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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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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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Effective Teaching ofrade I .su/0ect1
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
$ues%ions
bserva%ion
28
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rade One
2ew fun with English
Unit (B) Nu/er of teacin' &eriods ( )
Unit tit%e Co&etences to /e de5e%o&ed
Standards to /e acie5ed
/y te end of unit four
&u&i%s are e-&ected to
Learnin' acti5ities ResourcesAssessent
too%s
My(ouse
:.?. dentifyingnum0ers from :-
/@ in a listening te#t
2.1. @sing simple (ords,
epressions and sen%en-es
%o epress %hemselves
abou% sel", "amil, "ood
and o%her i%ems in shor%
-onversa%ions or individual
spee-h
/.>.uilding up positive personal
motivation to spea) !ith peers and
adults using simple phrases and
sentences.2 &eading and vie(ing
:.?. dentify num0ers from : to /@
and reproduce them in digits
2.1 @se appropria%e simple
vo-abular %o indi-a%e D
name bod par%s and o%her
%hings in shor%
-onversa%ions or individual
spee-h
/.>. se simple !ords to spea)
clearly !ith a positive attitude
a0out different simple topics such
as oneself$ 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
$ues%ions
bserva%ion
29
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rade One
2ew fun with English
Unit "i5e Nu/er of teacin' &eriods ( )
Unit tit%eS&ecific Co&etences
to /e de5e%o&ed
Standards to /e acie5ed
/y te end of unit fi5e9 &u&i%s
are e-&ected to
Learnin'
acti5itiesResources
Assessent
too%s
I%i:ea&&%es
:.:. &istening to and recogni3ing simple !ords$
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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Effective Teaching ofrade I .su/0ect1
rade One
2ew fun with English
Unit H @ Nu/er of teacin' &eriods ( )
Unit tit%eS&ecific Co&etences
to /e de5e%o&ed
Standards to /e acie5ed
/y te end of unit si-9 &u&i%s
are e-&ected toLearnin' Acti5ities Resources Assessent too%s
31
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Effective Teaching ofrade I .su/0ect1
"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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Effective Teaching ofrade I .su/0ect1
rade One
2ew 8un with English
Unit (G) (Tie) wee:s
Unit tit%e Co&etences to /e de5e%o&ed
Standards to /e acie5ed
/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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Effective Teaching ofrade I .su/0ect1
"
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
1.< Bden%i" numbers "rom 1 %o 20 and
reprodu-e %hem in digi%s
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 ( )
Unit tit%e Co&etences to /e de5e%o&ed
Standards to /e acie5ed
8y te end of unit ten&u&i%s are
e-&ected to
Learnin' Acti5ities Resources"orati5e
Assessent
35
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Effective Teaching ofrade I .su/0ect1
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
-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
.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
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%eDname obe-%s, people and
pla-es, and o%her %hings in small
-onversa%ions or individual spee-h
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
Ministry of Education
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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Unit tit%e Co&etences to /e de5e%o&ed
Standards to /e acie5ed
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
Lesson Plan Day ( )
Specifc
Competences to be
Developed
Listening# $$$$$$$$$$$$$$$$$$$$$$$..
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!iting #
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%nly nu'ers o( s"eci)c co"etences are re*uired to 'e +ritten.
Lang"age#oc"s$lang"
age
%"nctions
P&onics in
conte't:...................................................................................
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oc in
conte't:...................................................................................
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*et&ods +,ec&ni-"e
s
Deonstration Discussion uestion -ns+er Drillin
nteraction# % !P %PP rou" or: ole Play ;earnin 'y
Doin !P
!e P C! CD Player
eal '?ects ealia Pictures ra"ic rani@ersters $$$$$
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lesson# ............................................................................................................
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-ctiAities %includin critical tin:in#.........................................................................................................................
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/ssessment ,ools
uestions ral res"onse or:seets ral"resentation
'serAation Pro?ectster $$$$$$$$$$$$$$$$$$$$$$$$$$$.$$$
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#eedback
/c&ievements# $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$................................
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Anne- , Teacin' and %earnin' strate'ies
State of Kuwait
Ministry of Education
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
Effective Teaching ofrade I .su/0ect1
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(.
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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.
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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.
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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
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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.
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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
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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
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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
%o suppor% -lassroom learning and do-umen%ss%uden% e%ras-hool a-%ivi%ies using various
*. 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
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(as (as
*7 Te teacer /ui%ds u& &artnersi& witin and outside te scoo%
8e'inner teacerTeacer wit ore tan years
e-&erienceMore tan * yearsF e-&erience Teacer
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
8e'inner teacerTeacer wit ore tan years
e-&erienceMore tan * yearsF e-&erience Teacer
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.
8. Main%ains do-umen%a%ion o" s%uden%
progress.
8. Main%ains do-umen%a%ion o" s%uden%
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.
!. Es%ablishes and s%a%es epe-%a%ions "or
s%uden% per"orman-e
!. Es%ablishes and s%a%es epe-%a%ions "or
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.
W. 8ommuni-a%es regularl (i%h s%uden%s abou%
%heir progress.
W. 8ommuni-a%es regularl (i%h s%uden%s abou%
%heir progress.
B7 Te teacer see:s for Continuous +rofessiona% de5e%o&ent
8e'inner teacerTeacer wit ore tan years
e-&erienceMore tan * yearsF e-&erience Teacer
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%
8e'inner teacerTeacer wit ore tan years
e-&erienceMore tan * yearsF e-&erience Teacer
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
8e'inner teacerTeacer wit ore tan years
e-&erienceMore tan * yearsF e-&erience Teacer
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
8e'inner teacerTeacer wit ore tan years
e-&erienceMore tan * yearsF e-&erience Teacer
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-%
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