PANELLISTS

Connect Plus
KG1 and KG2

Longman’s Annual Teacher Training

Teacher’s Booklet
KG2
York Circle Time
Connect

Connect Plus Connect Plus

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

Exciting stories, catchy songs Connect Plus provides the complete

KG1

⬤
, catchy songs Connect Plus provides the complete
and motivating craft activities package for learning based on life skills
craft activities package for learning based on life skills
and citizenship education.
KG2

and citizenship education. Engaging characters that

Pupil’s Book

⬤
acters that Student’s Book
Student’s Book children will identify with
ntify with
Activity Book
Activity Book ⬤ Pre-emergent reading and
eading and writing skills including phonics Teacher’s Guide
Term
Term 12
Teacher’s Guide

luding phonics Teacher’s Guide

Class Audio CD
Term 2
Class Audio CD ⬤ A syllabus for learning new
earning new age-appropriate skills for Flash Cards
Flash Cards
Claire Medwell

e skills for home and school Posters

ol
n values for
Posters
Digital materials available on the
Student’s Book
⬤ An emphasis on values for
young learners
Digital materials available on the
Egyptian Knowledge Bank
Teacher’s Guide
Egyptian Knowledge Bank
Connect Plus has been designed in alignment with the curriculum framework
been designed in alignment with the curriculum framework set by the Ministry’s Center for Curriculum and Instructional Materials
s Center for Curriculum and Instructional Materials Development (CCIMD).
MD).
Term 2

Size 29.7 x 21 cm
Extent 184 pp
Color 4/4
Size 29.7 x 21 cm Grammage 240/80 gm
Extent 104 pp www.connectforegypt.com
Color 4/4
Grammage 240/80 gm
‫رقم الكتاب‬
2018-2019
www.connectforegypt.com ‫غري مرصح بتداول الكتاب خارج‬
‫رقم الكتاب‬
5073/30/25/22/1/72
2018-2019 ‫وزارة الرتبية والتعليم والتعليم الفين‬
‫غري مرصح بتداول الكتاب خارج‬ Claire Medwell
‫وزارة الرتبية والتعليم والتعليم الفين‬
Claire Medwell

2019
NOTES
Table of Contents:

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

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

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

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

Day One: Session 1: Let’s Explore the Book’s Background …………………................... 7

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

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

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

III. Curriculum and Student’s Book Overview ……………………………………………………........ 9

Day One: Session 2: Let’s Explore the Book’s Brain ……………………………………………… 14

Session Objectives ……………………………………………………….......................…….………....... 14

IV. Book Methodology ……………………………………………………….......................…….……….. 14

Day Two: Session 1: Let’s Explore the Unit’s Structure …………………........................ 27

Session Objectives ………………………………………….……………………....................…………….. 27

V. Unit Structure (in detail) …………………………………….…...........................……………...… 28

Day Two: Session 2: Let’s Explore the Teacher’s Mission …………………..................... 32

Session Objectives ………………………………………….…………………………....................……….. 32

VI. A Typical Lesson Plan (TG) ………………………………………….…………………………............ 32

VII. General Teaching Tips: how to use: pictures, stories and songs ……………………..... 33

VIII. Brief on Assessment ………………………………………….…………………………..................... 35

3
 INTRODUCTION:
PROFILES
Connect Plus is a curriculum designed by Longman Egypt and York Press

in collaboration with the Egyptian Ministry of Education and Technical

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

fun at the same time. Connect Plus takes into 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 and successful at the same time. Such goals

can only be achieved by employing Content and Language Integrated

Learning (CLIL) in designing a language book that supports, feeds in and

feeds from the other knowledge and content book the students will be

studying at school.

