Tg Ac English Part II Annexes 3-10-2015saturday (1) (1) (1)

7/24/2019 Tg Ac English Part II Annexes 3-10-2015saturday (1) (1) (1)

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State of Kuwait

Ministry of Education

KUWAIT NATIONAL

CURRICULUM (KNC)

A UI!E "OR E""ECTI#E TEAC$IN

O" T$E ENLIS$ LANUAE

IN RA!E ONE:uide%ines for &uttin' into &ractice te new Curricu%u and Standards for

En'%is in rade *

+art II, Anne-es

KUWAIT

2015


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Effective Teaching ofrade I .su/0ect1

This Guide is prepared to share ideas for effective teaching of English in Grade one. It aims atsupporting Grade 1 teachers to gradually achieve the development of key, general and specific

competences of our students as promoted in the new Kuwait National urriculum !"#1$%. It is writtennot to instruct &ut to facilitate teachers' work( not to lecture, &ut to share ideas. This Guide should

make possi&le greatest achievement of our students in line with the re)uirements of the newurriculum. The English *anguage Teacher Guide is structured into two parts+ art I+ General( and

art I+ -nnees

Coordinators of the Teacher Guides Development Process:

Mrs. Samiha Al-Sherida Head of the Curriculum Monitoring and Evaluation Department

(Curriculum Sector - Ministry of Education of the State of u!ait"

Ale#andru Crisan$ %h.D. &ead Education Consultant to the 'orld an)* +eam &eader of the

Curriculum Development and Enhancement Component of the School Education ,ualitymprovement %roect /

Authors of the initial generic form of the Techer Guide Mem0ers of the 'orld an) nternationalConsultant +eam1 Ale#andru Crisan$ %h.D.$ 2ha3i 2haith$ %h.D.$ 4ac) Hol0roo)$ %h.D.$ Eugen %alade$2eorge %ata)i$ Sayyora 5a)hman)ulova$ %h.D.$ Dorina 6lorentina Samihaian$ %h.D.$ Mihaela 6lorence

Singer$ %h.D$ Michael Strumpf$ %h.D.$ 7ulfyyia 8eysova$ %h.D.

International Consultant for English:Ale#andru Crisan$ %h.D. &ead Education Consultant to the 'orld an)* +eam &eader to the

'orldan) nternational Consultant +eam

Authors of the present form of the Teacher Guide for English:Coordinator and Head of the Working Group:

A0dulghani Al0a33a3 (%h.D" Assistant %rofessor College of asic Education

em!ers of the group of authors:

Mrs. Nouria Al Sedra, ELT Senior Supervisor, MoE

Mr. Mohamed Nagib Ali, ELT Supervisor, MoE

Mr. Said !hareeb AlSaid , ELT Supervisor, MoE

Mrs. Sheri"ah Ali Al Saegh, ELT Supervisor, MoE

Mrs. Amira AbdulA#i# Al $a%%an, ELT Supervisor, MoE

Mrs. Noura Abdul&ahman Al 'udai(i, )o*

Mrs. Amal Me#ed Al Mu%airi, )o*

Mrs. Mariam Emad Al *een Abdulrahman, )o*

Mrs. +hulood Eisa Al +anderi, )o*

Mrs.Lamia Ali Al !hareeb, )o*

Mrs. A%hari Ahmad Al +andar, )o*

Mrs. Mariam Abdula%ee" Al Ma%oo, Edu-a%ional &esear-her

Miss. a%ima /assin Al Aseel, ELT %ea-her Mrs. )uda AlAmmar, ELT Senior Supervisor Sep%. 2015 revision

1


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Ta/%e of contents

Ti%le 3age No

4 Ann e5 1 6 The 7e 8ompe%en-es 2

4 Ann e5 2 6 !eneral 8ompe%en-es 9

4 An ne 5 6Me%hods (i%h po%en%ial "or a-%ive learning ;

4 Ann e5 < 6 3lan %he %ea-hing and learning =Annual, uni% and lesson plans 12

4 An ne 5 5 6 Tea-hing S%ra%egies =Tea-hing %he "our language s7ills

4 An ne 5 9 6 &ole o" %ea-hers, heads o" depar%men% and supervisors 9?

4 An ne 5 ? 6 Tea-hers -ompe%en-es ?1

4 An ne 5 ; 6 Learning a-%ivi%ies and games in language %ea-hing and learning ;1

4 An ne 5 > 6 !lossar ;.3hsi-al and heal%h

edu-a%ion

Bden%i"ing %he bene"i%s o" mo%ors7ill

a-%ivi%ies

%o main%ain and improve

phsi-al per"orman-e and heal%h3ra-%i-ing mo%ors7ill a-%ivi%ies %o develop phsi-al "i%ness and

abili%ies needed "or a produ-%iveli"e in a s%rong and heal%h

+u(ai%

3laing individual and %eam spor%s "or a heal%h li"e

8


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Anne- 6, A few etods wit &otentia% for acti5e %earnin'

A-%ive learning -an be in-orpora%ed in %he -lassroom %hrough using di""eren% me%hods and %e-hniues. E""e-%iveme%hods %o promo%e a-%ivelearning in-lude:

*7 8rainstorin'

8rainstorin'9 %i:e te nae su''ests9 is a f%ood of acti5ity9 fro any9 addin' su''estions on one to&ic7 B%is a me%hod ou -an use (hen ou (an% our s%uden%s %o ui-7l produ-e a se% o" ideas on a -er%ain %opi-.Learners use %he "ree "lo( o" ideas %o genera%e as man %hough%s as possible (i%hin a de"ined period o" %ime. Thisis a ver use"ul pra-%i-e, espe-iall "or primar s-hool aged -hildren, be-ause i% is a ui-7 (a o" (ri%ing do(nall %he "a-%s %ha% a -hild 7no(s abou% %he sube-% D%heme %o be deal% (i%h in %he -lassroom. 'rains%orming is

believed %o s%imula%e %he building o" ideas b a pro-ess o" asso-ia%ion.

8rainstorin' Ser5es Two Ma0or +ur&oses:

S%uden%s (ill see ui-7l (ha% %he 7no( abou% a -er%ain %opi-

The (ill ui-7l "ind ou% (ha% %he do no% 7no( abou% %ha% %opi-.

8rainstorin' can /e,

ee-u%ed ver ui-7l

a ver spe-i"i-, or ver general a--umula%ion o" in"orma%ion "o-used on %he %opi- %ha% is %o be approa-hed (i%hin %he lesson

help"ul in -rea%ing a lis%ing o" "a-%s abou% %he %opi- %o be approa-hed!

Ste&s in 8rainstorin'

/ &tep 1/ 8learl de"ine %he %opi- %o be brains%ormed. B% -ould be an open ues%ion or a (ell"ormula%ed problem s%a%emen%. or eample: Iha% do ou 7no( abou% "air%alesJ Ii%h (ha% doou asso-ia%e "air%alesJ r: )hat do you $now aboutcomputers*sports*art*music*nature*+uran*life*waterJ

9 &tep 2/ Aim -hildren %o genera%e as man ideas as possible in 510 minu%es. /ou should allo( all-hildren in %he -lass %o -all ou% an ideas %he %hin7 abou% %his %opi-. En-ourage ea-h -hild %opresen% as man ideas as possible. &e-ord %hese ideas on a -hal7board or "lip -har%. All responses

should be a--ura%el re-orded. *onK% -hange, -ri%i-i#e or evalua%e an idea. /ou should ho(ever ge%-lari"i-a%ion i" people donK% unders%and (ha% is mean% b an idea.

9 &tep !/ +eep going un%il all ideas have been presen%ed and (hen %he session is over, loo7 a% %he lis%"or -ommon %hemes. *rop all %ha% are no% impor%an%. +eep onl %he mos% valuable ideas. 8ombineand improve %he ideasC several good ideas -an be -ombined %o "orm a single ver good idea.

9 &tep #/ A"%er %he lis%ing is over, ou migh% -on%inue (i%h a group dis-ussion in (hi-h %he ideas areevalua%ed and %he mos% appropria%e sele-%ed "or implemen%a%ion or "ur%her dis-ussion.

Wen Sou%d I use /rainstorin';

'rains%orming is an e""e-%ive %ool %o:

Epand -rea%ive %hin7ing

Bden%i" issues or oppor%uni%ies Bden%i" possible -auses o" a problem

Bden%i" da%a -olle-%ion reuiremen%s

Bden%i" possible solu%ions %o a problem

See di""eren% poin%s o" vie(

S%ar% dis-ussing a ne( %opi-

9

" spe-ial no%e:

A% %his poin% i% is no% impor%an% ho( pra-%i-al %he ideas ma beDare.

Bmpor%an% is %o involve all s%uden%s in %he eer-ise, %o a-%iva%e %hem, %o ma7e %hem

in%eres%ed and mo%iva%ed.

Tr %o rel on s%uden%sH personal 6 dire-% eperien-e.

=8ri%i-ismG and dis-ussion are ruled ou% (hile sugges%ions are being lis%ed.

='rains%ormG lis%ing should no% be longer %han 5 minu%es.


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and =Ice 8rea:ers>

Ano%her me%hod %o -rea%e a-%ive learning is %hrough =8lima%e Se%%ersG, =Energi#ersG and =B-e'rea7ersG. These

are brie" a-%ivi%ies or eer-ises %o develop readiness "or par%i-ipa%ion in learning even%s. =B-e 'rea7ersG,spe-i"i-all, are me%hods %o ge% par%i-ipan%s %o "eel a% ease (i%h one ano%her ui-7lC %he =brea7 %he i-eG,"igura%ivel, %ha% migh% have ="ro#enG and grea%l limi%ed in%era-%ions among learners. =8lima%e Se%%ersG,=Energi#ersG and =B-e 'rea7ersG usuall involve phsi-al movemen% and "un. Energi#ers usuall have %headdi%ional purpose o" providing a phsi-al =brea7G or s%imuli, release energ and -hange %he pa-e or mood o" %he

learning pro-ess.

=8haradesG: )ave %he -lass (or7 in %eams o" "our %o "ive. Bns%ru-% %he %eams %o iden%i" one le%%er o" %healphabe% %he all "ind di""i-ul%. Then have %he %eam des-ribe b di""eren% (as b using di""eren% (ords(i%h %his le%%er, b pan%omime and so on (hi-h le%%er %he as7 a riddle. %her groups %r %o guess (ha%%he are proposing.

