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No.

Content covered

Tasks given

Notes

Self-introduction

• Trainer introduced himself/herself.

• Trainer had participants talk to the person next to them in 4 mins, then they introduced that person to the whole class.

• A simple warm-up activity.

Introduction

of the module

• Trainer instructed participants to work in pairs (A & B) and study Handout 1: A read about the aims and overview, and learning outcomes of the Module, while B read about the schedule, materials and assessment.

• After 3 mins, they shared with each other what they had read.

• After participants’ sharing, trainer emphasized the key points of the Module (showing slides 1-8 of Handout 2). 

• Q&A

• This went well.

• Participants had a number of questions about the module.

What the CEFR is and what the CEFR is NOT (the definition of the CEFR, and its objectives and features)

• Participants worked in pairs and discussed anything they’ve already known about the CEFR and took notes on A1 paper. Trainer gave some clues to facilitate the discussion.

• After 10 min discussion in pairs, trainer asked some of them to present the information to the whole class.

• Trainer explained the key points of the CEFR (showing ppt slides 9-16).  

•  Q&A

• Trainer should give some clues: the Acronym, how many levels, its aim, its features, etc.)

• There should have been more time for this activity.

A brief history of the CEFR

• Participants worked in pairs and discussed anything they’ve already know about the history of the CEFR. (Trainer gave some clues to facilitate the discussion.)

• After 10 min discussion, trainer asked some of them to present the information to the whole class.

• Trainer presented the summary development of the CEFR, reasons behind the CEFR, its worldwide uses (showing ppt slides 14-19).

• Q&A

• Practice (Activity 1): Guess whom the CEFR benefits? (slide 23): Participants worked in groups of 3 to fill in the blanks with suitable words/phrases.

• Trainer showed and explained the answers (slide 24-25). 

•  Q&A

• CEFR was a new topic for the participants, so this was a challenging task for them -> might need more time for the activity

• Trainer must give them some clues about the CEFR history.

Global scale: Introduction

• Participants worked in pairs, read, discussed Handout 3 carefully, and highlighted phrases/statements which make the 6 levels different.

• Trainer went around and helped with new words in the handout.

• Trainer asked participants to assess which level their English language skills are, using the “can-do statements” in the Global Scale.

• Participants informed the class of their level of English.

• It was hard for participants to understand the scale, so trainer should help them with new words.

• Switching into Vietnamese sometimes was necessary.

Can-do statements in the CEFR

A representation of the CEFR’s model of language use and learning

• Trainer explained the Global scale by showing slide 27 (with key points underlined)

• Trainer presented Can-do statements (showing slide 28). 

• Q&A

• Trainer lectured on ‘A representation of the CEFR’s model of language use and learning’ (showing slide 29 on the projector).

• Q&A

• Practice (Activity 2): Recognizing the 6 level descriptors

• Trainer showed 6-level descriptors on the walls without level labels (A1-C2): Slides 30-31

•  Participants worked in groups of 3, read each descriptor and decided which level it belongs to (A1-C2).

• Class feedback: Trainer asked participants the reasons for their choice and provided further explanations.

• This was a combination of theory and practice. So the participants found it exciting and joined the activities proactively.

• Participants got some hands on experience with reading the CEFR.

Writing Assessment Scale with an example of B1 level

• Trainer showed slide 32 (B1 Writing Assessment) and asked participants to study it for 5 minutes.

• Trainer went around to support. 

• Trainer turned off the projector, and stuck the scale B1 (0-5), with some BLANKS on the board and gave participants cards of descriptor for these blanks.

• Participants worked in groups of 3 to discuss and complete the frame on the board with the relevant cards.

• Class feedback: Participants shared reasons for their choice.

• Trainer showed slide 34 – the answer key and provided further explanations.

• This was a challenging task for the participants -> Trainer needed to support them with new words and structures of the scale. 

• So there should have been more time on this part.

