OFILES PANELLISTS PR ConnectConnect · 1 ConnectCo nect Student’s Book Term 1 Primary 1 Connect provides the complete package for learning based on life skills and citizenship education

PANELLISTSPROFILES

Primary 1 and 2

Longman’s Annual Teacher Training

2019

ConnectConnect

Primary 2

Student’s BookStudent’s Book

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

Student’s Book

Teacher’s Guide

Class Audio CD

Flash Cards

Posters

Digital materials available on the Egyptian Knowledge Bank

⬤ 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 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 cmExtent 132 ppColor 4/4Grammage 240/80 gm

رقم الكتاب

www.connectforegypt.com

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

2

ConnectConnect

ConnectConnect

Primary 2

Stud

ent’s Boo

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1

2019-2020 غري مرصح بتداول الكتاب خارج

وزارة الرتبية والتعليم والتعليم الفين

Term 1

Pilot Edition

مجهورية مرص العربيةوزارة الرتبية والتعليم والتعليم الفين

اإلدارة املركزية لشئون الكتب

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Claire Medwell

1ConnectConnect


Term 1

Primary 1


Student’s Book

Teacher’s Guide

Class Audio CD

QR codes, which link to the EKB, providing engaging songs and videos







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 27 x 19.5 cmExtent 104 ppColour 4/4Grammage 180/70 gm

رقم الكتاب9/20/1/11/1/75




NOTESNOTESNOTES

NOTES

3

Table of Contents:

Table of Contents �� 3

Introduction �� 4

Workshop Schedule �� 5

Outline �� 6

Day One: Session 1: How is ‘CONNECT’ related to the future? �� 7

Session Objectives �� 7

I. Curriculum Components and Resources �� 8

II. Meet the Characters �� 9

Day One: Session 2: How is ‘CONNECT’ supporting learners? (Methodology) �� 11


III. Who are the job professionals we have in class? �� 12

Day Two: Session 1: How can learners benefit from the units? �� 25


IV. Curriculum Overview �� 26

V. A Typical Lesson Plan �� 29

VI. Lesson Demos �� 30

Day Two: Session 2: How can we assess the different learners with one system?

(Assessment Plan) �� 32


VII. Brief on Assessment �� 33

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

collaboration with the Egyptian Ministry of Education and Technical

Education to give Egyptian young learners a chance to learn and have

fun at the same time. It takes in consideration the need of a child to

use the 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

9 – 9.30 Registration9.30 – 10 Opening Notes

10 - 11.30 How is CONNECT related to the future? How is CONNECT supporting learners? (Methodology)

11.30 – 12 Break

Session 2 12 – 1.30How is CONNECT supporting learners? (More on Methodology)

Day TWO

Session 1 9 – 11.00 How can learners benefit from the units?

11.00 – 11.30 Break

Session 211.30 – 1 How can learners be assessed?

(Assessment Plan)

1 – 1.30 Closing and certificates

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Let’s Explore the Book’s Background!

· Curriculum Components and Resources

· Meet the Characters

· Curriculum Overview

Let’s Explore the Book’s Brain!

· Book Methodology (example: project-based education, teaching

phonics, reading literacy…etc.)

Let’s Explore the Unit’s Structure!

· Unit Structure (very detailed!)

Let’s Explore the Teacher’s Mission!

· A Typical Lesson Plan (TG)

· General teaching tips: How to use the EKB videos?

· Brief on Assessment

OUTLINE:

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SESSION OBJECTIVES:

This is a two-day workshop to orient the teachers of Connect on the book’s rationale and

methodology. 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.

DAY ONE: SESSION 1:

How is CONNECT related to the future?

