Year 3 Handout Day 1-5 PDF

Curriculum Induction Training 2018
Day 1 Handouts – Primary

Handout D1.S1.H1
CEFR global scale descriptors and levels
Can understand with ease virtually everything heard or read. Can

summarise information from different spoken and written sources,
Proficient user
C2 reconstructing arguments and accounts in a coherent presentation. Can

express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise

implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language flexibly
C1 and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices.
Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity that
Independent user
makes regular interaction with native speakers quite possible without strain
B2 for either party. Can produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
B1 spoken. Can produce simple connected text on topics, which are familiar, or
of personal interest. Can describe experiences and events, dreams, hopes
& ambitions and briefly give reasons and explanations for opinions and
plans.
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
A2 simple and routine tasks requiring a simple and direct exchange of
Basic user
information on familiar and routine matters. Can describe in simple terms

aspects of his/her background, immediate environment and matters in
areas of immediate need.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions about
A1 personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.
2
Handout D1.S1.H2
Odd one out

Read each statement in the tables below and decide which is the odd one out.
Principles underlying the CEFR
2. Pupils need to engage with texts –

1. The CEFR descriptors are written as spoken or written – in different ways
‘can do’ statements to focus on to develop a range of communicative
language use and emergent competences to handle
communicative competences. communication with flexibility in a
variety of contexts.
3. Pupils need to be taught the correct 4. The core view of language learning in
rules of grammar first so that they can the CEFR is that learning a language
then correctly engage in is essentially a process of learning to
communicative tasks or activities. use language to perform
communicative acts
How the CEFR supports teaching and learning
1. Indicating a variety of
2. Helping to promote the 3. Guiding a scheme of
communicative tasks
school system work
for pupils
4. Informing feedback to 5. Providing an 6. Checking pupils’

pupils international standard progression
7. Evaluating language 8. Developing learning 9. Devising assessment

learning needs materials criteria
3
Handout D1.S1.H3
Examples of Content and Learning Standards in the new

Curriculum Framework
Look at the examples below for Primary. These focus on related Content Standards.
The first example below is for Listening; the second for Reading.
Content Learning Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard Standard
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working
towards A1 Low A1 Mid A1 High A2 Low A2 Mid
A1
1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1

Recognise Recognise Recognise Recognise Recognise Recognise Recognise Recognise and
and and and and and and and reproduce with
reproduce reproduce reproduce reproduce reproduce reproduce reproduce independently
target target with with with with with little or a wide range
language language support a support a support a support a no support of target
sounds phonemes limited range of range of wide a wide language
intelligibly range of high target range of range of phonemes
high frequency language target target
frequency target phonemes language language
target language phonemes phonemes
language phonemes
phonemes

Focus
Working
towards A1 Low A1 Mid A1 High A2 Low A2 Mid
A1
3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1

Understand Understand Understand Understand Understand Understand Understand Understand
a variety of the main the main the main the main the main the main the main
linear and idea in a idea of very idea of idea of idea of idea of idea of
non-linear variety of simple simple short simple simple simple
print and text types phrases sentences simple texts of one texts of two longer texts
digital texts on familiar and texts or two paragraphs
by using topics sentences paragraphs or more
appropriate
reading
strategies
4
Handout D1.S1.H4
Understanding the terms used in the Learning Standards

Take it in turns to explain in your own words the two Learning Standards in the box given to
you.
When you have all finished, compare your explanations with the glossary (see next page).
A. B.
Listening 1.3.1 Speaking 2.2.1

Guess the meaning of unfamiliar words by Keep interaction going in short exchanges
using visual clues when a teacher or by repeating key words from the other
classmate is speaking speaker
Writing 4.3.2 Reading 3.3.1

Spell an increased range of familiar high Read and enjoy A1 fiction/non-fiction
frequency words accurately in guided print and digital texts of interest
writing
Listening 1.2.1
Speaking 2.1.3 Understand with support the main idea of
Give a short sequence of basic directions short simple texts
C. D.
Speaking 2.1.2 Listening 1.1.1

Find out about and describe basic Recognise and reproduce with support a
everyday routines range of target language phonemes
Listening 1.2.3 Writing 4.2.1

Understand with support short simple Express simple opinions
narratives
Reading 3.2.4
Speaking 2.1.1 Recognise and use with support key
Ask about and express basic opinions features of a simple monolingual
dictionary
5
Glossary of terms (from the scheme of work)
A. unfamiliar words
These are words pupils do not already understand or produce in English.
familiar high frequency words
High frequency words are words which pupils use often in Year 3 writing, such as colours,
numbers, days of the week, and classroom objects. Please use your own judgment on familiar
high frequency words, according to words pupils write often in your lessons.
Also see
guided writing
Pupils may follow models for writing, or the teacher will give other support with content,
vocabulary and language.
short sequence of basic directions
Basic directions are short, are often two or three words long and use imperative verb forms, for
example “Turn left”. Two or three of these together make a short sequence of basic directions.
B. short exchanges
An exchange is a dialogue, that is when there are two people communicating (or more than
two). A short exchange will usually include two turns but could include up to three or four turns if
they are very short (e.g. one word/phrase). The turns may be just one word or phrase, a fixed
expression, or may be short simple sentences.
fiction/non-fiction print and digital texts
These are reading texts for young learners of English at CEFR A1 level. Examples include
stories, quizzes, emails, etc.
short simple texts
Short simple texts are those with two sentences and more. They do not usually contain more
than one paragraph. They should be easy for pupils to understand.
C. basic everyday routines

Basic routines are those expressed in simple language, which are very relevant to pupils’ lives.
with support
When pupils do an activity with support they have help from a teacher or classmates when they
do that activity. As pupils’ exposure to and abilities in skills increase, the amount of support
they need should be reduced so as to encourage them to work more independently.
short simple narratives
Short narratives are stories which are more than 10 lines long, up to around 10-12 pages if in
story book form. The simple narratives contain language and ideas which pupils can understand
and which are familiar.
basic opinions
Basic opinions are expressed in simple language and are simple in meaning and the thinking
behind it, for example I like/don’t like … or giving an opinion about a film (e.g. It was good.)
D. a range of target language phonemes

Phonemes are the sounds that make up words in spoken language. By the end of Year 3, pupils
should be able to hear and say most of the phonemes, including some of the less common
ones.
simple opinions
These are the expression of opinions such as what pupils like, dislike, prefer, as well as what
they think about something, such as an idea or some unusual food or clothes. The language
used here will be very simple and the opinions at a basic level. Pupils do not need to justify their
opinion, but could begin to be asked for this in a basic way.
key features of a simple monolingual dictionary
A monolingual dictionary is one which has only English (the words and the definitions). Various
titles are available specifically for children learning English or for A1 level learners.
6
Handout D1.S1.H5
Self-assessment checklist on MoE documents

Complete this self-assessment to check your understanding of the purpose of the various
MoE documents.
Statement I understand I almost get I don’t

it, and I can it, but I need understand
support confidence
others
1. I understand how the CEFR can be used to

identify and describe the communicative
competencies pupils have and what they can or
should be able to do at different levels.
2. I understand how the CEFR descriptors are used

to write Content and Learning Standards in the
curriculum.
3. I understand how Content and Learning

Standards are used to develop the Syllabuses,
which are a year-by-year description of the
themes and topics, grammar, vocabulary and
structures used in a particular year.
4. I understand how the Schemes of Work are

aligned to the CEFR levels and age groups and
reflect the Learning Standards and Syllabuses.
5. I understand how the Schemes of Work can be

used to develop individual lesson plans based on
suggested activities in the Schemes of Work or
activities in the textbook.
6. I understand how lesson Learning Objectives are

devised from Learning Standards and the
activities in the textbook or non-textbook lessons
as indicated in the Scheme of Work.
7. I understand all the relevant skills that pupils

need to develop.
7
Handout D1.S1.H6
Pyramid reflection
Think back over this session and write down three key words that are important, two words
that have made an impression, one question you want to ask.
One
question I
want to ask
Two words that have made an

impression
Three key words that are important
8
Handout D1.S2.H1
Summative vs. formative assessment

Work with your group and decide which statement describes formative assessment and
which statement describes summative assessment. The first two statements are examples.
Formative (F)
Summative (S)
1
Continuous and two-way: responds to pupil work and is F
presented in conversation.
2 Usually summarises information into marks, scores and grades. S
3 Designed to assist teachers and pupils.
4 Assessment of learning
5 Focuses on improvement and progress towards a learning goal.
6 Assessment for learning
Needs to involve the pupil because the pupil is the person most
7
able to improve the learning.
8 Final and one-way; presented in a formal report.
Usually compares the pupil’s learning either with other pupils or

9
with the ‘standard’ for a grade/level.
Given at the end of the year or a unit to check a pupil's learning

10
after teaching.
Checks learning throughout teaching to determine progress and

11
decide next steps.
Usually detailed, specific, and provides descriptive feedback in

12
words.
9
Handout D1.S2.H2
Formative assessment – key concepts

Work in your group to match the teaching strategies to one of the key questions for formative
assessment. Draw lines to show the match. Be ready to give reasons for your matches!
Pre-lesson and post-lesson