Wrap-up

• Participants answered questions raised by trainer:

• What is the CEFR? What is NOT the CEFR?

• A brief history of the CEFR?

• How to read the CEFR?

• Q & A

• Trainer assigned home reading: Sections 1 & 2 of Handout 5.

• This worked effectively.

• Participants had some questions about home reading.

No.

Content covered

Tasks given

Notes

Participants’ group presentations

• Participants presented in groups of three the topics that they had prepared.

• Participants prepared the presentation carefully.

Review of the previous session

• Participants revised the previous lesson on CEFR and completed the handout

• The lesson went well.

CEFR framework review

• Participants did the quiz (true/false) and discussed their choice with each other

• This activity was effective and appeared interesting to the participants

Leading in the  content of the lesson

• Participants presented the reasons for adapting CEFR in teachers’ teaching practice. 

• Time for the activity should be shortened.

The CEFR in language learning and teaching

• Participants worked in groups of three to work out the answers for the trainer’s questions on notes

• Question 5 was quite general 

Understanding of how CEFR can be used in curriculum and syllabus design

• Participants presented and discussed how CEFR is used in curriculum and syllabus design.

• Participants were not familiar with curriculum and syllabus design.

How CEFR is reflected in the syllabus

• Participants analyzed a syllabus given by the instructor and discussed the syllabus’s main aims, objectives, outcomes 

• Participants reflected on the principles of CEFR and the syllabus aligned with CEFR. 

• The activity went well.

The principles of CEFR for teaching

• Participants worked individually and in pairs to discuss and reflect the principles of CEFR for syllabus design

• This went smoothly

How to use CEFR in the classroom: Teaching and lesson planning

• Participants identified how to use CEFR in teaching and lesson planning 

• Participants analyzed the syllabus and completed handout 2.

• It was not an easy task for the participants -> Trainer should explain more on ‘syllabus’ before instructing how to use CEFR in the classroom

The CEFR and syllabus design

• Participants worked on Handout 2 individually and exchange results in pairs

• The activity worked well

Summarizing the points covered in class

• Participants summarized the main points of the lesson

• The participants understood the main points of the lesson.

Checking Ss’ understanding of CEFR

• Participants did the mini test on the general knowledge of the CEFR

• The test went on smoothly.

Assignment of homework

• Participants asked question relating to the homework assigned

• This activity went well

No.

Content covered

Tasks given

Notes

Assessment of Lesson 2: Group presentations

• Participants presented topics assigned in Lesson 2 (2 groups)

• T provided feedback

• Participants did well though they clearly needed help to gain deeper understanding of content.

Key concepts of assessment 

• T explained:

• Achievement vs Proficiency Testing

• Norm –  vs Criterion Referenced

• Objective vs Subjective Testing – Activity 1:  Handout 1 (15 mins). Participants worked in pairs to discuss and solve a quiz on subjective vs objective test items. T checked and provided feedback/explanation (15 mins).

• Validity – Activity 2: Handout 2 (10 mins). Participants worked in pairs to match the categories to their examples. T checked and provided feedback/explanation (10 mins).

• Reliability

• More time for activities would be better

• Participants struggled with test validity and reliability

Stages in test development

• T explained stages in test development (focusing on writing test specification and selecting test items)

• Activity 3: Participants wrote test specifications in groups of 3-4 people (50 minutes)

• Groups of participants shared the test specification that they develop

• T provided feedback and suggestions for improvement

• Participants got some hands on experience in developing test specification.

• Need more time for discussion.

Test analysis

• Trainer explained the importance of the test analysis stage in the test development process.

• Participants read Handout 3.

• Trainer lead whole class discussion about the reading’s implications on participants’ home assignment (piloting a test and conducting a test analysis)

• Participants were concerned about how to administer their pilot tests

Lesson summary and assignment of homework and topics for next week’s presentations

• Trainer recapped main contents

• T assigned homework and answered participants’ questions regarding the task

• This went smoothly.