Primary 2



Student’s Book

Teacher’s Guide

Class Audio CD

Flash Cards

Posters









رقم الكتاب



2

ConnectConnect

ConnectConnect

Primary 2

Stud

ent’s Boo

kTerm

1



Term 1

Pilot Edition

Teacher’s Guide

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

Student’s Book

Teacher’s Guide

Class Audio CD

Flash Cards

Posters









رقم الكتاب



2

ConnectConnect

ConnectConnect

Primary 2

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Teacher’s Guide



Primary 2

Term 1



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Claire Medwell

1ConnectConnect


Term 1

Primary 1


Student’s Book

Teacher’s Guide

Class Audio CD










رقم الكتاب9/20/1/11/1/75






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1

Pu

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Claire Medwell

1ConnectConnect

Term 1

Primary 1


Student’s Book

Teacher’s Guide

Class Audio CD








Size 19.5 x 27.5 cmExtent 116 ppColour 4/4Grammage 180/70 gm

رقم الكتاب٤٠٢٠/٣٠/١/٣٣/١/٧٢



Teacher’s GuideTeacher’s Guide

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I. CURRICULUM COMPONENTS and 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:


Primary 2Student’s BookStudent’s Book

Connect provides the complete package for learning based on life skills and citizenship education. Student’s Book

Teacher’s GuideClass Audio CDFlash CardsPostersDigital materials available on the Egyptian Knowledge Bank

⬤ 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 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 cmExtent 132 ppColor 4/4Grammage 240/80 gmرقم الكتاب



2ConnectConnect

ConnectConnect

Primary 2

Stud

ent’s Boo

k

Term 1

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

Term 1

Pilot Edition

Teacher’s Guide

Connect Plus provides the complete package for learning based on life skills and citizenship education. Student’s BookTeacher’s GuideClass Audio CDFlash CardsPostersDigital materials available on the Egyptian Knowledge Bank

⬤ 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 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 cmExtent 128 ppColor 4/4Grammage 240/80 gmرقم الكتاب



2ConnectConnect

ConnectConnect

Primary 2

Tea

cher’s G

uid

e

Term 1

Teacher’s Guide

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

Primary 2

Term 1

مجهورية مرص العربية



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Claire Medwell

1

ConnectConnectStudent’s BookStudent’s Book

Term 1

Primary 1Connect provides the complete package

for learning based on life skills and

citizenship education.

Student’s Book

Teacher’s Guide

Class Audio CD

QR codes, which link to the EKB,

providing engaging songs and

videos

⬤ 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 27 x 19.5 cm

Extent 104 pp

Colour 4/4

Grammage 180/70 gm

رقم الكتاب

9/20/1/11/1/75







Yo

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KG

1

Pu

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Cla

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Claire Medwell

1

ConnectConnect

Term 1

Primary 1Connect provides the complete package



Student’s Book

Teacher’s Guide

Class Audio CD









home and school


young learners





(CCIMD).

Size 19.5 x 27.5 cm

Extent 116 pp

Colour 4/4

Grammage 180/70 gm

رقم الكتاب

٤٠٢٠/٣٠/١/٣٣/١/٧٢




PANELLISTSPROFILES

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

a. the names

b. the number of characters

c. the gender

d. the role of Busy Bee

Hana

Busy Bee

Hany

Youssef

Amira

DAY ONE: SESSION 1:


NOTESNOTES

10

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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 technique through which the book إكتشف 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 together 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 is CONNECT supporting learners? (Methodology)

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III. Who are the job professionals we have in class? (Methodology)

In our classes, we don’t just have children, we have future

DAY ONE: SESSION 2:


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Task:In groups/pairs, try to match the professions with the type of intelligence.

DAY ONE: SESSION 2:


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Task:In your groups/pairs: search for applications of the methods listed below. Each group/pair should pick a unit.

Unit ��

Method Applications

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

DAY ONE: SESSION 2:


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1. Life Skills, Values, Issues, and Challenges

• Students should learn to be independent individuals and active Egyptian citizens.

• Through the four essential life skills, student must:

• acquire ethical and moral values.

• learn to face issues and challenges.

• The issues and challenges taught are:

• Non-discrimination.

• Citizenship issues.

• Environmental and development issues.

• Health and population.

• Issues of globalization.

DAY ONE: SESSION 2:


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Task: Group/pair work and presentation In your group/pair, go through your unit and find lessons and activities that employ this method: Life Skills, Issues, and Challenges.

My Group The Other Group

DAY ONE: SESSION 2:


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2. CLIL (Content-Language Integrated Learning) Multi-disciplinary Approach:• Using the different content of the other disciplines as topics for the units.• The disciplines are: Science, Music, Art, Math, and Social Studies.

