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1
The Professional Development Project for English Language Supervisors and Teachers
Kingdom of Saudi Arabia
Ministry of Education
Deputy of Education
The Professional Development Project for
English Language Supervisors and Teachers
Effective Primary
Teaching
" No Child is Left Behind "
Prepared by:
Ibrahim Shaher Lina M. Bayazid
Sanad Al Dhufiri Dalal Al Shemmary
First Edition 1436 H.
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The Professional Development Project for English Language Supervisors and Teachers
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The Professional Development Project for English Language Supervisors and Teachers
EEffffeeccttiivvee PPrriimmaarryy
TTeeaacchhiinngg
First Training Session 135 Minutes
Introduction
Characteristics of Young Learners
Second Training Session 135 Minutes
Language Learning and
Acquisition
How Do Children Differ?
Day 1
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The Professional Development Project for English Language Supervisors and Teachers
INTRODUCTION
Interest in the teaching of English to younger learners has been steadily
growing in recent years. It has been applied in many private schools all over the
world. Ministries of education have begun to respond to this demand, too.
Primary language teachers need special skills. They have a much wider
responsibility than teachers of other stages. For them, helping the child to learn
and develop is more important than learning the language.
This training package includes the latest developments on language learning
at primary level, how children think and learn, teaching methodologies, effective
classroom management techniques, characteristics of young learners,
characteristics of a successful young teacher, how teaching young learners differ
from teaching adults, the differences between language acquisition and language
learning and the roles of teaching resources. Wherever possible, we have included
activities to illustrate and support our points and we would like to encourage our
trainees to take on a reflective and analytical role so that they may make informed
choices about what will work best in their classes.
We hope you will find some valuable information and
applicable ideas to contribute to a fruitful language
classroom
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The Professional Development Project for English Language Supervisors and Teachers
INDEX
Session Subject Page
Introduction 4
Index 5
Package Guide 6 - 7
Trainees' Instructions 8
Training Schedule 9
Getting to Know Each Other 10
Training Tasks 11
First Day
1st.
Defining Young Learners 12-14
Teaching Young Learners VS. Teaching
Adults 15-17
Language Learning and Acquisition 18-29
2nd
. The Successful Young Learners' Teacher 30-38
How Do Children Differ ? 39-44
Second Day
1st.
Successful Teaching Methods for Young
Learners 45-59
Classroom Management 60-69
2nd
.
Tools for The Young Learners 70-92
Correcting Errors 93-95
Assessment 96-102
A Final Word 103
Appendixes ( 1 – 10 ) 104-116
References
Recommended Readings & Web Sites 117-121
Evaluation Form 122-123
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The Professional Development Project for English Language Supervisors and Teachers
PACKAGE GUIDE
General Aim:
The aim is to equip teachers with the best practices for teaching English to young
learners.
Specific Aims:
The trainees will be able to:
1. Discuss the characteristics of young learners.
2. Distinguish between language learning and language acquisition.
3. List what makes a young teacher successful.
4. Identify young learners’ different needs, abilities and learning styles.
5. Participate in multiple intelligences activities in order to activate a wider
range of intelligences
6. Analyze different aspects of appropriate methods for teaching young
learners.
7. Explore the various ways of using the instructional material in the young
learners’ classroom.
8. Explain how to create an effective learning environment for young learners.
9. Use different tools for assessing their young students.
10. Define teacher's and learners' roles in correcting errors.
Who is this programme for?
It is intended for:
Teachers who already teach English to young learners and want to consider
their teaching in new ways.
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The Professional Development Project for English Language Supervisors and Teachers
Teachers who are already specialist English language teachers of secondary
and intermediate school students, and who are now going to teach English to
children.
Time:
The programme will be covered in 2 days, five hours per day – a total of 10 hours.
Training Materials
1. Colored markers
2. Ball point pens
3. Flip chart
4. Computer
5. Data show
6. Miscellaneous handouts
7. Surveys
8. CD
9. Cards
10. Charts
11. Text books
12. Templates
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The Professional Development Project for English Language Supervisors and Teachers
TRAINEES' INSTRUCTIONS
It is the trainees' responsibility to:
1. Attend the sessions on time. The session begins at 8.00 and ends at 12.00.
2. Bring in the training material as requested.
3. Act in accordance with the guidelines stated at the beginning of the training
package.
4. Behave in courteous, responsible and professional manner at all times.
5. Participate actively on the training and over all activities.
6. Be proactive in seeking opportunities for experience and advancement.
7. Be willing to ask questions and seek information / help from the trainer and
other professionals.
8. Maintain open communication with trainer and other trainees regarding your
profession.
9. Make appropriate use of training and take full advantage of the learning
opportunities as well as maintain openness to learning and be able to accept
and use constructive feedback effectively.
10. Provide appropriate support and encouragement through out the training
period.
11. Nominate individuals to perform certain functions within the group.
12. Collaborate with other group members.
13. Respect differences.
14. Maintain credibility in filling in the evaluation form at the end of the training
programme. Comments and future suggestions can be handed to the trainer
or the coordinator.
15. Keep mobiles on the silent mode.
16. Have a strong commitment to training and applying what is learned in their
classes.
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The Professional Development Project for English Language Supervisors and Teachers
TRAINING SCHEDULE
Day Topic Trainer
Da
y O
ne
Introduction
Getting to Know Each Other Lina
Defining Young Learners Sanad
Teaching Young Learners VS.
Teaching Adults Ibrahim
Language Learning and Acquisition Sanad
The Successful Primary Teacher Ibrahim
How Do Children Differ ? Lina
Da
y T
wo
Successful Teaching Methods for
Primary Learners Lina
Classroom Management Sanad
Tools for The Primary Learners Dalal
Correcting Errors Ibrahim
Assessment Ibrahim
A Final Word Lina
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The Professional Development Project for English Language Supervisors and Teachers
GETTING TO KNOW EACH OTHER
Marooned Game
You are marooned on an island. What five (you can use a
different number, such as seven, depending upon the size of each
team) items would you have brought with you if you knew there
was a chance that you might be stranded? Note that they are
only allowed five items per team, not per person. You can have
them write their items on a flip chart and discuss and defend
their choices with the whole group.
This activity helps them to learn about other's values and problem solving styles
and promotes teamwork
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The Professional Development Project for English Language Supervisors and Teachers
TRAINING TASKS
No.
Task Type
Title
Time
DAY 1
1 Define Define ( Young Learners ) 20 min.
2 Sort Young Learners VS Adults 30 min.
3 Agree / Disagree Language Learning / Acquisition 20 min.
4 Compare Language Learning / Acquisition 30 min.
5 Mini case studies /
Table completion
Language Learning / Acquisition 30 min.
6 Brain storm Young learners' Classroom 20 min.
7 Spider-gram Young learners' needs 20 min.
8 Describe a picture Young learners' Teacher 30 min.
9 Jig saw reading Learning Styles 30 min.
10 Grid completion Multiple Intelligences 40 min.
DAY 2
1 Targeted reading TPR 20 min.
2 Gallery walk Communicative Approach 30 min.
3 Unfinished Statements /
True / False Theme-Based Instruction 30 min.
4 Discussion Story-Based Instruction 30 min.
5 Categorize Story-Based Instruction 30 min.
6 Key Terms Classroom Management 40 min.
7-14 Discussion /
Hands on activities Tools for Young Learners 40 min.
15
Venn Diagram /
Explain Correcting Mistakes 20 min.
16 Table completion /
Think-Pair-Share Assessment 30 min.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 1
Definition of Young Learner
“ Young learners ” is a catch-all term for students who are not yet adults. The term
swept into fashion at the beginning of the nineties reflecting the trend to lower the
starting age and broaden the access to English language learning to younger people
in many countries all over the world.
Some different ways for interpreting Young learners;
First Interpretation:
The term refers to any student who has not yet reached their maturity ( most usually
at 18 ) and towards whom, as educators, we have a duty of care.
In this interpretation, the term “ young learners ” includes the whole range of ages
and developmental stages of children from infants, young children and older
children, through to adolescents, teenagers and young people.
Second Interpretation:
“ Young learners ” is a term that is used to refer to children from their first year of
formal schooling ( 5-7 years old ) to when they are ( 11-12 years old ), or to when
they move on from primary to secondary school.
This is an interpretation that is often adopted, either implicitly or explicitly, by
publishers and exam boards. In this interpretation, a “ young learner ” grows into
being labeled as something else, usually a teenager, at adolescence. In this
interpretation there is also often an additional term “ very young learners ” which is
used to refer to pre-primary children aged from approximately 3-6.
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The Professional Development Project for English Language Supervisors and Teachers
Third Interpretation:
“ Young learners ” is used to encompass a range of different age bands such as 8-
16, 4-14, 9-15, 5-16, and so on.
As the above shows, the term “ Young learners ” is wide-ranging but, at the same
time, it is also ambiguous and potentially confusing. The term also obscures the
enormous physical, emotional, psychological, social and cognitive differences there
are in children and young people of different ages, and correspondingly and
importantly, the wide range of different skills and methodological approaches that
their teachers need to teach them.
Let's agree on A specific Interpretation.
