OFILES PANELLISTS PR ConnectConnect · 2019-08-25 · PR O FILES PANELLISTS 4 Connect is a...

KG1 and KG2

Longman’s Annual Teacher Training

PANELLISTSPROFILES PANELLISTSPROFILES

2019

ConnectConnect

NOTES

3

Table of Contents:

Table of Contents ……………………………………..………….…………………............................. 3

Introduction ……………………………………………………………………….................................. 4

Workshop Schedule ………………………………………………………………………....................... 5

Outline ……………………………………………………………………….......................................... 6

Day One: Session 1: What do we know about CONNECT? ………………….................... 7

Session Objectives ……………………………………………………….......................…….…………….. 7

I. Curriculum Components and Resources ………………………………………………………........ 7

II. Meet the Main Characters ………………………………………………………............................. 8

Day One: Session 2: How does CONNECT support young learners? …………….……… 11

Session Objectives ……………………………………………………….......................…….………....... 12

III. What do children need to be able to learn? (Methodology) ……….........…….……….. 12

Day Two: Session 1: How can we teach the units and lessons? …………………........... 26

Session Objectives ………………………………………….……………………....................…………….. 26

IV. Curriculum Overview …………………………………….…...................…………..............…..… 28

V. A Typical Lesson Plan (TG) …………………………………….…...................…………..............…

VI. Lesson Demo …………………………………….…...................…………..............…..................

Day Two: Session 2: How can we assess the learners? …………………........................ 31

Session Objectives ………………………………………….…………………………....................……….. 31

VII. Brief on Assessment ………………………………………….…………………………...................... 31

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Connect is a curriculum designed by Longman Egypt and York Press in

collaboration with the Egyptian Ministry of Education to give Egyptian

young learners a chance to learn and have fun at the same time. It takes

in consideration the young child’s need to use language as a tool to

learn about and communicate his/her ideas to the world. It also takes

into account the obligation of formal schooling to create a citizen who

is capable of serving the country by being knowledgeable, cooperative,

successful, and _ most importantly _ possessing a willingness to learn

and explore. Such goals can only be achieved by employing the Multi-

disciplinary Approach (CLIL) in designing a language book that supports,

feeds in, and feeds from the other knowledge/content book the students

will be studying at school.

INTRODUCTION:

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Workshop Schedule:

Day ONE

Session 1

9am – 9.30 Registration9.30am – 10am Opening Notes

10am - 11.30am What do we know about CONNECT?

11.30am – 12pm Break

Session 2 12pm – 1.30pm How does CONNECT support young learners?

Day TWO

Session 1 9am – 11.00am How can we teach the units and lessons?

11.00am – 11.30am Break

Session 2

11.30am – 1pm How can we assess the learners?

1pm – 1.30pmClosing session and certificates

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I. Curriculum Components and Resources

II. Meet the Main Characters

III. What do children need to be able to learn? (Methodology)

IV. Curriculum Overview

V. A Typical Lesson Plan (TG)

VI. Lesson Demo

VII. Brief on Assessment

OUTLINE:WHAT DO WE KNOW ABOUT CONNECT?

مجهورية مرص العربية

وزارة الرتبية والتعليم والتعليم الفين

اإلدارة املركزية لشئون الكتب

Connect provides the complete package

for learning based on life skills and

citizenship education.

Student’s Book

Teacher’s Guide

Class Audio CD

⬤ Exciting stories, catchy songs

and motivating craft activities

⬤ Engaging characters that

children will identify with

⬤ Pre-emergent reading and

writing skills including phonics

⬤ A syllabus for learning new

age-appropriate skills for

home and school

⬤ An emphasis on values for

young learners

Connect is a new and innovative course specially designed for

learning based on life skills and citizenship education.

The course has been designed in alignment with the curriculum framework set

by the Ministry’s Center for Curriculum and Instructional Materials Development

(CCIMD).