Provides interesting topics and knowledge

Gives sense and logic to topics. Provides tools for self-expression.



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1ConnectConnect


Term 1

Primary 1


Student’s Book

Teacher’s Guide

Class Audio CD










رقم الكتاب9/20/1/11/1/75




2019/2018٢٠١٨٢٠١٩/

إكتشف Connect

Task: Group/pair work and presentation

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


DAY ONE: SESSION 2:


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3. COMMUNICATIVE APPROACH:

• Language skills are five: L, S, R, W, and P (Presentation skills).• No more explicit grammar teaching or analysis! Grammar is learned by repetition of

structure. • Target language is presented at the footer.• Using conversations and role-plays.


In your group/pair, go through your unit and find lessons and activities that employ this method: Communicative Approach.


DAY ONE: SESSION 2:


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4. Phonetic Awareness and Reading Literacy

All the phonics, vocabulary and language use activities are there to serve mainly READING!

• Introducing letters based on phonetic sounds

• The alphabet order is listed at the footer

• Phonics is presented through: speaking, listening and writing

Reading Skills:1. Recognition of meaning of sight, high-frequency words.2. Word-meaning guessing from context. 3. Recognition of units of thought, i.e. sentences. (This is my friend Ziad.)4. Comprehension of sequence of ideas and events.5. Contextual recognition and analysis.6. Employing past experience to understand new information.


In your group/pair, go through your unit and find lessons and activities that employ this method: Phonics Awareness and Reading Literacy.


DAY ONE: SESSION 2:


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

• Projects consolidate knowledge.

• Projects help in presentation skills.

• TPR motor skills activities include: singing, moving in class, dancing, cutting, pasting, ticking, matching, etc.

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

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


In your group/pair, go through your unit and find lessons and activities that employ this method: Project-based Education and TPR.


DAY ONE: SESSION 2:


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6. Songs

Pre-listening:

• Prepare the learners by: questions and answers introducing topic and characters. • Ask for guesses based on logic or imagination of what they are going to hear.

During Listening:

• Use actions and movement as much as possible to accompany songs and encourage the children to participate.

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

Post Listening:

• Ask vocabulary questions. Ask for details. Ask for repetition.• Play the karaoke version and tell them to sing.


In your group/pair, go through your unit and find lessons and activities that employ this method: Songs.


DAY ONE: SESSION 2:


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7. Stories Why?

• Teach values and life skills.• Stretch a child’s mental concentration time span.• Develop child memory, imagination and creative skills. • Develop mental abilities (especially sequencing).• Teach vocabulary functionally in context.• Communicatively teach grammatical and sentence structures.

How?

• Ask for predictions about what the story will be, based on the pictures. • logic, and imagination.• Start reading or listening to the audio of the story and pointing at the pictures and

the text.• Use all possible realia, create character masks, and intone your voice to act while reading.• Repeat the story a lot.


In your group/pair, go through your unit and find lessons and activities that employ this method: Stories.


DAY ONE: SESSION 2:


NOTES

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NOTES:

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 framework of the Ministry of Education.

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.

Primary 2



Student’s Book

Teacher’s Guide

Class Audio CD

Flash Cards

Posters









رقم الكتاب



2

ConnectConnect

ConnectConnect

Primary 2

Stud

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Term 1

Pilot Edition



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Claire Medwell

1ConnectConnect


Term 1

Primary 1


Student’s Book

Teacher’s Guide

Class Audio CD










رقم الكتاب9/20/1/11/1/75




DAY TWO: SESSION 1:

How can learners benefit from the units?

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Task: Open Discussion:

What are the vocabulary items you expect to be there in each theme and the life skills, values, and issues discussed?

Theme Vocabulary items expected

1

2

3

4

DAY TWO: SESSION 1:


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DAY TWO: SESSION 1:





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Claire Medwell

1

ConnectConnectStudent’s BookStudent’s Book

Term 1

Primary 1

Connect provides the complete package



Student’s Book

Teacher’s Guide

Class Audio CD

QR codes, which link to the EKB,

providing engaging songs and

videos









home and school


young learners





(CCIMD).

