Can I? (CEFR Training)

I use a reading material about clownfish for my Year 5 pupils as the material is shorter with simple vocabulary INSTEAD of the reading material on page 34 about blobfish. Can I? Why?

I have a pupil who speaks fluent English, is able to comprehend lengthy reading materials and produces well-written essays. I award TP6 to this pupil. Can I? Why?

I translate the text from page 96 of the Year 4 textbook on famous sports into L1 in order to help my pupils comprehend the text better. Can I? Why?

My Year 4 pupils are in a speaking lesson of Unit 10, What’s the Matter?. Pupils are provided with lines of extended dialogues which are then put in the correct order in pairs. My learning objective is for pupils to be able to put the dialogues in the correct order and read them out aloud as their language proficiency level is low. Can I? Why?

The objective of my Year 6 writing lesson is for pupils to be able to write an email about their trip to the museum. I provide each pupil the same worksheet to assess their writing skill. Can I? Why?

I write different learning objectives since my pupils are of different proficiency levels. Can I? Why?

I conduct summative assessment twice a year and use the grades as a guideline to gauge the performance level (TP) of my pupils. Can I? Why?

I use pictures of different schools from various parts of  Malaysia for my Year 4 lesson about ‘Strange Schools’. Can I? Why?

My Year 1 lesson, The Go-Kart Race reading passage focuses on understanding the main ideas of very simple phrases and sentences. To cater to my higher level proficiency pupils, they are required to act out an alternative ending. Can I? Why?

I am teaching Unit 6, Food, please. I want to skip the non-textbook based lesson (SOW lesson 84) as I am afraid that I will not have adequate time to finish the curriculum by the end of the year. Can I? Why?