4
Workshop Schedule:
PANELLISTS

Day ONE
9 – 9.30 Registration
Session 1 9.30 – 10 Opening Notes
10 - 11.30 Let’s Explore the Book’s Background
11.30 – 12 Break

12 – 1.00 Let’s Explore the Book’s Brain

Session 2 1 – 1.15 Break
1.15 – 2 More on Methodology

Day TWO
9 – 11.30 Let’s Explore the Unit’s Structure
Session 1 11.30 – 12 Break

12 – 1.15 Let’s Explore the Teacher’s Mission

Session 2 1.15 – 1.30 Break
1.30 – 2 Assessment

2 – 2.30 Closing and certificates

5
 OUTLINE:
PROFILES
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

6
DAY ONE: SESSION 1:
PANELLISTS
LET’S EXPLORE THE BOOK’S BACKGROUND!

SESSION OBJECTIVES:

This is a two-day (5 hours/day) workshop to orient the teachers of Connect Plus toward the
book. 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.
6. Plan their semester based on the different sections found in the Student’s
Book.

I. CURRICULUM COMPONENTS AND RESOURCES:

· Student’s Book
· Activity Book (Why is it called ‘activity’, not workbook?)
· Teacher’s Guide (Extra Practice, Fast Finishers, Games Bank)
· www.york-e.com
· Egyptian Knowledge Bank (EKB) www.ekb.eg
· Audio CD (can also be accessed through www.york-e.com)
· Posters (can also be accessed through www.york-e.com)
· Interactive Vocabulary Flash Cards (can also be accessed through the
www.york-e.com)
· Interactive Phonics Flash Cards with: sound, picture, and word (can also be
accessed through www.york-e.com)

7
 DAY ONE: SESSION 1:
PROFILES
LET’S EXPLORE THE BOOK’S BACKGROUND!

II. MEET THE CHARACTERS:

Task 1: In pairs, list the significance of:
a. the names
b. the number of characters
c. the genders
d. the role of Busy Bee

Adam

Dina

Busy Bee

8
DAY ONE: SESSION 1:
PANELLISTS
LET’S EXPLORE THE BOOK’S BACKGROUND

II. CURRICULUM OVERVIEW AND STUDENT’S BOOK OVERVIEW

In pairs, list the four main themes around which the book revolves:

III. Curriculum Overview

Theme 1 Theme 4

Theme 2 Theme 3

9
 DAY ONE: SESSION 1:
PROFILES
LET’S EXPLORE THE BOOK’S BACKGROUND

III. STUDENT’S BOOK OVERVIEW

In pairs, count the number of lessons in each unit, and fill in the chart below:

Student’s Book Structure KG1

Let’s
Remember
1 2
Who am I? The world around me
Unit 1 Unit 2 Unit 3 Unit 4
This is me! In my classroom Our animals Our world

Unit1 Unit2 Unit3 Unit4

Review Review Review Review

Story
The Boys and the Frogs

10
DAY ONE: SESSION 1:
PANELLISTS
LET’S EXPLORE THE BOOK’S BACKGROUND

Let’s
Remember
3 4
How the world works Communication

Unit 5 Unit 6 Unit 7 Unit 8

At the toy factory Let’s go shopping We plant a tree Transport and art

Unit5 Unit6 Unit7 Unit8

Review Review Review Review

Story
The Mouse and the Lion

11
 DAY ONE: SESSION 1:
PROFILES
LET’S EXPLORE THE BOOK’S BACKGROUND

Student’s Book Structure KG2

Let’s
Remember

Who am I? The world around me

Unit 1 Unit 2 Unit 3 Unit 4

I can jump My community Let’s go It’s a party
outside

Unit1 Unit2 Unit3 Unit4

Review Review Review Review
Story
Stone Soup

12
DAY ONE: SESSION 1:
PANELLISTS
LET’S EXPLORE THE BOOK’S BACKGROUND

Let’s
Remember
3 4
How the world works Communication

Unit 5 Unit 6 Unit 7 Unit 8

My town Let’s play games Let’s make Making friends
music

Unit5 Unit6 Unit7 Unit8

Review Review Review Review
Let’s
Story Remember
The Hare and the Tortoise

13
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE BOOK’S BRAIN

SESSION OBJECTIVES:

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

7. Recognize the up-to-date teaching methods employed in the book.
8. Realize the technique through which the Discover book of sciences 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.

