indicates the whole class
to chorus the answer accordingly.
Identify any
pupils who need 13. Pupil places the cards face down
to be given any back on the floor.
necessary remedial
interventions or 14. More pupils are chosen to play
enrichment 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.

22

Sample Lesson Plans

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

Subject English

Year 1

Duration 1 hour

Theme World of Self, Family and Friends

Topic Unit 1 – At School

Focus Skill 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: p. 62 - 63
1.2.1 Understand with support the main ideas of very simple phrases and sentences
Refer to
Complementary Skill suggested
2.1.5 Name or describe objects using suitable words from words set pre-lesson

Learning Objectives By the end of the lesson, pupils will be able to: tasks in
listen to an audio text and identify the classroom objects by numbering them in the correct order. SoW pp
(Main LO)
name the classroom objects with guidance. (Complementary LO) 14-18

CCE Language Refer to
Teacher’s
Language / Classroom objects: pen, rubber, pencil, book, notebook, bag, desk, Book p. 10
Grammar Focus ruler and pencil case
Refer to
Activities Guess me: Pupils guess to identify the objects the teacher takes out of the pencil case. suggested
i. Pre-Lesson
post-
ii. Lesson Stage 1 lesson
Development • Pupils listen and point to the objects in the picture [Student’s Book, p. 10] tasks in
• Pupils listen and repeat the word. SoW p.
Formative 19-24
Assessment Stage 2
Quick Scan • In pairs, pupils take turn to touch the correct picture on the whiteboard based on the word they
Assessing listen. The fastest will be the winner.
Pupils’ Prior • In groups, pupils complete the jigsaw puzzle of the classroom objects and say the names of the
Knowledge objects aloud.

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

iii. Post-Lesson • Teacher puts classroom objects (realia/flash cards) in a box.
• 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 (SK) Lesson 15 (Get Smart, pp. 12-13)

Subject English

Year 3

Duration 1 hour

Theme World of Self, Family and Friends

Topic Module 1: Welcome!

Focus Skill Language Arts
Complementary: Speaking

Content Standards Main Skill:
5.2 Express personal responses to literary texts
Refer to
Complementary Skill: SoW
2.3 Communicate appropriately to a small or large group p. 45

Learning Standards Main Skill: Refer to
5.2.1 Ask and answer simple questions about characters, actions and events of suggested
pre-lesson
interest in a text
tasks in
Complementary Skill SoW pp.
2.3.1 Narrate very short basic stories and events
13-16
Learning Objectives By the end of the lesson, pupils will be able to:
ask and answer simple questions related to the story. Refer to
perform a role play in pairs based on the story. Teacher’s
Book p. 19
CCE Values
Refer to
Language / Review: What’s your name? Have got/have, time Teacher’s
Grammar Focus
Book
Activities 1. Pupils play “who is it?’ game with teacher. pp. 28-29
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. Refer to
suggested
ii. Lesson Stage 1 post-lesson
Development • Pupils are introduced to the two characters in the story using pictures. tasks in SoW
• Pupils look at the pictures without dialogues and guess/predict what the story is going to be
21st Century 4C’s pp. 17-21
Critical Thinking – pupils about. Teacher plays CD (Track 17)
predict and express opinions • Pupils listen and point at the speech bubble and follow along the lines.
Collaboration / Cooperation – • Listen and shadow read (read along). Pause CD after each line and students repeat (chorally, in
pupils work in groups and help
each other to achieve goals groups, individually)

Formative Assessment: Stage 2
Teacher uses the questions • Teacher and pupils talk about what happens and relate to the prediction.
to identify students’ • Teacher asks comprehension questions for each picture. (10 questions overall) (Teacher’s Book,
understanding of the story.
page 28 & 29, Activity 1)
Differentiation Strategies • Pupils are given printed answers for all the 10 questions on individual sheets of paper.
Types of questions
Stage 3
Cross Curricular Element • In groups, pupils will have to choose, wave and shout out the correct answer. (Specific
Values
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

24

Sample Lesson Plans

4.4 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
L/S/R/W/LA/LiA

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

Learning Standards Main Skill: FA-
Checking
1.1.1 Understand with little or no support the main ideas in simple longer texts on a
range of familiar topics prior
knowledge
Complementary Skill
PAK21
1.1.2 Understand with little or no support specific information and details in simple Strategies
longer texts on a range of familiar topics
PAK21
Learning Objectives By the end of the lesson, pupils will be able to: Strategies

(Main LO) listen to an audio recording to name at least four endangered animals. PAK21
Tools
(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 Brainstorming
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

25

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

4.5 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 Skill Reading

Content Standards Main Skill: Reading Refer to
3.1 Understand a variety of text by using a range of appropriate reading strategies to SoW
DSKP: Reading (p.31) construct meaning p. 47
3.1.6 is a Performance
Standard in the DSKP. Complementary Skill: Speaking 4 Cs ~
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics Collaboration