=!ood or Ne(G: As7 ea-h -hild %o share some%hing good or ne( %he have eperien-ed in %he las% 2 &istening respectfully to the

spea)er

1.< Bden%i"ingnumbers "rom 120 in

a lis%ening %e%

2.1. @sing simple (ords,

epressions and sen%en-es %o

epress %hemselves abou%

sel", "amil, "ood and o%her

i%ems in shor% -onversa%ions

or individual spee-h

/./. 5esponding to simple

communicative situations in mini

dialogues related to every day topics

/.>.uilding up positive personalmotivation to spea) !ith peers and

:././. &isten to and follo! simpleinstructions related to classroom

routines

:.>.&isten attentively and respond

politely to spea)ers in different

situations

1.< Bden%i" numbers "rom 1 %o 20 and

reprodu-e %hem in digi%s

2.1 @se appropria%e simple vo-abular

%o indi-a%e D name ,"amil members ,

numbers and o%her %hings in shor%

-onversa%ions or individual spee-h

2.2 .se simple language related to

everyday topics communicatively

in mini dialogues

2. se simple !ords to spea) clearly

!ith a positive attitude a0out

S%s raise %heir hands (hen %he hear -er%ainsounds in (ords = -G in -amera

*is%ribu%e some pi-%ures o" "amil members

among groups, name ="a%her groupG,

bro%her groupG e%-... sa %he name o" %he

"amil member and groups (i%h %he

member raise %heir hands saing %he

name = "a%herG

S%s in pairs as7 = (ho is %his = holding

pi-%ures , %his is m mo%her 6

)olding pi-%ure o" a "amil and as7ing

=)o( man bro%hers, sis%er...e%-..J

S%s dra( and -olour shapes , %ra-e and dra(

#ig#ag lines C dra( -lose shapes "rom le"% %o

righ% C %ra-e and -op le%%ers b moving "rom

le"% %o righ%

3re(ri%ing eer-ises: e.g.*ra( and -olour shapesC %ra-e and dra(

!rouping

individual (or7,

pair (or7, e%-. Ma%erialsD

&esour-es

visual and audio

aids e%-.

B8T %ools

Ior7shee%s

3roe-%s

3or%"olio

$ues%ions

bserva%ion

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rade One

2ew fun with English

Unit (B) Nu/er of teacin' &eriods ( )

Unit tit%e Co&etences to /e de5e%o&ed

Standards to /e acie5ed

/y te end of unit four

&u&i%s are e-&ected to

Learnin' acti5ities ResourcesAssessent

too%s

My(ouse

:.?. dentifyingnum0ers from :-

/@ in a listening te#t

2.1. @sing simple (ords,

epressions and sen%en-es

%o epress %hemselves

abou% sel", "amil, "ood

and o%her i%ems in shor%

-onversa%ions or individual

spee-h

/.>.uilding up positive personal

motivation to spea) !ith peers and

adults using simple phrases and

sentences.2 &eading and vie(ing

:.?. dentify num0ers from : to /@

and reproduce them in digits

2.1 @se appropria%e simple

vo-abular %o indi-a%e D

name bod par%s and o%her

%hings in shor%

-onversa%ions or individual

spee-h

/.>. se simple !ords to spea)

clearly !ith a positive attitude

a0out different simple topics such

as oneself$ others$ family$ school

and country

.2 &ead illus%ra%ions, pi-%ures,

S%s raise %heir hands (hen %he hear ini%ialD

"inal sounds in simple (ords =< le%%ers

said b %he %ea-her.

Some pi-%ures o" bod par%s are dis%ribu%ed

among groups. 3ar%s o" %he bod are -u% in%o

pie-es and S%s are as7ed %o -olle-% %he par%s

and name %hem.

S%s re-ogni#e le%%ers o" English in a pi-%ure (i%h

di""eren% shapes , %he -ir-le us% %he le%%ers

and read %hem

S%s (ri%e "irs% ini%ial missing le%%ers in (ords under

pi-%ures provided b %he %ea-her

!rouping

individual (or7,pair (or7, e%-.

Ma%erialsD&esour-es

visual and

audio aids e%-.

B8T %ools

Ior7shee%s 3roe-%s

3or%"olio

$ues%ions

bserva%ion

29


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rade One


Unit "i5e Nu/er of teacin' &eriods ( )

Unit tit%eS&ecific Co&etences

to /e de5e%o&ed


/y te end of unit fi5e9 &u&i%s

are e-&ected to

Learnin'

acti5itiesResources

Assessent

too%s

I%i:ea&&%es

:.:. &istening to and recogni3ing simple !ords$

phrases$ sentences as !ell as oral instructions

heard in everyday life situations

2.1. @sing simple (ords, epressions and

sen%en-es %o epress %hemselves

abou% sel", "amil, "ood and o%her

i%ems in shor% -onversa%ions or

individual spee-h

2.2. &esponding %o simple -ommuni-a%ive

si%ua%ions in mini dialogues rela%ed %o

Ever da %opi-s.

2..'uilding up posi%ive personalmo%iva%ion %o spea7 (i%h peers and

adul%s using simple phrases and

:.:. 5ecogni3e !ords$ phrases$instructions heard from naturalsources (e.g. different personsBspeech recorded material":.2.1. @se appropria%e simple

vo-abular %o indi-a%eDname

-lassroom obe-%s, people and

pla-es, "ood i%ems and o%her

%hings in shor% -onversa%ions or

Bndividual spee-h.

2.2.@se simple language rela%ed %o

lo-a%ion o" obe-%s

-ommuni-a%ivel in mini

dialogues

2.. @se simple (ords %o spea7-learl (i%h a posi%ive a%%i%ude

abou% di""eren% sim le %o i-s

&eprodu-e simple English high "reuen-

(ords, heard in shor% oral messages rela%ed

%o "ood i%ems.

Lis%en %o and repea% simple sen%en-es

pronoun-ed b %he %ea-her or %hrough

re-orded ma%erial.

3ar%i-ipa%e in simple role pla a-%ivi%ies in

(hi-h pupils epress li7es, disli7es and

gra%i%ude.

3er"orm mini dialogues properl.

*es-ribe simple pi-%ures using simple

language.

&e-ogni#e %he rela%ion be%(een sounds and

%heir -orresponding smbols. ollo( (ords "rom le"% %o righ% and "rom %op

%o bo%%om on %he prin%ed page.

!rouping

individual(or7, pair

(or7, e%-. Ma%erialsD

&esour-es

visual and

audio aids

e%-.

B8T %ools

Ior7shee%s

3roe-%s

3or%"olio

$ues%ions

bserva%ion

30


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rade One


Unit H @ Nu/er of teacin' &eriods ( )

Unit tit%eS&ecific Co&etences

to /e de5e%o&ed


/y te end of unit si-9 &u&i%s

are e-&ected toLearnin' Acti5ities Resources Assessent too%s

31


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"unni'

oestosc(oo%

1.1. Lis%ening %o and re-ogni#ing simple

(ords, phrases, sen%en-es as (ell as oral

ins%ru-%ions heard in everda li"e

si%ua%ions

1.


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rade One

2ew 8un with English

Unit (G) (Tie) wee:s



/y te end of unit se5en &u&i%s are

e-&ected to

Learnin' acti5ities Resources Assessent too%s

W(atcan"unnysee

;

1.


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"

unniont(efar)

1.. Lis%ening respe-%"ull %o %he spea7er

1..:. 5ead aloud grade level and high

fre;uency !ords and phrases clearly !ith the

help of picture cues and sym0ols.

.


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Learna/outKuwait

1.1 Lis%ening %o and re-ogni#ing simple

(ords, phrases, sen%en-es as (ell as

oral ins%ru-%ions heard in everda li"e

si%ua%ions

1.2.1*is%inguishing ini%ial, medial and end

sounds in simple (ords as (ell as

unders%anding %heir meaning (hileDa"%er

lis%ening

1.2.2. ollo(ing simple ins%ru-%ions given b

%he %ea-her in %he -lassroom

1.< Bden%i"ing numbers "rom 120 in a

lis%ening %e%2.1 @sing simple (ords, epressions and

1.1 &e-ogni#e (ords, phrases, ins%ru-%ions o"

English heard "rom na%ural sour-es e.g.

di""eren% personsH spee-h or ele-%roni-

ones re-orded ma%erial

1.2.1 Lis%ening %o re-ogni#e %he rela%ionships

be%(een (ords and sen%en-es and unders%and

%he meaning o" shor% %e%s

1.2.2. Lis%en %o and "ollo( simple ins%ru-%ions

rela%ed %o -lassroom rou%ines

%o spea7ers in di""eren% si%ua%ions



2.1 @se appropria%e simple vo-abular %o

S%s lis%en %o %he %ea-her holding di""eren%

i%ems "lag and -orre-% him Dher

(hen heDshe sas %he (rong (ord.

3laing a game as7ing S%s %o s%and in

di""eren% lo-a%ions s%and behind %he

door

S%s per"orm minidialogues abou%

lo-a%ion o" obe-%s

A: IhereKs m bagJ

': B%Ks behind %he door.

!rouping

individual (or7,

pair (or7, e%-.

Ma%erialsD

&esour-es visual

and audio aids e%-.

B8T %ools

Ior7shee%s

3roe-%s

3or%"olio

$ues%ions

bserva%ion

rade One

2ew fun with EnglishUnit (*) Nu/er of teacin' &eriods ( )



8y te end of unit ten&u&i%s are

e-&ected to

Learnin' Acti5ities Resources"orati5e

Assessent

35


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1.1Lis%ening %o and re-ogni#ing simple

(ords, phrases, sen%en-es as (ell as oral

ins%ru-%ions heard in everda li"e

si%ua%ions

1.2.1*is%inguishing ini%ial, medial and

end sounds in simple (ords as (ell as

unders%anding %heir meaning (hileDa"%er

lis%ening

1.2.2. ollo(ing simple ins%ru-%ions given

b %he %ea-her in %he -lassroom

1.< Bden%i"ing numbers "rom 120 in a

lis%ening %e%2.1 @sing simple (ords, epressions and

sen%en-es %o epress %hemselves abou%

sel",

"amil, "ood and o%her i%ems in small


2.2. &esponding %o simple

-ommuni-a%ive si%ua%ions in mini

dialogues rela%ed %o ever da

%opi-s

.1. &eadin aloud rade level (ords and

1.2 &e-ogni#e (ords, phrases, ins%ru-%ions o"

English heard "rom na%ural sour-es e.g.

di""eren% personsH spee-h or ele-%roni-

ones re-orded ma%erial

1.2.1 Lis%ening %o re-ogni#e %he rela%ionships

be%(een (ords and sen%en-es and unders%and

%he meaning o" shor% %e%s

1.2.2. Lis%en %o and "ollo( simple ins%ru-%ions

rela%ed %o -lassroom rou%ines

%o spea7ers in di""eren% si%ua%ions



2.1 @se appropria%e simple vo-abular %o

indi-a%eDname obe-%s, people and

pla-es, and o%her %hings in small


2.2.@se simple language rela%ed %o everda

%opi-s -ommuni-a%ivel in mini dialogues

.1 &ead aloud grade level and high "reuen-

(ords and phrases -learl (i%h %he help o"

S%s lis%en %o some sen%en-es and %r

%o ma%-h %hem %o %he -orre-%

spea7er.

So ma%-h ini%ial le%%ers %o %he -orre-%

-orresponding pi-%ures

S%s -ome in "ron% o" %heir -olleagues and

%al7 abou% %heir "amilies number o"

bro%hers and sis%ersK

@sing B3ad appli-a%ions , S%s pla a game

%o ui-7l "ind %he (ords %ha% %he -anre-ogni#e a"%er lis%ening %o %he spea7er

S%s -op sen%en-es abou% members o"

%heir "amilies a"%er seeing %he pi-%ures

!rouping

individual (or7,pair (or7, e%-.

Ma%erialsD

&esour-es visual

and audio aids

e%-.