Rather than using “ young learners ” as a blanket, catch-all term, it might be more
helpful to specify the age ranges we are talking about in relation to the educational
systems to which children belong.
We could then refer to, for example, infants and pre-primary followed by primary,
middle school or lower-secondary, secondary and upper-secondary.
This would allow for reference to specific educational contexts. For example, in
some contexts children finish primary school and start secondary school at the age
of 11, while in other contexts this change over may be as late as 14. It would also
more accurately reflect the extensive knowledge of mainstream pedagogy and
applied linguistics, as well as the highly specialized repertoire of skills and attitudes
that so-called ‘Young learner teachers‘ need to teach all the different age groups
effectively.
Conclusion
Young learners are usually considered to be children between six to ten or eleven
years of age. Since there are marked differences in the abilities of children aged
five and ten.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1/ 1 / 2
Young Learners Adults
Age: 10-12 years old.
Grade: 4th- 6th grade,
Age: 13-18 years old.
Grade: 1st int.- 3rd sec.
Dependant on the teacher.
Independent, self directed and
goal-oriented.
Learning is more social and
natural. They ultimately trust the
teacher and want to learn.
Enjoy being involved in the
planning process. They are often
critical of the teaching methods.
They are blank slates. Have years of experience and a
wealth of knowledge to build on.
They are in the process of
developing their learning patterns
and gauge their expectations for
the teacher.
Have definite expectations and
patterns of learning.
They want to have fun. They are
well-disciplined through well-
established classroom rules and
guidelines.
They are practical and disciplined.
They need more hierarchy and
boundaries.
Need to be treated as equals in
experience and knowledge.
They have so much fun with
learning.
Often skeptical about new
information; prefer to try it out
before accepting it.
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The Professional Development Project for English Language Supervisors and Teachers
They have incredible energy.
Seek education that relates or
applies directly to their perceived
need.
They are reluctant to accept
responsibility for their own
learning.
Accept responsibility for their
own learning if learning is
perceived as timely and
appropriate.
They respond although they do
not understand.
They are more focused on form
and correctness.
Everything is new to them. They commit passionately when
they are engaged.
They understand mostly when
they see, hear, touch and interact
rather than from explanations.
Most of them understand the need
for learning.
They love discovering things,
making or drawing things, using
their imagination, moving from
one place to another, solving
puzzles.
They search for identity and self-
esteem; thus they need to feel
good about themselves and their
values.
They have a short attention span;
they can easily get bored after 5-
10 minutes.
Attention span is longer as a result
of intellectual development.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 3
Agree / Disagree
How does a young learner acquire English as a second language?
To find out, you have to read each sentence and decide whether you agree or
disagree. Please justify your answer.
Statement Opinion
Young learners learn languages better than adults. Disagree
Young learners who are learning a second language should
be encouraged to speak from the very beginning Disagree
Young learners and adults learn languages the same way. Disagree
The amount of difficulty a young learner has in acquiring
English depends primarily on which language the learner
acquired first.
Agree
The more proficient the young learner is in the second
language, the better he will do in school. Disagree
Adults have a longer concentration span than young
learners. Agree
Language acquisition tends to be more successful in low
pressure and low anxiety situations. Agree
The introduction of reading and writing in English should
not take place until a fluent oral foundation has been
established.
Agree
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 4
First language is acquired through experience while the second language is learned
through formal teaching.
Language Acquisition Language Learning
Natural environment Formal environment.
Random environment Structural environment
Social language Usually academic language.
Many opportunities Limited opportunities.
Occurs subconsciously Occurs consciously
Emphasis on communication no
grammatical rules. Emphasis on grammar rules.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 5
Situation A
( Junko )
Situation B
( Rosa )
Situation C
( Dorji )
Plenty of time for English ×
Exposure to English
inside / outside school × ×
Need to use English ×
Exposure to a variety of
different uses of English ×
Meaningful input / focus
on meaning and
communication
×
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The Professional Development Project for English Language Supervisors and Teachers
Here are some significant ways that make young learners learn English:
1. Young learners lack the self-consciousness of older learners and so they are
very happy to try out the new language. The great majority are willing to try
out new language whether or not they make mistakes, and whether or not
their pronunciation is appropriate. This willingness to use the language
means that they generally get far more practice than adults and so their skills
improve significantly faster.
2. Young learners generally have brilliant memories and so they can pick up
new language more easily than older learners. However, adults may have far
better learning strategies that can compensate for this to some degree.
3. Young learners are totally disinterested in rules and form and only want to
communicate. This strong desire to communicate means that they will be
willing to chatter away in a foreign language even when they know only a
few sentences and their vocabulary is limited. They will modify the
sentences they know to produce anything that has some resemblance to what
they really want to say. They will be unconcerned about word order,
agreement or pronunciation but invariably they will communicate.
4. If they have adequate exposure to new language, they will absorb language
rules without them being explained. This ability to unconsciously sort out the
rules of a new language works best where the young learners are immersed
in the new language but it can also work to some degree in school if there is
adequate input.
5. They learn very quickly and easily through songs and games. Children love
playing games in class and are not at all embarrassed by being asked to sing,
unlike so many older learners.
6. They learn best when all the language skills are integrated and they also have
the chance to touch things, color, and draw pictures. Having hands on
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The Professional Development Project for English Language Supervisors and Teachers
experience of new language is especially important for young learners and
helps them remember far more easily.
7. The younger they are, the shorter their attention span, generally speaking. It
is vital-that teachers prepare a number of different activities for use
throughout their lesson, or their day. Simply asking a pupil to pay attention /
concentrate for a long time may work with an older learner but may have no
effect at all on a young learner. This may not be deliberate refusal by the
pupil; it may simply be impossible.
8. Young children love learning where there is a clear context, and where they
are actively involved e.g. buying things from a ‘shop’ in the classroom,
acting a role ( a doctor, a policeman , a nurse ,…. )
9. They thrive on support and encouragement, although in this they are much
like older learners of course.
10. They love having their work put up on the classroom wall and having the
chance to take work home to show their parents. These features of the way
that young learners learn mean that teachers should approach teaching young
learners in a way that is rather different from that adopted with older pupils.
( Unique characteristics of Young Learners, Linda New Levine, TESOL Arabia 2005 )
11. Young children are more adept at acquiring languages than learning
languages.
12. Language acquisition occurs in response to a child's environment and a
result of a biological predisposition.
13. Language acquisition is universal, natural and does not require instruction.
(Children are immersed in language)
14. Language is a tool which is used by children to fulfill a variety of purposes
and functions.
15. Children choose those aspects language which they wish to acquire.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 6
In an ideal young learners’ classroom:
1. Children play with language.
2. Children are grouped.
3. A wide variety of instructional techniques.
4. Children cooperate to learn rather than compete with one another.
5. Topics are age appropriate and of interest to the children.
6. A great deal of input is made meaningful through abundant contexts.
7. Children are active processors of language-not passive.
8. Teacher trust and guidance.
9. Learning is holistic, not separate from the meaning it conveys.
10. Frequent teacher interaction.
11. Children's learning styles are honored.
Here are some ways in which young learners may be discouraged from
learning.
1. If they feel insecure or under pressure in any way, they will not learn
successfully.
2. If they are asked to work on long activities that require sitting still and
concentration.
3. If you ask them to work on specific items such as grammar, spelling.
4. Young learners will not learn effectively if they are constantly being
corrected. Some correction is important from time to time but over-
correction will be dispiriting for them.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 7
Young learners need:
1. Activities which stimulate their fantasy and imagination.
2. Stories to listen to, watch, and read.
3. Movement, TPR songs, drama games.
4. Create activities through topics that are related to everyday situations and
which are relevant to our learners.
5. Create a stress-free interesting and supportive environment.
6. Craft work activities.
7. Integration of multimedia.
8. Recycle input in a variety of different context.
9. Provide feedback on learning.
A teacher of young learners can:
1. Try to create everyday real situations for language use within the
classroom in which the only language for interaction is the foreign
language.
2. Have a continued exchange of meaning in our activities in the
classroom through real interaction and communicative activities.
3. Create activities through topics that are related to everyday routines
and relevant to our learners.
4. Encourage the learners to be a thinker and a problem-solver and to
respond to and develop through challenge.
5. Create a stress-free and supportive environment.
6. Recycle input in a variety of different contexts that will create highly
meaningful purposeful and motivating learning environment.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 8
Large brain full of
new and
interesting ideas
I
L
O
V
E
S
C
H
O
O
L
Bendy leg
=
flexibility
X-ray eyes
recognizing
potential, not
always academic.
Caring and kind.
Seeing the positive
before the negative
Lots of hands to be
held in the play
ground, to lend to a
needy child.
All seeing eyes in
the back of the
head.
Big ears for
listening to
problems and
detecting mischief.
Sense of humour.
Leadership qualities.
Friendly but firm.
( Imaginary cane ).
Enthusiasm
Just add 30+ children. Place in a hot classroom and bake for 25 years or more.
:D
Communicator, clear
instructions, no language
barriers, good relations :
children, staff, parents.
Clear voice.