Every stage of learning needs pre-lesson activities that activate prior
knowledge (get pupils to see what they already know), and whole
class question and discussion post-lesson activities at the end to
Where are check the progress of the learning.
we going? Quick scans
Quick scans are all-pupil-response techniques that let the teacher
quickly check understanding and progress across a whole class. For
example, ask pupils to use their thumbs to show agreement (thumbs
up) or disagreement (thumbs down) or not sure (thumbs sideways) to
a question about their learning.
Feedback
Pupils need to know: what they are aiming for (goals); where they are
now in relation to these goals; and how to close the gap between
where they are now and the goals, that is, how to reach their goal.
Feedback should help at each stage of this process.
Deliberate practice
Pupils need their learning to be broken down into small steps with
Where is tasks that focus on their individual needs, helping them to improve
specific skills and knowledge. Practice activities can help this.
each pupil
Sharing learning objectives
now? Learning objectives describe the new learning that will be achieved by
the end of a lesson.
Questioning
Questions from teachers find out how much pupils understand, and
encourage further learning to deepen understanding.
Discussions
Giving pupils stimulating questions to think about and share with each
How do other in a discussion lets the teacher find out about pupils’ thinking.
Monitoring discussions can help to identify problems and gaps in
we get understanding.
there? Examplars:
Examples of language use to help pupils understand where exactly
they are going with their learning.
Self-assessment and peer assessment
Peer and self-assessment opportunities get pupils involved in the
process of checking their progress in their learning.
10
Handout D1.S2.H3
Find someone who…

Review formative assessment strategies by completing the form below.
Move around the room. Ask each other questions to find out how much you already know
about formative assessment.
Find someone who… Name
1. … knows what WALT stands for.
2. … can explain what feed-forward means.
3. … knows what an exit card is.
4. … can give an example of a quick scan technique.
5. … can give an example of a post-lesson activity to use at the

end of a lesson.
6. … knows what learning objectives are.
7. … can give an example of a pre-lesson activity.
8. … knows the difference between open and closed questions.
9. … can explain what think/pair/share refers to.
10. … can describe a questioning technique.
11
Handout D1.S2.H4
Read the description of each particular formative assessment strategy. Match each strategy
to the key aspect of formative assessment by writing its number in the empty box.
self- & peer- pre- & post-

discussions questioning
assessment lesson
1. Communication regulator: A structure for a

2. Wait time: Time given between asking and then
pupil discussion. For example, pupils in small
collecting a response to a question. Increasing wait
groups each have a ‘chip’ (such as a pen lid). If
time improves the quality and length of answers, as
someone wants to talk, they place their chip on the
pupils have more time to remember their answers
table. They cannot talk again until everyone has
and think through what they want to say. They
placed their chip on the table. When everyone has
might also be given the opportunity to talk through
used their chip, they take their chip back and
ideas with a talk partner during the wait time.
anyone can talk again by using the chip.
3. Two stars and a wish: When a pupil gives

feedback to another pupil on an aspect of their 4. Pyramid discussion (think, pair, share): Pupils
learning, the feedback must take the form of two answer a question first individually, then in pairs
things that were good (stars) and one area for and then share their answer with the whole class.
improvement (wish).
5. True/False: Find out what the pupils already
know by giving pupils red and green cards (red to 6. Information gap: Creating a situation where
show False, green to show True). Pupils listen to or pupils need to communicate with each other to get
read a series of statements and have to tell information from each other. This may be to find
whether they think each statement is True or False something out that someone already knows
using their cards. For example, the statements (activating prior knowledge), or the teacher might
might focus on specific aspects of language use or give pupils some information that other pupils then
understanding of grammar. need to find out.
8. Learning logs: Pupils keep learning logs in

7. Probing question: Questions that aim to dig which they can reveal areas that need clarification
deeper than the surface. They activate critical or specific skills that need further development.
thinking. This can be a source of vital information for the
teacher.
9. No hands up: The teacher asks pupils to keep 10. Exit cards: Review learning by getting pupils to
hands down and selects one pupil to give an write down their responses to specific questions
answer. Teachers can write pupils’ names on about what they learned during the lesson. This
lollypop sticks and pick up one. The aim is to can help teachers to identify specific gaps in
establish a classroom where everyone should give understanding that can then be addressed in the
an answer. next lesson.
12
Handout D1.S2.H5
Match the word(s) on the left with the word(s) on the right.
pyramid time
pre-lesson hands up
communication partner
wait gap
no
and a wish
talk
discussion
peer card
information assessment
exit regulator
two stars
&post-lesson
13
Handout D1.S3.H1
Running dictation
Listening skills/strategies
1. Listening for de_ _ _ _ _ d co_ _ _ e_ _ _ _ion
2. Listening for a_ _ _ _ ud _
3. Pr _d_ c _ _ _n
4. Listening for gl_ _ _ _ un_ _ _ _ _ _ _ _ ing
5. Understanding phon_ _ _ _ _ _ _ _ fea_ _ _ _ _
6. Listening for spe_ _ _ _ _ _ _ _ _ _ _ _ _ ion
14
Handout D1.S3.H2
SMART learning objectives

Place a tick next to the learning objectives that you think are SMART and a cross next to
those you think are not SMART.
1. We are learning to explain key concepts used to describe parts

of speech and grammar structures.
2. We are learning to be aware of formal and informal assessment.
3. We are learning to write effective learning objectives.
4. We are learning about the advantages and disadvantages of

presentation techniques.
5. We are learning to select appropriate lesson materials.
6. We are learning to understand the reasons mistakes occur.
Rewrite the ones with a cross next to them to make them SMART.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
15
Handout D1.S3.H3
Identifying text types for Listening lessons

Look at the descriptors of Listening activities adapted from the CEFR at A1.
 What types of Listening text could be used in relation to each CEFR descriptor? The first
one has been done for you as an example.
CEFR activity
Possible text type
descriptor
Can follow slow and

careful speech with 1. A simple dialogue between two children who
pauses for the listener to are deciding what kind of pizza to order.
understand the meaning
2.
Can understand questions

when people speak slowly
and clearly
3.
Can understand
instructions when people
speak slowly and clearly and
follow short, simple
directions
4.
Can understand everyday
expressions when people
speak slowly and clearly
Can recognise familiar 5.

words and phrases
concerning self, family and
immediate surroundings
when people speak slowly
and clearly
 How will your text ideas help to address particular Year 3 Learning Standards on
Handout D1.S3.H4?
16
Handout D1.S3.H4
Content Learning Learning Learning Learning Learning
Focus Learning Standard
Standard Standard Standard Standard Standard Standard
Working towards
A1 Low A1 Mid A1 High A2 Low A2 Mid
A1
1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1

Recognise Recognise Recognise and Recognise and Recognise and Recognise and Recognise and Recognise and
and and reproduce with support reproduce with reproduce with reproduce with reproduce with reproduce
reproduce reproduce a limited range of high support a range of support a range of support a wide little or no independently
target target frequency target high frequency target language range of target support a wide a wide range of
language language language phonemes target language phonemes language phonemes range of target target
sounds phonemes phonemes language language
intelligibly phonemes phonemes
1.2 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1

Understand Understand Understand with Understand with Understand with Understand with Understand Understand
meaning in a the main support the main idea support the main support the main support the main with support with little or no
variety of idea when of very simple phrases idea of simple idea of short simple idea of longer simple the main idea support the
familiar listening to and sentences sentences texts texts of longer main idea of
contexts texts on simple texts on longer simple
familiar a range of texts on a
topics familiar topics range of
familiar topics
1.2 1.2.2 1.2.2 1.2.2 1.2.2 1.2.2 1.2.2

Understand Understand Understand with Understand with Understand with Understand with Understand Understand
meaning in a specific support specific support specific support specific support specific with support with little or no
variety of details when information and details information and information and information and specific support
familiar listening to of very simple phrases details of simple details of short details of longer information specific
contexts texts on and sentences sentences simple texts simple texts and details of information
familiar longer simple and details of
topics texts on a longer simple
range of texts on a
familiar topics range of
familiar topics
17
Working towards
A1
1.2 1.2.3 1.2.3 1.2.3 1.2.3 1.2.3 1.2.3

Understand Understand Understand with a Understand with Understand with Understand with Understand Understand
meaning in a narratives on high degree of support very short support short simple support short simple with support with little or no
variety of familiar support very short simple narratives narratives narratives on a longer simple support longer
familiar topics simple narratives range of familiar narratives on a simple
contexts topics range of narratives on a
familiar topics range of
familiar topics
1.2 1.2.4 1.2.4 1.2.4 1.2.4 1.2.4 1.2.4

Understand Understand Understand short Understand an Understand a wide Understand longer Understand a Understand
meaning in a classroom basic supported increased range of range of short basic supported sequence of longer
variety of instructions classroom instructions short basic supported classroom supported sequences of
familiar supported classroom instructions classroom supported
contexts classroom instructions instructions classroom
instructions instructions
1.2 1.2.5 1.2.5 1.2.5 1.2.5 1.2.5 1.2.5

Understand Understand Understand short Understand an Understand a wide Understand longer Understand a Understand
meaning in a questions on supported questions increased range of range of short supported questions sequence of more complex
variety of familiar short supported supported questions supported supported
familiar topics questions questions questions
contexts
1.3.1
1.3 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1 Guess the
Use Use Predict words they will Understand the Guess the meaning Guess the meaning Guess the meaning of
appropriate appropriate hear by using message the of unfamiliar words of unfamiliar words meaning of unfamiliar
listening strategies to knowledge of a topic teacher or by using visual clues from clues provided unfamiliar words from
strategies in a understand classmate is when a teacher or by knowledge of the words from clues provided
variety of meaning communicating by classmate is topic clues provided by other
contexts using visual clues speaking by other known words
when they are known words and by context
speaking on familiar
topics
18
Handout D1.S3.H5
Sub-skills for Listening