B8T %ools

Ior7shee%s

3roe-%s

3or%"olio

$ues%ions

bserva%ion

36


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State of Kuwait


ELT enera% Su&er5ision

Curricu%u and Curricu%u Standards for +riary Education

)rade *(Unit * Lesson 3

Sa&%e Lesson &%an

8ased on te new Curricu%u

2ew 8un with English

3456'3457'

Lesson +%annin'

rade One

2ew fun with English8nit 91: esson 2

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8y te end of unit one &u&i%s

are e-&ected to

Learnin' Acti5ities Resources Assessent

$e%%o

1!5! 9istening to and

recogni:ing simple words,

phrases, sentences as well asoral instructions heard in

everyday life situations!

3!5! ;sing simple words,expressions and sentences to

express themselves about self,

family, food and other items inshort conversations or

individual speech!

1.1 &e-ogni#e (ords, ins%ru-%ions o"

English heard "rom na%ural sour-es

e.g. di""eren% personsH spee-h or

ele-%roni- ones.

2.1 @se appropria%e simple vo-abular %oindi-a%e D name bod par%s and o%her

%hings in shor% -onversa%ions or

individual spee-h

S%s raise %heir hands (hen %he hear ini%ialD

"inal sounds in simple (ords =< le%%ers

said b %he %ea-her.

Some pi-%ures o" bod par%s are dis%ribu%ed

among groups. 3ar%s o" %he bod are -u%

in%o pie-es and so are as7ed %o -olle-% %hepar%s and name %hem.

!roupingindividual (or7,

pair (or7, e%-. Ma%erialsD

&esour-es visual

and audio aids e%-.

Ior7shee%s

3roe-%s

$ues%ions

bserva%ion

Content

#oc7)ello , %ea-her, es, no , hi , goodbe , apple

Str7 BHm,(ho %his is, this is --

"unc7 !ree%ings P responses , Bn%rodu-e onesel"

Metodo%o'y , See odu%e 69 Teacer 'uide

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rade * (Sa&%e of a %esson)

The main aim o" %his se-%ion is %o sho( %ea-hers ho( %he are going %o adap% %he -urren% %e%boo7 %o

spe-i"i- -ompe%en-es in grade one. The %a-7ling o" %he lessons should be di""eren% "rom %he %radi%ional (as

some %ea-hers are using no(. There is a "o-us on using %e-hnolog in %ea-hing %o develop %he desired

-ompe%en-es. Bn%egra%ing di""eren% -on-ep%s is an aim. Tea-hers ma %ea-h "ood i%ems and re"er %o -olors and %ap

sounds o" %he le%%ers a% %he same %ime. No "o-us on single i%ems bu% %he are all in%egra%ed. S%uden%s pla games

(hile singing, learning. Eposure %o %he language is a 7e %o do %his.

Sa&%e %esson

Unit To&ic I %i:e a&&%es

Co&etences,

S&ea:in': 2.1 using simple (ords, epressions and sen%en-es %o epress %hemselves abou% sel",amil, "ood and o%her i%ems in small -onversa%ions or individual spee-h.

Readin': .1 &eading aloud grade level (ords and iden%i"ing some o" %he high "reuen- (ordsAsso-ia%ed %o images and smbols.

Lan'ua'e "unctions, epressing li7es and disli7esNew #oc7 , )one, -ho-ola%e

+rocedureand a-%ivi%ies: Warin' u&

&evising pre%augh% le%%ers o" %he alphabe%s using %he bi%s board pres-hool app on %he i3ad. r an

app %ha% "ul"ill %he %as7. 3upils (ill lis%en and -hoose %he -orre-% le%%er.

1.1 2.2

&evising "ood i%ems. Bnvi%ing pupils %o pla a game using -ardsDrealia sho( me %he banana, sho( me

an apple and using %he language "o-us. 1.1 Bnvi%ing pupils %o -ome ou% and dra( some "ood i%ems %ha% begin (i%h %he same ini%ials banana, burger

sho(ing %hem one -ard (i%h a "ood i%em name and invi%ing %hem %o read i% aloud.


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!eneral -omprehension (i%h o--asional errors

@se ne( (ords and appropria%e epressions

Epress ideas -learl in -omple%e sen%en-es

iden%i" high "reuen- (ords

pu% "or%h good e""or%

pla D (or7 -oopera%ivel (i%h o%hers

Sa&%e %esson (3)

Unit B To&ic =My ouse>

S7 Co&etences,

Readin',&eading aloud grade level (ords and iden%i"ing some o" %he high "reuen- (ords asso-ia%ed %oimages or smbols

Writin',Iri%ing simple (ords and using dra(ing %o indi-a%e obe-%s.

Lan'ua'e functions, *es-ribe -olors. D As7 "or P give in"orma%ion

raar, Iha% -olor isD are....J B%Ks...DThe are.......

+rocedure and acti5ities,

Warin' u&,

Ia%-hing a video o"G A song abou% -olorsG and en-ouraging pupils %o sing along (hile pi-7ing up obe-%s (i%h %he

-olor %he are singing abou%. 1.< 6 2.1

*isplaing s%uden%Hs proe-% "rom %he previous lesson o" %heir house -u% a pas%e proe-% o" a house and i%s di""eren%

rooms (i%h "urni%ure and having ea-h learner %al7 abou% hisDher house. @sing %he language "o-us (hile %he %ea-her

as7s (ha% -olor isD isO. 2.1

)anding ou% (or7shee%s o" "urni%ure %o -olor as (ell as le%%ers %o ma%-h %o %he "urni%ure.

.2 Listen and co%or> +89 &73,

)anding ou% a pi-%ure o" a house (i%h di""eren% rooms %ha% in-lude "urni%ure men%ioned in %he 8* and having learners

lis%en and -olor %he "urni%ure. 1.


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Day & Date Class PeriodUnit Period nu.

!o"ic

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Specifc

Competences to be

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%nly nu'ers o( s"eci)c co"etences are re*uired to 'e +ritten.

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*et&ods +,ec&ni-"e

s

Deonstration Discussion uestion -ns+er Drillin

nteraction# % !P %PP rou" or: ole Play ;earnin 'y

Doin !P

!e P C! CD Player

eal '?ects ealia Pictures ra"ic rani@ersters $$$$$

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-ctiAities %includin critical tin:in#.........................................................................................................................

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uestions ral res"onse or:seets ral"resentation

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#eedback

/c&ievements# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$................................

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C&allenges #$$$$$$$$$$$$$$$$$$$$$$..

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Anne- , Teacin' and %earnin' strate'ies

State of Kuwait


ELT enera% Su&er5ision

Tea-hing P Learning S%ra%egies

'ased on %he ne( 8urri-ulum2ew 8un with English


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0nglis& as a %o!eign lang"age

Class!oom management>o+ are +e oin to anae te cildren and structure t

1ntended "tcomesat do +e +ant te cildren to :no+ 'e a'le to do etcB

/imso"e to acieAe 'y teacin nlis to cildrenB

2nitsat :inds o( to"ics do +e +ant to coAerB

/ctivitiesinds o( actiAities +ill +e use to teac nlisB

0ve!yday lang"ageat eAeryday e"ressions and Aoca'. Do +e +ant te cildren to learnB

!amma!at raatical structures +ill +e teacB


8urri-ulum *evelopmen%

Ihen designing a -urri-ulum %o %ea-h English %o oung -hildren, %here are -er%ain

%hings (e need %o -onsider and %ea-hers need %o 7no(.

46


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Underta:in' effecti5e teacin',

The ne( +u(ai% Na%ional 8urri-ulum is, "irs% and "oremos%, learner and learning-en%ered. This means %ha%

%he "o-us o" %he edu-a%ion pro-ess is on %he s%uden% and herDhis learning.

E""e-%ive %ea-hing s%ra%egies (i%hin a -ompe%en-based -urri-ulum need %o -onsider:

A. The -hara-%eris%i-s o" %he si%ua%ion, %he learner and prior learning,'. The s%uden%Ks in%ernal mo%iva%ion, in%eres%, relevan-e and a%%i%ude.

8. The learning environmen% -rea%ed b %he %ea-her mo%iva%ion, in%eres%, relevan-e,

a%%i%ude o" %he s%uden%.

Thus( you( as a teacher( need to/

&eali#e %ha% learning should s%ar% "rom %he s%uden%sH previous 7no(ledge. This means i% s%ar%s "rom (ha% %he s%uden%

alread 7no(s and "rom (ha% is relevan% "or %he s%uden%Hs personal developmen% and %he developmen% o" (ha% ma be

-onsidered agreeable so-ial rela%ionships.

&e-ogni#e %ha% edu-a%ion %a7es pla-e %hrough individual s%ud b s%uden%s and group a-%ivi%ies, bo%h o" maor

impor%an-e, depending on %he -on%e% o" %he pro-ess.

Appre-ia%e %he impor%an-e o" %he -urri-ulum s%andards (ha% %he s%uden%s are epe-%ed %o a-hieve.This gives %he %ea-hera be%%er unders%anding o" s%uden%sH gradual learning progression. B% also allo(s %he %ea-hers %o %a7e %he bes% measures in

order %o enhan-e ever s%uden%Ks individual per"orman-e, even going beond %he -urri-ulum s%andard (here appropria%e.

*evelop a -lear plan o" a-%ion, indi-a%ing, s%ep b s%ep, ho( %he s%uden%s (ill -on-re%el a-hieve %hese -urri-ulum

s%andards. Ii%h %his in mind, %ea-hers need %o appl e""e-%ive %e-hniues %o enhan-e s%uden%Hs ongoing learning.

Appl %ea-hing approa-hes %ha% proved %o be e""e-%ive,

&uccessful learning freuently taes place 5hen the teacher/

Enhan-es s%uden% learning b emploing di""eren% learning s%les a% di""eren% speeds o" presen%a%ion and also a% di""eren%

dnami- levels.

3romo%es learning via -ons%an% inuir, e""or% and sel"dis-ipline. &e-ogni#es %ha% learning develops rela%ionships and abili%ies and -on%ribu%es %o a-uiring -ompe%en-es 7no(ledge,

s7ills and a%%i%udesDvalues.

Mos% re-en% %ea-hing approa-hes aim a% developing %he s%uden%sH -ompe%en-es %hrough gaining a -ombina%ion o" 7no(ledge,

s7ills, a%%i%udes and values. This ensures %ha% s%uden%s -an mee% %he -hallenges o" %odaHs rapidl evolving (orld in %erms o" bo%h

"un-%ionali% and emploabili%.

Learners need %o a-uire s7ills, pro-ess, anal#e and in%erpre% ne( 7no(ledge independen%l in a "leible and -rea%ive

manner, %hin7 -ri%i-all, re"le-% on ideas, and dra( -on-lusions "rom -olle-%ed in"orma%ion. Eperien-e

demons%ra%es %ha% %he learner-en%ered %ea-hing approa-h and a-%iveDin%era-%ive %ea-hing me%hods e""e-%ivel

provide learners (i%h %hese s7ills and abili%ies.