No.

Content covered

Tasks given

Notes

Assessment of Lesson 3: Group presentations

• Participants presented topics assigned in Lesson 3 (2 groups)

• T provided feedback

• Participants did well though they clearly needed help to gain deeper understanding of content.

Principles for assessment

• Participants worked in group, discussed principles for assessment and presented their ideas in front of the class

• Focus of the discussion should have been well-introduced to the participants

Reference Level Descriptions and English Profile

• Participants answered questions and discussed RLD and English Profile

• Teacher summarized

• This was quite challenging as this was the first time they had been introduced to RLD and English Profile -> Trainer should clarify more carefully the descriptions

English Profile: the CEFR for English

• Participants watched Video, did exercise in Handout 1 and discussed answers

• Participants should have been more well-informed that text in Handout 1 is not the script of what they listened in Video.

Grammatical criterial features of English Vocabulary Profile

• Participants did exercise in Handout 2 and discussed answers

• This worked well.

Features of English Vocabulary Profile

• Participants worked in pairs to identify features of the verb ‘Take’ shown in Handout 3 in English Profile  

  • Representatives of groups report to the whole class

• Participants were very interested in the Money topic and the exercises

7

Lexical words on CEFR scale

Grammatical criterial features of English

• Whole class worked on Handout 4

• Whole class feedback

• Participants needed more time for this.

8

Purpose of Reference Level Descriptions

- Principles of using resources from RLDs

• Participants worked individually to read p.20 and the first half of p.21 in Using the CEFR: Principles of Good Practice 

• Participants answered the questions and discussed their ideas

• Whole class feedback

• This part was merely theoretical and participants found the activity not very engaging -> Trainer could reduce the time for the activity

9

Use of resources from RLDs – English Profile  to make decisions about which language points are suitable for teaching at each CEFR level

• Participants worked in groups to do exercises in Handout 5

• This worked well.

10

Lesson summary and assignment of homework and topics for next week’s presentations

• Trainer recapped main contents

• T assigned homework and answered participants’ questions regarding the task

• This went smoothly.

No.

Content covered

Tasks given

Notes

Main important features of English Vocabulary Profile/ English Grammar Profile

Specific activity/way to use English Vocabulary Profile or English Grammar Profile resources for teaching/ learning or assessing at different CEFR level

• Three groups made their group presentations and addressed questions raised by listeners at the end. 

• Trainer gave feedback with encouragements and recommendations for improvements. This was necessary.

Discovery of the full name of CEFR exams (e.g. Starters, Movers, Flyers, KET, PET, FCE, CAE, CPE, IELTS)

• Participants worked in groups to write the full name of abbreviated Cambridge ESOL examination and then answered as the whole class.

• This was an interesting task to make participants curious about what they were about to learn.

Five reasons why CEFR has been widely applied with a connection to different types of exams

• Participants listened to the lecture and raised questions when they found unclear points.

• This was quite challenging so Trainer needed to stop to explain when students had a question.

Analysis of how CEFR is applied in one specific English exam (KET)

• Participants were divided in four groups and analyzed KET examination and CEFR. Each group analyzed one skill of KET and prepared their presentation on A3 paper.

• Trainer went around to facilitate since trainees found the task quite challenging when they did this for the first time.

Analysis of how CEFR is applied in one specific Cambridge ESOL examination (KET)

• Four groups took turn to make their presentation and answered the questions very briefly at the end. 

• Trainer needed to control the time carefully since each group had only 15 minutes for their presentation.

6.

Connection between CEFR and Cambridge ESOL examinations

• Participants listened to the summary and linked to their own presentations. They raised questions when they found unclear points.

• Trainer had to make sure the trainees found the summary clear by asking some comprehension questions at the end.

7.

Individual assignments

• Participants listened to the instruction carefully and asked questions if they found unclear points.

• Trainer should address all the questions and emphasized the requirements of the assignment.