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The Professional Development Project for English Language Supervisors and Teachers
A successful primary teacher is the one who:
Clarifies the objectives:
A teacher should make sure that students understand clearly what they will learn
today. Setting clear objectives enable students to concentrate and know what they
are supposed to do on that day.
Sets high expectations:
It is important that teachers set high but realistic expectations of their students.
They can provide their students with varied opportunities to excel without putting
any pressure on them. They can engage them in stimulating tasks to do, expose
them to lots of English, tell them what is expected from them and look for things to
praise them for.
Simplifies the ideas:
A main barrier to learning for some children is the level of difficulty of the
textbooks. Teachers need to simplify the material up to the level that meets
learners' ability. It is advised though to keep it a bit challenging.
Provides lots of spoken English:
It is quite challenging to expect your students to speak and understand English
well. You can help them do so if:
1. Use lots of aids ( pictures, realia, … ).
2. Use facial expression, voice inflection, gesture, and general movement is
more likely to hold the students` attention.
3. Use language that is a bit more advanced than children's current language.
4. Share your expectations of the students' performance in an activity with
them.
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The Professional Development Project for English Language Supervisors and Teachers
5. Praise the students for their efforts as well as for their good behavior ( catch
them doing the right thing ) to enhance their self-esteem and increase their
motivation.
6. Provide students with extra talk inside the classroom to help those who have
exposure to English outside the classroom.
Gives students access to new language:
1. Look for activities that engage students. Encourage them to predict the
meaning of the language they hear, use contextual clues to understand the
language such as facial expressions, body movement, gestures, and other
aids to help them.
2. Don't pressure students to speak. Let them enjoy a safe environment where
they can listen and watch without the fear of having to speak until they are
ready to do so. Some encouragement through repetition and choral drills
might be useful.
3. Display the language learned in the lesson on the wall or board to track
students' progress.
4. Children may surprise you with what they can do. They may exceed your
expectations. Just allow them to do so.
5. When students provide examples, they are showing comprehension of a
concept. Providing examples requires students to use English to express their
own ideas.
6. Errors indicate students’ efforts to stretch their language and expand their
knowledge. Consider that as a credit for them.
7. Provide students with lots of opportunities to be creative. They are known
for their active imagination. Benefit from this gift.
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The Professional Development Project for English Language Supervisors and Teachers
8. As a teacher you can stretch your students' language if you:
a. Ask open-ended questions.
b. Vary your questioning technique :
Teacher-Student
Student-Teacher
Student-Student
c. Choose an interesting topic to discuss.
d. Change the pace of your lesson and the way you handle an activity.
9. Ask students to summarize what they have learned. This demonstrates their
understanding and allows them to focus on the work they are doing.
Makes repetition and recycles language:
Repetition focuses students` attention on the lesson and the language item.
A quick repetition in the midst of a communicative lesson helps students practice
contextualized language in momentary isolation.
It’s helpful for shy / timid / hesitant students to take a step in producing oral
language. Advanced speakers can compare their language with the teacher’s and
refine their own speech.
Repetition is helpful for improving pronunciation ( accuracy, articulation , stress,
rhythm, intonation ). In choral repetition, all of the students can participate at once.
It is vital to use the same words and phrases in different and new situations. This
means using the language in the course books but in different contexts.
Engages the students in healthy / friendly competitions:
Putting students into teams in the classroom will help your learners to learn how to
work with others in a friendly environment. They will be engaged in a stress free
competition where good behavior is rewarded and group work is praised.
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The Professional Development Project for English Language Supervisors and Teachers
Motivates learners to speak English:
Students can be encouraged to use English if they are provided with the needed
language and if they can see the need to use it.
Teach them a few phrases, simple idioms and structures to help them carry on a
conversation with each other. Create a situation in which they are required to tell
you something.
Gives listening Activities: something different:
When learning a new language, a great demand is placed on listening skills.
Hearing new sounds, words, rhythms and being able to understand that in the flow
of the speech is not easy. Thus providing students with different types of listening
activities will motivate them to stay focused and work on the language.
Posts written English:
Posting written language in the classroom is very useful to remind students of what
they have learned and what they need to remember. This ' environmental print '
setting in the classroom aids children in using the language and gives them more
confidence to participate.
Makes the most out of the course book:
Teachers Manual Book is a wise reference, experience is not enough. The manual
is designed to help teachers prepare students for the challenges they face as they
become more complex in some topics. A good course book helps teachers plan
their lesson, sequence the activities and provide them with lots of ideas and
stimulating illustrations to present the new language. Still, teachers can look for
supplementary and extension activities to stretch students' language and to recycle
and enforce the learned one.
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The Professional Development Project for English Language Supervisors and Teachers
Teaches in a variety of ways:
Use as many different materials and strategies for your lessons as possible.
Students believe that the best teacher is able to teach in varied ways using books,
chants, presentations and other interesting strategies to keep the students engaged
in the lesson. Adopting different teaching strategies means catering for different
students' needs.
Surprises the learners:
Keep your students on their toes. Surprise them with different classroom setting,
unexpected activity … to keep them interested and motivated.
Empowers the learners:
Young learners can be motivated and take responsibility of their own learning if
they are given a chance to choose:
a- which topic to work on.
b- who to work with.
c- the order of the activities.
d- What to say.
Allows learners to be language detectives:
Children are curious by nature. It will be very useful and enjoyable for them to
discover repeated patterns of language ( words, sounds, phrases ) in songs, stories
and rhymes.
Develops a supportive, non-threatening and enjoyable learning environment:
For learning to be successful, learners need to feel secure, enjoyable. Some of the
factors which we believe engender a positive atmosphere in the classroom are
these. All learners are valued as individuals; challenges and risks are supported,
topics are relevant and interesting. Activities are meaningful and purposeful; praise
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The Professional Development Project for English Language Supervisors and Teachers
is given where and when it is due, and discipline is firm, consistent and fair. As
well as having a positive effect on the learning environment in the classroom, this
approach will also encourage learners to be more tolerant of each other and others
who they might encounter outside the classroom.
Allows learners to perform it:
Children love to mime and act. Allow children to practice the language they have
learned through role play, simple drama activities, miming or acting out a story.
Allows learners to have fun:
Children are often innovative. They are extremely sensitive. Therefore, the English
teachers should help their students to laugh with (not laugh at) each other at various
mistakes that they all make, be patient and supportive to build self-esteem, be firm,
and elicit as much oral participation as possible from students . Give them a space
to debate and to give funny comments.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 1 / 1 / 9 - 10
Learner’s Type Is Good at Learns Best by Activities
Linguistic
Saying, hearing and
seeing words
Memory games
Trivia quizzes
Stories.
Logical /
Mathematical
Asking questions,
categorizing and
working with patterns
Puzzles
Problem solving.
Visual / Spatial
Visualizing, using the
mind's eye
Flashcards
Colours
Drawing
Project work.
Musical
Using rhythm, with
music on
Using songs
Chants
Drilling.
Bodily / Kinesthetic
Moving, touching
and doing
TPR activities
Action songs
Running dictations
Miming
Realia.
Interpersonal
Co-operating,
working in groups
and sharing
Mingle activities
Group work
Debates
Discussions.
Intrapersonal
Working alone
Working individually
on personalized
projects
Naturalistic
Working outside and
observing nature
Environmental
projects.
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The Professional Development Project for English Language Supervisors and Teachers
EEffffeeccttiivvee PPrriimmaarryy
TTeeaacchhiinngg
First Training Session 135 Minutes
Teaching Methods
Classroom Management
Second Training Session 135 Minutes
Tools for the primary teachers
Correcting Mistakes
Assessing young learners
Day 2
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Instructional Material 2 / 2 / 1
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 2
a. Communicative activities should have three features:
1. Information gap
2. Choice
3. Feedback
b. The major components of a communicative task are:
1. Goals and objectives. 2. Input.
3. Activities. 4. Teacher’s role.
5. Learners’ role. 6. Setting.
During communicative activities, the teacher's role will be:
To facilitate then to monitor usually without interruption.
To provide feedback on the success of the communication, and
possibly on the linguistic performance of the learners.
The Learners’ Roles:
Do most of the speaking.
Interact a great deal with one another.
Will be more motivated.
Are better listeners.
Feel more secure.
Gain confidence in using the language.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 3
1. The major notion for theme based teaching is that many different activities
are linked together by their content; the theme or topic runs through
everything that happens in the classroom and act as a connecting thread for
learners and teacher.
2. Finding a theme is the easiest part. It can come from the learners’ current
interests, from topics studied in other classes, from a story, or from a local or
international event. ( provide examples )
Principles for Theme – based Teaching
1. ( F ) Always work with themes relevant to learners’ lives.
2. ( T ) Weave together students’ choice with teacher’s direction
3. ( T ) Promote authentic social interaction.
4. ( F ) Stimulate learners with exciting, authentic materials.
5. ( F ) Recycle vocabulary, structure, … re-expose as much as possible.
6. ( F ) Build on what students have already learned.
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The Professional Development Project for English Language Supervisors and Teachers
7. ( F ) Support class work with homework.
8. ( F ) Integrate and challenge all four skills.