Learning Standards Main Skill: Reading PAK21
3.1.6 Recognise with support typical features at word, sentence and text levels of a range Strategies
of genres
FA-
Complementary Skill: Speaking To check if
2.1.1 Paraphrase short simple texts LO has been
achieved
Learning Objectives Main Reading
By the end of the lesson, pupils will be able to understand at least 3 types of information
Related to in a few genres of writing by answering the questions related to the text.
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 • Completing task B with their shoulder partner and jot thoughts: jot down important
strategy 4 is details as they share ideas.
one of the eight
differentiation • Completing task C and responding to the questions. Sharing ideas in small groups,
strategies listed in retelling what they think of other responses.
SoW pp. 1 –19
• Popcorn activity – sharing with classmates.

• Those who are able will move on independently to the Idea Focus activity on page 33.

iii. Post-Lesson • Pyramid reflection

Teacher’s Reflection

26

Sample Lesson Plans

5 Reviewing Teaching
and Learning
O nce a lesson is completed, it ▶ Was my pre-lesson task suitable
is always important to reflect or effective?
on what went well and what
needs improvement. This is the aim ▶ Was my post-lesson task
of formative assessment. If conducted appropriate?
appropriately, formative assessment
will enable you to give feedback to ▶ Were the differentiation
pupils on how to improve their learning, strategies appropriate?
and to adapt your teaching to suit their
needs. ▶ Did I carry out any formative
assessment?
Some of the questions that you may
ask include: ▶ What knowledge or skill did
my pupils have problems
▶ Have I achieved the learning understanding?
standards?
▶ What values did I manage to
▶ Have I reached the learning impart to my pupils?
outcomes?
▶ What do I need to revise and
▶ In which other lessons is this consolidate?
learning standard repeated?
▶ Is remedial or enrichment work
▶ Was the allocation of time for the needed?
task appropriate?
Reflecting on and reviewing lessons
▶ Did I use the materials that I had offers you an opportunity to think
planned to use? about what worked and what did not
in your classroom. One of the ways you
▶ Did I manage to involve all pupils can write reflections is by reporting the
in the activities? number of pupils who are successful in
achieving the LO.

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

For example, in the reflection section planning the next lesson and making it
of the LP, you may write this: more effective. In either case, reflection
is a technique that can help you assess
30/32 pupils were able to your own lessons honestly.
achieve the learning objectives.

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:

▶ the LSs are repeated in
subsequent lessons

▶ the LSs are to be achieved by the
end of the academic year

The ultimate goal of reflection and
review is to improve the way you teach.
The insights gained can contribute to

28

Conclusion

Conclusion References:

T his Guide was designed to Alderson, (2007). The Challenge of
introduce you to the most (Diagnostic) Testing: Do We Know
immediate and important What We Are Measuring? In Fox,
aspects related to teaching the J.; Wesche, M. Bayliss, D.; Cheng,
CEFR-aligned curriculum so that you L.; Turner, C. E. and Doe, C. (2007).
are better CEFR-aligned classroom Language Testing Reconsidered. pp.
practitioners. Teaching the CEFR- 21-39. Ottawa: University of Ottawa
aligned curriculum can be an exciting Press.
and fulf illing experience. We hope
this Guide will help ensure effective Council of Europe. (2001). Common
classroom delivery and make your European Framework of Reference
teaching experience more manageable for Languages: Learning, Teaching,
and rewarding. Assessment. Cambridge: Cambridge
University Press.

https: //www.coe.int/en/web/common-
european-f ramework-reference-
languages

https: //rm.coe.int/ 1680459f 97

Council of Europe. (2018). Common
European Framework of Reference
for Languages: Learning, Teaching,
Assessment. Companion Volume
with New Descriptors. Cambridge:
Cambridge University Press.

https://rm.coe.int/cef r-
companion-volume-with-new-
descriptors-2018/1680787989

What is the CEFR?

https: //www.youtube.com/
watch?v=UAehOcVf r3Y

29

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

Useful Resources: ▶ Learning Materials Adaptation
(LMA)
LINKS to CE Materials:
▶ Curriculum ▶ Formative
Assessment
Induction (CI) Training (FA)
Pre- school/
Year 1 & Year
2/Form 1 &
Form 2

▶ Pre-School
Teacher’s Kit

▶ Curriculum LINKS to CEFR-Aligned Documents
Induction (CI)
Year 3 and http: //bpk.moe.gov.my/index.php/
Form 3 terbitan-bpk/bahan-sokongan/
category/220-bahasa-inggeris
▶ Curriculum
Induction (CI) http: //bpk.moe.gov.my/index.php/
Year 4 and terbitan-bpk/pra-sekolah
Form 4
http: //bpk.moe.gov.my/index.php/
30 terbitan-bpk/kurikulum-sekolah-
rendah

http: //bpk.moe.gov.my/index.php/
terbitan-bpk/kurikulum-sekolah-
menengah/category/10-kssmg

