Teacher's Guide CEFR

TEACHER GUIDE
ITMHPELCEEMFERN-ATLINIGGNED CURRICULUM

PLANNING. AND MANAGING LEARNING

Second Edition

MINISTRY OF EDUCATION MALAYSIA

TEACHER GUIDE

TIMHEPLCEEMFREN-ATLIINGGNED 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 par� 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

ISBN 978-983-40Sll-l-2

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 l 26

4.3 Sample Lesson Plan for Primary Year 3 27

4.4 Sample Lesson Plan for Primary Year 4 28

4.5 Sample Lesson Plan for Contemporary 29
Children's Literature (CCL)

-al) purpose of this Guide 4.6 Sample Lesson Plan for Secondary Form 1 30
2-.::-:::ate and inform. The
4.7 Sample Lesson Plan for Secondary Form 2 31
:::·o-., ded without profit for
::;._.rooses and is made 4.8 Sample Lesson Plan for Secondary Form 3 32
::;• :ate. non-commercial
...,•ormation is provided 4.9 Sample Lesson Plan for Secondary Form 4 33

'1,(5 to websites S. Reviewing Teaching and Learning 34

;;·e ....,a ntained by Conclusion 36

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













































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

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

Subject English

Year 4

Duration 1 Hour Refer to
Theme World of Self, Family and Friends SoW p.50

Topic Where are you from?

Focus Skills Language Awareness

Content Main Skill: Choose any
Standard 4.2 Communicate basic information intelligibly for a range of purposes in print and digital appropriate
Learning
Standard media. Year4
Content
Complementary Skill: Standards
2.1 Communicate simple information intelligibly. and Learning
Standards
Main Skill: f rom the
4.2.3 Describe basic everyday routines.
DSKP.
Complementary Skill ;
2.1.5 Describe people and objects using suitable statements.

Learning By the end of the lesson, pupils will be able to Hlnco�tingl
Objectives i. write four simple sentences to describe their everyday routines. (Main LO)
CCE ii. describe Kim's everyday routine based on the information given. (Complementary LO)

Language

Language/ Adverbs of frequency to describe routine - always, usually, sometimes, and never
Grammar Focus
Refer to
Activities i. �Jot ;thhoeur gshhatsre-sththeepoubpjielscwtivrietes of the lesson with the pupils. activities on a piece of paper.
i. Pre-Lesson ii. down vocabulary related to daily - Warm Up
Activity in
iii. Then, they share their vocabulary with the whole class. the Teacher's
Book
ii. Lesson 1. Teacher writes the four advPrh� of frpn',on�" nn tho ......;.oi...----'
Development 2. Group..work - pupils discuss the differences of these four adverbs by relating to their Refer to
daily activities they listed in the pre-lesson stage. Get Smart
21st Century 3.
Skills Then, the pupils receive one task sheet containing some information about Kim's Plus4
4. everyday routine after school. Workbook p.5
Collaboration
Communication In group;of four, pupils take turns to describe Kim's routine.

21st Century }�6. Teacher shows how to construct one simple sentence using theinformation in the task sheet. �efer to
Skills Optional
Pupils then complete the second task. They tick the appropriate boxes which relate to Activity in
Strategies themselves. Teacher's

FA 7. Shoulder..Partner - Pupils write four simple sentences based on the boxes that they have Book
Peer
Assessment ticked. They exchange their work with the person sitting beside them to ch k their
r
sentences.

iii. Post- Lesson 1. Pupils complete the self-+.issessment worksheet for Unit 1. Refer to

FA t�2. Then, they complete the worksheet with guidance from the teacher. J SoW p.51
Self- Teacher collects the self - assessment worksheets for teacher's reflection.
Assessment

Teacher's
Reflection



























TEACHER �UIDE - 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 (Al and A2). Independent (Bl and
Framework of Reference B2). and Proficient (Cl 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 proficiency. 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 Bl 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 Bl 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.





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

JISP/Rllf'IONJI£ f'IIRliE'l'S

2025

ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHERS: C1
ENGLISH PROFICIENCY LEVEL FOR ENGLISH LANGUAGE TEACHER EDUCATORS: C2







�SfAJ,IOMtOIIO(l)l»�

Bahasa lnggeris
��