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Teacin' Strate'ies

+%annin' to teac,


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I7 Listenin' Strate'ies

It is uite c%ear tat %istenin' is te s:i%% tat ci%dren acuire first9 es&ecia%%y if tey a5e not

yet %earnt to read7

Ty&es of %istenin' acti5ities

*7Listen and do acti5ities

The mos% obvious lis%en and doH a-%ivi% (hi-h (e -an and should ma7e use "rom %he

momen% (e s%ar% %he English lessons is giving genuine ins%ru-%ion.

Eample:

Si% do(n, please

!ive %his pen %o Salem, please 3lease, -ome %o %he (hi%e board

Iha% ou need and (ha% %o doJ

4 3repare some impera%ive sen%en-es rela%ed %o %he %opi- o" %he lesson

4 Iri%e %hem do(n on a pie-e o" paper

4 *ivide %he s%uden%s in%o some groups

Instructions,

9 As7 one o" %he s%uden% o" %he group %o %a7e a pie-e o" paper randoml9 The %ea-her read aloud %he sen%en-es inside %he paper9 The s%uden%s per"orm %he a-%ivi% based on %he ins%ru-%ion given in a %urn

The advan%ages (i%h %his %pe o" a-%ivi% are %ha% ou 7no( a% on-e i" %he -hildren have unders%ood.

/ou -an -he-7 -lassroom vo-abular, movemen% (ords, -oun%ing, and spelling. The (ill s%ill be

able %o do %he a-%ivi% b (a%-hing %he o%hers.

37 Listen for inforation,

B% is reall %he umbrella heading (hi-h -overs a ver (ide range o" lis%ening a-%ivi%ies. Ie are%a7ing i% %o mean lis%ening "or de%ail, spe-i"i- in"orma%ion. These -an o"%en be used %o -he-7 (ha%

%he -hildren 7no(, and also -an give %hem ne( in"orma%ion

E-a&%e,

8hildren need %o lis%en -are"ull (ha% %ea-her said, and %hen %he are reuired %o ma%-h %he

in"orma%ion %o %he sui%able pi-%ure.

49


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=)as anone seen %his boJG )e has dar7 hair and big ears. )e is (earing rubber boo%s and -arringa "oo%ball.

)e has a s%riped shir% and shor% %rousers.

3u% a -ross b %he righ% -orre-%

67 Listen and co%or

8hildren love -oloring pi-%ures and (e -an easil ma7e %his a-%ivi% in%o a lis%ening a-%ivi%%he "ollo(ing is %he eample o" lis%en and -olorH (i%h %he -ombina%ion be%(een -olor and

number.

=TheboKs hair is bla-7 and he has a green bag. The boKs "a%her has a bro(n -ar. There are%(o (hi%e dogs running a"%er %he -ar.

50


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II7 S&ea:in' Strate'ies

'eing able %o spea7 English "luen%l is -ri%i-al %o ourE99sHEnglish 9angage 9ainers&su--ess bo%h

inside and ou%side %he -lassroom. ELLs mus% pass a spea7ing por%ion o" a language pro"i-ien-

assessmen% %o s-ore ou% o"ES=9English "or spea7ers o" o%her languages servi-es and be "ullimmersed in mains%ream -lasses (i%hou% suppor%.

Ie al(as see a number o" s%uden%s, "rom ever -ul%ural ba-7ground, (hi-h are %oo sh %o spea7 up

in %he -lassroom or %o ans(er a ues%ion, even (hen %he have %he ans(er. These s%ra%egies help all

s%uden%s improve %heir language developmen% in a suppor%ive, en-ouraging (a. A% %he end o" %he

lis% are some s%ra%egies spe-i"i- %o helping ELLs a-uire and use oral language.

1. Model language b saing aloud and (ri%ing %he ideas and -on-ep%s ouHre %ea-hing.

2. Model (ha% a "luen% reader sounds li7e %hrough "o-used readaloud.

. 'e epli-i%. !ive ea-h a-%ivi% ou do a name, %he simples% and mos% a--ura%e name

%ha% ou -an, and %hen repea% %he a-%ivi%, so s%uden%s -an learn %he verbal and (ri%%en

-ues and pro-edures.


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1.Eplain b sho(ing, no% us% %elling. A-% i% ou% i" ou have %o or use visual %ools su-h

as s7e%-hes and diagrams or a-%ual obe-%s.

8orre-% -on%en%, no% grammar. To model proper grammar and sn%a, res%a%e or

rephrase s%uden%sH ues%ions or s%a%emen%s. /ou -an do %his in (ri%ing %oo.

Student 1 I put mines pencilon that des$!

Teacher 1 I put my pencilon that des$, too!

&

Student 1 )ho go to bring the duster today.Teacher 1 >mmm, let&s see ! ! ! )ho is going to bring the duster

today.

To epress proper in%ona%ion and pi%-h, be a(are %ha% ou modula%e our voi-e,ma7e adus%men%s in %one, and use a range o" pi%-h (i%h ever%hing ou our

s%uden%s. Ie do %his na%urall an(aC "or eample, our voi-es rise a% %he end

o" a ues%ion. Ihen as7ing ues%ions, give -hoi-es "or %he ans(er. This (ill

also help ou -he-7 "or unders%anding espe-iall in %he earlier s%ages o"

language a-uisi%ion. or eample, as7: =Iould ou li7e pi##a or a hamburger

"or lun-hJG

1


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III@Readin' Strate'iesS%udies sho( %ha% -hildren need %o pra-%i-e reading ever da in order %o improve %heir reading s7ills.

*eveloping and %ea-hing reading s%ra%egies %o elemen%ar s%uden%s (ill help in-rease %heir reading abili%.

"%en (hen s%uden%s ge% s%u-7 on a (ord %he are %old %o sound i% ou%. Ihile %his s%ra%eg ma (or7 a%

%imes, %here are o%her s%ra%egies %ha% ma (or7 even be%%er. The "ollo(ing is a lis% o" reading s%ra%egies "or

elemen%ar s%uden%s. Tea-h our s%uden%s %hese %ips %o help improve %heir reading abili%.

*7 Word Wa%%s

A Iord Iall is a -a%egori-al lis%ing o" (ords %ha% have been %augh% in %he -lassroom and displaed on %he

(all. S%uden%s -an %hen re"er %o %hese (ords during dire-% ins%ru-%ion or %hroughou% %he da. Iord (alls

provide s%uden%s (i%h eas a--ess %o (ords %he need %o 7no( during a-%ivi%ies. The mos% e""e-%ive (ord

(alls are used as a learning re"eren-e %hroughou% %he ear.

Sa&%e of word wa%% acti5ities =i' freuency words

$ow to Use a

Word Wa%%

Iri%e (ords in large bla-7 le%%ers and use -olor"ul ba-7grounds %o easil dis%inguish (ords.

@se a varie% o" a-%ivi%ies %o pra-%i-e (ords su-h as: -lapping, snapping, -heering, %ra-ing, plaing

guessing games, e%-.

Ma7e sure %he (ords are spelled -orre-%l and spa-ed ou% evenl.

Add ne( (ords %o %he (all ever (ee7.

@se Fel-ro %o a%%a-h %he (ords %o %he (all %o ma7e i% in%era-%ive.

3os% "reuen%l misspelled (ords.

53

a, and, big, blue, -an, -ome, do(n, "ind, "or, "unn, go, help, here, B, in, is, i%,

ump, li%%le, loo7, ma7e, me, m, no%, one, pla, red, run, see, %he, %hree, %o, %(o,

up, (e, (here, ello(, ou

3rimer: all, am, are, a%, a%e, be, bla-7, bro(n, bu%, -ame, do, ea%, "our, ge%, good,

have, he, in%o, li7e, mus%, ne(, no, no(, on, our, ou%, please, pre%%, ran, ride, sa(,
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37 Word "ai%ies

Tea-hing abou% (ord "amilies is an impor%an% par% o" learning. )aving %his 7no(ledge (ill help s%uden%s

de-ode (ords based upon le%%er pa%%erns and %heir sounds. A--ording %o Ilie P *urrell, 1>?0 on-e

s%uden%s 7no( %he ? mos% -ommon groups, and %hen %he (ill be able %o de-ode hundreds o" (ords. )elp

-hildren re-ogni#e and anal#e (ord pa%%erns b learning abou% %he bene"i%s o" (ord "amilies, and mos%

-ommon (ord groups.

Word "ai%iesare some%imes re"erred %o as groups, -hun7s or rimes. A (ord "amil has some%hing in

-ommon (i%h ea-h o%her, have i% be %he pre"i, su""i or roo% (ord. or eample, green, grass, gro( all have

%he gr sound in %he beginning o" %he (ord.

ac: ba-7, ha-7, pa-7, ra-7

ain brain, -hain, main, plain

a:e a(a7e, ba7e, -a7e, "a7e

a%e ale, bale, sale, %ale

a%% all, ball, -all, hall

an an, ban, -an, pan

67 ra&ic Or'ani?ersAn eas (a %o help -hildren brains%orm and -lassi" ideas is b using a graphi- organi#er. This visual

presen%a%ion is a uniue (a %o sho( s%uden%s %he ma%erial %he are learning. A graphi- organi#er assis%s %he

s%uden%s b organi#ing %he in"orma%ion %o ma7e i% easier "or %hem %o -omprehend. This valuable %ool

provides %ea-hers (i%h %he oppor%uni% %o assess and unders%and %heir s%uden%s %hin7ing s7ills. Learn ho( %o

-hoose and ho( %o use a graphi- organi#er. 3lus: %he bene"i%s, and sugges%ed ideas.

54
http://k6educators.about.com/od/ReadingStrategies/qt/A-Simple-Guide-To-Word-Families.htmhttp://k6educators.about.com/od/languageart1/a/Graphic-Organizers.htmhttp://k6educators.about.com/od/languageart1/a/Graphic-Organizers.htmhttp://k6educators.about.com/od/ReadingStrategies/qt/A-Simple-Guide-To-Word-Families.htmhttp://k6educators.about.com/od/languageart1/a/Graphic-Organizers.htm


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$ow to Use a ra&ic Or'ani?er

!raphi- organi#ers -an be used in an grade and "or an sube-%. The -an be used "or:

'rains%orming

3roblem solving

&esear-h

Iri%ing

S%uding

B7 +onics Strate'ies

Are ou loo7ing "or ideas "or %ea-hing phoni-s %o our elemen%ar s%uden%sJ The anal%i- me%hod is a

simple approa-h %ha% has been around "or nearl one hundred ears. )ere is a ui-7 resour-e "or ou %o

learn abou% %he me%hod, and ho( %o %ea-h i%. Bn %his ui-7 guide ou (ill learn (ha% anal%i- phoni-s is, %he

appropria%e age %o use i%, ho( %o %ea-h i%, and %ips "or su--ess. More

Wat is Ana%ytic +onics;

The Anal%i- 3honi-s me%hod %ea-hes -hildren %he phoni- rela%ionships among (ords. 8hildren are %augh% %o

anal#e le%%ersound rela%ionship and loo7 %o de-ode (ords based upon spelling and le%%er pa%%erns and %heir

sounds. or eample, i" %he -hild 7no(s ba%, -a% and ha%, %hen %he (ord ma% (ill be eas %o read

55
http://k6educators.about.com/od/ReadingStrategies/qt/The-Analytic-Method-of-Teaching-Phonics.htmhttp://k6educators.about.com/od/ReadingStrategies/qt/The-Analytic-Method-of-Teaching-Phonics.htmhttp://k6educators.about.com/od/ReadingStrategies/qt/The-Analytic-Method-of-Teaching-Phonics.htmhttp://k6educators.about.com/od/ReadingStrategies/qt/The-Analytic-Method-of-Teaching-Phonics.htmhttp://k6educators.about.com/od/ReadingStrategies/qt/The-Analytic-Method-of-Teaching-Phonics.htm


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To& "I#E Tin's ou $a5e to Know Wen Teacin' Readin'

Ti&s fro an e-&erienced teacer

1.Sounds do no% have DuhD on %he end o" %he sound. This goes "or =DbD, D-D, DdD, D"D, DgD, DhD, DD,D7D, DlD, DmD, DnD, DpD, DD, DrD, DsD, D%D, DvD, D(D, DD, D#D. This also goes "or: shD, D-hD, D%hD, e%-. Also, DrD is

no% DerD. Ihen ou sa DuhD a% %he end o" %hese phonemes, %he 7ids are going %o do i%. Thin7 abou%i% (hen %he are %ring %o sound ou% %he (ord =dog.G /ou donH% reali#e i%, bu% i% is ver di""i-ul% %o

ma7e a (ord ou% o" DduhD DoD Dguh. No( %r dD DoD DgD mu-h be%%er righ%J No(, %r DerD DaD D%uhD.