Size 27 x 19.5 cm

Extent 104 pp

Colour 4/4

Grammage 180/70 gm

رقم الكتاب

9/20/1/11/1/75




PANELLISTSPROFILES

27

DAY TWO: SESSION 1:


Primary 2



Student’s Book

Teacher’s Guide

Class Audio CD

Flash Cards

Posters









رقم الكتاب



2

ConnectConnect

ConnectConnect

Primary 2

Stud

ent’s Boo

kTerm

1



Term 1

Pilot Edition

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DAY TWO: SESSION 1:


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.

1

2

Audioscript

LESSON 1 page 2Objectives: To welcome the students to their new English class

To introduce students to their course books and the course characters To identify the front/back cover To identify the title page of the book To greet your teacher and friends To introduce yourself and ask others their names

Life skills: Communication: Self-expression: I’m ... Vocabulary: hello, goodbye, name, Busy Bee, Miss Mona, Hany, Hana, Amira, YoussefLanguage: What’s your name? I’m (name).Materials: Student’s Book pages 2 and 3

Class CD Coloring pencils or crayons Paper for the Fast finishers activity A soft ball for each group table for the Hello consolidation game

Opener • Welcome the children with a smile. Make sure they know where to sit.

Presentation 1 Smile at the students and welcome them to the class by saying Hello.2 Encourage them to respond Hello. Do this several times.3 Now say Hello to different students and encourage the response Hello.4 Do not worry about pronunciation too much now; it is important that students are happy

and relaxed enough to attempt to repeat the word.5 Wave and say Hello to the class.6 Say Hello! I’m Miss/Mr. (name). Help the students reply Hello! Miss/Mr. (name).7 Say Hello! I’m Miss/Mr. (name) to individual students. Help students reply.8 Put students into groups repeating this dialog. Go around the classroom to make sure the

groups are doing well. Put students into new groups until most students know each other.

1 [CD 1.2] Look, listen and repeat1 Hold up your book. Say Where’s the front cover? Help students identify the front cover.

Say Where’s the back cover? Help students identify the back cover. Show the students the title page inside the book too.

2 Say Open your books and demonstrate the meaning by holding your copy up, open at pages 2-3. Repeat until all students have their books open at the right page. Make sure all the students can see when you use your book with the class. Walk around the room if necessary.

3 Point to Miss Mona. Say Miss Mona and encourage the students to repeat. Repeat this for Hany, Hana, Youssef, Amira and Busy Bee.

4 Point to a character and ask Who is this? Busy Bee? Miss Mona? Hana? Students say each name.

5 Change the order and point to the characters asking Who is this? Use calling sticks to choose students to answer.

6 Cup your hand behind your ear and say Listen. Explain that you are going to play the CD and ask the students to follow in their books as they listen. Play the CD and point to the characters as they speak.

7 Play the CD again, sentence by sentence. Ask the students to repeat the words and point to the character who is speaking each time. Ask the students to point to the character and hold up their books to show you.

Miss Mona: Hello, I’m Miss Mona.Hany: Hello, I’m Hany.Youssef: I’m Youssef.Hana: I’m Hana. What’s your name?Amira: I’m Amira.

Hello. I’m Miss Mona.

Hello. I’m Hany.

I’m Youssef.

1 Look, listen and repeat

I’m Hana. What’s your name?I’m Amira.

2

Unit

1 Vocabulary 1Unit

HelloHello1 Listen, point and say 2 Look and say

Language: Hello. What’s your name?

Hello! Goodbye!

I’m Hany.

I’m Youssef.

I’m Hana.

I’m Amira.

3 Sing

3

Listening andspeaking 1

Unit

3

1

Audioscript

Audioscript

8 Introduce yourself by saying Hello, I’m Miss/Mr. (name). Repeat several times and point to yourself.

9 Speak directly to individual students and encourage a full greeting and introduction in response.

Example: Teacher: Hello, I’m Miss/Mr. (name). Student: Hello, I’m (name). Repeat the dialog with each student. Again, building confidence and a willingness to speak

is more important than the students’pronunciation at this stage.10 Ask pairs of volunteers to perform the dialog. Praise all their efforts.11 Model the question What’s your name? for the class to repeat several times.12 Ask What’s your name? for students to answer I’m (name).13 Put students into pairs to practice the dialog. Example: Student A: What’s your name? Student B: I’m (name). Student A: Hello, (name). Go around the classroom, checking pronunciation and helping as necessary.14 Say Listen. Play the CD again and gesture to the students to follow in their books.