9. ( F ) Adapt materials to learners’ levels where needed.
10. ( T ) Praise whenever praise is due, respect their every effort.
11. ( F ) Diminish learners’ awareness of the classroom.
12. ( F ) Promote different types of learning styles and intelligences.
Curtain and Dahlberg ( 2004 ) support the use of thematic units for learners
( kindergarten – Grade 8 ) for the following reasons:
Thematic Instruction:
1. Makes instruction more comprehensible because the theme creates a
meaningful context.
2. Changes the instructional focus from the language itself to the use of
language to achieve meaningful goals.
3. Involves the learners in real language use in a variety of situations, modes
and text types.
4. Involves activities or tasks that engage the learners in complex thinking and
more sophisticated use of language.
5. Connects content, language and culture goals to a “ big idea “.
6. Avoids the use of isolated exercises with grammatical structures, practiced
out of context.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 4
Three very important sources of interest for young learners in the classroom are:
1. Pictures. 2. Stories. 3. Games.
What Type of Stories Can We Use?
Any type of stories as long as they are relevant, interesting and of the right
cognitive and linguistic levels for our learners.
Why Use Stories in the EYL classroom?
1. There are lots of opportunities for repetition in stories.
2. Stories are known to our learners.
3. Stories offer opportunities for vocabulary building.
4. Stories can be used with different age and ability groups.
5. Good stories are highly motivating for learners (and teachers!)
6. New and recycled language is supported.
7. Good stories are highly adaptable and can usually be linked to any syllabus.
8. Stories can sometimes link with learners’ own knowledge of life.
9. Stories offer great opportunities for cultural input.
10. Stories can be presented in many ways.
11. Stories can be used to develop other subjects across the curriculum.
12. Stories can be used as a model for young learners’ own writing.
13. Stories can meaningfully offer opportunities for repetition and use of
language in activities.
14. Stories can help teachers develop all 4 language skills plus cognitive and
developmental skills in their learners.
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The Professional Development Project for English Language Supervisors and Teachers
Checklist for using a story
When choosing a story, ask yourself the following:
1. Is the language level suitable for your learners?
2. Is the cognitive level suitable for your learners?
3. Is the content suitable for your learners?
4. Is the story interesting and relevant?
5. Is the book attractive?
6. Is the story entertaining?
7. Is there any opportunity for prediction in the story?
8. Is the book too small to use with the whole class / or group?
9. Do the illustrations support the language?
10. Does the story offer opportunities for different follow-up activities?
11. Does the story offer opportunities for activities across the curriculum?
12. Does the story recycle language?
13. Does the story introduce new language? If so how much?
14. Do you like it?
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Instructional Material 2 / 2 / 5
Linking Activities to carry out before, during or after reading a story.
Before An Activity
Try and guess what the story is about from the cover of the book / pictures you
have.
Teach the learners some key words and then ask them to guess what a story
using all these words might be about.
During An Activity
Learners join in with repetitive parts of story.
Encourage learners to predict what might happen next.
After the Activity
Ask the learners to change the end or middle of story.
Learners order the pictures of a story as they listen.
Mime / role-play the story after the learners know it.
Make puppets and then have a puppet show of the story.
Draw and colour / paint the characters or scenes.
Draw and colour / paint the objects in the story.
Use the story as a model for learners’ own writing
Sing a song, or introduce a rhyme or poem that has links with the story.
Carry-out surveys and questionnaires that are linked to the story.
Play a game that has links with the story.
Use the story to develop subjects across the curriculum.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 6
What is classroom management?
Classroom management is considered an essential part of the teaching and learning
process. It refers to the methods, strategies and skills teachers use to maintain a
classroom environment that results in a student`s learning success. Classroom
management is connected to a process of organizing and conducting a class that
includes time management, students` involvement, students` engagement, and
classroom communication. Classroom management is also defined as the process of
creating a democratic community and managing a successful class.
The main areas of classroom management:
This subject provides a brief overview of the main areas of classroom management.
This group of defined skills and techniques assists teachers in dealing effectively
with a range of student behavior. Classroom management skills consist of rules and
procedures that help run classrooms smoothly. It is vital that teachers establish
effective classroom management strategies to use in their classrooms, so that
children are keen on learning. A clear description of common classroom
management areas is given by Scrivener:
Grouping and seating:
Forming groupings, arranging and rearranging seating, deciding where you will
stand or sit, reforming class as a whole group after activities, changing the room`s
physical layout may make the classroom a more attractive place to study since it
may also make cooperative work easier, revitalize fatigued students, reduce stress
within the classroom and facilitate learning.
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The Professional Development Project for English Language Supervisors and Teachers
For each activity teachers undertake in class, they should consider what grouping,
seating and standing arrangements are most suitable. It is difficult for students and
especially for young learners to sit still for a long time. It is essential to include
activities that involve some movement. However, teachers should be aware of a
constant movement every five minutes which might be, for most students,
uncomfortable.
The organization of the classroom is of great importance. In the past in many
classrooms, desks were arranged in neat rows facing the teacher`s desk. This
traditional way of organization limited students` interaction and made group
activities more challenging. Luckily, these days are gone and teachers are more
imaginative in setting the classroom. However, placing tables in orderly rows still
occurs in classroom.
Types of seating:
Orderly rows
When the students sit in rows in the classroom,
there are obvious advantages. It means that the
teacher has a clear view of all the students and the
students can all see the teacher. It makes lecturing
easier; enabling the teacher to maintain eye contact
with the people he or she is talking to. Orderly
rows imply teachers working with the whole class.
Some activities are especially suited to this kind of
organization: explaining a grammar point,
watching a video, using a board etc.
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The Professional Development Project for English Language Supervisors and Teachers
Circles and horseshoe:
In a horseshoe, the teacher will probably be at the
open end of arrangement since that may be where the
board, overhead projector or tape recorder are
situated. In a circle, the teacher`s position – where
the board is situated is less dominating. Classes
which are arranged in a circle make quite a strong
statement about what the teacher and the students
believe in. With all the people sitting in a circle,
there is a far greater feeling of equality. The teacher
has a much greater opportunity to get close to the
students.
Separate tables:
When students sit in small groups at
individual tables, the atmosphere in the
class is much less hierarchical than in
the other arrangements. However, this
arrangement is not without its own
problems. Primarily, students may not
always want to be with the same
colleagues, indeed their preferences
may change over time.
Secondly, it makes “whole-class” teaching more difficult, since the students are
more diffuse and separated in these seating arrangements weaker students have less
chance of hiding themselves and therefore the stronger students dominate less.
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The Professional Development Project for English Language Supervisors and Teachers
Generally, a teacher moving around the classroom is more alter and is able to
organize the classroom events more effectively.
Walking around the classroom helps teachers motivate students to participate in
classroom activities and it also helps maintain attention and discipline. However, an
important point to remember is that students, especially young learners, should also
be allowed to move around in order to do more active work and to enable
cooperation with others.
Giving instructions and monitoring:
Giving the right instruction is one of the most difficult and challenging things in
managing a successful learning environment.
1. Instructions should be clear to avoid confusion for students.
2. Students must understand what teachers want them to do and why.
3. Teachers can use different signals to draw attention; such as clapping their
hands, raising their voice, ringing a bell or raising their hands.
4. Another step is to make eye contact with as many students as possible and
show an established gesture that indicates the teacher's intention to speak.
5. Teachers should not start their explanation until everyone is listening and
watching them
6. Using short sentences and involving a demonstration of the instructions.
Teachers should check that students have understood the instructions to
avoid uncertainty and confusion
7. Useless questions should not be asked such as “Do you understand”, instead,
he can ask a few students to repeat back the instructions or get someone to
demonstrate the activity. If students do not understand the instructions,
thereafter rephrasing is essential.
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The Professional Development Project for English Language Supervisors and Teachers
8. Teachers need to make sure that students are doing the task which they were
asked to do.
9. Teachers should walk around the classroom and monitor if the activities are
staying on-plan.
Three important suggested monitoring functions that affect classroom
management:
1. Checking students` understanding of assignment instructions and of work-in
progress.
2. Verifying short- and long-term accomplishments
3. Checking upon students` behaviour.
Timing:
Teachers may struggle with lack of time or extra time left. They need to be able to
gain control over the activities they do, organize the classroom well, plan their
lessons carefully and set realistic times for the completion of tasks. Good pacing
minimizes the time spent on disruptions and disciplinary situations and helps keep
the classroom running smoothly.
It is wise to consider using time-controlled activities such as group work, role-
plays, and individual presentations,
If the teacher has extra time, he/she needs to have some extra activities prepared to
keep their class busy, since unplanned time at the end of a class may result in
student boredom and disruption.
Authority and setting rules:
All teachers, especially new ones, need to carry their authority well in gathering
and holding attention, deciding who does what, establishing or relinquishing
authority as appropriate, getting someone to do something.
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The Professional Development Project for English Language Supervisors and Teachers
When teachers design classroom rules, they need to consider that the rules must be
easy to understand and manageable. Students have to know what is or what is not
acceptable. Setting correct rules helps create a predictable atmosphere that
maintains classroom discipline, decreases disruptions and encourages children to
use self-control. Most rules are based on moral, personal, legal, safety and
educational considerations.