Further Reading

Further Reading

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

31

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

enough when they leave school to look communicative needs of our children,
for jobs or to enter tertiary education. it describes in detail what has to be
done to improve teaching and learning
The needs of our young people at preschool, primary, secondary, post-
were recognised in 2013, when the secondary and university levels, and
Malaysian Education Blueprint (MEB) also in teacher education.
called for urgent action to enable
our students to develop knowledge The most substantial change
and skills to become global citizens brought about by the Roadmap is
of the 21st century. The Ministry of that we are adopting the Common
Education set up the English Language European Framework of Reference for
Standards and Quality Council, with Languages (CEFR), which in practice
the commission to produce a roadmap represents the international standard
to address the problem. The Council for describing and measuring language
subsequently developed an integrated, proficiency at each stage of education.
comprehensive and timetabled plan The adoption of the CEFR leads to
for EL education reform, usually known changes in curriculum, teaching
simply as “The Roadmap”. and learning, and assessment. All of
these, including teacher education
The Roadmap is essentially a ten- and training, are being aligned to
year reform plan to improve English the CEFR. Teachers need to know
Language education in Malaysia, with about the CEFR, and as part of their
the aim of enabling our young people continuous professional development,
to develop into effective and proficient they are given CEFR-related training
EL users. It considers EL education to familiarise them with the CEFR,
as a continuous learning journey and with appropriate approaches to
f rom preschool to university. Taking teaching and learning, and learning
into account the existing learning materials. Particular attention is being
environment and the expected

32

Further Reading

paid to the upskilling of teachers, both These targets may be revised again
in terms of their English proficiency on the completion of the reform plan
and their knowledge of teaching. in 2025, depending on how much we
have achieved by that time.
The reform plan also calls for greater
student engagement with English In addition to the aspirational CEFR
outside the classroom as an essential targets for all stages of education, the
part of the educational experience Roadmap includes a timetabled action
provided by the school (e.g. the plan. The plan covers three phases in
Highly Immersive Programme). This line with the MEB, and is currently
is achieved by means of strategies being implemented and monitored.
such an increase in EL activities and
programmes and increased learning Since producing the Roadmap in
time, and by getting members of the 2015, the ELSQC has been monitoring
community involved informally as the implementation of the plan, taking
stakeholders. account of MoE actions, participating
in many of the training sessions,
The Roadmap sets the target attending evaluation meetings, and
proficiency levels for each stage participating in discussions with CEFR
of education. These targets were experts, in addition to providing advice,
established with the help of CEFR feedback and recommendations as
experts from Cambridge English, required.
UK, who conducted a Baseline Study
in 2013 to measure the CEFR levels Zuraidah Mohd Don, Chair
attained by children in our schools at Mardziah Hayati Abdullah
that time. The results enabled us to
set realistic targets for 2025. A follow- English Language Standards and Quality Council
up study was conducted in 2017, and
some minor adjustments were made.

33

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

Setting our English Language much about what a learner is able to
Education to International do in the target language.
Standards: The Common
European Framework of The CEFR, however, is a little
Reference for Languages different. It also identifies three broad
(CEFR) levels of language proficiency: Basic
(A1 and A2), Independent (B1 and
T he Common European B2), and Prof icient (C1 and C2), but it
Framework of Reference for goes further and provides ‘Can Do’
Languages (CEFR) represents statements at each level to describe a
the prevailing international standard learner’s ability in some detail and in
for the teaching and learning of a positive manner. In this way, we are
languages. It is a globally recognised given a clearer idea of what the levels
framework for describing language actually mean. Refer to Figure 1 in this
learning, teaching and assessment. The Guide for the CEFR Global Scale.
CEFR provides detailed descriptions
of what foreign or second language The CEFR gives teachers, test
learners can do in terms of listening, developers, parents, the learners
speaking, reading and writing at six themselves, and eventually employers,
levels of prof iciency. a much clearer picture of what someone
at a given level is capable of doing. In
Language learners have traditionally addition, the description of language
been described rather vaguely as proficiency can be understood and
beginners, intermediate learners or interpreted in the same way by users
advanced learners. They are given letter everywhere. A B1 learner in one school
grades (e.g., A-, B+ or D) or numerical should in principle be able to do
scores in reports or transcripts, but basically the same things as a B1 learner
these grades and numbers do not say in another school or even in another
country that also uses the CEFR.