Yo

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KG

1

Pu

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Cla

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Size 27.5 x 19.5 cm

Extent 104 pp

Colour 4/4

Grammage 180/70 gm

رقم الكتاب

1715/20/25/11/1/75

Claire Medwell

Student’s Book

ConnectConnectTerm 1

Student’s Book

2019-2020 غري مرصح بتداول الكتاب خارج


www.connectforegypt.com

Claire MedwellClaire Medwell

Teacher’s Guide


Teacher’s Guide

Connect provides the complete package for learning based on life skills and citizenship education. Student’s BookTeacher’s GuideClass Audio CD

⬤ Exciting stories, catchy songs and motivating craft activities⬤ Engaging characters that children will identify with⬤ Pre-emergent reading and writing skills including phonics⬤ A syllabus for learning new age-appropriate skills for home and school⬤ An emphasis on values for young learners

Connect is a new and innovative course specially designed for learning based on life skills and citizenship education.

The course has been designed in alignment with the curriculum framework set by the Ministry’s Center for Curriculum and Instructional Materials Development (CCIMD).

Size 19.5 x 27.5 cmExtent 96 ppColour 4/4Grammage 180/70 gm

رقم الكتاب٤٠٠٤/٣٠/٢٥/١١/١/٧٢

2018-2019وزارة الرتبية والتعليم والتعليم الفين غري مرصح بتداول الكتاب خارج


for learning based on life skills and citizenship education. Student’s BookTeacher’s GuideClass Audio CD

⬤ Exciting stories, catchy songs and motivating craft activities⬤ Engaging characters that

children will identify with⬤ Pre-emergent reading and writing skills including phonics⬤ A syllabus for learning new

age-appropriate skills for home and school⬤ An emphasis on values for

young learners



Yo

rk Circle T

ime

KG

1

Pu

pil’s Boo

k

Cla

ire Medw

ell

Extent : 104Size : 27.5 x 19.5Colour : 4/4Grammage: 180/701721/2٠/2٥/11/2/7٥رقم الكتاب

Claire Medwell

Student’s BookStudent’s Book

ConnectConnectKG2

Term 1

Connect has been designed in alignment with the curriculum framework set by

the Ministry’s Center for Curriculum and Instructional Materials Development

(CCIMD).

وزارة الرتبية والتعليم والتعليم الفين غري مرصح بتداول الكتاب خارج2019-2020

www.connectegypt.com


Teacher’s Guide



for learning based on life skills and citizenship education.

Student’s Book

Teacher’s Guide

Class Audio CD

⬤ Exciting stories, catchy songs and motivating craft activities

⬤ Engaging characters that children will identify with

⬤ Pre-emergent reading and writing skills including phonics

⬤ A syllabus for learning new age-appropriate skills for home and school

⬤ An emphasis on values for young learners





(CCIMD).

Size 19.5 x 27.5 cmExtent 112 ppColour 4/4Grammage 180/70 gm

رقم الكتاب٤٠٠٨/٣٠/٢٥/١١/٢/٧٢



Teacher’s Guide

KG2


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SESSION OBJECTIVES:

By the end of this session, the trainees should be able to:1. Identify the components of the book.

2. Use the different components.

3. Have access to the websites that support the book.

4. Identify the different characters of the book.

5. Know the role and importance of every character in the book.

I. CURRICULUM COMPONENTS & RESOURCES:

· Student’s Book

· Teacher’s Guide (Extra Practice, Fast Finishers, Games Bank)

· Egyptian Knowledge Bank (EKB) www.ekb.eg

· The following can be accessed through EKB:

· Audio CD: songs, stories, phonics chants

· Unit posters

· Flash cards of letters, vocabulary, and numbers

· Videos animating the stories and songs.

· Videos supporting the scientific integrated content (CLIL)

DAY ONE: SESSION 1:

What do we know about CONNECT?

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DAY ONE: SESSION 1:

What do we know about CONNECT?

II. MEET THE CHARACTHERS:Task: In groups/pairs, list the significance of:

a. the names

b. the number of characters

c. the gender of each character

d. the role of Busy Bee

Adam Dina

YoussefLaila

Busy Bee

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SESSION OBJECTIVES:

By the end of this session, the trainees should be able to:6. Plan their semester based on the different sections found in the Student’s

Book.