It is very important also to involve students in setting the classroom rules and
suggesting the consequences for breaking them and the rewards for following them.
Webster (2010) highlights that rules should:
1. be limited to 3-6 points
2. be stated in positive terms
3. address multiple situations
4. be age appropriate.
The differences between effective and ineffective rules are illustrated
below:
1. Give each assignment your best effort.
2. Work quietly when directed.
3. Take care of shared equipment.
4. No hitting.
5. Be good.
6. Do not bother others.
7. Practice good citizenship.
8. Behave appropriately at all times.
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The Professional Development Project for English Language Supervisors and Teachers
Holding and improving students’ attention:
It is generally agreed and as previously stated; teachers should not start a new task
or activity without getting the attention of all students in the class. Teachers can use
20 special signals to begin a new task such as ringing a bell, dropping their voice,
flicking the light switch or clapping hands. In young learners' classes, the teacher
can use “the same set of words for the same instructions” such as “Everybody,
Listen, Look, Repeat, Stand up, Look at the board..
Seven suggestions to improve students` attention:
1. Gain attention of all students by meeting all their learning styles.
2. Motivate interest.
3. Teach concepts through (models and demonstrating)
4. In order to maintain students` attention, teacher ought to structure the lesson
into short sessions.
5. Provide follow-up task assignment.
6. Monitor on-task behaviour.
7. Evaluate and provide feedback.
If the students are bored, they lose their interest and stop paying attention to the
task and teacher. Therefore, one of the most important aspects is student
motivation. Students enjoy doing things which “they can see the point of”
To break the monotony and attract students` attention, teachers have to provide a
variety of activities, pace, voice and organization .The activities that work well are
activities with action such as games, puzzles, songs, poems and chants and total
physical response activities.
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The Professional Development Project for English Language Supervisors and Teachers
Voice and gestures:
Two kinds of messages are transmitted to students when the teacher is speaking.
Whilst the voice transfers verbal messages, gestures represent specific body
movements. Most authors agree that the teacher`s voice should be audible, use
different qualities of their voices and need to take care of their voices since the
voice is considered one of the most important and valuable instruments at their
disposal in management of teaching. The ways a teacher varies the tone, pace and
volume of their voice has a great impact on their listeners and generates enthusiasm
and excitement in the classroom.
Teachers should use physical movement such as gestures, mimes and facial
expressions during their teaching to convey the meaning of language, reinforce
information, increase pace and reduce unnecessary teacher talking time in the
classroom and improves students ' understanding and participation during lessons.
This is particularly essential in young learners' classrooms where long verbal
explanations can be difficult and confusing.
Critical moments:
The following are some critical moments in the lesson which require good
management from the teacher: starting the lesson, dealing with unexpected
problems, maintaining appropriate discipline and finishing the lesson.
Tools and techniques:
Using the board and other classroom equipment or aids, using gestures to help
clarity of instructions and explanations, speaking clearly at an appropriate volume
and speed, use of silence, grading complexity of language, and grading quantity of
language are all important factors to be considered when teaching young learners.
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The Professional Development Project for English Language Supervisors and Teachers
Working with people:
1. Spreading your attention evenly and appropriately.
2. Using intuition to gauge what students are feeling.
3. Eliciting honest feedback from students
4. Really listening to students.
Praise and motivation:
Many teachers often use praise as a form of positive reinforcement for appropriate
behaviour and as a motivational tool. When it comes to praising, many experts
agree that less is better since too much praise particularly unwisely applied praise
such as praising for trivial accomplishments or weak efforts, especially in young
learners classes, can lessen student`s self-motivation and suppress a student`s
natural curiosity
Some advice for praise:
1. Praise authentic accomplishment.
2. Praise effort related to specific accomplishment(s).
3. Help students relate success to effort and ability.
4. Identify especially what is praised and why it is praised.
5. As stated, praise may either enhance or undermine students` motivation.
There are two basic types of motivation: intrinsic and extrinsic. While
intrinsic motivation arises from inside of the individual and refers to internal
desire to learn which is typical of young learners, extrinsic motivation refers
to engagement motivated by external rewards, such as grades. Some experts
argue against the use of verbal praise since they claim that praise may
damage intrinsic motivation of students. Therefore, teacher should be aware
of destroying the students` interest or enjoyment in learning.
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Instructional Material 2 / 2 / 7
A skillful carpenter cannot build a house without the
necessary tools and materials. Much more so, a
qualified teacher cannot mould the hearts and minds
of the students or develop their social and
professional skills and abilities without the necessary
tools and materials.
Many of the materials for the YL are bright, jolly and fun, and there's nothing
wrong with that, but the Arts (chants, painting, drawing, drama) all play an
important role in helping teachers to communicate with the child in a very special
way. When we work through the Arts, and games we reach the sensitive, aesthetic
and spiritual aspects of the child and turn our lessons into something special which
stays with the child for the rest of his/her life. Encouragement is needed with both
young learners and adults when teaching young learners, diagrams, posters, 3D
objects and other visual aids are almost a necessity to help with understanding.
While adults desire visuals to fill in the gaps, they can be neglected at moments.
The classrooms of children have tendencies to be more colorful and decorative
while the set-up of an adult classroom will be simple containing a white board,
visuals, audio.
Teaching tools used by teachers to stimulate the interest of students and help
them to understand the lessons easily.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 8
Teaching tools have a very important role in teaching-learning process. They are
very important because they;
1. Assist students to enhance their memories.
2. Make it easier for teachers to present their lessons precisely.
3. Save the time and efforts.
4. Stimulate the students' interest so they will concentrate on their lesson.
5. Create a visual and interactive experience for the students.
6. Students can learn better when they are motivated through different teaching
aids.
7. Develop the proper image when the students see, hear, taste, do and make
properly.
8. Create the environment of interest for the students.
The different kinds of tools and materials for teachers.
Different students learn in different ways; this is a fact the classroom and
something that teachers often try to overcome. Some students learn by hearing,
others by watching and others by doing.
To teach as many students as effectively as possible, teachers need access to a
variety of teaching materials and tools.
These tools are of various types.
Visual Aids
They are aids which use sense of vision are called visual aids. For example;
actual objects, models, pictures, charts, maps flash cards, chalkboard, slides etc.
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The Professional Development Project for English Language Supervisors and Teachers
Audio Aids
They are aids that involve the sense of hearing are called Audio aids. For example;
radio, tape recorder, CD players,,,, etc.
Audio- Visual Aids
They are aids that involve the sense of vision as well as hearing are called audio-
visual aids. For example television, film projector…etc.
Technological Aids
They are aids that use multimedia technologies as a tool to the teaching-learning
process.
Technology can play an important role in
contributing to student`s learning. It can offer
students a rich and memorable learning environment
with the possibility of developing many linguistic
skills as well as more global skills that will help
them in their future studies.
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The Professional Development Project for English Language Supervisors and Teachers
Today we will explain the following tools:
Instructional Material 2 / 2 / 9
There is a wide variety of technological tools that can help teachers and students in
the learning-teaching process.
Moving to the computer and internet, the array of teaching aids is simply blogs,
forums, slide share, twitter, online chat, interactive whiteboards, edmodo,
schoology, prezi, you tube, jing and popplet. Teachers can effectively use these
tools to communicate with students, ask questions, solve problems, give
assignments and send reminders.
Technological tools not only break the monotony to grab students` attention, foster
inquiry and increase interest but also improve comprehension and stimulate
retention. Classes become more interactive, engaging and collaborative as students
move from passive reception to active discovery and learning.
Flash cards
Chants, rhymes and songs.
Games.
Interactive ( smart ) board
Crafts.
You can get more technological tools by visiting this web site :
http://www.edudemic.com/50-education-technology-tools-every-
teacher-should-know-about/
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 10
Flash cards:
Flashcards are a set of cards bearing information, as words
or pictures, on either or both sides, used in classroom drills.
They can bear vocabulary, historical dates, formulas or any
subject matter that can be learned via a question and answer
format.
They are really useful for many things. It depends on the vocabulary or grammar
point the teachers are introducing. Teachers can use them to introduce new
vocabulary or to ask students to tell a story based on the pictures shown in the
flashcards. They give students interesting and challenging speaking practice. And,
students can remember the vocabulary easily and without the need of translating it.
Teachers can buy them.
Teachers can make flash cards by themselves.
Students can make flash cards by themselves.
Collected by teachers or students.
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The Professional Development Project for English Language Supervisors and Teachers
Activity types for using flash cards.
There are so many activity types and ideas for introducing and reviewing
language using flashcards. For example;
Memory Activities ( Memory Tester )
Stick a selection of flash cards on the board.
Students have one minute to memorize the cards.
Remove the flash cards.
In groups, they have two minutes to write as many
of the names as they can remember.
Identification Activities ( Reveal the word )
Cover the flash card or word card with a piece of card and slowly reveal it.
Students guess which one it is.
Once the card is shown, chorally drill the word with the group using different
intonation and silly voices to keep it fun. Vary the volume too, whisper and
shout the words. Students will automatically copy your voice.