LESSON 1 page 31 [CD 1.3] Listen, point and say1 Help students to find page 3.2 Point to the first picture. Wave and say Hello. Encourage students to wave and say Hello.3 Point to the second picture. Pretend to walk away, wave and say Goodbye. Encourage

students to wave and say Goodbye.4 Cup your hand behind your ear and say Listen. Play the CD and point to each picture.5 Play the CD again, word by word, and ask students to point and repeat each time.

Narrator: hello goodbye I’m Hany. I’m Hana. I’m Youssef. I’m Amira.

2 Look and say1 Hold up your book and point to Exercise 2.2 Point to the picture on the right and say What is it? Explain that the boys are meeting, so

they are saying hello.3 With your hands, motion to students to stand up, and say Stand up. Repeat this until all the

students are standing.4 Say Hello. What’s your name? to the first student. He/She answers Hello. I’m (name).

Shake hands.5 Encourage Student 1 to ask the same question to Student 2 and to shake hands with him/

her. Student 2 answers and then asks Student 3, and so on, giving as many students as possible a turn.

3 [CD 1.4 and 1.5] Sing1 Play the song. For each verse, students point to the correct character on page 2.2 Play the song again and encourage students to join in as much as they can.3 When students are able to, play the version of the song without words. Students sing as

much as they can.

Everyone: Hello, hello, hello!Hany: Hello, I’m Hany!Everyone: Hello, Hany!

1 Listen, point and say 2 Look and say

Language: Hello. What’s your name?

Hello! Goodbye!

I’m Hany.

I’m Youssef.

I’m Hana.

I’m Amira.

3 Sing

3

Listening andspeaking 1

Unit




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Claire Medwell

1

ConnectConnect

Term 1

Primary 1

Connect provides the complete package



Student’s Book

Teacher’s Guide

Class Audio CD









home and school


young learners





(CCIMD).

Size 19.5 x 27.5 cm

Extent 116 pp

Colour 4/4

Grammage 180/70 gm

رقم الكتاب

٤٠٢٠/٣٠/١/٣٣/١/٧٢




PANELLISTSPROFILES

29

DAY TWO: SESSION 1:


6. Lesson Demos

Primary 2



Student’s Book

Teacher’s Guide

Class Audio CD

Flash Cards

Posters









رقم الكتاب



2

ConnectConnect

ConnectConnect

Primary 2

Stud

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Term 1

Pilot Edition

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DAY TWO: SESSION 1:


Lesson Demo Feedback Rubric

1. Used eye contact equally among students.

2. Used a clear voice.

3. Moved in class well.

4. Used a good opener.

5. Explained lesson clearly.

6. Repeated explanations well.

7. Catered for all types of students.

8. Recapped and closed well.

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DAY TWO: SESSION 2:

How can we assess the different learners with one system? (Assessment Plan)

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 within 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.

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DAY TWO: SESSION 2:


7. Brief on Assessment

Diagnostic

Evaluation

Formative Evaluation Final Evaluation

Let’s Remember Progress checkers:

I. Show & tell

II. Projects

III. Role plays

IV. Unit and theme Reviews

V. The closing step in each session

VI. Self-assessment

Student Assessment Card:

1. Learning objectives

changed to learning

outcomes

2. Teacher’s notes and

comments

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DAY TWO: SESSION 2:


Assessment Cards

No formal assessment. All students will be promoted to the next year!

Re-write the lesson objectives to be the learning outcome.

Exceeding

expectations

Meets

expectations

Approaching

expectations

Lower than

expectationDomain

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NOTES NOTES

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NOTES

NOTES:

NOTES

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NOTES

Documents

OFILES PANELLISTS PR ConnectConnect · 1 ConnectCo nect Student’s Book Term 1 Primary 1 Connect provides the complete package for learning based on life skills and citizenship education