You will be given one or two of the following Listening sub-skills to read about.
Be ready to explain the sub-skill in your own words to the other members of your group. You
need to explain the skill, the associated challenges for pupils, and the solutions that teachers
can plan for.
Listening
Challenges for pupils Potential solution
sub-skill
Pupils may lack:  Discuss topics in advance
A. Prediction  Ensure pupils have been taught
(mainly focuses  cultural or topic
relevant vocabulary or language
knowledge
in primary on  Raise awareness through images and
guessing the  vocabulary or
simple guided discussion
language to deal
meaning of
with prediction  Teach collocations and language
unfamiliar words related to the topic that will help pupils
from various predict how language fits together
clues)  Encourage prediction at word or phrase
level through related tasks, e.g.
dictation where the teacher stops mid-
sentence and encourages pupils to
predict endings; matching tasks where
pupils have different halves of a phrase
and find their partner
 Pupils focus too  Create focused but relaxed atmosphere

B. Listening for much on – tell pupils not to worry about every
global understanding word and reinforce how much they can
understanding every word understand without this
(i.e. main idea  Stress levels  Do pre-lesson and prediction tasks
and  Lack of knowledge  Set general tasks that are very broad
understanding in relation to the e.g. ‘Who is speaking? Where are the
of narratives in topic speakers?’ ‘Which of these
familiar topics) (ideas/animals/places etc.) is in the
Listening?’ (NOTE: ‘Listen and tell me
about what you heard’ is not a gist task;
it needs to be more focused or pupils
will be overwhelmed).
 Redundant  Do activities to help pupils recognise
C. Listening for language may signposting
specific make it difficult to  Encourage closer prediction e.g. give
information find specific gap-fill tasks using the audio script and
(specific details) information ask pupils to guess missing language
 Pupils may not
understand
discourse markers
that signpost when
information is used
19
Listening
Challenges for pupils Potential solution
sub-skill
 Pupils are overwhelmed  Give plenty of practice in looking at
D. Listening for by the amount of the questions first and predicting the
detailed information they need to type of language pupils might hear in
comprehension find the part of the text where the
 They may find the audio information occurs
too fast to follow  Give reassurance about how much
 Language may be too can be understood even from long
challenging texts
 Pre-teach unfamiliar key words or
cultural content to remove obstacles
 Moves beyond  Use audiovisual materials with facial

E. Listening for understanding simple expressions / gestures to highlight
attitude content meaning
(in a primary  Pupils can’t always pick  Encourage them to guess what the
context this intonation and other speakers might be thinking and what
involves signals clues there were to help them guess
understanding  Give phonology practice e.g. short
simple visual and phrases where pupils identify if the
audio clues) speaker is happy/sad, angry/calm
 Pupils may find it hard Give phonology practice:
F. Phonological to recognise individual
 Pupils choose which word was said,
features sounds, e.g. where
e.g. ‘tree’/’three’
(at primary level similar sounds don’t
the learning  Pupils break (segment) a word into
occur in their first
standards refer to its phonemes and count the number
language
recognising and of phonemes in a word
reproducing
target language
phonemes)
20
Handout D1.S4.H1
Micro-teaching tasks
On each day of the training course you will be working on your own to plan
lessons from the first cycle of ten lessons in the Year 3 Scheme of Work. You will
then deliver, on your own, a part of the lesson (15-20 minutes) as a micro-
teaching session. Below is the schedule for the planning and delivery of the
micro-teaching sessions.
Micro-teaching
Lesson type Planning of lesson
delivery
Listening Day 1 Day 2
Speaking Day 2 Day 3
Reading Day 3 Day 3
Writing Day 4 Day 4
Language Arts Day 4/5 Day 5
Language Awareness Day 5 Day 5
In your micro-teaching, you need to be able to:
 Use the MoE documents (Curriculum, Syllabus, Scheme of Work) and

textbook to plan a lesson
 Formulate achievable learning objectives
 Adapt materials from the textbook if required
 Build in formative assessment opportunities
 Use active learning approaches and techniques
 Create a safe learning environment
21
Handout D1.S4.H2
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
LESSON: 1 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: World of Self, Family and Friends
WEEK: __
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: His / Her name’s…
CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill Pre-lesson Student’s Book p5 Differentiate learning

Listening Listening 1. Pupils sit in circle to introduce themselves ‘My name’s Amir.’ Activity 1 according to the needs of
your pupils and class. Please
1.3 1.3.1 2. Introduce his/her name’s Nurul/Abdul. Pupils introduce Teacher’s Book p18
Use appropriate Guess the meaning see the seven differentiation
themselves and the pupil to their right/left in the circle. strategies listed in the
listening of unfamiliar words Adjectives flashcards
3. Play memory game in the circle to remember names. introduction. Please also
strategies in a by using visual
variety of contexts clues when a Lesson delivery consider the following:
teacher or 4. Introduce/review adjectives (p5) using flashcards, drawings and/or Use a written model of
classmate is pupils as examples if appropriate. language on the board to
speaking support weaker pupils
5. Follow with Student’s Book p5 Vocabulary and Activity 1. See
Complementary Complementary Teacher’s Book p.18: Vocabulary, Activity 1, TPR Activity. Ask pupils to write name
Skill Skill 6. Monitor pupils carefully as they listen to the song to evaluate their cards if necessary to show
Speaking Speaking vocabulary and listening skills. Review vocabulary next lesson as during memory game
2.1 2.1.5 necessary. For fast finishers or more
Communicate Describe people proficient pupils you could
Post-lesson
simple information and objects using extend introductions to
Use flashcards in a whole class game to go over the adjectives
intelligibly suitable words and include descriptions
again. You could choose an appropriate post-lesson activity from
phrases
the list in the introduction that suits your pupils’ needs and interests
and that will review the main areas covered in the lesson
22
Handout D1.S4.H3
Lesson plan template (MoE template)
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA/LiA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
TEACHER’S REFLECTION
23
Handout D1.S4.H4
Lesson planning support

1. LEARNING OBJECTIVES
1.1 Look at the relevant Learning Standard(s) for the lesson (main and
complementary skills). What do you want the pupils globally to learn in this
lesson? What skills are involved?
1.2 Look through the activities indicated in the SoW lesson. What do you want
them to achieve at the end of the particular lesson? What are the products
that they will produce? What procedures or processes are they using?
1.3 Write down SMART learning objectives (starting with ‘By the end of the
lesson, pupils will be able to…’)
24
2. MATERIALS
You may need to adapt materials in the textbook in order to address the needs of
your pupils.
2.1. Could you adapt the pre-lesson activity to introduce the topic and/or
activate prior knowledge?
2.2. How multimodal is your material? Which extra material can you find or
develop (with visuals, text, video, whiteboard) to make it more multimodal?
Find ONE extra resource you can use.
2.3. Would using extra visuals help to lessen task difficulty?
2.4. How could you simplify the text in the materials?
2.5. Is there anything you could re-order in the materials?
2.6. Can you divide the activities up between pupils in some way?
2.7. What extra support for language can you find (e.g. dictionaries, glossary,
word banks, reading/writing frame)?
2.8. Think of a way during the lesson to link the materials to real life (e.g. news,
current event).
25
3. DEVELOPING ACTIVITIES
Look at the activities in the SoW lesson plan (pre-lesson, lesson delivery, post-
lesson). Look at the description of the activities in the Student’s Book and the
accompanying notes in the Teacher’s Book. How can you develop any of these
activities using the following approaches?
3.1 . Appealing to different learning styles
3.2 . Encouraging interaction between pupils (pair or group work)
3.3 . Planning for differentiation (see also section on differentiation strategies in
the Scheme of Work)
3.4 . Developing thinking skills
4. CROSS-CURRICULAR ELEMENT(S) & SYLLABUS THEME
4.1. When and how can you integrate the cross-curricular element(s) into the
lesson?
4.2. When and how can you integrate the syllabus theme into the lesson?
26
5. FORMATIVE ASSESSMENT & FEEDBACK
5.1 How will you assess whether your pupils have learned what you want them to
learn?
5.2 How do you want to evaluate your lesson with your pupils?
5.3 When and how can you give feedback to your pupils on their learning during
the lesson?
27
Handout D2.S1.H1
Staying on track: self-assessment checklist

Complete this self-assessment before and after your micro-teaching (see over page).
BEFORE micro-teaching Yes Partially No
1. Are your learning objectives SMART?
2. Does pre-lesson activate prior learning/knowledge and/or

prepare pupils for the lesson delivery?
3. Do the activities facilitate active learning? (e.g. peer and
group work, opportunities for the pupils to interact)
4. Are the timings appropriate?
5. Is there enough support to help with concepts/skills that

can be particularly difficult?
6. Is there support for less proficient pupils who require
further support, and extension tasks for more proficient
pupils to further their learning?
7. Are the resources helpful? If yes, explain why.
8. Are formative assessment strategies incorporated? If

yes, describe them.
9. Is there a post-lesson activity that checks and

consolidates learning?
1
AFTER micro-teaching Yes Partially No
1. Were your learning objectives achieved? How do you

know?
2. Was the pre-lesson activity interesting and helpful? (did it

activate prior learning/knowledge and prepare pupils for
lesson delivery)
3. Were all pupils involved?
4. Was your teaching delivery clear and engaging? Give

examples or evidence.
5. Did your differentiation strategies work according to the

plan?
6. Were the resources as helpful as expected and planned?
7. Did you follow the timing as planned or do you have to

amend your timing for the next time you deliver the same
lesson?
8. Were all areas of learning difficulties addressed
successfully?
9. Was it possible to monitor the pupils’ progress?
10. Was the post-lesson successful?
Any other comments
2
Handout D2.S1.H2
Micro-teaching evaluation form
Session 1 Session 2 Session 3