Alternatively, flip the card over very quickly so the students
just get a quick glimpse.
Repeat until they have guessed the word.
Drilling Activities ( Invisible flash cards )
Stick 9 flash cards on the board and draw a grid around them.
Use a pen or a pointer to drill the 9 words. Always point to the flash card you
are drilling.
Gradually remove the flash cards but continue to drill and point to the grid
where the flash card was.
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The Professional Development Project for English Language Supervisors and Teachers
When the first card is removed and you point to the blank space, nod your
head to encourage students to say the word of the removed flash card.
Students should remember and continue as if the flash cards were still there.
They seem to be amazing that they can remember the pictures.
Depending on the age group the teacher can put the flash cards back in the
right place on the grid, asking the students where they go, or asks students to
come up and write the word in the correct place on the grid.
With your group, use a new type of flash cards to
explain in a lesson from a primary stage.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 11
Chants, rhymes and songs.
Chants and songs have long been recognized as fun and
child-friendly tools in both First and Second Language
Acquisition.
A chant is simply vocabulary spoken over a background of music or rhythm. They
are useful because students have to pronounce the word in a rhythm. So they will
still remember the words easily all the time.
Chants can be used:
As warmers.
As a transition from one activity to the next.
To introduce new language.
To practice and revise language.
To change the mood.
To get students` attention.
To encourage extensive and intensive listening.
To bring fun and variety in the classroom.
The importance of chants:
It uses rhythm in an enjoyable way.
It provides patterns that can make learning-teaching process easier.
It builds student`s confidence in oral language.
It can promote a sense of community, which is conducive to learning.
It provides a change of pace and mood to improve students’ motivation.
It offers opportunities for repeated readings, which build fluency.
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The Professional Development Project for English Language Supervisors and Teachers
It can serve as a writing prompt, offering students the chance to write
new verses.
It presents language in new and exciting forms and in a rich and
imaginative context.
It develops all skills in an integrated way.
Ways of teaching songs and rhymes:
There is nothing difficult or unusual in the techniques you will use. The aim is to
bring students to the stage where they can reproduce the piece, understanding most
or all of it.
The Ostensive Way:
You illustrate the story line with pictures and mime. This is the best approach for
young learners who do not worry about understanding every word in a text. Most
songs and rhymes can be treated like this.
Close texts:
Write the text on the bored or hand out, but with key words or phrases deleted. The
student pairs have to identify the missing words as they listen. With easy text the
deletion rate can be quiet high.
Focus questions:
Put some focus questions on the black board or work sheets to guide the class
listening, you can use invented wh-questions. In this way the questions contain the
words of the text in exactly the order they will be heard.
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The Professional Development Project for English Language Supervisors and Teachers
Disappearing Texts:
You put the whole text on the black board or on the screen using the data show.
The students read it as they listen. Afterwards they sing or recite it. Then one or
two words are erased and it sung again. More words are erased and so on until it
can be sung with no support. This is an enjoyable and challenging way to get
shorter texts learned by heart.
Song jumbles:
Cut the lyrics up into separate lines ,in groups the students try to work out the
original order. when ready ,they listen and try to compare their guess with the
actual song.
Matching pictures:
Here are 5 pictures connected with the song listen and put them in the order in
which you hear them in the song.
Action movements:
Listen to one line at a time .for each line students invent a mimed action which they
teach to each other then all perform. Regularly replay the song from the beginning
in order to recall and do the relevant actions.
Dictation:
You dictate the text and correct it publicly before the class hears it. This is suitable
for short texts in which most of the words are familiar to the learners
The main thing is to vary the approach each time you introduce a new song or a
rhyme and to make the activity an enjoyable one.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 12
Games
"Playing is a child`s natural way of learning" Genevieve Roth.
An educational game is a game designed to teach students a
specific subject and a skill.
Students become more willing to learn when they engaged
in the games. They begin to care about learning and how to
solve the problem.
Games allow students to be active participants in discovering new ideas,
information and solution to problems. Games teach students goals, rules,
adaptation, problem solving … etc
Games give students the fundamental needs of learning by providing enjoyment,
passionate involvement, structure, motivation creativity, social interaction and
emotion. Through games students experiment, discover and interact with their
environment.
Games improve attention span, concentration, memory and skills. They encourage
participation and shy learners can be motivated to speak.
Games create fun atmosphere and reduce the distance between teachers and
students. They reveal areas of weakness and the need for further language.
" Educational Game has a deep biological, evolutionarily important, function,
which has to do specifically with learning "
Is it suitable for beginners or very young children?
Does it settle or stir?
What kind of language focus does it have?
Does it have a link with a theme or other subjects?
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The Professional Development Project for English Language Supervisors and Teachers
Competitive games can be organized in teams, groups, pairs or individuals.
But they always have a winner. They tend to be (not always) language control
games
While:
In cooperative games children have to work together by describing, explaining,
clarifying, checking, agreeing …etc. Picture dictation is an example of it.
Choose a lesson from the elementary
stage and design a suitable game for it
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The Professional Development Project for English Language Supervisors and Teachers
Tools for the Primary Teachers
Interactive ( smart ) board.
What is an interactive board?
A Smart board is an interactive white board that
interfaces with a computer and a projector. Its
touch screen feature allows teachers project their
presentation, write over the project, save the
changes, show videos …etc.
The smart board is tomorrow`s technology
and is bound to change the look of classrooms
forever. Using smart boards in the classroom can
help students stay ahead with technology that could make the education process
simpler and more productive.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 13
There are several advantages of bringing in a smart interactive whiteboard into a
classroom setting:
Smart boards provide flexibility. They allow many different forms of media
– including photos, maps, graphs, illustrations and video, to be displayed.
Smart boards enhanced teaching/learning experience. They provide new
ways for teachers to teach, and students to learn. These tools support a wide
variety of learning styles.
The interactive nature of smarts boards offers learners an opportunity to
share and participate in the instructional process. Interactivity provides a
platform for students to demonstrate their grasp of the subject through
touching, drawing and writing.
Smart boards are neat and easy to use.
Smart boards are environmentally friendly. They offer teachers an entirely
different way of presenting information to students which eliminates the
need for writing, printing or photocopying.
Smart boards allow for integration of various technologies in order to
improve the learning experiences.
Smart boards can accommodate different teaching – learning strategies and
styles.
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Instructional Material 2 / 2 / 14
Crafts
Craft can encourage a range of activities through the opportunities to
handle objects and learn by physical experience.
Crafts develop higher thinking skills, including problem-solving,
developing imagination and managing time.
They enable knowledge and understanding to be demonstrated in tangible form.
They help students to explore new materials. They offer participants opportunities
for practical learning and intelligent making.
Kids love doing crafts. They allow a quiet part of the lesson where students are
focused on their cutting, pasting, coloring and gluing activities and are a great way
to help internalize new vocab.
Also, the students feel a great sense of achievement when they have finished their
crafts. Moreover, parents get to see that their kids have been doing fun, creative
work when they take their crafts home.
By using the materials in the box,
make crafts for any lesson in primary stage.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 15
Understanding the different reasons for making mistakes helps to determine which
correction technique to use.
There are a number of reasons for making mistakes. For example:
Failure to understand a linguistic rule.
Confusion with L1
Translating directly from L1.
Failure to study.
Trying to come up with words and structures which are not taught yet.
Oral Work:
a- Teacher Correction:
It is quite difficult to decide how much and how often to correct oral work.
A balance should be kept between accuracy ( correct English ) and fluency
( speaking easily ). It is not a good idea to interrupt the flow of an activity
e.g. role play, acting a story, … to correct mistakes. A teacher can wait till
the end, take notes and then go through them with the whole class without
specifying who made them. Ask the whole class to identify the mistakes and
correct them.
b- Self-Correction and Peer-Correction:
Young learners often make mistakes when doing a speaking activity due to
lack of concentration. Work out with your learners certain cues to show that
a mistake was made then ask them to try to correct it themselves if possible.
If not, then you can ask their peers to identify the mistake and try to correct
without too much to the flow of the activity. Peer correction encourages
young learners to rely on each other rather than the teacher.
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The Professional Development Project for English Language Supervisors and Teachers
Written Work:
It is extremely important to check and fully correct the written worked assigned to
students.
a- Teacher Correction:
It is a standard procedure to correct the students' note books, work books,…
during or after class. It will be more effective if it is done during class. It is
preferred to comment on the learners' work than to give a simple grade.
Keeping a record of the teacher’s comments is very useful to evaluate the
learners.
b- Peer-Correction:
Learners can be put in pairs or in groups to correct each other's work. They
can be provide with a copy of the correct answers ( written on the board or
given as a handout ).
In all cases, it is very important for the students to
receive their teacher’s feedback on their work.
Praising comments ( e.g. good work, excellent
presentation, … ) , specific instructions for better
work ( e.g. Mind your punctuation, Write between
the lines, …. ) all lead to better students’
performance.
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The Professional Development Project for English Language Supervisors and Teachers
Instructional Material 2 / 2 / 16
Assessment is an integral part of teaching and learning. It refers to the process of
collecting data about learners’ performance then analyzing this data to get evidence
about their performance and progress in English.