Seems li7e a "oreign language righ%J B% is supposed %o be DrD DaD D%D. To a 59 ear old, %ha% (ould

be pre%% %ough %o "igure ou%. Espe-iall i" ou have an ELL.

2.Ihen ou %a7e a (ord and brea7 i% in%o i%s separa%e sounds, B -all i% brea7i%do(n i% is mos%

-ommonl -alled phoneme se'entation. /ou are %ea-hing our s%uden%s %o ul%ima%el be-ome

be%%er (ri%ers. Ie brea7 (ords do(n so %he are able %o sa a (ord in %heir head, and sound i% ou%.

Even%uall, %his same s%ra%eg (ill be emploed (hen %he are (ri%ing on %heir o(n. 'rea7i%do(n ever da. B do %his be"ore ever reading lesson, and i% ma7es su-h a di""eren-e in %he spelling

and %he (ri%ing.

.Ihen ou %a7e separa%e sounds and as7 a -hild %o sa %he (ord B -all i% sai%"as% i% is mos%

-ommonl -alled /%endin'. /ou are %ea-hing our s%uden%s %o be-ome be%%er readers. Ie pra-%i-e%his s7ill epli-i%l so %he are able %o hear ea-h sound in a (ord and %hen blend i% %oge%her. The

(ill even%uall use %his s7ill in %heir reading. Sai%"as% ever da. *o i% righ% a"%er ou brea7i%

do(n and i% (ill ma7e a huge di""eren-e in our s%uden%sH reading.


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B7 !e5e%o&ent sta'es of writin'

* Scri//%in'

S-ribbling loo7s li7e random assor%men% o" mar7s on a -hildKs paper.Some%imes %he mar7s are large,-ir-ular, and random, and resemble dra(ing.Al%hough %he mar7s do no% resemble prin%, %he are

signi"i-an% be-ause %he oung (ri%er uses %hem %o sho( ideas.

3 Letter@%i:e Sy/o%s

Le%%erli7e "orms emerge, some%imes randoml pla-ed, and are in%erspersed (i%h numbers.

The -hildren -an %ell abou% %heir o(n dra(ings or (ri%ings. Bn %his s%age, spa-ing is rarel presen%.

6 Strin's of Letters

Bn %he s%ringso"le%%ers phase, -hildren (ri%e some legible le%%ers %ha% %ell us %he 7no( more abou%

(ri%ing. 8hildren are developing a(areness o" %he sound%o smbol rela%ionship, al%hough %he are no%

ma%-hing mos% sounds. 8hildren usuall (ri%e in -api%al le%%ers and have no% e% begun spa-ing.

B 8e'innin' Sounds Eer'e

A% %his s%age, -hildren begin %o see %he di""eren-es be%(een a le%%er and a (ord, bu% %he ma no% use

spa-ing be%(een (ords. Their message ma7es sense and ma%-hes %he pi-%ure, espe-iall (hen %he -hoose

%he %opi-.

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Ei't %e5e%s of writin'

Tea-hers should %a7e in%o -onsidera%ion %hese levels and bear in mind "irs% grade learners

1. EmergingDS-ribble

a. Made un-on%rolled or uniden%i"iable s-ribbling

2. 3i-%orial

a. Bmi%a%ed (ri%ing

b. *re( re-ogni#able pi-%ures

-. Told abou% %he pi-%ure

. 3re-ommuni-a%ive

a. Iro%e %o -onve a message and a%%emp%ed %o read i% ba-7.

b. @sed le%%erli7e "orms andDor random le%%ers.

-. 3rin%ed o(n name or o--asional 7no(n (ord.


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Critica% Tin:in' in your %essons 4 ItFs easier tan you tin:

!e5e%o& Critica% Tin:in' S:i%%s

Learning is more %han memori#ing and remembering. 8ri%i-al %hin7ing s7ills %a7e s%uden%s (ell beond

simple -omprehension o" in"orma%ion. S%uden%s use %hese s7ills %o solve problems in ne( si%ua%ions, ma7e

in"eren-es and generali#a%ions, -ombine in"orma%ion in ne( pa%%erns, and ma7e udgmen%s based on

eviden-e and -ri%eria. Bn%rodu-e a-%ivi%ies in our lessons %ha% build -ri%i-al %hin7ing s7ills along (i%h

language s7ills.

In the second blog post in our series on 35st "entury s$ills, to accompany our teacher training

videoson the same subject#, "harles ?ilina tal$s more specifically about critical thin$ing s$ills and how

you can bring critical thin$ing into your lessons!

Bn m earlier blog, B in%rodu-ed some o" %he main 21s%8en%ur s7ills, and argued %ha% %he English language-lassroom is a per"e-% environmen% %o build %hose s7ills. A"%er sugges%ing "ive =s%ra%egiesG %ha% B "eel are

essen%ial %o en-ourage 21s%8en%ur %hin7ing and learning, B promised some more spe-i"i-s in la%er blogs.

M "o-us "or %his par%i-ular pos% is on %he s7ill 7no(n as =-ri%i-al %hin7ing.G B loo7 a% -ri%i-al %hin7ing as a

series o" abili%ies %ha% %a7e s%uden%s beond simple -omprehension o" in"orma%ion. A -ri%i-al %hin7er uses

logi- and eviden-e %o priori%i#e and -lassi" in"orma%ion, "ind rela%ionships, ma7e udgmen%s, and solve

problems.

/ou migh% argue %ha% our s%uden%s donH% need %o move beond %he simple -omprehension o" (ords and

sen%en-es. )o(ever, -ri%i-al %hin7ers are be%%er learners, be-ause %he eplore meaning mu-h more deepl.

As English language -urri-ulums -on%inue %o use more -on%en% %o %ea-h English, -ri%i-al %hin7ing s%ra%egiesgive s%uden%s a -han-e %o anal#e and pro-ess %he in"orma%ion in valuable (as.

Le%Hs loo7 a% one spe-i"i- (a in (hi-h ou -an begin %o bring -ri%i-al %hin7ing in%o our lessons. B% begins

(i%h vo-abular, one o" %he building blo-7s o" language.

#oca/u%ary

Bn all vo-abular developmen%, s%uden%s mus% 7no( a (ord in %hree (as: b i%s "orm, i%s meaning, and i%s

use. 8ri%i-al %hin7ing %a7es %his -on-ep% even "ur%her. S%uden%s should 7no( a (ord as i% rela%es %o o%her

(ords. or eample, le%Hs sa %ha% ou are %ea-hing s%uden%s %he "ollo(ing lei-al se% abou% "orms o"%ranspor%a%ion:

'i--le Sailboa%

Airplane ho% air balloon

&o-7e% sub(a %rain

-ruise ship 'us

Tai S7a%eboard

60
http://oupeltglobalblog.com/tag/21st-century-skillshttp://elt.oup.com/feature/global/21st-century-skillshttp://elt.oup.com/feature/global/21st-century-skillshttp://oupeltglobalblog.com/tag/21st-century-skillshttp://elt.oup.com/feature/global/21st-century-skillshttp://elt.oup.com/feature/global/21st-century-skills


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n-e our s%uden%s have a solid unders%anding o" %he above (ords, BHd sugges% %he "ollo(ing a-%ivi%:

5! @ivide the class into groups of four students!

3! As$ student groups to list the above forms of transportation in order from slowest to fastest!

! As$ each student group to discuss their list with another group!

This a-%ivi%, as simple as i% sounds, involves lo%s o" logi- and -ri%i-al %hin7ing. or eample, s%uden%s ma

de-ide %ha% a s7a%eboard is probabl %he slo(es% "orm o" %ranspor%a%ion on %he lis%. )o(ever, i% ge%s a bi%

more di""i-ul% a"%er %ha%. Bs a bi--le "as%er %han a sailboa%J B% depends on %he (ind speed. There"ore, does a

sailboa% move a% %he same speed as a ho% air balloon, sin-e %he bo%h move (i%h %he (indJ *oes a %ai move

"as%er %han a sub(a %rainJ Some%imes, bu% %hen a %ai has %o s%op a% in%erse-%ions. )o( abou% a -ruise shipJ

3erhaps (e -an "ind %he average speed o" one on %he Bn%erne%. Bs a ro-7e% %he "as%es% "orm o" %ranspor%a%ionJ

/es, everone agrees %ha% i% is.

The goal is a-%uall NT %o arrive a% a -orre-% ans(er, bu% %o ge% s%uden%s %o %hin7 more deepl abou% (ords,(ha% %he represen%, ho( %he are ea-h par% o" bigger ss%ems, ho( %he rela%e %o ea-h o%her (i%hin %hose

ss%ems, and so on.

' doing so, s%uden%s are reuired %o use all o" %heir language s7ills in %he pro-ess. The lesson is no longer

abou% memori#a%ion and simple meaning. B% has %rans-ended %his and be-ome an eperien-e. S%uden%s are

mu-h more li7el %o remember and use %hese vo-abular (ords a"%er su-h an a-%ivi%.

" -ourse, an number o" vo-abular se%s -an be used, (i%h a varie% o" o%her -ri%i-al %hin7ing a-%ivi%ies. or

eample:

*7 Te %e-ica% set is =in5entions>

A-%ivi% ne: Lis% %he (ords on a %imeline in %he order in (hi-h %he (ere inven%ed.

A-%ivi% T(o: Lis% %he (ords again in %he order o" impor%an-e %o humans.

37 Te %e-ica% set is =s&orts>

A-%ivi% ne: Lis% %he (ords in a Fenn *iagram, dividing spor%s in%o %hose %ha% -an be plaed indoors:

onl, ou%doors onl, and bo%h indoors and ou%doors.

A-%ivi% T(o: Lis% %he (ords again in %he order o" %he amoun% o" euipmen% needed %o pla %hem.