Criteria Dis- Not Dis- Not Dis- Not
Agree Agree Agree
agree sure agree sure agree sure
1. The teacher was friendly and

encouraged pupils to use
English.
2. The teacher explained learning
objectives using language
suitable for pupils.
3. The teacher made the purpose
of activities clear.
4. The teacher ensured everyone

completed an activity and did
not make pupils finish quickly.
5. The teacher helped pupils to
understand new vocabulary
when they needed support.
6. The lesson provided
opportunities for pupils to
practise new skills.
7. The lesson materials were
engaging.
8. The teacher gave pupils

individually useful feedback on
their use of English.
understand how they can use
their new learning in the future.
10. The teacher ensured that the
pace of the lesson was suitable.
11. The teacher checked on

progress throughout the
session.
12. The teacher ensured that
learning was summarised and
consolidated.
3
Handout D2.S2.H1
The ‘medals and missions’ model for feedback
Pupils need feedback about their progress and not just praise or encouragement. They need
to know:
 What they are aiming for = Goals (learning objectives, the nature of good work,
etc.)
 Where they are now in relation to these goals = Medals
 How to close the gap between where they are now and the goals = Missions.
Medals: This is information about what a pupil has done well. For example, teachers can
write 'Your sentences are correct!' or ‘Good description!’ in the margin next to simple
well-written descriptions of people or objects. Grades and marks are measurements not
medals. Medals are information about what exactly was done well. It is important to
understand that a medal can relate to the process of learning as well as a final product.
Missions: This is information about what the pupil needs to improve, correct or work on. It is
best when it is forward looking and positive. For example, ‘Use capital letters at the
beginning of sentences' or 'Use full stops at the end of sentences.' Again, measurements
such as grades do not give this information.
Remember: See the SoW for the two stars and a wish model. Choose the model that you
find useful with your pupils, or alternate between both models. The important thing to
remember when you give feedback is:
 What you are telling the pupils
 Why you are saying it
 What the pupils will do with it
4
Handout D2.S2.H2
SMART targets
Revise the statements below to make them SMART learning objectives.
By the end of this lesson, pupils will be able to…
1. understand specific details in a reading lesson.
2. like new songs and be happy.
3. describe people using suitable words.
4. talk like a native speaker during the lesson.
5. understand short supported questions.
6. read aloud three sentences as a group.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5
Handout D2.S2.H3
Practising ‘medals and missions’ feedback

Look back at your evaluation forms from this morning (Handout D2.S1.H2). If you delivered a
micro-teaching session then look at your AFTER micro-teaching reflection (Handout D2.S1.H1).
Based on your evaluation/reflection write some ‘medals and missions’ feedback. Set a target for
the next micro-teaching (either for someone who delivered micro-teaching or for yourself if you
did deliver).
Medal
Mission
Target
6
Handout D2.S2.H4
What do you know?

Brainstorm everything you now know about giving feedback.
You can add as many ideas to the mind map as you want.
Giving
feedback
7
Handout D2.S3.H1
Speaking skills matching activity

Match the Speaking sub-skill/strategy to its definition.
Noises that are not full words

but short verbal responses
fluency acknowledging incoming talk
and reacting to it.
Choice of vocabulary and

grammar needs to be
discourse marker appropriate to the
communicative context.
The ability to speak easily

back-channels and accurately.
Participants in a conversation
speak one at a time,
turn-taking constructing contributions
and responding to previous
comments.
Ways in which a speaker

recognises a speech error
suitability and repeats what has been
said with some sort of
correction.
Words or phrases used to

repair strategies mark boundaries in
conversation.
8
Handout D2.S3.H2

Focus
Working
towards A1
2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Give very basic Give simple Ask about and Explain and give Give detailed Give
simple simple personal personal express basic reasons for basic information about detailed
information information information using information using opinions opinions themselves information
intelligibly about fixed phrases basic statements about
themselves themselves
clearly and others
2.1 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2

Communicate Find out simple Find out about Find out about Find out about Find out about Find out about Ask about
simple information from very basic personal and describe and describe and describe and
information others personal information by basic everyday experiences in the experiences up to express
intelligibly information using asking basic routines past now rules and
fixed phrases questions obligations
2.1 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3

Communicate Communicate Express basic likes Give a short Give a short Give a longer Ask for, give and Explain and
simple information simple information and dislikes sequence of basic sequence of basic sequence of basic respond to simple give reasons
intelligibly clearly instructions directions instructions or advice for simple
directions advice
9
Focus
Working towards
A1
2.1 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4

Communicate Communicate Greet, say goodbye, Ask about and Ask about, make and Give reasons for Ask about and Ask about
simple simple and express thanks express ability respond to simple simple predictions describe future plans and
information information using suitable fixed predictions describe
intelligibly clearly phrases future plans
or events
2.1 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5

Communicate Describe Name or describe Describe objects Describe people Describe people, Describe people, Ask about
simple people and objects using using suitable words and objects using and objects using places and objects and
information things clearly suitable words from and phrases suitable words and suitable statements using suitable describe
intelligibly word sets phrases statements personality
Working towards
A1
2.2 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1

Use appropriate Manage No learning standard Keep interaction Keep interaction Keep interaction Keep interaction Keep
communication interaction going in short going in short going in short going in short interaction
strategies appropriately exchanges by using exchanges by exchanges by: exchanges by going in short
suitable non-verbal repeating key words using suitable words asking suitable exchanges by
responses from the other (i) to show questions checking
speaker understanding understanding
(ii) to ask for of what a
clarification speaker is
saying
2.2 2.2.2 2.2.2 2.2.2 2.2.2 2.2.2 2.2.2

Use appropriate Manage Ask for attention or Ask for attention or Ask for attention or Check steps needed Agree a set of Agree a set of
communication classroom help from a teacher help from a teacher help from a teacher to complete short basic steps basic steps
strategies tasks or classmate using or classmate by or classmate by using classroom tasks needed to needed to
appropriately one word or a fixed using suitable suitable questions complete short complete
phrase statements and classroom tasks extended
questions classroom
tasks
2.3 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1

Communicate Communicate Introduce self to an Introduce self and Narrate very short Narrate short basic Narrate short Narrate short
appropriately to a information, audience using fixed others to an basic stories and stories basic stories and stories, events
small or large events and phrases audience using events events and
group stories clearly fixed phrases experiences
to an
audience
Handout D2.S3.H3
Identifying Speaking activities

Complete the table in groups by identifying Speaking tasks for each particular Speaking skill/strategy. The first skill/strategy has been done for
you.
Skills/strategies Application
Fluency Speaking that focuses on meaning rather than accuracy (errors can be corrected afterwards).
Task: Picture information gap: pupils work in pairs and describe their pictures to find differences and similarities.
Accuracy Pupils use and pronounce words and phrases correctly.
Suitability Pupils choose grammar and vocabulary that fit the context in which they are speaking.
Turn-taking Turn-taking skills involve knowing how and when to speak, interrupt or prevent interruptions.
12
Repair When speaking spontaneously, pupils can ‘repair’ parts of the conversation if the listener doesn’t understand and
strategies repeat content as necessary. They can also ask for clarification.
Other areas
Responding Pupils are able to invite responses from others using appropriate language, e.g. “Your turn…”, “Really?” “What
and initiating do you think .. ? etc. They can use gestures for conversation management.
Range of Pupils use a good range of words and grammar appropriate to the context.
vocabulary &
grammar
Discourse Pupils can use specific words and phrases to help organise how they speak.
markers
Handout D2.S3.H4
5-5-1!
Summarise Day 2 Session 3 in 5 sentences
Reduce to 5 words
Now to 1 word
14
Handout D2.S4.H1
Bingo sheet
Complete the bingo sheet using the words in the box below.
Listen to the definitions and a number for a word/phrase below. Match the definition with a word/phrase on the bingo sheet then write down the
definition’s number in that square.
Call out ‘bingo’ when you have a horizontal line of numbered squares.
summative medals & peer-

_________ _________
assessment missions assessment
_________ SMART _________ post-lesson _________
Complete the bingo sheet with these words:

formative prediction
self-assessment pre-lesson fast finishers
assessment
15
Handout D2.S4.H2
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)
LESSON: 2 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Has / Have got…

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Student’s Book p.5 Differentiate learning
Speaking Speaking 1. Play a game to review vocabulary and language from previous Activity 2 according to the needs of
2.1 2.1.5 lesson. your pupils and class. Please
Teacher’s Book see the seven differentiation
Communicate Describe people Lesson delivery p.18-19
simple information and objects using strategies listed in the
intelligibly suitable words and 2. Use flashcards of characters from the textbook to introduce language, Textbook character introduction. Please also
phrases e.g. He/she has got brown hair / I have got brown hair. See also flashcards consider the following:
Teacher’s Book p.18: Grammar Box Ask some pupils for complete
Complementary 3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18-19). sentences, while others may
Skill Complementary Remind pupils of the importance of being sensitive when describing form incomplete sentences at
Listening Skill people (e.g. for the adjective ugly). this stage.
1.2 Listening 4. Continue to monitor pupils as they work in pairs. Note which pupils
Understand 1.2.2 Set different targets for the
are having difficulties or seem to find the activity easy. This will be number of pupils they
meaning in a Understand with useful for pairing and grouping pupils in future lessons.
variety of familiar support specific describe.
contexts information and Post-lesson
For more proficient
details of short
See Before leaving activity (Teacher’s Book p.18). pupils/classes, you could
simple texts introduce a few more
adjectives for describing
people’s appearance or ask
pupils to give longer
descriptions to include be (+
very) + adjective (e.g. She’s
(very) pretty.).
16
Handout D2.S4.H3
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON DEVELOPMENT :
iii. POST-LESSON :
17
Handout D2.S4.H4

them to achieve at the end of the particular lesson? What are the products
that they will produce? What procedures or processes are they using?
2. MATERIALS
your pupils.
2.1. Could you adapt the pre-lesson activity to introduce the topic and/or
2.3. Would using extra visuals help to lessen task difficulty?
word banks, reading/writing frame)?
2.8. Think of a way during the lesson to link the materials to real life (e.g. news,
current event).
19
the Scheme of Work)
lesson?
20
5.1 How will you assess whether your pupils have learned what you want them to
learn?
5.2 How do you want to evaluate your lesson with the pupils?
the lesson?
21
Handout D2.S4.H5
Write a newspaper headline about today’s learning…
22
Handout D3.S1.H1

Complete this self-assessment before and after your micro-teach (see over page).