IV. BOOK METHODOLOGY:

1. Issues (including citizenship, non-discrimination issues, the environment and
development, health and population, globalization)
2. Civic Education
3. CLIL (Content and Language Integrated Learning)
4. Communicative Approach
5. Student Autonomy and Life Skills
6. Literacy Theory of Reading
7. Total Physical Response (TPR)
8. Project-based Education

In groups/pairs: let’s look at the units searching for applications of those pedagogical

methods. Each group/pair is responsible for a unit.

14
DAY ONE: SESSION 2:
PANELLISTS
LET’S EXPLORE THE BOOK’S BRAIN

IV. METHODOLOGY:
1. Issues: Citizenship
• Aiming at creating an Egyptian learner who can use modern technology.
• Localizing the content and activities to refer to and use the learner’s knowledge of
their country and culture.
• Creating knowledge and raising awareness about the learner’s culture of the
country and the whole region.
• Raising awareness of the social, environmental, and global concerns.
• Raising and developing motivation to engage in finding solutions for the country’s
public problems.

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: Citizenship.

My Group The Other Groups

2. Civic Education
• Aiming at creating a civilized Egyptian who knows the rules of every place and the
etiquette of every situation.
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: Civic Education.

My Group The Other Groups

15
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE BOOK’S BRAIN

3. CLIL (Content and Language Integrated Learning):

• English is a support tool for learning the different educational subject matters.
• The disciplines are: Science, Economics, Art, Math and Social Studies.
• Employing cross-curricular activities from the different topics and themes of the
subject areas. Connect Plus is connected to the book Discover.

Discover York Circle Time Connect Plus

‫مجهورية مرص العربية‬
‫وزارة الرتبية والتعليم والتعليم الفين‬
‫اإلدارة املركزية لشئون الكتب‬

Connect is a new and innovative course specially designed for

Connect
learning based on life skills and citizenship education.
KINDERGARTEN I Exciting stories, catchy songs Connect provides the complete package

DISCOVER
⬤
KG1

and motivating craft activities for learning based on life skills and
citizenship education.
⬤ Engaging characters that
Pupil’s Book

children will identify with Student’s Book

TERM 2
⬤ Pre-emergent reading and Teacher’s Guide
writing skills including phonics
⬤ A syllabus for learning new
Class Audio CD
Term 2
age-appropriate skills for
Claire Medwell

home and school

An emphasis on values for
Student’s Book
⬤
young learners

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 27.5 x 19.5 cm

Extent 104 pp
Colour 4/4
Grammage 180/70 gm
‫رقم الكتاب‬
4033/30/25/22/1/72
2018-2019
‫غري مرصح بتداول الكتاب خارج‬
‫وزارة الرتبية والتعليم والتعليم الفين‬
Claire Medwell
2018-2019

16
DAY ONE: SESSION 2:
PANELLISTS
LET’S EXPLORE THE BOOK’S BRAIN

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 Discover.)

My Group The Other Groups

17
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE BOOK’S BRAIN

4. COMMUNICATIVE APPROACH:
• Language skills are 5: L, S, R, W, and P (Presentation skills).
• Acquiring the language in context using meaningful themes.
• No more explicit grammar teaching and analysis! Grammar is taught based on
situational functions.
• Integrating and weaving all the language skills within the one lesson and even
within the activity.
• 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.

My Group The Other Groups

18
DAY ONE: SESSION 2:
PANELLISTS
LET’S EXPLORE THE BOOK’S BRAIN

5. LIFE SKILLS
• Students should learn to be independent individuals.
• Through the 4 essential life skills, student must:

acquire ethical and moral values,

learn to face issues and challenges
Task: Can you fill in the four main life skills around which the Connect Plus book revolves:

1 2

3 4

19
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE BOOK’S BRAIN

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: Life Skills.

My Group The Other Groups

20
 DAY ONE: SESSION 2:
PANELLISTS
LET’S EXPLORE THE BOOK’S BRAIN

6. LITERACY THEORY OF READING:

• Learning is about literacy, culture, and awareness.
• Synthetic phonetics and synthetic reading (contextualization).
• Five essential literacy skills:
1. Phonological awareness.
2. Phonemic decoding. (Learning vocabulary for reading literacy purposes.)
3. High-frequency vocabulary and sight-word reading.
4. Reading structures (sentences) fluently and accurately.
5. Comprehension.