7. Recognize the up-to-date teaching methods employed in the book.

8. Realize the techniques through which the book أكتشف is connected to their book.

9. Differentiate between teaching English as a language and as a support tool to learn the different subject matters.

10. Make use of the different practices of the pedagogical methods employed in the structure of the curriculum.

11. Understand the philosophy behind integrating all the chosen methods togeth-er in designing the book units.

12. Identify the different activities and lessons in the book that apply and employ those methods.

13. Use songs, stories and other audio-visual aids in class within the lessons.

14. Teach songs and stories found in the book as part of the curriculum.

DAY ONE: SESSION 2:

How does CONNECT support young learners? (METHODOLOGY)

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III. WHAT DO CHILDREN NEED TO BE ABLE TO LEARN? Task:In groups/pairs, try to match the children’s traits to the teaching methods below to complete the sentence.

DAY ONE: SESSION 2:

How does CONNECT support young learners? (METHODOLOGY)

Children are: So they need:

a. limited in language skills

b. emotional

c. creative

d. not readers

e. not writers

f. curious

g. forgetful

h. limited in experience

i. energetic

1. Life skills, Values, Issues, and challenges.

2. CLIL (Content-Language Integrated Learning) Multi-disciplinary Approach

3. Communicative Approach

4. Phonetic Awareness & Reading Literacy

5. Project-based Education & Total Physical Response (TPR)

6. Songs

7. Stories

8. Class routine

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III. WHAT DO CHILDREN NEED TO BE ABLE TO LEARN? Task:In our groups/pairs: let’s look at the units searching for applications of these methods. Each group/pair should pick a unit.

Unit

Teaching method Application

1. Life Skills, Values, Issues, and Challenges

2. CLIL (Content-Language Integrated Learning) Multi-disciplinary Approach

3. Communicative Approach

4. Phonetic Awareness and Reading Literacy

5. Project-based Education and Total Physical Response (TPR)

6. Songs

7. Stories

8. Class routine

DAY ONE: SESSION 2: How does CONNECT support young learners? (METHODOLOGY)

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Children are …………………, so they need:

1. Life Skills, Values, Issues, and Challenges

ü Students should learn to be independent individuals and active citizens.

ü Through the four essential life skills, students must:

ü acquire ethical and moral values.

ü learn to face issues and challenges.

ü The issues and challenges taught are:

ü Non-discrimination.

ü Citizenship issues.

üEnvironmental and development issues.

üHealth and population.

üIssues of globalization.


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Task: Group work and presentation: In your group/pair, go through your unit and find lessons and activities that employ thismethod: Life Skills, issues, and challenges.

My Group The Other Groups

DAY ONE: SESSION 2:How does CONNECT support young learners? (METHODOLOGY)

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Children are …………………………………., so they need:

2. CLIL (Content-Language Integrated Learning) Multi-disciplinary Approach:

ü Using different content from other disciplines as topics for units.

ü The disciplines are: Science, Music, Art, Math, and Social Studies.

Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: CLIL. (Guess the subjects that are in the other book).

My Group The Other Group


.

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3. COMMUNICATIVE APPROACH:

ü Language skills are five: L, S, R, W, and P (Presentation skills).

ü No more explicit grammar teaching and analysis! Grammar is learned by repetition of structure.

ü Target language is presented at the footer.

ü Using conversations and role-plays.

Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: Communicative Approach.



Discover

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4. Phonetic Awareness and Reading Literacy

All the phonics, vocabulary and language activities are there to serve mainly READING!ü Introducing letters based on phonetic sounds.

ü The alphabet order is listed at the footer and the target letters are high lighted.

ü Phonics are presented through: speaking, listening, writing, and motor skills activities.

ü Vocabulary is presented in word boxes.

ü Words are presented first in blue first, then appear later in black when the children have learned them well.

Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: Phonics Awareness and Reading Literacy.



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5. Project-based Education & Total Physical Response (TPR)

ü Projects consolidate knowledge.

ü Projects help in presentation skills.

ü TPR motor skills activities include: singing, moving in class, dancing, cut ting, pasting, ticking, matching, etc.

ü Strengthen the body to help in learning writing and handwriting activities.

ü For young learners, projects and TPR activities are part of the Writing skill.

Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: Project-based Education and TPR



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6. Songs

Pre-listening:ü Prepare the learners by: questions and answers introducing topic and characters.

ü Ask for guesses based on logic or imagination of what they are going to hear.