67 Te %e-ica% set is =ad0ecti5es>

A-%ivi% ne: Lis% %he (ords under %he headings o" 3osi%ive, Nega%ive, and Neu%ral.

A-%ivi% T(o: Lis% %he (ords in a Fenn *iagram, dividing %he ade-%ives in%o %hose %ha% -an

des-ribe people, %hings, or bo%h.

As men%ioned be"ore, ge% s%uden%s in%o groups %o -ollabora%e and %o a-hieve %he goals o" ea-h a-%ivi%.

Then, ge% groups %al7ing %oge%her %o dis-uss %heir -hoi-es.

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These %pes o" a-%ivi%ies are espe-iall help"ul as s%uden%s la%er -rea%e sen%en-es using %hese (ords. A"%er all,

%heHve had a -han-e %o eplore %he vo-abular more deepl (i%h %heir "ello( -lassma%es.

Bn -oming blogs, (eHll dis-uss man more (as %o in-lude -ri%i-al %hin7ing in our lessons. @n%il %hen,

)app Tea-hing

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A sa&%e of critica% tin:in' acti5ities

Ta7e %(o minu%es %o loo7 a% %he (ords and pi-%ureson %his p a g e . Then %urn %he

p ag e over and see h o ( man ou - a n re-all. !ood lu-7N

A mosue a house

A 8amera a mou%h

An ear an apple aball

Try t ( i s N*oi% againC le% s%uden%s repea% %he a-%ivi%8an %he improve %heir

per"orman-eJ

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Anne- #I, Teacers P $eads of !e&artents Ro%e in Co&etence@/asedteacin'

By definition of a good teacher has changed from one who explains things so well thatstudents understand, to one who gets students to explain so well that they can be understood!/

Steven "! Ceinhardt

The ne( +a(ai% Na%ional 8urri-ulum promo%es a ne( vision o" %ea-hing and learning %ha%is "irs% and "oremos% learnerand learning-en%ered. This means %he "o-us is on %he learning b

%he s%uden%s, no% on pages -overed in %he %e%boo7. B% is impor%an% %ha% %ea-hers 7no( %he

s%andards %ha% are %o be a-hieved b %heir s%uden%s no% us% "or a s-hool ear or a semes%er, bu%

also "or a uni% and even a lesson. To a--omplish %his %he (ill need %o develop a -lear plan

indi-a%ing ho( %he s%uden%s are %o rea-h %hese s%andards. And (i%h %his in mind, %ea-hers are

en-ouraged %o appl e""e-%ive pedagogi-al prin-iples sho(n %o promo%e s%uden% learning. B% is

re-ogni#ed %ha% %ea-hersH pro"essional ba-7ground in %his respe-% -hanges i" %he -an %ransla%e

7e prin-iples o" %he learning pro-ess in%o reali% in %he -lassroom. Some o" %hese prin-iples are

presen%ed belo(:

Enhan-ing s%uden% learning b emploing di""eren% learning s%les (i%h di""eren% speed

o" learning epe-%a%ions.

3romo%ing learning via -ons%an% inuir, e""or% and sel"dis-ipline.

&e-ogni#ing %ha% learning develops %hrough rela%ions and %he abili%ies being learned and

%hese -on%ribu%e %o a-uiring 7no(ledge, s%ru-%uring s7ills and a%%i%udesDvalues.

Learning should s%ar% "rom s%uden%sH previous 7no(ledge, "rom (ha% is relevan% "or %he

s%uden%sH personal developmen% and "or %heir need %o "i% in%o %heir so-ial li"e.

Edu-a%ion %a7es pla-e bo%h %hrough individual s%ud and group a-%ivi%ies, ea-h having

eual value, depending on %he -on%e% o" %he pro-ess.

Ihile %here is no "ormula %ha% (ill guaran%ee learning "or ever s%uden% in ever -on%e%, %here

is e%ensive, (elldo-umen%ed eviden-e abou% %ea-hing approa-hes %ha% -onsis%en%l have a

posi%ive impa-% on s%uden% learning. This eviden-e %ells us %ha% s%uden%s learn bes% (hen

%ea-hers:

!enera%e and main%ain s%uden% mo%iva%ion, enabling sus%ained learningC

8rea%e a suppor%ive learning environmen%C

8rea%e learning oppor%uni%ies "or s%uden%s (hi-h "a-ili%a%e a-hieving %he proposed goalsC

Bden%i" and s%imula%e %he s7ills and in%eres%s o" %he s%uden%sC

En-ourage no% onl %he %rans"er o" 7no(ledge, bu% also in-ludes a %rans"er o" values and

a%%i%udes.

Bnspires bo%h reUe-%ive %hough% and a-%ionC

Enhan-e %he relevan-e o" ne( learningC

a-ili%a%e shared, -oopera%ive and a-%ive learningC

Ma7e -onne-%ions %o prior learning and eperien-esC

3rovide su"V-ien% oppor%uni%ies "or s%uden%s %o learnC

Ma7e -onne-%ions be%(een and among di""eren% sube-%sC

3a a%%en%ion %o %he %ea-hing6learning rela%ionshipC

&e"le-% on %heir %ea-hing and %he resul%s o" %heir e""or%s.

To mee% %he needs o" %he 21s%-en%ur learner, and %o ensure s%uden%s a-hieve %he -urri-ulum

s%andards des-ribed in %his -urri-ulum, %ea-hers should:

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Adop% %ea-hing s%ra%egies %ha% blend s%uden% %hin7ing and innova%ion s7ills (i%h

in"orma%ion, media and B8T li%era-, and also promo%e li"e and -areer s7ills in -on%e% o"

ea-h -ore a-ademi- sube-% and a-ross in%erdis-iplinar %hemesC

Emplo %ea-hing and learning me%hods %ha% in%egra%e innova%ive and resear-hproven

%ea-hing s%ra%egies, modern learning %e-hnologies and u%ili#e real(orld resour-es and

-on%e%s.

%ea-hers "o-us on s%uden%-en%ered learning and have an e%ensive reper%oire o"

Tea-hing s%ra%egies. The nego%ia%e learning ou%-omes (i%h s%uden%s %o suppor%

s%uden%s in be-oming au%onomous learners.

These %ea-hers have a more global approa-h and re-ogni#e %ha% s%uden% learning is

bes% suppor%ed no% onl b %he %ea-her bu% also b %he (ider -ommuni%. The ma7e

%hemselves open %o ne( and developing %rends in edu-a%ion,

Acti5e Ro%e of te Teac(er

The a-%ive and par%i-ipa%or -lassroom has impli-a%ions "or %he role o" %he %ea-her.

There is a shi"% "rom a %ea-her-en%red model %o a learner-en%red approa-h %o learning

and %ea-hing. There is also a shi"% "rom produ-%driven learning %o pro-essdriven.These -hanges en-ourage %ea-hers %o reUe-% no% onl on %he 7e prin-iples o" learning and

%ea-hing bu% also on %heir role in %he pro-ess.

"ro) 4 To 'rid s(owin' s(ift in t(e ro%e of t(e teac(er in creatin' an acti5e

c%assroo) en5iron)ent

"ro, To,

Teacher'centeredclassroom 9earner'centered classroom

Droduct'centered learning Drocess'centered learning

Teacheras a 0transmitter of

$nowledge&

Teacheras an organi:er of $nowledge

Teacheras a 0doer& for children Teachersas an 0enabler&,

facilitatingpupils in their

Subject'speciEc focus >olistic learningfocus

These -hanges in %he role o" %he %ea-her (ill inevi%abl resul% in %rans"orming %he role o"

pupils in %he -lassroom.

"ro)4 To 'rid s(owin' sift in te ro%e &%ayed /y &u&i%s in an acti5e

c%assroo) en5iron)ent

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"ro, To,

Feing passive recipients of $nowledge Active and participatory learners

8ocus on answering %uestions As$ing %uestions

Feing 0spoonfed&Ta$ing responsibilityfor their

own learnin ' re ective

8ompe%ing (i%h one ano%her 8ollabora%ing in %heir learning

Ian%ing %o have %heir o(n sa A-%ivel lis%ening %o opinions o" o%hers

Learners o" individual subEe-%s 8onne-%ing %heir learning

Usin' rea% wor%d conte-ts

Tea-hers should -rea%e meaning"ul learning a-%ivi%ies %ha% -en%er on %he resour-es, s%ra%egies,

and -on%e%s %ha% s%uden% (ill en-oun%er in adul% li"e. Su-h %ea-hing redu-es absen%eeism, "os%ers

-oopera%ion and -ommuni-a%ion, builds -ri%i-al %hin7ing s7ills, and boos%s a-ademi-

per"orman-e. Ihen s%uden%s see %he -onne-%ion be%(een (ha% %he are learning and real (orld

issues %ha% ma%%er %o %hem, %heir mo%iva%ion soars, and so does %heir learning.

*eveloping a robus% and engaging 21s% -en%ur -urri-ulum and emploing 21s% -en%ur

ins%ru-%ion means %ha% %ea-hers and s-hool leaders (ill need %o loo7 ou%side %he s-hool (alls and

see7 ideas, resour-es, and eper%ise (here %he are "ound 6 in %heir -ommuni%C in pro"essional

and edu-a%ional groupsC and in individuals, s-hools, and organi#a%ions aroun d %he (orld.

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Anne- #II, Teacer Co&etences

There are di""eren% (as o" presen%ing %ea-her -ompe%en-ies.

The mos% popular is %he one presen%ed belo( %ha% has an impor%an% role in %ea-her sel"appraisal or appraisal:

Readiness of Teachers to apply the ne5 Curriculum*7 Te teacer faci%itates student@centered teacin' and

8e'inner teacerTeacer wit ore tan years

e-&erienceMore tan * yearsF e-&erience Teacer

A. 'uilds annual and dail plans "or implemen%ing %he

3rimar -urri-ulum

A. 'uilds annual and dail plan "or %he %ea-hing

and learning pro-ess, -onsis%en% (i%h epe-%edlearning ou%-omes

A. 'uilds annual and dail plan "or %he %ea-hing

and learning pro-ess, -onsis%en% (i%h s%uden%Hsindividual -hara-%eris%i-s, needs and epe-%ed

learning ou%-omes

'. 3ossesses and a-%ivel uses general and sube-%basedspe-iali#ed 7no(ledge "or enhan-ing s%uden%Hs learning

and u%ili#es appropria%e me%hodologies

'. @%ili#es appropria%e me%hodologies %ha% %a7ein%o a--oun% individual di""eren-es in a-hieving

s%uden%s learning ou%-omes and implemen%sa-%ivi%ies %ha% enhan-e -ollabora%ive learning

among %he s%uden%s and in-rease s%uden%Hs

par%i-ipa%ion in -lassroom a-%ivi%ies

'. Bn%egra%es di""eren% domains o" 7no(ledge %oa-hieve s%uden%Hs learning ou%-omes, s%imula%es

s%uden%Hs higher order -ri%i-al %hin7ing and uses%he resul% o" sel"re"le-%ion %o improve %he

learning pro-ess and en-ourage s%uden%Hs sel"

re"le-%ion and -rea%ivi%.