Phonological Awareness Abilities

1. Sound Imitation - repeating sounds when given a spoken model.

Ex: Teacher says:/ss/. Child repeats: /ss/ sound.

2. Sound Segmentation – recognizing the individual sounds in a word.

Ex: “run” = sounds /rrr/, /uuu/, /nnn/

3. Sound Isolation - recognizing an individual sound at the beginning, middle, or end of

a word.

Ex: /t/ sound in tree, stick, ant

21
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE BOOK’S BRAIN

4. Sound Blending – opposite of Sound Segmentation, recognizing a word when given the

sounds that make it up.

Ex: /fff/, /rrr/, /ooo/, /ggg/ = frog

5. Sound/Phoneme Vs. letter Recognition - recognizing the individual sounds in words in

opposition to letters.

Ex: “shout” = five letters but four sounds: /sh/, /a/, /u/, /t/

6. Recognition of Rhyming - recognizing the common sounds in words.

Ex: the /og/ sound in frog, dog, and log

7. Syllable Recognition – breaking down words into groups of sounds or parts

Ex: chil…dren

8. Word Segmentation – recognizing the distinct words in a sentence, telling how many

words are in a sentence.

Ex: Vocab. activities in the book.

Reading Skills

1. Recognition of meaning of sight, high-frequency words.

2. Interpretation of new words’ meanings from context (word-meaning guessing).

22
DAY ONE: SESSION 2:
PANELLISTS
LET’S EXPLORE THE BOOK’S BRAIN

3. Recognition of units of thought; i.e. sentences. (E.g. Bambi was very happy with the gift.)

4. Recognition of sequence: comprehension of a whole meaning by recognizing sequence of

ideas or events. (Pronouns and demonstrative pronouns reference, connectors…etc.)

5. Contextual recognition and analysis (a higher and deeper level of understanding the

context, it comes as a result of ‘Recognition of sequence’).

6. Employing past experience to understand new information.

Based on this, we can conclude that all the phonics, vocabulary, and language use activities

are there to serve mainly READING

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: Literacy Theory of Reading.

My Group The Other Groups

23
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE UNIT’S STRUCTURE

7. TOTAL PHYSICAL RESPONSE (TPR):

• Using motor skills to react physically to language learning.
• People learn better and faster when they try out things by themselves. Do to
learn!
• Motor skills include: singing, moving in class, dancing, cutting, pasting, tick-
ing, matching, etc.
• Strengthen the body to help in learning writing and handwriting activities.
• For young learners, 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: Total Physical Response (TPR).

My Group The Other Groups

24
DAY ONE: SESSION 2:
PANELLISTS
LET’S EXPLORE THE BOOK’S BRAIN

8. PROJECT-BASED EDUCATION:
• Making the language come to life and have a purpose!
• Producing something using the learned language and content.
• There are tasks and steps to complete the projects.
• Tasks in projects employ time, effort, and thinking.
• Projects personalize and localize the knowledge students learned.
• Employs TPR activities.
• Consolidates knowledge.

25
 DAY ONE: SESSION 2:
PROFILES
LET’S EXPLORE THE BOOK’S BRAIN

Task: Group/pair work and presentation:

In your group/pair, go through your assigned unit and think why this project is important,
what skills it is developing in the learner, and how this project applied the theory. Highlight
how the Writing skill is connected to motor skills.

My Group The Other Groups

26
DAY TWO: SESSION 1:
PANELLISTS
LET’S EXPLORE THE UNIT’S STRUCTURE

SESSION OBJECTIVES:

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

12. Connect the Activity Book to the Student’s Book (page-by-page adjacency).
13. Recognize and remember the way each unit is designed.
14. Know the number and arrangement of the lessons in the units.
15. Know the number of all the activities in each lesson in all the units.
16. Decide on the language content and skills integrated in each activity.
17. Decide on the methods employed in each lesson.