During Listening:ü Use actions and movement as much as possible to accompany songs and encourage the children to participate.

ü Use the same song again and again; this gives motivation, confidence, and security coming from familiarity.

Post Listening: ü Ask vocabulary questions. Ask for details. Ask for repetition.

ü Play the karaoke version and tell them to sing.

Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ: Songs.



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7. Stories

Why?ü Teach values and life skills.

ü Stretch a child’s mental concentration time span.

ü Develop child memory, imagination and creative skills.

ü Develop mental abilities (especially sequencing).

ü Teach vocabulary functionally in context.

ü Communicatively teach grammatical and sentence structures.

How?1. Ask for predictions about what the story will be, based on the pictures,

logic, and imagination.

2. Start reading or listening to the audio of the story and pointing at the pictures and the text.

3. Use all possible realia, create character masks, and intone your voice to act while reading.

4. Repeat the story a lot.

Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ: Stories.



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8. Class routine1. Hello Time: Greet the students at the beginning of the class. Sing or play a Hello

song/game using a flash card with Busy Bee.

2. Opener: Revise what was taught in the previous class.

3. Presentation Time: Introduce the new lesson.

4. Practice Time:

a. ‘Shoulder Friend’: a technique where each two children work together or a group of 3-4 maximum. Students practice the language with the mates that are next to their shoulder.

b. Hands Up: As teachers when raise your hand to the children when you want to make them stop talking and pay attention to you.

3. Play Time: Children use the two pages of ‘Play Time’ in every unit or any other activities for their own free play time where teachers observe and give minimal instructions or directions.

4. Tidy-up Time: In the end of every class, there has to be some time where chil-dren help the teacher to pick up and organize the books, toys, and pencils.

5. Good-bye Time: Teach children to say farewell to each other and the teacher at the end of every class or day. This teaches them social etiquette.

6. Classroom Language: Consistent, repetitive, simple, supported by body language.


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NOTES

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SESSION OBJECTIVES:

By the end of this session, the trainees should be able to:15. Recognize the themes of every group of units set by the curriculum frame-

work of the MoE.

16. Remember the structure of the Student’s Book.

17. Recognize and remember the way each unit is designed.

18. Know the number and arrangement of the lessons in the units.

19. Know the number of all the activities in each lesson in all the units.

20. Decide on the language content and skills integrated in each activity.

21. Decide on the methods employed in each lesson.

22. Know how to use the Teacher’s Guide.

23. Realize the typical sections and steps in the design of each lesson plan in a unit.

DAY TWO: SESSION 1: How can we teach the units and lessons?

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How can we teach the units and lessons?

Task: Open Discussion: What are the vocabulary items you expect to be there in each unit and the life skills, values, and issues discussed?


The World Around Me

Who Am I?

How the world works

Communication

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Who Am I?Theme 1

KG 1 – Term 1

KG 1 – Term 2

Theme 2The World Around Me

It’s meUnit 1

My bodyUnit 2

My class Unit 3

My toysUnit 7

Let’s go shopping

Unit 8

My food Unit 5

Let’s visit the zoo Unit 6

My family Unit 4

How the world worksTheme 3

Communication Theme 4

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My home Unit 3 My day

Unit 4

My partyUnit 5

My farmUnit 6

My family’s jobUnit 7

My summer games

Unit 8

Hop, skip, jumpUnit 1

Play musicUnit 2

KG 2 – Term 1

KG 2 – Term 2

Who Am I?Theme 1

How the world worksTheme 3

CommunicationTheme 4

The world around meTheme 2

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5. A Typical Lesson Plan (Teacher’s Guide)1. Lesson opener: preparing and helping learners to get into the mood and topic.

2. Presentation of the activities

3. Answers, possible responses and student’s own answers

4. Audio scripts

5. Extra Practice and Fast Finishers

6. Consolidation Game

7. Games Bank

8. Closing: recycle and praising



Teacher’s Guide


Teacher’s Guide

Connect provides the complete package for learning based on life skills and citizenship education.

Student’s BookTeacher’s GuideClass Audio CD

⬤ Exciting stories, catchy songs and motivating craft activities⬤ Engaging characters that children will identify with⬤ Pre-emergent reading and writing skills including phonics⬤ A syllabus for learning new age-appropriate skills for home and school

⬤ An emphasis on values for young learners





(CCIMD).