5. Is there enough support to help with concepts/skills that can

be particularly difficult?
6. Is there support for less proficient pupils who require further
support and extension tasks for more proficient pupils to
further their learning?
8. Are formative assessment strategies incorporated? If yes,

describe them.
9. Is there a post-lesson activity that checks and consolidates

learning?
1
1. Were your learning objectives achieved? How do you know?

lesson delivery)


plan?

lesson?
successfully?
Any other comments
2
Handout D3.S1.H2: Micro-teaching evaluation form

Success criteria Dis- Not Dis- Not Dis- Not
Agree Agree Agree

English.

engaging.


session.
consolidated.
3
Handout D3.S1.H3
‘Medals and missions’ feedback

Use this form to write some ‘medals and missions’ feedback for your colleagues delivering
the micro-teaching sessions.
Medal(s)
Mission(s)
4
Handout D3.S1.H4
Targets and actions

Use this form for target setting and actions for how to achieve the target(s).
Target(s) — make them SMART!
Action(s)
5
Handout D3.S2.H1

Focus
Working A1 A1 A2 Mid
A1 High A2 Low
towards A1 Low Mid
3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1

Understand a Understand the Understand the Understand the Understand the Understand the Understand the Understand the
variety of linear main idea in a main idea of main idea of main idea of main idea of main idea of simple main idea of
and non-linear variety of text very simple simple short simple simple texts of texts of two simple longer
print and digital types on phrases and sentences texts one or two paragraphs or texts
texts by using familiar topics sentences paragraphs more
appropriate
reading strategies
3.2 3.2.2 3.2.2 3.2.2 3.2.2 3.2.2 3.2.2

Understand a Understand Understand Understand Understand Understand Understand Understand
variety of linear specific details specific specific specific specific specific information specific
and non-linear in a variety of information and information and information and information and and details of two information and
print and digital text types on details of very details of simple details of short details of simple paragraphs or details of
texts by using familiar topics simple phrases sentences simple texts texts of one or more simple longer
appropriate and sentences two paragraphs texts
reading strategies
3.2 3.2.3 3.2.3 3.2.3 3.2.3 3.2.3 3.2.3

Understand a Use appropriate i) Use visuals on i) Reread a Guess the Guess the Guess the Guess the
variety of linear word attack the page to help word, phrase or meaning of meaning of meaning of meaning of
and non-linear skills to understand a sentence to unfamiliar words unfamiliar words unfamiliar words unfamiliar
print and digital understand word or phrase understand from clues from clues from clues words from
texts by using specific ii) Identify and meaning provided by provided by title provided by title, clues provided
appropriate meaning remember high ii) Ignore visuals and the and topic topic, and other by other known
reading strategies frequency sound unknown words topic known words words and by
and letter in order to context
patterns understand a
phrase or
sentence
6
Working towards A1 A1
A1 High A2 Low A2 Mid
A1 Low Mid
3.2 3.2.3 3.2.3 3.2.3 3.2.3 3.2.3 3.2.3

Understand a Use appropriate i) Use visuals on the i) Reread a word, Guess the Guess the Guess the meaning Guess the
variety of linear word attack page to help phrase or meaning of meaning of of unfamiliar words meaning of
and non-linear skills to understand a word or sentence to unfamiliar words unfamiliar words from clues provided unfamiliar
print and digital understand phrase understand from clues from clues by title, topic, and words from
texts by using specific meaning ii) Identify and meaning provided by visuals provided by title other known words clues provided
appropriate remember high ii) Ignore unknown and the topic and topic by other known
reading frequency sound and words in order to words and by
strategies letter patterns understand a context
phrase or
sentence
3.2 3.2.4 3.2.4 3.2.4 3.2.4 3.2.4 3.2.4

Understand a Use appropriate Use with support a Use a picture Recognise and use Recognise and use Use with support Use with some
variety of linear basic dictionary simple picture dictionary to find, with support key with little or no familiar print and support familiar
and non-linear skills dictionary to find, list list and categorise features of a support key digital resources to print and digital
print and digital and categorise words words from Year 2 simple monolingual features of a check meaning resources to
texts by using from Year 1 topics and topics and themes dictionary simple monolingual check meaning
appropriate themes dictionary
reading
strategies
3.3 3.3.1 3.3.1 3.3.1 3.3.1 3.3.1 3.3.1

Read Read and Read and enjoy simple Read and enjoy Read and enjoy A1 Read and enjoy A1 Read and enjoy A2 Read and enjoy
independently understand a print and digital games simple print and fiction/non-fiction fiction/non-fiction fiction/non-fiction A2 fiction/non-
for information variety of fiction at word level digital games at print and digital print and digital print and digital fiction print and
and enjoyment and non-fiction sentence level texts of interest texts of interest texts of interest digital texts of
texts with interest
confidence and
enjoyment
7
Handout D3.S2.H2
Ordering Reading skills procedures

Put the procedures for teaching Reading skills (1-8 below) into typical order. The first one
has been done for you.
Stage Procedure and Purpose

1. Warm up activity to set the scene, raise interest, anticipate content
Pre-lesson:
(before reading)
Lesson delivery:
Main idea task
(‘while reading’)
Lesson delivery:
Detailed task
(‘while reading’)
Post-lesson:
(‘after reading’)
1. Warm up-activity to set the scene, raise interest, anticipate content

2. Set a time limit and ask what a text is about to find the main idea of a text
3. Compare whole group answers (whole class feedback) to allow pupils to confirm details
4. Allow pupils to read (with a purpose) for the first time to get an overall idea of the text
5. Pre-teach vocabulary to remove obstacles to reading (only items necessary for the task)
6. Let pupils compare ideas (also known as ‘pair check’ or ‘peer feedback’) to check they
have understood what a text is about.
7. Give a follow-up task (vocabulary development, discussion, writing etc.) to develop skills
8. Let pupils read (purposefully) again to find details in a text
8
Handout D3.S2.H3
Categorising Reading skills tasks

Consider the tasks below and decide if each task would be:
1) To do as a pre-lesson activity
2) To do as a lesson delivery activity – the main idea
3) To do as a lesson delivery activity – specific information and details
4) To do as a post-lesson activity
READING SKILLS TASKS
1. …read the title and predict content 10. … before reading, write/say words
about what you already know about
2. …use key words to re-tell the text the topic of a text
3. … identify the purpose of the text 11. … answer True/False questions
4. … (if there are a number of short texts) 12. ... draw or label a picture
decide: which they prefer / which is
closest to their country / family / their
situation etc. 13. …make simple summaries
5. … try to guess what the content is from 14. … say how you feel about a text
pictures / some key words / phrases from
the text 15. … prepare two questions about the
text – then give them to another group
6. … order some pictures which relate to the
to answer
main points of the text, then read the text
to check their ideas
16. … correct false information
7. …decide on what you want to know
about the content (e.g. for a story PET 17. … underline words / phrases which
DOG SAVES FAMILY) mean the same as …
8. … complete sentences or tables

18. … say which part is most interesting,
9. … look for examples of language in the etc.
text (e.g. adjectives of size)
9
Handout D3.S3.H1
Evaluation tree
Where do you feel you are on the tree in relation to the planning and delivery of the
micro-teaching sessions?
10
Handout D3.S3.H2
SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)
LESSON: 3 (Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Numbers up to 100 /
Have you got..? Yes, I have. / No, I haven’t