It measures students’ progress in terms of attitude, participation and cognitive
development measured against his/her individual starting points instead of being
compared to the skills and abilities of other students.
With young learners, we shouldn't be too much concerned with the number of
words or structure s the children are learning. Rather what matters is providing
them with small amounts of materials that they can gradually build on and use late
on in different situations.
It is quite important to use assessment techniques which are child-friendly and
match the activities used in everyday classrooms. Usually teachers are required to
use traditional pencil and paper tests to assess their students but a variety of other
techniques should be considered to get more concrete and reliable picture of
children's achievements. Assessment should be done frequently throughout the
year and should be given in as small mini tests on certain language areas as soon as
the teacher finishes teaching them.
Assessment shouldn't be stressful and competitive;
instead it should be a chance to foster positive self-
image and self-esteem in a collaborative environment.
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The Professional Development Project for English Language Supervisors and Teachers
Adopted and modified from ( Children Learning English, Jayne Moon, Macmillan and
Heinmann, 2000, p.149)
Reasons for Assessment How to use information obtained
To identify a child’s progress in
learning English.
Adjust learning tasks to meet the
child’s needs.
Give feedback on strengths and
problem areas to work on.
Move the child to a different group.
To identify what children have learned. Give further practice.
Change the lesson plan for the next day.
Give special help to some students.
To check children’s use of a particular
skill or language structure in a lesson
or unit.
Adjust some of your future teaching
plans.
Try out new methods or techniques.
To find out whether you have achieved
your teaching objectives.
Use it to plan the new term’s work.
To identify the skills, language,
attitudes, … pupils have developed
already.
Make changes to your activities.
Involve children in choosing activities.
To find out whether the children like /
dislike particular activities and why.
Prepare learning materials based on the
problem areas.
Give individual help to particular
children.
To diagnose problems and / or
strengths pupils have in a particular
area ( reading, writing, … ).
Adjust learning tasks to meet the
child’s needs.
Give feedback on strengths and
problem areas to work on.
Move the child to a different group.
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The Professional Development Project for English Language Supervisors and Teachers
Assessment Techniques:
Teachers can use a range of assessment techniques which can be incorporated into
the teaching practice of any context.
Continuous Assessment:
Keeping a track of classroom progress can be done through the use of a record
book in which a teacher keeps notes of the children's learning progress throughout
the year on a regular basis. Using descriptive comments rather than marks and
simple definition for each category such as ( excellent progress means using the
language taught in the classroom easily in different situations without any difficulty
or hesitation ) make it easy to monitor children's progress.
Observation:
It is one of the most useful assessment techniques to use with children. It is non-
intrusive because young learners are often not aware that they are being observed
by their teacher. Skillful teachers can observe their students and adjust their
teaching according to the feedback they get from their observation. This continuous
process of observe – notice – adjust can be pre-planned for assessment purposes.
The teacher chooses the focus of assessment in advance so he / she can observe the
children during the next lesson to assess that particular aspect of the language.
Simple observation checklists can be created to match the goal of the observation.
Observations are very subjective and should be used with combination with
assessment methods.
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The Professional Development Project for English Language Supervisors and Teachers
Traditional Tests:
A. Oral Tests:
Learning to speak is one of the most difficult parts in learning a language. Usually
students do better in written test than on oral tests. Follow the following guidelines
when conducting an oral test:
Inform the learners that you will test them.
Test them in small groups.
Change the members of the groups every now and then. But keep a
balance of learners' abilities.
Vary the activities you are using when testing; include acting and role
playing. They are ideal for oral testing.
Assign the same mark for the whole group to motivate learners to help
each other.
Notice non-linguistic features used by learners to enhance their
communication.
B. Written Tests:
This is the most common form of testing and usually the most required in all
schools. Follow the following guidelines when conducting a written test:
Give the learners the freedom to choose which exercises to do.
Make sure the young learners understand the instructions well for all
exercises.
Give them plenty of time to think and answer the questions.
Include different types of activities to cater for all learn abilities.
Test the young learners often and in small quantities.
Discuss the results individually.
Keep a record of all grades to track learners' learning progress.
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The Professional Development Project for English Language Supervisors and Teachers
Self-Assessment:
Young learners should be encouraged to assess themselves as an integral part of a
learner-centered approach. This means young learners will be asked to think about
their own performance on a regular basis. They can monitor their own progress
and reflect on their abilities. This gives them a sense of empowerment because
they have a chance to assess themselves. Some of the most commonly used self
assessment methods are: checklists, questionnaire, portfolios, and dialogue
journals.
Portfolio:
A portfolio is a collection of a learner’s work and evidence of his achievements
within a certain period. It may include pieces of writing, drawings, craft work,
tests, taped performance, …. It can also include activities that learners do outside
the classroom. Young learners can be helped and encouraged by their teacher to
select their best work to keep in the portfolio. Using a portfolio links both teaching
and assessment because it offers concrete evidence of what the learners can do and
focuses on what they are good at. This promotes learner independence because it
develops the learner's ownership of the learning process.
Project Work:
Young learners usually work in groups hence it is logical to assess them in groups,
too. The advantage of this technique is the ability to assess learners in all four
language skills and their ability to demonstrate non-linguistic
strengths such as drawing or acting. It is also good for
assessing mixed ability groups. The disadvantage is the
difficulty of assigning grades to project work. Of course there
is a need to acknowledge individual and group effort but since
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The Professional Development Project for English Language Supervisors and Teachers
it is hard to be fair to everyone, a good solution can be providing general feedback
and praise to everyone rather than assigning grades. Project work can be
considered as part of formative assessment.
Structured Assessment Activities /Tasks:
These are activities/tasks organized by the teacher to assess learners’ knowledge,
skills and attitudes as well as the learners’ ability to apply that in new situations.
The most suitable activities are the ones that demonstrate learners’ understanding
by doing such as drawing, pointing, cutting and pasting, … This methods is very
effective with shy children and those who may need more time before they can
produce the language.
Take Home Tasks:
These are tasks given to children to complete at home and they are given a dead
line to meet such as projects. They are very useful for mixed ability classes
because the children have the freedom to choose how to complete the task, how
much time to put on it, and the level of performance they want to present. These
tasks foster learning how to learn skills.
How can I use the results of my assessment?
To give children feedback on their strong as well as weak areas.
To modify activities ( give easier or more difficult ones ) according to
children’s needs.
To allow children further practice if teachers realize that most children are
weak in a skill, vocabulary areas or language structure.
To provide individual help to some children when needed.
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The Professional Development Project for English Language Supervisors and Teachers
A FINAL WORD
As primary teachers, your role is very important in selecting appropriate
learning materials, planning interesting learning activities and in creating positive
learning environment. Your instruction should take into consideration the
characteristics of young English language learners and their language development,
the learning conditions that are most effective for these learners, and the kinds of
instruction that best meet their needs.
If we approach pupils with an open mind and expect the best from them, this
will help to raise their expectations of themselves. These raised expectations may
then encourage children to make more effort which in turn may lead to improved
performance and increased positive regard from their teachers and other adults.
“Knowledge 'nourishes' the mind as food nourishes
the body…
A child requires knowledge as much as he requires
food .”
Charlotte Mason, A Philosophy of Education
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 1 The Challenge of Teaching Children
Read, Carol ( 1998, April ). The Challenge of Teaching Children. English Teaching Professional,
7:8-10. Retrieved August 1, 2005, from http://wwwetprofessional.com/articles/challenge.pdf
Full of practice
Supported
Meaningful
Purposefuk
Enjoyable
Social
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 2 Seven Intelligence Test for Children
Answer the following questions by checking on the sentences that are most like
you.
No. Statement
1 I am good at copying what people say
2 I really love books.
3 I really like to listen to the radio
4 I really like to do "word searches" or crossword puzzles
5 I really like language arts and social studies in school
6 I really like to do experiments
7 I really like math
8 I really like science
9 I am good at making and figuring out patterns
10 I often wonder about how things work
11 I really like music
12 People tell me that I sing well.
13 I would be very sad if there was no music in the world.
14 I know a lot of songs by heart
15 I sing songs I've heard on TV to myself as I'm going somewhere
16 I am good at doing puzzles
17 I am good at reading maps.
18 I hardly ever get lost or mixed up where I am going
19 I can pretend I am in the sky looking down on my house and know
where everything is
20 I am good at drawing or making things with clay.
21 I am good at sports
22 I really like to dance.
23 I like to be outside a lot.
24 I am good at learning new sports or dances
25 I can figure out how something works or how to fix something that's
broken by myself.
26 I feel sad when others are feeling sad
27 I feel happy when I am with others that are feeling happy
28 I like playing games with a group of people better than just one other
person
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The Professional Development Project for English Language Supervisors and Teachers
* By Nancy Faris
Based on Howard Gardner's Seven Intelligences/inspired by MI Test by Spencer
Barnard
Rubric for Hand scoring
Child version -- 5 items per intelligence.