Size 19.5 x 27.5 cmExtent 96 ppColour 4/4Grammage 180/70 gm٤٠٠٤/٣٠/٢٥/١١/١/٧٢رقم الكتاب

2018-2019وزارة الرتبية والتعليم والتعليم الفين غري مرصح بتداول الكتاب خارج


Teacher’s Guide



for learning based on life skills and

citizenship education.

Student’s Book

Teacher’s Guide

Class Audio CD

⬤ Exciting stories, catchy songs

and motivating craft activities

⬤ Engaging characters that

children will identify with

⬤ Pre-emergent reading and

writing skills including phonics

⬤ A syllabus for learning new

age-appropriate skills for

home and school

⬤ An emphasis on values for

young learners





(CCIMD).Size 19.5 x 27.5 cm

Extent 112 pp

Colour 4/4

Grammage 180/70 gm

رقم الكتاب

٤٠٠٨/٣٠/٢٥/١١/٢/٧٢



Teacher’s Guide

KG2


PANELLISTSPROFILES

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How can we teach the units and lessons?

6. Lesson DemoLet’s look at Unit 5 KG2 Term 2!We need a teaching demo on every lesson.

a. Tell us about the objectives

b. State the target language skills, sub-skills, and values

c. Practice the lesson.Make sure to prepare from the Teacher’s Guide.


5

2

LESSON 1 page 2Objectives: To identify vocabulary for food in a picture To review colors To review numbers 1 to 5 To listen to and sing along with a song

Vocabulary: cake, ice-cream, pizza, salad, water, yogurt

Materials: Student’sBook,pages2and3 Class CD DigitalToolkit Flashcards:cake,ice-cream,pizza,salad,yogurt;cat,cow,duck,horse,

rabbit,sheep;blue,green,red,yellow Unit 5 poster

Opener • Play Memory (GamesBank,page95)toreviewthedailyroutinesvocabulary.• Play Color show(GamesBank,page94)torevisethecolors:blue,green,orange,pink,

purple,red,yellow.

Presentation 1 Present and practice the new words: cake, ice-cream, pizza, salad, yogurt and water.2 Presentthenewvocabularyusingtheflashcards.Pointtothecakeandsay:cake.Students

repeatseveraltimeschorallyandthenindividually.3 Repeattheprocedureforice-cream, pizza, salad, yogurt and water.4 Thenpointtoeachiteminturnandstudentssaythewords.Varytheorderyoupointto

theitems.5 Youcanalsopracticethenewwordsusingtheunitposter.Pointtoitemsontheposterfor

studentstorepeatchorallyandindividually.Askindividualstudentstocometothefrontoftheclass.Pointtoanitemontheposter,andthestudentsaystheword.

1 Listen and point1 Helpstudentstofindpage2.2 Elicitwhotheycanseeinthepicture:Who can you see?(BusyBee,Adam,Dina,Lailaand

Youssef).Thenaskstudentswhatfoodstheycanseeinthepicture:What foods can you see?(It’sabirthdayparty,thereissomecake,ice-cream,pizza,yogurt,waterandsaladonthetable.)Pointtothecakeandsay:cakeandencouragestudentstorepeat.Repeatfortheotherfoods.Say: Point to the food you like the most.Show your partner.

3 Usethepicturetoreviewthecolors:yellow, red, blue, green.Askstudentstopointtoandtellyouthecolorstheycanseeinthepicture(yellow,red,blue,green).

4 Usethepicturetoreviewnumbers1to5.Pointtothechildrenandask:How many friends are there?Encouragethechildrentopointandcountwithyou1,2,3,4.PointtoBusyBeeandsay:And Busy Bee makes five.Show me five.Encouragestudentstoshowyoufivefingers.Pointtothecakesonthetableandask: How many cakes are there? Let's count. One, two.There are two cakes. One cake is for Adam and one cake is for Dina.