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Student’s Book p.6 Differentiate learning
Reading Reading 1. Review previous learning by playing a Guess who game as a Activity 1, p.7 Activity 2 according to the needs of
3.2 3.2.2 whole class. your pupils and class. Please
Teacher’s Book p20 see the seven differentiation
Understand a Understand specific Lesson delivery
variety of linear information and Numbers flashcards strategies listed in the
and non-linear details of short 2. Follow with Warm up activity (See Teacher’s Book, p20). introduction. Please also
For next lesson, make consider the following:
print and digital simple texts 3. Extend with a numbers game to consolidate numbers 1-100 if sure pupils bring their
texts by using necessary. Monitor closely to see whether pupils are comfortable notebooks to create Pupils may need more time to
appropriate with numbers up to 100. If some are having difficulty, build in extra their learning diaries. review numbers (see step 2).
reading strategies practice in this lesson (see step 2) and in the next few lessons.
Consider setting a homework task related to this. Fast finishers could ask each
Complementary other how many shells they
4. Follow with Activity 1 (Teacher’s Book p.20). Pupils follow the have.
Skill words on the page with their finger as they listen to the recording.
Reading Complementary
3.2 Skill 5. Then follow Teacher’s book p.20 for Activity 2.
Understand a Reading Post-lesson
variety of linear 3.2.3 Play a stand up if it’s true – sit down if it’s false game using
and non-linear Guess the meaning have/has got.
print and digital of unfamiliar words
texts by using from clues provided
appropriate by visuals and the
reading strategies topic
11
Handout D3.S3.H3
Lesson plan template
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
12
Handout D3.S3.H4

them to achieve at the end of the particular lesson? What do you expect the
pupils to produce? What procedures or processes are they using?
13
2. MATERIALS
your pupils.
2.1. Could you adapt the pre-lesson activity to introduce the topic and or
2.3. Would using extra visuals help to reduce task difficulty?
word banks, reading/writing outline)?
2.8. Think of a way during the lesson to link the materials to real life (e.g. pupil’s
family or daily life).
14
the Scheme of Work)
lesson?
15
5.1 How will you assess whether the pupils have learned what you want them to
learn?
the lesson?
16
Handout D3.S4.H1




describe them.
9. Is there a post-lesson activity that checks and consolidates

learning?
17
1. Were your learning objectives achieved? How do you know?

lesson delivery)


plan?

lesson?
successfully?
Any other comments
18

Agree Agree Agree

English.

engaging.


session.
consolidated.
Add your own success criteria

(continue over page)
19
Agree Agree Agree
20
Handout D3.S4.H3

the micro-teaching sessions.
Medal(s)
Mission(s)
21
Handout D3.S4.H4
Targets and actions

Action(s)
22
Handout D4.S1.H1
Poem about language learning

Follow the instructions to create a poem about language learning.
1. What would you like to do now instead of this training session? Write down
verbs in the –ing form (e.g. dancing; playing the guitar; sleeping).
2. Complete the sentence below using your –ing words/phrases from part 1
above:
Learning a language is like…
3. Finish the sentence (Learning a language is like…) in four different ways.

Each sentence is a line of your poem.
You can also try using other sentence starters:

Learning new words is like…
Learning grammar is like…
4. Share your poems in your groups.
2
Handout D4.S1.H2

Working towards A1 A1 Low A1 Mid A1 High A2 Low A2 Mid
4.1.1
4.1 i) Demonstrate fine motor control of 4.1.1 4.1.1 4.1.1 4.1.1 4.1.1
Form letters Develop hands and fingers by using pen or No learning No learning No learning No learning No learning
and words in prewriting pencil correctly standard standard standard Standard standard
neat legible skills* ii) Demonstrate correct posture and
print using pen hold grip
cursive writing *Preliterate iii) Develop hand-eye coordination
children only
through drawing lines and patterns
4.1.2 4.1.2
4.1 i) Form upper and lower case letters of No learning 4.1.2 4.1.2 4.1.2 4.1.2
Form letters Develop early regular size and shape** standard Begin to use Use cursive No learning No learning
and words in writing skills* **preliterate children only cursive writing in written standard standard
neat legible ii) write letters and words in a straight handwriting in a work*
print using *all children line from left to right with regular limited range of
cursive writing spaces between words and spaces* written work* *all children
*all children
iii) copy letters and familiar high *all children
frequency words and phrases
correctly* *all children
4.2 4.2.1
Communicate Communicate Give very basic personal information 4.2.1 4.2.1 4.2.1 4.2.1 4.2.1
basic basic using fixed phrases Ask for and give Express simple Explain and give Give detailed Give detailed
information personal basic personal opinions reasons for information information
intelligibly for a information information using simple opinions about about
range of clearly basic questions themselves themselves
purposes in and statements and others
print and
digital media
3
Focus
Working towards
A1
4.2
Communicate 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2
basic information Communicate Greet, say Express simple Make and give Make and respond Ask for, give and Describe future
intelligibly for a basic goodbye, and ability reasons for simple to simple offers and respond to simple plans or events
range of purposes information express thanks predictions invitations advice
in print and digital clearly using suitable fixed
media phrases
4.2
Communicate 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3
basic information Communicate Express basic likes Write short familiar Give simple Describe basic Narrate factual Narrate factual
intelligibly for a basic and dislikes instructions directions everyday routines events and and imagined
range of purposes information experiences of events and
in print and digital clearly interest experiences
media
4.2
Communicate 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4
basic information Describe Name or describe Describe objects Describe people and Describe people Describe people, Describe
intelligibly for a people and objects using using suitable objects using suitable and objects using places and personality
range of purposes things clearly suitable words from words and phrases words and phrases suitable statementsobjects using
in print and digital word sets suitable
media statements
4.2 4.2.5 4.2.5
Communicate 4.2.5 4.2.5 4.2.5 4.2.5 Connect Connect
basic information Organise basic Connect words and Connect words and Connect sentences Connect sentences sentences into sentences into
intelligibly for a information proper names using phrases using basic using basic into a coherent one or two two coherent
range of purposes appropriately ‘and’ coordinating coordinating paragraph using coherent paragraphs or
in print and digital conjunctions conjunctions basic coordinating paragraphs using more using basic
media conjunctions and basic coordinating coordinating
reference pronouns conjunctions and conjunctions and
reference reference
pronouns pronouns
4
Learning Learning Learning Learning Learning Learning
Content Standard Focus
Working towards
A1
4.3 4.3.1 4.3.1 4.3.1 4.3.1 4.3.1 4.3.1

Communicate with Punctuate Use capital letters Use capital letters Use capital letters, Use capital letters, Use capital Use capital
appropriate texts appropriately in and full stops full stops and full stops, question letters, full stops, letters, full stops,
language form and appropriately personal and place appropriately in question marks marks and commas commas in lists commas in lists,
style for a range of names guided writing at appropriately in in lists appropriately and question question marks,
purposes in print sentence level guided writing at in guided writing at marks and speech
and digital media sentence level discourse level appropriately in marks
independent appropriately at
writing at discourse level
discourse level
4.3 4.3.2 4.3.2 4.3.2 4.3.2 4.3.2 4.3.2

Communicate with Spell high Spell familiar high Spell a narrow Spell an increased Spell most high Spell a range of Spell most high
appropriate frequency frequency words range of familiar range of familiar high frequency words high frequency frequency words
language form and words accurately high frequency frequency words accurately in guided words accurately accurately in
style for a range of accurately words accurately in accurately in guided writing in independent independent
purposes in print guided writing writing writing writing
and digital media
4.3 4.3.3 4.3.3 4.3.3 4.3.3 4.3.3 4.3.3

Communicate with Plan, draft Plan, and write Plan, draft and write Plan, draft and write Produce a plan or Produce a plan or Produce a plan
appropriate and edit work words and phrases simple sentences an increased range draft of one draft of one or two or draft of two
language form and appropriately of simple sentences paragraph for a paragraphs for a paragraphs or
style for a range of on familiar familiar topic and familiar topic and more for a
purposes in print topics modify this modify this familiar topic and
and digital media appropriately in appropriately in modify this
response to response to appropriately in
feedback feedback response to
feedback
5
Handout D4.S1.H3
Process-focused versus product-focused in writing

Which of the writing skills in the table below are more process-focused and which are more
product-focused?
Write ‘product’ or ‘process’ next to each item.
Product-focused or
Writing skill
process-focused?
1. Choose the correct formats and layout (e.g. adding headings
or titles as necessary)
2. Draft the writing
3. Edit and redraft the work
4. Spell accurately and write legibly.
5. Correct the work
6. Use punctuation
7. Select appropriate content
8. Use grammar and vocabulary accurately
9. Identify the purpose and audience for the writing
10. Organise ideas logically
11. Brainstorm ideas about content
6
Handout D4.S1.H4
Examples of writing tasks

Discuss in your groups: Which of these writing tasks would your pupils enjoy and why?
1. Write a poem
Give pupils some vocabulary to integrate into a poem, or supply a
topic or picture and let them choose the vocabulary.
2. Create a story
Put pupils in groups and ask them to create a story.
3. Cartoon or picture speech bubble

Pupils draw a picture in a particular setting and show what the
characters in the picture are saying.
4. Have a story competition

Give pupils six pictures and ask them to create a short story around
them, then vote on the best.
5. Copy model words or sentences

Pupils copy example words or sentences to improve handwriting.
6. Create a writing journal

Pupils create a section in their notebook to write a sentence or
paragraph about their day or the things they enjoyed in class.
7. Write in their learning diaries

Pupils write their thoughts on their learning.
8. Create a class blog

Groups create a class blog.
9. Create a class magazine

Pupils create a class magazine with short stories.
10. Create picture captions

Pupils write captions for pictures they draw about different topics.
7
Handout D4.S1.H5
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 4 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Has / Have got