1 - 5 linguistic
6 - 10 math
11 - 15 music
16 - 20 spatial
21 - 25 kinesthetic
26 - 30 interpersonal
31 - 35 intrapersonal
29 I have more than three good friends
30 I really like being in the middle of a crowd.
31 I really like to spend time alone to think by myself.
32 I think a lot about the future and what I want to do when I grow up.
33 I know right away when I am feeling "stressed out" and I spend time
alone to feel better
34 I keep a diary or journal and write down my feelings
35 Most of the time I'd rather stay home than go out somewhere with a lot
of people.
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 3 Language Activities to Develop the Eight Intelligences
Linguistic Musical / Rhythmical
Word games
Reading games
Writing games
Story telling
Show and tell
Role-play
Using puppets
Tongue twisters
Crosswords - anagrams
Debates
Journals
Songs
Action rhymes
Chants
Poetry
Logical / Mathematical Interpersonal
Words puzzles
Reading puzzles
Writing puzzles
Logical problem solving
Computer games
Number puzzles
Classifying
Ranking
Sequencing
estimations
Pair work
Group work
Brainstorming
Peer teaching
Dialogues
Interviews
Surveys
Class projects
Spatial / Visual Intrapersonal
Shape puzzles
Mind maps
Drawing
Visualization
Diagrams
Constructing models
Maps and coordinates
Drawings
Graphics
Charts and diagrams
Learning diaries
Reflection
Creative writing
Project work
Personal-goal setting
Interest centers
Personal value tasks
Bodily / Kinesthetic Naturalist
TPR
Craftwork
Physical activities
Action rhymes, songs and games
Hands-on activities
Miming
demonstrations
Field trips
Patterns
Classifying
Sorting
Nature projects
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 4 Eight Ways of Being Smart
Bahman, Shahnaz, TESOL Arabia. Scholastic Professional Books.
Developing Students’ Multiple intelligences.
Intelligence Area Is strong in: Likes to: Learns best
through:
Verbal / linguistic Reading, writing,
telling stories,
memorizing dates,
thinking in words
Read, write, tell stories,
talk, memorize, work at
puzzles
Reading, hearing and
seeing words,
speaking, writing,
discussing and
debating
Math / logic Math, reasoning,
logic, problem-
solving, patterns
Solve problems,
question, work with
numbers, experiment
Working with
patterns and
relationships,
classifying,
categorizing, working
with the abstracts
Spatial Reading maps, charts,
drawing, mazes,
puzzles, imaging
things , visualization
Design, draw, build,
create, daydream, look
at pictures
Working with
pictures and colors,
visualizing using the
mind’s eye, drawing
Bodily/
Kinesthetic
Athletic, acting, crafts,
using tools
Move around, touch and
talk, body language
Touching, moving,
processing knowledge
through bodily
sensations
Musical Picking up sounds,
remembering
melodies, rhythms
Hum, play an
instrument, listen to
rhyming words
Rhythms, melody
Interpersonal Understanding people,
leading, organizing,
communicating,
resolving conflicts,
selling
Have friends, talk to
people, join groups
Sharing, comparing,
relating, interviewing,
cooperating
Intrapersonal Understanding self,
recognizing strengths
and weaknesses,
setting goals
Work alone, reflect,
pursue interests
Working alone, doing
self-paced projects,
having space,
reflecting
Naturalist Understanding nature,
making distinctions,
identifying flora and
fauna
Be involved with
nature, make
distinctions
Working in nature,
exploring living
things, learning about
plants and natural
events.
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 5 Multiple Intelligences Lesson Plan
Bahman, Shahnaz, TESOL Arabia. Scholastic Professional Books.
Developing Students’ Multiple intelligences.
Spatial
How can I include
visuals, colours, art,
graphs, and pictures?
Intrapersonal
How can I include
private learning time
and student choice?
Naturalists
How can I include
field trips,
classification? Interpersonal
How can I include
group work, peer
sharing, and
discussions?
Bodily / kinesthetic
How can I include
movement,
exercises, drama,
and crafts?
Musical/rhythmical
How can I include
sounds, rhythms,
chants ?
Verbal / linguistic
How can I include
reading, writing,
and speaking?
Math / logic
How can I include
numbers,
classifications,
critical thinking an d
calculations?
M. I. Lesson
Planning
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 6 Correcting Mistakes
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 7 Progress Report
Units ________ and ________
Name : Class :
Date : Absences :
Listening
Can recognize the colours.
Can recognize the numbers 1 -10.
Can recognize things he / she uses at school.
Can understand a short dialogue on tape.
Speaking
Can introduce herself.
Can ask someone’s name.
Can count from 1 – 10.
Can say the colours.
Can say the names of things she uses at school.
Can say the chants in the book.
Reading
Can recognize the colours.
Can recognize the numbers from 1 - 10
Can recognize the things he / she uses at school.
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The Professional Development Project for English Language Supervisors and Teachers
Writing
Can copy words.
Can write her name.
Can write the numbers.
Can write the colours.
Attitude and Effort
Likes learning about life in other countries.
Likes working in pairs.
Always does her homework.
Listens to the teacher.
Student’s Comments:
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 8 Self Assessment
Tick what you can do:
I can say the names of people in my family.
I can say the family words.
I can spell the family words.
I can write about what people are doing.
I can say the parts of the face.
I can say the parts of the body.
I can count up to 20.
I can say what parts of the body I've got.
I can say the numbers 1 – 10.
I can write the numbers 11 – 20.
I can say the colours.
I can spell the colours.
I can say the names of farm animals.
I can say the names of wild animals.
I can spell the animal words.
I can say what animals do,
I can say the names of classroom objects.
I can say what I've got in my school bag.
I can say where things are in the classroom.
I can listen and colour the pictures.
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 9 Student Observation Sheet
Scott-Focus Observation Sheet Date ___________
1. Highlight the appropriate happy / unhappy face to indicate the child’s behavior
during the lesson.
2. Record score on Progress chart.
3. 4 out of 5 faces indicate mastery of FOCUS.
Student
Name
Give eye
contact
Resist
talking to
neighbors
Keep hands
& feet quiet
Listen to
other
students
comments
Use of
relevant
comments
& questions
Follow
directions
1-
2-
3-
4-
5-
6-
7-
8-
9-
10-
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The Professional Development Project for English Language Supervisors and Teachers
Appendix 10 Class Observation Record Sheet
Student’s Name : Month Month
Class: 1 2 3 4 1 2 3 4
Attitudes towards learning English
Shows interest in learning English.
Tries hard.
Co-operates well with classmates.
Does homework regularly.
Actively participates in classroom activities.
Pays attention in class
Shows initiative
Shows respect and is friendly to classmates
Uses communication strategies and gestures to enhance
his/her communicative ability
Asks for help from teacher and / or classmates when
facing difficulties
Listening
Understands the main idea of a short spoken text.
Recognizes reduced forms of words (e.g. hasn't )
Finds specific information from a short spoken text.
Follows oral instructions.
Speaking
Gives personal information.
Asks simple questions.
Initiates communication.
Participates in new situations, even with slight hesitation.
Uses acceptable pronunciation and intonation.
Uses most of vocabulary taught.
Participates in oral pair and group work.
Communicates without long pauses.
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The Professional Development Project for English Language Supervisors and Teachers
Adapted from:
Loannou-Georgiou, Sophie, Pavlou, Pavlos. ( 2003). Assessing Young Learners. Oxford. Oxford
University Press.
Reading
Reads sentences on his / her own.
Recognizes punctuation symbols.
Uses pictures to aid comprehension of new words.
Begins to read silently.
Comprehends the main idea of a short written text.
Writing
Has easily legible handwriting.
Writes at an acceptable pace.
Writes with acceptable accuracy ( spelling / structure )
Writes sentences using the basic English word order.
Uses the vocabulary most frequently used in class.
Learning Skills
Keeps text books / books clean and tidy.
Can evaluate own progress.
Uses a picture dictionary.
Keeps a tidy and regularly updated portfolio.
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The Professional Development Project for English Language Supervisors and Teachers
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6. http://www.academia.edu/4180527/Teaching_English_for_Young_Learners_
Using_Video_and_Movie_Education_in_Classroom
7. http://awej.org/index.php?option=com_content&view=article&id=488:hind-
al-jamal&catid=49&Itemid=152. It might help here.
90
The Professional Development Project for English Language Supervisors and Teachers
Evaluation Form
Overall Evaluation Disagree Neutral Agree Strongly
Agree
Objectives for the workshop were clearly stated.
I have learned new ideas and / or skills
There was adequate time for hands-on practice
I would recommend this workshop to others
Overall, I was favorably impressed by this
workshop
The Instructors Disagree Neutral Agree Strongly
Agree
Were well prepared and organized
Explained the material clearly
Stimulated interest in subject matter
Encouraged and responded to questions
Were knowledgeable about the subject matter
Identified resources for future help
Treated participants with respect
Seemed interested in teaching the workshop
Facilities and Equipment Disagree Neutral Agree Strongly
Agree
The arrangement was appropriate
I could see the instructors clearly
I could hear the instructors clearly
I could see the visual aids
The lighting was adequate
91
The Professional Development Project for English Language Supervisors and Teachers
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