34

Further Reading

The CEFR is a suitable and credible Misconception #1:
benchmark for English standards in
Malaysia. It is the outcome of more The CEFR is the reform plan.
than 30 years of research on language
teaching, learning and assessment. The CEFR and the reform plan (the
Although it originated in Europe, the Roadmap) are, most emphatically, not
CEFR is recognised in more than 40 the same thing. The Roadmap is an
countries and is now used in countries entire reform plan covering all aspects
far beyond Europe, including Mexico, of English Language education and all
Canada, Japan, China and Vietnam. stages of education from preschool to
Many international high-stakes tests university. The CEFR plays a big part
such as IELTS, TOEFL and TOEIC are in the reform, but it is not the reform
aligned to the CEFR. For these reasons, plan itself, nor is it any kind of plan. It is
the CEFR features prominently in a framework of reference from which
the reform of English language the Roadmap draws the best available
education in Malaysia, as laid out in ideas about language teaching and
English Language Education Reform learning.
in Malaysia: The Roadmap (2015-2025)
(the Roadmap). Misconception #2:

There have been several The CEFR is an exam.

misconceptions and seriously The CEFR is not an exam, but
a framework which provides the
false ideas about the CEFR and its basis for measuring and describing
language proficiency at different
relationship with the Roadmap, which stages of education, and which we
are adopting for our schools and
need to be set right. universities. Beyond school, a number
of major international exams, such as

35

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

TOEFL and IELTS, are already linked to use English grammar correctly,
to the CEFR, which means that scores acquire a good working vocabulary,
from those exams correspond to CEFR speak fluently, interact appropriately
levels. and produce comprehensible and
intelligible English. But they are NOT
Misconception #3: being measured against some native
speaker or ‘European’ standard, which
The CEFR is a type of English. does not even exist. They are not
expected to sound like native speakers
There are several ‘Englishes’ in of English or achieve the same level of
the world, such as British English, mastery, especially in school.
American English, Jamaican English
and Malaysian English which may be The Roadmap sets aspirational
different in accent, pronunciation, targets based on the CEFR, as in the
vocabulary and spelling. But there is no diagram on the next page:
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

36

Further Reading

ASPIRATIONAL UNIVERSITY
TARGETS POST-
SECONDARY
2025

SECONDARY

PRIMARY

PRE-SCHOOL

PRE-

A1 A2 B1 B2 B2/C1

ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHERS: C1

37

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

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

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

38

Acknowledgement

Farah Mardhy Aman
Director

English Language Teaching Centre

Kalminderjit Kaur Gurcharan SIngh
Deputy Director

English Language Teaching Centre

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

Editors/Reviewers
English Language Standards and

Quality Council

Proof readers
Aliza Alexander Selvaratnam Salim

Azleena Mohamad
Looi Lin Eng

Nurhani Omar
Majeedah @ Nor Hyati Mohd. Shukor

Maryani Devi Iskandar Shah Samy
Pamela Esther Paul Devadason
Sarina Salim

39

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

Contributors

Ezatul Hanizam Mohamed Fauzi Norizah Abdul Bari
[email protected] [email protected]
(English Language Teaching Centre) (English Language Teaching Centre)

Halimatul Sa’adiah Binti Abdul Razak Nur Fazilah Othman
[email protected] [email protected]
(SMK USJ 8, Selangor) (SK Puchong Perdana, Selangor)

Ilhamanggai Narinasamy Nurhani Omar
[email protected] [email protected]
(SMK Taman Tasik, Ampang) (English Language Teaching Centre)

Jai Shree Bipinchandra Pamela Esther Paul Devadason
[email protected] [email protected]
(IPG Kampus Perempuan Melayu) (SMK Seri Mutiara, Kuala Lumpur)

Jane Cheok Mei Lick Rahmah Bee Mohd. Kabibal Saiboo
[email protected] [email protected]
(IPG Kampus Perempuan Melayu) (SK Minden Height, Pulau Pinang)

Khairul Akran Kamarudin Samuel Isaiah
k [email protected] [email protected]
(SK Telok Sengat, Kota Tinggi) (SK Runchang, Pahang)

Lilisuriani Abdul Latif @ Bapoo Sarina Salim
[email protected] [email protected]
(International Islamic University Malaysia) (English Language Teaching Centre)

Looi Lin Eng Suheil Almawardie Mohd Roslan
[email protected] [email protected]
(English Language Teaching Centre) (SK Kuala Mai Bharu, Pahang)

Mah Zhi Jian Teoh Lip Vi
[email protected] [email protected]
(SJKC Kee Chee, Alor Setar) (SMK Putra, Besut)

Mohd. Af if Mohd. Yusof Vikram Menon
af [email protected] Jeli/[email protected]
(SK Penghulu Ahmad, Langkawi) (SMK Kuala Balah, Kelantan)

Nor Liza Haji Ali Winnie Ong Yuen Nee
[email protected] [email protected]
(Universiti Teknologi Malaysia) (SJK Chung Hua No. 4, Kuching)

40