LEARNING OUTLINE
Main Skill Main Skill Pre-lesson Teacher’s Book p.20 Differentiate learning
Writing Writing 1. Play a word game to review family words (e.g. brother, sister, according to the needs of
Family flashcards your pupils and class. Please
4.2 4.2.4 aunt, uncle, cousin). You could choose an appropriate pre-lesson
Communicate Describe people activity from the list in the introduction that suits your pupils’ needs Worksheet for drawing see the seven differentiation
basic information and objects using and interests and that will review language and/or vocabulary and and writing (see strategies listed in the
intelligibly for a suitable words and prepare the pupils for the lesson. suggestion below) introduction. Please also
range of purposes phrases consider the following:
Lesson delivery
in print and digital Provide a gapped text on the
media 2. Build model sentences on the board about pupils’ families/your worksheet for pupils to
own family: My name’s Hana. I’ve got three sisters and two complete or provide/hide
Complementary brothers. Try to elicit as much language from pupils as possible. model sentences on the
Skill 3. Pupils complete worksheet by drawing a picture of themselves board
Writing Complementary and writing about their family under it. Tell pupils that the work will
4.1 Skill be displayed so they should take care with handwriting and Some pupils could write more
Form letters and Writing neatness. Display the pictures in the classroom. detail about themselves on
words in neat 4.1.2 the worksheet or ask more
4. Review questions Has he/she got a brother? How many has questions in the guessing
legible print using Begin to use cursive he/she got? by asking some pupils. You could also follow
cursive writing handwriting in a game, e.g. about
Teacher’s Book p.20 Grammar Box here.
limited range of appearance.
written work 5. Pupils move to the classroom display. Play a guessing game
using the worksheets displayed:
P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
8
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson:
6. Ask pupils some general questions about the display of their work,
for example to find a well-drawn picture or some neat handwriting.
7. Learning diaries:
Tell pupils that each one is going to create their own diaries to write
their thoughts. The diary can be a small section in their notebooks.
Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of in their English
Pupils may begin the year reflecting in their first language and at a
very basic level (simple words). Encourage pupils to begin to reflect
more deeply and using more English as the year goes on. Some
pupils will be more able to do this than others. Support pupils who
may need some help and encourage everyone to complete their
diaries. Ensure you allocate time for this activity in your lesson plan.
After the lesson, collect pupils’ writing. Review their work and note
common mistakes or problems. Add supportive and constructive
feedback comments to their work and put the worksheets back on
display in the classroom if possible.
Suggested material for Lesson 4:
Develop a worksheet that gives space for pupils to draw a picture of themselves. Add lines under the picture so pupils can write sentences about themselves and their families. For
example:
9
Name: _______________ Class: ________ Date: __________
A picture of me
About me:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
10
Handout D4.S1.H6
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA/L Arts :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
11
Handout D4.S1.H7

12
2. MATERIALS
your pupils.
Think of a way during the lesson to link the materials to real life (e.g. news,
current event).
13
the Scheme of Work)
lesson?
14
5.1 How will you assess whether the students have learned what you want them
to learn?
the lesson?
15
Handout D4.S2.H1
Report on the previous session

Write a brief report of 5 lines on the previous session as if reporting back to a colleague.
16
Handout D4.S2.H2
Think, pair, and share these issues in developing writing in primary classes.
Propose at least two strategies for helping teachers and pupils to overcome each of the issues.
A. The mechanics of writing B. Developing spelling
What should you do to … What should you do to …
 help pupils to link the sound of a  help develop pupils’ ability to

word to the letter that represents spell familiar high frequency
that sound? phonic words?
 help pupils to form upper- and  help develop pupils’ ability to
lower-case letters of the same spell familiar high frequency non-
size and shape? phonic words?
 introduce cursive handwriting in  improve pupils’ accuracy and
some of pupils’ written work? independence at spelling?
C. Correcting written errors D. Writing in a group
What should you do … What should you do when …
 when there are a lot of mistakes  the group chatters and does not
in a piece of writing? focus on the Writing task?
 to make error correction writing  one person in the group
an effective tool to improve dominates and doesn’t give the
learning? other members a chance?
 to help pupils become more  one person in the group does the
independent at correcting their work and the others do not
own work? contribute?
17
Handout D4.S3.H1

Before the micro-teach Yes Partially No
1. Are the learning objectives SMART?



describe them.
1. Is there a post-lesson that checks and consolidates

learning?
18
After the micro-teach Yes Partially No
1. Were the learning objectives achieved? How do you know?

activate prior learning/knowledge and prepare pupils to
lesson delivery)
4. Was the teaching delivery clear and engaging? Give

5. Did you differentiation strategies work according to the plan?

amend your timing for next time you deliver the same
lesson?
successfully?
Any other comments
19

Agree Agree Agree

English.

opportunities to practise new
skills.
engaging.


session.
consolidated.

20
Agree Agree Agree
21
Handout D4.S3.H3

Use this form to write some ‘medals and missions’ feedback for your colleagues delivering the
micro-teach sessions.
Medal(s)
Mission(s)
22
Handout D4.S3.H4
Targets and actions

Action(s)
23
Handout D4.S4.H1

Working
towards A1
5.1 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2

Enjoy and Say the words i) simple chants In addition to Year In addition to Year 2 No learning No learning No learning
appreciate rhymes, in simple texts, and raps 1 text types: simple text types: simple standard standard standard
poems and songs and sing ii) simple rhymes songs poems
simple songs iii) simple action
with intelligible songs
pronunciation,
rhythm and
intonation
5.2 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1

Express personal Identify, Name people, Name people, Ask and answer Say in simple words Explain in simple Describe in
responses to analyse and things or places of things, actions, or simple questions and phrases how a language why simple language
literary texts respond to interest in places of interest in about characters, text makes them they like or dislike a character’s
elements in illustrations texts actions and events of feel an event, actions or
texts accompanying interest in a text description or feelings and
texts character in a text explain the
reasons for them
24
Working
towards A1
5.3 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1

Express an Plan, prepare Respond Respond Respond Respond Respond Respond
imaginative and produce imaginatively and imaginatively and imaginatively and imaginatively and imaginatively and imaginatively and
response to literary creative work intelligibly through intelligibly through intelligibly through intelligibly through intelligibly through intelligibly
texts with a focus on creating simple art creating simple creating simple creating simple creating simple through creating
language use and craft products short chants or raps action songs on picture stories, role-plays and simple stories
familiar topics simple poems and simple poems and simple
cartoon stories poems
Other imaginative Other imaginative Other imaginative Other imaginative Other imaginative
responses as responses as responses as responses as responses as Other imaginative
appropriate appropriate appropriate appropriate appropriate responses as
appropriate
25
Handout D4.S4.H2: Game of one-minute reflections
Talk about
Talk about
Talk about pupil peer-
START ideas for
wait time assessment
FINISH
Writing tasks
tasks
Talk about the Talk about

Talk about how
differences Talk about ways to
to use the MoE
between something you support less
documents for
summative and want to find proficient
planning
formative out more about pupils in
lessons.
assessment lessons
Talk about
Talk about the
Talk about different ways
link between
something new Move back (or methods) of
the new
you learnt three squares collecting
curriculum and
today feedback from
the CEFR
pupils
Talk about
Talk about how
skills that Talk about Talk about
your hopes for Talk about
pupils need to Move ahead what you liked pupil self
this training ideas for LArts
practise in two squares best about assessment
course have lesson tasks
Writing today tasks
been met so far
lessons
26
Day 5 Handouts
1
Handout D5.S1.H1
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON (Unit 1)
LESSON: 5 (Language Arts 1) MAIN SKILL(S) FOCUS: Language Arts THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: He’s/She’s… / ‘s

got…

LEARNING OUTLINE
In this lesson, pupils will make a class year book in groups. This can either be put together Prepare and Differentiate
Main Skill Main Skill as a book, which can be copied for each pupil to take home, or it could be an open book,
Language Arts Language Arts write a sentence learning according
displayed on the wall. (using the target to the needs of your
5.3 5.3.1 Pre-lesson
Express an Respond structure) about pupils and class.
1. Distribute the sentence papers, one to each pupil. The pupil should read the sentence and each pupil on a Please see the
imaginative imaginatively try to guess who it is about. They should find that pupil and check. Feed back by asking
response to and intelligibly strip of paper seven differentiation
pupils to read the sentence to the class. strategies listed in
literary texts through creating Lesson delivery A digital camera
simple action the introduction.
2. Put pupils in groups of 5-6 pupils. Give each pupil in the group a number or letter, e.g. and computer to Please also
songs on familiar Pupil A, B, C, etc. Ask pupils to write two sentences about another pupil in the group (Pupil upload and print
topics. Other consider the
A about pupil B, pupil B about pupil C, etc.) in their notebook. out photos following:
imaginative 3. Monitor as pupils write and support them as necessary. Encourage pupils to support each
responses as Plain paper, Ask pupils to write
other in their groups. As you monitor, you could take a photo of each group. When groups
appropriate. string and two or more
are finished, they can help you to upload and print out the photo of their group.
scissors (if
4. Ask each group to check each other’s sentences and to discuss any changes that are sentences about
Complementary Complementary making a wall the pupil in the
needed before writing a final version.
Skill Skill display) group
Writing Writing For a wall display:
Pupils write on a small piece of paper. They will then put up the photo on the display with the Plain paper, glue You could ask more
4.3 4.3.3 and ruler (if
Communicate Plan, draft and papers around it and a piece of string connecting it to the picture of the pupil it describes. proficient pupils or
For a class book: making a class groups to write
with appropriate write an book)
language form increased range Pupils stick the photo in the middle of the page and write the descriptions around it, some questions for
and style for a of simple connecting them to the pupil in the photo with a line. their classmates
Post-lesson about the photos
range of sentences
purposes in print Encourage pupils to look at the display/book by asking questions. You could, for example,
and digital media ask pupils to tell you what they like about each group’s work, or you could play a Find
someone who.. game (e.g. Find someone who has curly hair / Which group has two pupils
who have long hair etc). Use this to see pupils’ progress).
2
Handout D5.S1.H2
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
3
Handout D5.S1.H3
Developing a lesson
4
2. MATERIALS
your pupils.
current event).
5
the Scheme of Work)
lesson?
6
5.1 How will you assess whether the students have learned what you want
them to learn?
the lesson?
7
Handout D5.S2.H1




describe them.

learning?
8

lesson delivery)

5. Did you differentiation strategies work according to the plan?

lesson?
successfully?
Any other comments
9

Agree Agree Agree

English.

skills.
engaging.


session.
consolidated.