8. Bmplemen%s spe-ial remedial learning programs ons%uden%s (i%h lo( a-hievemen%s and s%ra%eg "or

in-lusive edu-a%ion

8. Bmplemen%s spe-ial advan-ed learningprograms "or high a-hieversC mee%s s%uden%sH

in%eres%s and %alen%s %hrough building spe-iala-%ivi%ies %ha% enhan-e %he uali% o" learning

and implemen%s learning enri-hmen% a-%ivi%ies

based on B8T

8. rgani#es e%ra-urri-ular a-%ivi%ies %ha%rela%e learning %o everda li"e reali%ies in order

%o suppor% -lassroom learning and do-umen%ss%uden% e%ras-hool a-%ivi%ies using various

(as

*. rgani#es e%ra-urri-ular a-%ivi%ies in order %o suppor%-lassroom learning

*. rgani#es e%ra-urri-ular a-%ivi%ies %ha%rela%e learning %o everda li"e reali%ies in order


*. rgani#es e%ra-urri-ular a-%ivi%ies %ha%rela%e learning %o everda li"e reali%ies in order


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(as (as

*7 Te teacer /ui%ds u& &artnersi& witin and outside te scoo%



A. 8ollabora%es (i%h -olleagues. A. A-%ivel promo%es -ollegial rela%ions (i%h

o%her s-hool personnel.

A. Serves as a role model "or -ollabora%ive

(or7ing rela%ions a-ross %he pro"ession.

'. 8ommuni-a%es (i%h paren%s on a regular basis. '. 3rovides a ss%em "or in%era-%ive

-ommuni-a%ion be%(een %ea-her and paren%s.

'. *emons%ra%es 7no(ledge o" spe-i"i- s-hool,

"amil, and -ommuni% resour-es %ha% -an

suppor% s%uden% learning.

8. @ses -on"li-% resolu%ion s%ra%egies (hen ne-essar. 8. @ses -on"li-% resolu%ion s%ra%egies as

appropria%e.

8. Assis%s -olleagues in %he use o" -on"li-%

resolu%ion s%ra%egies.

*. Bnvolves paren%s and -ommuni% in %he learning environmen%. *. 3romo%es a-%ive roles "or paren%s and

-ommuni% members in s%uden% learning.

*. Engages paren%s and -ommuni% members

produ-%ivel in %he (or7 o" %he s-hool.

E. 8ommuni-a%es in a pro"essional manner (i%h -olleagues, paren%s, and

-ommuni% members regarding edu-a%ional ma%%ers.

E. 8ommuni-a%es in a pro"essional manner (i%h

-olleagues, paren%s, and -ommuni% members

regarding edu-a%ional ma%%ers.

E. Ior7s -ollabora%ivel and -rea%ivel (i%h

-olleagues, paren%s, and -ommuni% members

regarding edu-a%ional ma%%ers.

. @ses resour-es su-h as -ommuni% servi-e agen-ies, s-hool personnel, and

paren%s %o mee% s%uden% learning levels, ra%es and s%les.

. Sele-%s "rom a varie% o" -ommuni% servi-e

agen-ies, spe-iali#ed s-hool personnel, and

paren%s %o address di""eren% learning levels,ra%es, s%les, and needs.

. Bn%egra%es -ommuni% resour-es, servi-e

agen-ies, o%her s-hool personnel, paren%s, and

-ommuni% members in%o %he -urri-ulum.

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2. Te teacer onitors and e5a%uates te teacin' and %earnin' &rocess and its outcoes

67



sca%e SCALE

A. @ses a varie% o" assessmen% %ools and

s%ra%egies.

A. Sele-%s appropria%e assessmen% %ools and

s%ra%egies "or spe-i"i- learning ou%-omes.

A. *esigns and uses mul%iple me%hods o"

measuring s%uden% unders%anding and gro(%h.

1 2 < 5

'. @ses in"orma%ion gained "rom ongoing

assessmen% "or remedia%ion and ins%ru-%ional

planning.

'. @ses "orma%ive and summa%ive assessmen%

"or remedia%ion and ins%ru-%ional planning.

'. Bn%egra%es assessmen% da%a "rom mul%iple

sour-es in%o ins%ru-%ional planning and

improvemen%.

8. Main%ains do-umen%a%ion o" s%uden%

progress.


progress.


progress.

*. 8ommuni-a%es s%uden% progress %o s%uden%s

and "amilies in a %imel manner.

*. 8onsis%en%l main%ains -ommuni-a%ion (i%h

s%uden%s and "amilies abou% s%uden% progress.

*. *evelops a %(o(a ss%em o"

-ommuni-a%ing (i%h s%uden%s and "amilies

abou% s%uden% progress.

E. Eplains andDor demons%ra%es %he relevan-e

o" %opi-s and a-%ivi%ies.

E. E""e-%ivel eplains, demons%ra%es or

-ommuni-a%es %he relevan-e o" %opi-s and

a-%ivi%ies.

E. Engages s%uden%s in eplaining andDor

demons%ra%ing %he relevan-e o" %opi-s and

a-%ivi%ies.

. 8ommuni-a%es %o s%uden%s %he ins%ru-%ional

in%en%, dire-%ions, or plan.

. 8onsis%en%l -ommuni-a%es %o s%uden%s %he

ins%ru-%ional in%en%, dire-%ions, and plans.

. Bnvolves s%uden%s in es%ablishing ins%ru-%ional

dire-%ion and plans.

!. Es%ablishes and s%a%es epe-%a%ions "or

s%uden% per"orman-e.


s%uden% per"orman-e


s%uden% per"orman-e.

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). 8lari"ies a-%ions, dire-%ions, and

eplana%ions (hen s%uden%s do no% unders%and.

). 3resen%s dire-%ions and eplana%ions in a

varie% o" (as %o insure s%uden% unders%anding.

). 3resen%s dire-%ions and eplana%ions in a

varie% o" (as %o insure s%uden% unders%anding.

B. A-%ivel soli-i%s -ommuni-a%ion "rom

s%uden%s abou% %heir learning.

B. Soli-i%s -ommuni-a%ion "rom s%uden%s abou%

%heir learning "or %he purposes o" ongoing

ins%ru-%ional planning.

B. Engages s%uden%s in %he analsis and

evalua%ion o" %heir learning and adus%s

ins%ru-%ion based on s%uden% "eedba-7.

W. 8ommuni-a%es regularl (i%h s%uden%s abou%

%heir progress.


%heir progress.


%heir progress.

B7 Te teacer see:s for Continuous +rofessiona% de5e%o&ent



A. See7s ou% in"orma%ion on

me%hodolog, resear-h and -urren%

%rends in edu-a%ion %o enhan-e andimprove %he uali% o" learning.

A. See7s ou% in"orma%ion on me%hodolog,

resear-h and -urren% %rends in edu-a%ion %o

enhan-e and improve %he uali% o" learning.

A. *emons%ra%es %he abili% %o reason, %a7e mul%iple perspe-%ives, be

-rea%ive, and %a7e reasoned ris7s %o improve %ea-hing.

'. Bmplemen%s a varie% o" s%ra%egies %o

enhan-e learning.

'. *emons%ra%es 7no(ledge o" bes% pra-%i-es %ha%

enhan-e learning.

'. 8ollabora%es (i%h -olleagues in %he resear-h and design o"

improved ins%ru-%ional s%ra%egies8. &e-ogni#es %ha% -hange en%ails ris7

and modi"i-a%ions ma be needed.

8. 3ar%i-ipa%es in ins%ru-%ional improvemen% and

s-hool re"orm ini%ia%ives.

8. Assumes a leadership role in %he s%ud and implemen%a%ion o"

ins%ru-%ional improvemen% and s-hool re"orm ini%ia%ives.

*. See7s ou% in"orma%ion on

me%hodolog, resear-h and -urren%%rends in edu-a%ion %o enhan-e and

improve %he uali% o" learning.

*. See7s ou% in"orma%ion on me%hodolog,

resear-h and -urren% %rends in edu-a%ion %oenhan-e and improve %he uali% o" learning.

*. *emons%ra%es %he abili% %o reason, %a7e mul%iple perspe-%ives, be

-rea%ive, and %a7e reasoned ris7s %o improve %ea-hing.

E. Bmplemen%s a varie% o" s%ra%egies %o

enhan-e learning.

E. *emons%ra%es 7no(ledge o" bes% pra-%i-es %ha%

enhan-e learning.

E. 8ollabora%es (i%h -olleagues in %he resear-h and design o"

improved ins%ru-%ional s%ra%egies

. &e-ogni#es %ha% -hange en%ails ris7 . 3ar%i-ipa%es in ins%ru-%ional improvemen% and . Assumes a leadership role in %he s%ud and implemen%a%ion o"

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and modi"i-a%ions ma be needed. s-hool re"orm ini%ia%ives. ins%ru-%ional improvemen% and s-hool re"orm ini%ia%ives.

B7 Te teacer creates safe and effecti5e %earnin' en5ironent in te scoo%



A. Serves as a model "or -ons%ru-%ive

behavior pa%%erns.

A. Bden%i"ies, eplains, and models -ons%ru-%ive behavior

pa%%erns.

A. Bn%egra%es %he %ea-hing o" -ons%ru-%ive, proso-ial

behaviors in%o regular ins%ru-%ion.

'. Ee-u%es rou%ine %as7s e""e-%ivel ande""i-ien%l.'. Es%ablishes and %ea-hes e""e-%ive and e""i-ien% rou%ines.'. Es%ablishes and %ea-hes e""e-%ive and e""i-ien%rou%ines.

8. Es%ablishes and s%a%es epe-%a%ions "or

s%uden% behavior.

8. Es%ablishes and rein"or-es epe-%a%ions "or s%uden%

behaviors %ha% promo%e -i%i#enship in a -lassroom

-ommuni%.

8. Engages s%uden%s in es%ablishing epe-%a%ions "or

building a learning -ommuni% in %he -lassroom.

*. )andles %ransi%ions e""e-%ivel.*. Main%ains smoo%hness and momen%um during -lassroom

%ransi%ions.

*. Main%ains smoo%hness and momen%um during

ins%ru-%ional %ransi%ions.

E. Minimi#es dis%ra-%ions and in%errup%ions.E. Minimi#es dis%ra-%ions and in%errup%ions.E. Minimi#es dis%ra-%ions and in%errup%ions.

. Manages s%uden% behavior e""e-%ivel andappropria%el.

. Moni%ors and dire-%s s%uden% behavior e""e-%ivel andappropria%el.

. *evelops a -lassroom managemen% ss%em %ha%promo%es a--ep%able and appropria%e s%uden% behavior.

!. Bden%i"ies ha#ards, assesses ris7s, and%a7es appropria%e a-%ion.

!. Bden%i"ies ha#ards, assesses ris7s, and %a7es appropria%ea-%ion.

!. Bden%i"ies ha#ards, assesses ris7s and %a7esappropria%e a-%ion.

H7 Te teacer desi'ns teacin' and %earnin' ateria%s and resources and uti%i?es te



A. )as ma%erials and media read "or

s%uden% use.

A. 3repares and arranges ma%erial in advan-e

"or eas s%uden% a--essibili%.

A. Es%ablishes an environmen% (here ma%erials and media are

available and read "or s%uden% use.