5 Say: Listen and point.Playthesong.Foreachverse,studentspointtothecorrespondingfoodordrinkinthepicture.

1 Listen and point

2 Sing

My partyMy party Vocabulary

cake ice-cream pizza yogurt water salad

2

3

5

AudioscriptPlease come to our party Happy birthday, Adam Let’s have fun Happy birthday to you! There’s food for everyone! Happy birthday, Dina. We have pizza and salad, Happy birthday to you! Yogurt and cake, Ice-cream and water Yum, yum, yum!

6 Displaythecake,ice-cream,pizza,salad,yogurtandwaterflashcardsontheboard.Say:Can I have some ice-cream, please?Encouragechildrentopointtothecorrectflashcard.Askforavolunteertoremovethecorrectcardfromtheboardandtohandittoyou.Say:Yummy ice-cream. Thank you.Repeatwiththeotheritemsoffood.

2 [CD 1.25] Sing1 Playthesongagainonthenexttrackforthekaraokeversion.Studentsgraduallysingalong

withthesongasmuchastheyareable.Pointtoeachfoodflashcardaseachverseissung.2 Whenstudentsareable,playtheversionofthesongwithoutwords.Studentssingasmuch

astheycan.

LESSON 1 page 3

1 Look, complete the pattern and say1 Helpstudentstofindpage3.Usethesmallpicturesonthefirstrowtoelicitthewords

(cake, ice-cream, cake, ice-cream).2 Thenexplainthatstudentshavetodrawapictureintheboxtocompletethesequenceof

foodpictures.Say:cake, ice-cream, cake, ice-cream… and pause for students to say the nextwordinthesequence:cake.

3 Say:Now complete.Askstudentswhatpicturetheyshoulddrawinthebox:What do we draw here? Ice-cream or cake?(cake).Studentsdrawapictureofthecakeintheboxandthensaythecompletesequence:cake, ice-cream, cake, ice-cream, cake.

4 Studentsrepeattheprocedureforthesecondrow(pizza, pizza, water, pizza, pizza, water)and the third row (yogurt, salad, ice-cream, yogurt, salad, ice-cream).

5 Goaroundmonitoring.Helpifnecessary.

Fast finishers

• Studentscandrawandcolorapictureoftheirfavoritefood.Theyshowthepicturetoapartner.Youcouldmaketheseintoaclassroomdisplayanduseittopracticethefoodvocabulary.

Consolidation game• Play Point to the card(GamesBank,page95)withthefoodflashcards.


3

2

1

1 Look, complete the pattern and say

Vocabulary

3


3

2

1


Vocabulary

3


3

2

1


Vocabulary

3Vocabulary: cake, ice-cream, pizza, salad, water, yogurt

3

2

1


Vocabulary

3

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Now let’s recap all our work! Lesson # Target language skills Sub-skills (Vocabulary or

Language Use)The employed method in the activities

1. Listening, Speaking,

Pre-writing

The sub-skills: Vocabulary Songs

TPR

Communicative Approach

2.

3.

4.

5.

6.

7.

8.

9. PROJECT

SHOW & TELL

PLAY TIME

DAY TWO: SESSION 1:

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SESSION OBJECTIVES:

By the end of this session, the trainees should be able to:

24. Learn the assessment philosophy behind the curriculum.

25. Understand how the assessment incidents are designed with the book.

26. Prioritize the choice of activities for adaptation of the curriculum in emergency times.

27. Evaluate the learners based on a scale not on grades.

DAY TWO: SESSION 2: How can we assess the learners?

30

How can we assess the learners?

7. Brief on Assessment

Types of Assessment

Diagnostic Evaluation Formative Evaluation Final Evaluation

Let’s Remember Progress checkers:

1. Show and tell

2. Projects

3. Role-plays

4. Unit and theme Reviews

5. Self-assessment activities

6. The Closing step in each session.

7. ‘Look and Draw’ activity is for self-assessment

Student Assessment Card:

1. Learning Objectives

changed to learning out-

comes

2. Teacher’s notes and com-

ments

Assessment CardsNo formal assessment. All students will be promoted to the next year!Re-write the lesson objectives to be the learning outcome.

Exceeding expectations Meets expectationsApproaching

expectations

Lower than expectation

Domain

DAY TWO: SESSION 2: How can we assess the learners?

PANELLISTSPROFILES

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NOTES

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NOTES

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