10
Agree Agree Agree
11
Handout D5.S2.H3

the micro-teach sessions.
Medal(s)
Mission(s)
12
Handout D5.S2.H4
Targets and actions

Action(s)
13
Handout D5.S2.H5
Top tips
Write down your 5 top tips or golden rules about planning Language Arts lessons.
Tip 1
Tip 2
Tip 3
Tip 4
Tip 5
14
Handout D5.S3.H1
Help a colleague
First, role-play a dialogue about a Language Awareness lesson between two teachers to
express the views of a teacher with traditional views and another teacher who supports the
values of and ideas in the new curriculum framework.
I like participation,
active learning, shared
learning objectives …
I like grammar,
worksheets, quiet
pupils, lots of teacher
talk …
Now suggest tips to advise a colleague on some desirable features in Language Awareness
classes.
Teachers should … Teachers should not …
Teachers should … Teachers should not …
Pupils should … Teachers should not …
Pupils should … Teachers should not …
15
Handout D5.S3.H2
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON
LESSON: 16 (Language Awareness 1) MAIN SKILL(S) FOCUS: Reading THEME: World of Self, Family and Friends
WEEK:
TOPIC: Welcome! CROSS CURRICULAR ELEMENT(S): Language LANGUAGE/GRAMMAR FOCUS: Review of Unit 1
forms

LEARNING OUTLINE
Main Skill Main Skill Use your notes made on pupils during this unit to adapt this plan so Depending on your Differentiate learning
Reading Reading your lesson reviews areas needed by your pupils. You might consider focus: according to the needs of
3.2 3.2.2 using some of the material as a homework task, if appropriate. your pupils and class. Please
Worksheets (see see the seven differentiation
Understand a Understand specific Plan a language awareness lesson which focusses on consolidating below)
variety of linear information and strategies listed in the
and extending the main language points in Unit 1 according to the introduction. Please also
and non-linear details of short needs of your pupils: Flashcards of
print and digital simple texts characters from consider the following:
texts by using have got (Greg & Anna, You could offer pupils a
appropriate can Student’s Book p.6) choice of these activities or
reading strategies be (+ adjective) (+time expression) you could ask different pupils
Action cards
Within the topic of Welcome! to do different activities
Complementary Toy clocks depending on their individual
Skill Complementary Pre-lesson needs, based on formative
1. Choose an appropriate pre-lesson activity from the list in the GS p.14 Activities 1
Writing Skill assessment in this unit.
introduction that suits your pupils’ needs and interests and that will and/or 2 and/or 3
4.3 Writing
Communicate 4.3.1 prepare the pupils for the lesson. Self-assessment Have pupils do more activities
with appropriate Use capital letters, worksheets and/or make their own
Lesson delivery activities.
language form full stops and
and style for a question marks Have got:
range of purposes appropriately in 2. Show flashcards of characters from the textbook. Elicit sentences
in print and digital guided writing at about the characters He/She has got. Write the sentences on the
media sentence level board and put the pictures next to them. Ask pupils why we use he or
she. Ask the pupils if we use has got or have got with he and she.
3. Next elicit sentences from pupils about themselves. Ask pupils to
come to the board, write their name and write a sentence about
16
themselves I have got… Ask pupils questions about the form with I
(have got).
4. Next pupils complete Section A & B of the worksheet (see below)
5. Feed back on the answers as a whole class. Note any common
problems or mistakes and review as necessary.
Can:
6. Using action cards, model I can/can’t … with three or four cards. Drill
(pupils listen and repeat) the sentences if necessary. Ask pupils to tell
their partners two things they can and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I
can’t in a similar way and have pupils ask each other in pairs about
two activities.
8. Next pupils complete Section C of the worksheet (see below).
9. Feed back on the answers as a whole class. Note any common
problems or mistakes and review as necessary.
be + time expression
10. Using the toy clocks, review time expressions (on the hour and
half past). Elicit It’s x o’clock. / It’s half past X. and write on the board.
Have pupils work in pairs with a clock and tell the time to each other.
11. Next pupils complete Section D of the worksheet (see below).
Note: You could also make use of the review activities in Revision
(Student’s Book p.14 / Teacher’s Book p.30-31) and/or consider offering
pupils a choice of activities, from the optional activities described on
Teacher’s book p.31.
Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and
how well they feel they know the language now. They should
complete the How did I do in Unit 1? self-assessment section of the
worksheet.
Collect the worksheets from the pupils and review them to note pupils’
performance. If there are any areas of concern, prepare a review of
these in upcoming lessons.
17
Worksheet for Lesson 16 (Language Awareness 1)
Unit 1: Welcome!
Language Awareness
Name: _________________________________ Class: ______________
A: Read and draw
Laila is a girl.
She has got long, straight, black hair.
She has big brown eyes.
She’s pretty.
B: Read and circle the correct answer
1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.
3. I has got / have got seven shells. 4. You has got / have got two brothers.
C: Unscramble the words to write a full sentence. Don’t forget punctuation!
1. play / she / piano / can / the

___________________________________________
___________________________________________
2. can / dive / he /
___________________________________________
he / no / can’t
___________________________________________
3. they / can / swim

___________________________________________
can / yes / they
___________________________________________
18
D: Read and draw the time on the clocks.
It’s five o’clock. It’s eleven o’clock.
It’s half past two. It’s half past three.
How did I do in Unit 1? Put ✔ next to Great, OK, or A little.
In English, I know how to…
say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____
19
Handout D5.S3.H3
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
20
Handout D5.S3.H4
Developing a lesson
21
2. MATERIALS
your pupils.
2.14. What extra support for language can you find (e.g. dictionaries,
glossary, word banks, reading/writing outline)?
current event).
22
the Scheme of Work)
lesson?
23
5.4 How will you assess whether the students have learned what you want them
to learn?
the lesson?
24
Handout D5.S4.H1




describe them.

learning?
25

lesson delivery)


plan?

lesson?
successfully?
Any other comments
26

Agree Agree Agree

English.

skills.
engaging.


session.
consolidated.

27
Agree Agree Agree
28
Handout D5.S4.H3

Use this form to write some ‘medals and missions’ feedback for your colleagues delivering the
micro-teach sessions.
Medal(s)
Mission(s)
29
Handout D5.S4.H4
Targets and actions

Action(s)
30
Handout D5.S4.H5
End of course action plan

Look back through your learning journal entries, micro-teach evaluation forms, the ‘medals and
missions’ and post-micro-teach target setting forms.
Set some end of course SMART targets and actions that you will now take with you from this training.
Action(s)
31

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Curriculum Induction Training 2018

Day 1 Handouts – Primary

CEFR global scale descriptors and levels

Can understand with ease virtually everything heard or read. Can

C2 reconstructing arguments and accounts in a coherent presentation. Can

Can understand a wide range of demanding, longer texts, and recognise

information on familiar and routine matters. Can describe in simple terms

Odd one out

Principles underlying the CEFR

2. Pupils need to engage with texts –

How the CEFR supports teaching and learning

4. Informing feedback to 5. Providing an 6. Checking pupils’

7. Evaluating language 8. Developing learning 9. Devising assessment

Examples of Content and Learning Standards in the new

Content Learning Learning Learning Learning Learning Learning

1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1

Content Learning Learning Learning Learning Learning Learning

3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1

Understanding the terms used in the Learning Standards

Listening 1.3.1 Speaking 2.2.1

Writing 4.3.2 Reading 3.3.1

Speaking 2.1.2 Listening 1.1.1

Listening 1.2.3 Writing 4.2.1

C. basic everyday routines

D. a range of target language phonemes

Self-assessment checklist on MoE documents

Statement I understand I almost get I don’t

1. I understand how the CEFR can be used to

2. I understand how the CEFR descriptors are used

3. I understand how Content and Learning

4. I understand how the Schemes of Work are

5. I understand how the Schemes of Work can be

6. I understand how lesson Learning Objectives are

7. I understand all the relevant skills that pupils

Two words that have made an

Three key words that are important

Summative vs. formative assessment

2 Usually summarises information into marks, scores and grades. S

3 Designed to assist teachers and pupils.

5 Focuses on improvement and progress towards a learning goal.

6 Assessment for learning

8 Final and one-way; presented in a formal report.

Usually compares the pupil’s learning either with other pupils or

Given at the end of the year or a unit to check a pupil's learning

Checks learning throughout teaching to determine progress and

Usually detailed, specific, and provides descriptive feedback in

Formative assessment – key concepts

Pre-lesson and post-lesson

Find someone who…

Find someone who… Name

1. … knows what WALT stands for.

2. … can explain what feed-forward means.

3. … knows what an exit card is.

4. … can give an example of a quick scan technique.

5. … can give an example of a post-lesson activity to use at the

6. … knows what learning objectives are.

7. … can give an example of a pre-lesson activity.

8. … knows the difference between open and closed questions.

9. … can explain what think/pair/share refers to.