'. 8rea%es %ea-hing and learning ma%erials

and resour-es %ha% -orrespond %o

'. Enhan-es learning -apa-i%ies and higher

order learning s7ills using %ea-hing and

'. Bnvolves %he s%uden%s in developmen% o" di""eren% learning sour-es

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individual di""eren-es. learning ma%erials.

G. Te teacer counse%s and 'uides %earners



A. Enhan-es %he posi%ive rela%ion

be%(een s%uden%s and among %he

s%uden%s and %he %ea-her

A. Enhan-es %he posi%ive rela%ion be%(een

s%uden%s and among %he s%uden%s and %he

%ea-her

A. Enhan-es %he posi%ive rela%ion be%(een s%uden%s and among %he

s%uden%s and %he %ea-her

'. Bden%i"ies learning di""i-ul%ies (i%h

s%uden%s

'. Bden%i"ies learning di""i-ul%ies (i%h

s%uden%s

'. Bden%i"ies learning di""i-ul%ies (i%h s%uden%s

8. Advises s%uden%s a--ording %o %heir

needs.

8. Advises s%uden%s a--ording %o %heir needs. 8. Advises s%uden%s a--ording %o %heir needs.

*. os%ers s%uden%Hs posi%ive

behavior, values and a%%i%udes

*. os%ers s%uden%Hs posi%ive behavior, values

and a%%i%udes

*. os%ers s%uden%Hs posi%ive behavior, values and a%%i%udes

*. os%ers hisDher -ode o" -ondu-% as

(ell as pro"essional e%hi-s and

a%%ribu%es

*. os%ers hisDher -ode o" -ondu-% as (ell as

pro"essional e%hi-s and a%%ribu%es

*. os%ers hisDher -ode o" -ondu-% as (ell as pro"essional e%hi-s

and a%%ribu%es

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%her (as o" -lus%ering

Co&etence I:Sube-% Ma%%er +no(ledge

Co&etence II:8ommuni-a%ion S7ills.

Co&etence III:Bns%ru-%ional 3ra-%i-e : ma7es -urri-ular -on%en% relevan% %o %he

eperien-es o" s%uden%s

a designs and uses various evalua%ive pro-edures %o assess s%uden% learning

b evalua%es his or her o(n %ea-hing behavior, and uses %he resul%s %o improve s%uden%

learning.

Co&etence I#:Evalua%ion

Co&etence #:3roblem Solving: Thin7s -ri%i-all abou% %ea-hing and learning

Co&etence #I:airness: deals eui%abl and reasonabl (i%h all learners

Co&etence #II:3ro"essionalism : A good %ea-hers learns "rom eperien-e and

supervision.

Co&etence #III, !ood prepara%ion and planning s7ills.

Co&etence I2, The abili% %o ma7e our sube-%s in%eres%ing %o o%hers.

Co&etency 2, Abili% %o -on%inuall learn as our sube-%s -hanges.

Co&etency 2I, +no(ing ho( people learn, in %ha% di""eren% people learn

di""eren% (as.

ood teacers a%ways as: tese uestions,

Iha% am B %ea-hingJ

Ih am B %ea-hing i%J

)o( am B %ea-hing i%J

Ih am B %ea-hing i% %his (aJ

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)o( do B 7no( m s%uden%s are ge%%ing i%J

)o( do m s%uden%s 7no( %he are ge%%ing i%J

Iha% did B learn in %he pro-essJ

+%annin' and or'ani?in'

!ood planning reuires %he abili% %o es%ablish -lear obe-%ives and priori%ies, s-hedule

%ime, resour-es and a-%ivi%ies e""e-%ivel and e""i-ien%l and -are"ull moni%or progress

and resul%s.

)ave a -lear planning pro-ess "or a ne( proe-% or s%ud uni%.

Iha% me%hods do ou use %o moni%or s%uden% progressJ

)o( have ou in-orpora%ed %e-hnolog in%o our lessonsJ

Iha% do ou do (hen our %ea-hing plan "or %he da is upse% b un"oreseen

-ir-ums%an-esJ


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"%e-i/i%ity and firness

)o( have ou handled si%ua%ions (hen s%uden%s appeared disin%eres%ed or bored in our

lessonJ

)o( have ou managed a si%ua%ion (here ou "el% ou (ere losing -on%rol in %he

-lassroomJ

*es-ribe a %ime ou had %o deal (i%h angr -omplain%s "rom a paren% abou% our

%ea-hing me%hods.

)o( have ou responded (hen s%uden%s have le% ou do(nJ

Moti5ate and a-ii?e &erforance

Su--ess"ul %ea-hers -rea%e a learning environmen% in (hi-h s%uden%s (an% %o and are able

%o a-hieve %heir po%en%ial. The are able %o iden%i" s%reng%hs and oppor%uni%ies "or

s%uden% developmen%.

Epe-% in%ervie( ues%ions "or %ea-hers %ha% in-lude:

)hat types of positive reinforcement have you used to encourage students.

>ow have you supported under'performing students.

)hat approach have you used to motivate students to actively participate in class.

>ow do you encourage students to use their initiative in your classroom.

Trut

Tea-hers are epe-%ed %o promo%e and main%ain e%hi-al and so-ial norms (i%hin %he

learning environmen% in-luding main%aining -on"iden%iali%, presen%ing %ru%h"ul

in"orma%ion and adhering %o s-hool poli-ies and regula%ions. The also need %o displa

hones% insigh% in%o %hemselves.

Counication

Tea-hing reuires a-%ive and a%%en%ive lis%ening s7ills, %he abili% %o epress ideas

e""e-%ivel and presen% in"orma%ion e""e-%ivel. Tea-hers should adus% language and%erminolog %o mee% %he needs o" %he s%uden%s.

ow did you ma$e sure they understood.

>ow have you encouraged students to contribute their ideas and opinions in the

classroom.

Tell me about a situation when you had to persuade a student, colleague or parent of

your point of view!

)hat steps do you ta$e to try and establish rapport with your students.

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Tell me about a situation when you had to be especially sensitive in communicating

negative information to a parent or student! >ow did you go about doing this.

Initiati5e and inno5ationThis eplores our abili% %o be proa-%ive in genera%ing ideas and a-%ivi%ies "or

improvemen% and "inding -rea%ive solu%ions %o problems and issues.

Ad5ice for teacin' En'%is to youn' ci%dren

The emphasis should be on lis%ening and spea7ing %he language %hen -omes reading and

(ri%ing.

&ela%e (ha% ou %ea-h %o (ha% %he alread 7no( in %heir o(n languageC donH% use %he

ne( language as %he basis "or %ea-hing ne( -on-ep%s.

@se as mu-h English as possible, %al7 %o %hem all %he %ime, so %ha% %he -hildren hear as

mu-h as possible. This gives %hem more oppor%uni% %o begin %o unders%and %he language

and absorb i%s rh%hm.

/our "irs% aim should be %ha% %he -hildren unders%and %he language %he are being %augh%.

Allo( %he -hildren %o respond in %heir "irs% language, %hen repea% ba-7 %o %hem in English

(ha% %he said. n-e %he unders%and, %hen ou should aim "or %hem %o produ-e %he language.

S%ar% (i%h simple vo-abular: us% (ords, no% sen%en-es.

!o slo(l, (i%h mu-h repe%i%ion, %o give %he -hildren as mu-h oppor%uni% as possible %o

reall learnC %hereHs no rush.

!raduall in%rodu-e sen%en-es, (hen %he -hildren are read, al(as ma7ing sure %he

-hildren unders%and %he language.

The lessons mus% be "un The mos% impor%an% %hing is %ha% %he -hildren eno %he lessonsC

%he -hildren (ill no% learn i" %he do no% eno %he lessons and %he -hildrenHs mo%iva%ion

%o learn is in order %o par%i-ipa%e in %he lessons.

)ave a rou%ine, so %he -hildren 7no( (ha% %o epe-% and "eel -om"or%able in %he lessons.

S%ar% ea-h lesson (i%h a visual signal, %o sho( %he -hildren %ha% i%Hs no( %he %ime (hen

Ano%her language is spo7en.

@se bod language, "a-ial epressions and visual aids %o ma7e ou unders%oodC do no%

resor% %o %ransla%ion

@se lo%s and lo%s o" visual aidsC %he more visual %he be%%er, so %he -hildren have a -han-e

%o unders%and even be"ore %he 7no( %he (ords.

@se games, %o involve %he -hildren and ma7e i% "un.

@se songs, be-ause %hrough %hese, %he -hildren learn vo-abular, grammar and %he

rh%hm o" %he language (i%hou% %ring.

@se s%ories, be-ause %he -hildren love %hem and i% gives %hem a real eperien-e o" %helanguage.

@se shor% a-%ivi%ies, %o 7eep %he -hildren a%%en%ive.

@se a-%ive a-%ivi%ies, %o -hange %he rh%hm o" %he lesson, %o 7eep %hem a%%en%ive, %o s%op

%hem "idge%ing.

End %he lesson (i%h a uie% a-%ivi%, %o -alm %he -hildren do(n "or %heir ne% lesson.

Spea7 in English as mu-h as possible all %he %ime, i" pra-%i-al. This allo(s %he

-hildren %o

ge% used %o %he rh%hm o" %he language and %o pi-7 up some (ords (i%hou% reall %ring.

@se %he -hildrenHs "irs% language onl (hen ne-essar, "or eample, %o eplain a game or

"or dis-ipline purposes

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$ead of de&artents Ro%e

)ead o" depar%men%s have a maor role in suppor%ing %ea-hers %o organi#e %he %ea-hing and

learning a-%ivi% "or ea-h sube-% in su-h a (a %ha% s%uden%s -an progress %o %heir highes% level

o" a-hievemen%.

Teir 0o/ is to,

3lan, %he %ea-hing and learning pro-ess %o(ards general and spe-i"i- -ompe%en-es

%oge%her (i%h all sube-% %ea-hersC

8lari", %oge%her (i%h all sube-% %ea-hers, priori%ies "or s%uden% learning a-hievemen% inrea-hing %he -urri-ulum s%andards, %he (as in (hi-h %hose priori%ies (ill be addressed

and ho( s%uden%sH progress (ill be measured %hrough s-hoolbased "orma%ive and

summa%ive assessmen% and, las% bu% no% leas%, ho( %he uali% o" %ea-hing and learning

o" %he %ea-hers (ill be appraisedC

Moni%or %he implemen%a%ion o" %he agreed plans and o""er pro"essional suppor% %o

%ea-hers in properl organi#ing %he %ea-hing and learning pro-essC

Ma7e re-ommenda%ions "or, and par%l -ondu-% %ea-hersH s-hoolbased pro"essional

developmen% s%ar%ing "rom %ea-hersH -on-re%e and spe-i"i- needs.

)elp %ea-hers in designing and implemen%ing %heir annual and learning uni%Hs plans.

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Anne- #III, Learnin' Acti5ities and 'aes

Start de5e%o&in' e-a&%e of %earnin' acti5ities

Tea-hers should s%ar% developing %heir o(n learning a-%

Documents

Tg Ac English Part II Annexes 3-10-2015saturday (1) (1) (1)