V. UNIT STRUCTURE:

Letʼs Explore the Unitʼs Structure

Important!
The unit
The unit goes horizontally,, not
goes horizontally notvertically.
vertically.

Lesson by lesson,
Lesson use the
by lesson, useStudentʼs Book for
the Studentʼs presenting
Book for
and Activity Book for practicing.
presenting and Acticity Book for practicing.

27
 DAY TWO: SESSION 1:
PROFILES
LET’S EXPLORE THE UNIT’S STRUCTURE

Letʼs Explore Unit 7ʼs Structure

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Unit Structure Lesson 6
Lesson 7
= 14 lessons
Lesson 8
= 22 activities
Lesson 9

Lesson 10
Lesson 11
Lesson 12

Lesson 13
Lesson 14

Important!
Use the Activity Book with
Student’s Book. The unit moves
horizontally not vertically.

Task:
In your group/pair, look at the lesson and identify the following for every activity:
a. The target language skills employed and integrated.
b. The target language content the learners are being trained on.
c. The pedagogical method(s) behind each lesson.

28
DAY TWO: SESSION 1:
PANELLISTS

Task: Think, Pair and Share

Review each lesson (2-14), and answer the following questions:
What are
1. the target language skills?
…………………………………………………………………………………
2. the reading sub-skill (V or U)?
…………………………………………………………………………...……
3. the employed method in the activity?
…………………………………………………………………………...……

29
 DAY TWO: SESSION 1:
PROFILES
LET’S EXPLORE THE UNIT’S STRUCTURE

Now let’s recap all our work.

Individually, fill out your chart with the target skills and language content of each activity in the unit, based on
what you learned from all the presentations.

Lesson # The target The Reading sub-skills The employed method in the activity
language skills (V or U)

1. Listening, The Reading sub-skills: - Issues

Speaking, Writing Vocabulary

- CLIL

2.

3.

4.

5.

6.

7.

30
DAY TWO: SESSION 1:
PANELLISTS
Lesson # The target The Reading The employed method in the activity
language skills sub-skills (V or U)

8.

9.

10.

11.

12.

13.

14.

31
 DAY TWO: SESSION 2:
LET’S EXPLORE THE TEACHER’S MISSION!

SESSION OBJECTIVES:
By the end of this session, the trainees should be able to:
18. Know how to use the Teacher’s Guide.
19. Realize the typical sections and steps in the design of each lesson plan in a unit.
20. Learn the assessment philosophy behind the curriculum.
21. Understand how the assessment benchmarks are designed within the book.
22. Prioritize the choice of activities for adaptation of the curriculum in emergency
times.
23. Evaluate the learners based on a scale not on grades.
24. Use the pictures in the book effectively in class as part of the teaching process.
25. Teach songs and stories found in the book as part of the curriculum.

VI. A TYPICAL LESSON PLAN (TG):

• Follow closely the Teacher Guide’s plan.
• Never move to the following lesson until you finish
the Activity Book activities. Move horizontally, not
vertically. KG2
York Circle Time
Connect

Connect Plus
Connect Plus is a new and innovative course specially designed

1. Lesson Opener: preparing and helping learners to get

for learning based on life skills and citizenship education.
Plus

Exciting stories, catchy songs Connect Plus provides the complete

KG1

⬤
and motivating craft activities package for learning based on life skills

into the mood and topic

and citizenship education.
KG2

Engaging characters that

Pupil’s Book

⬤
children will identify with Student’s Book
Activity Book
⬤ Pre-emergent reading and
writing skills including phonics Teacher’s Guide
Term
Term 1
Teacher’s Guide

⬤ A syllabus for learning new

Class Audio CD
Flash Cards
2

2. Presentation of the activities

age-appropriate skills for
Claire Medwell

home and school Posters

⬤An emphasis on values for
young learners
Digital materials available on the
Egyptian Knowledge Bank
Teacher’s Guide
Connect Plus has been designed in alignment with the curriculum framework
set by the Ministry’s Center for Curriculum and Instructional Materials
Development (CCIMD).

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

Term 2

Size 29.7 x 21 cm
Extent 184 pp
Color 4/4
Grammage 240/80 gm
www.connectforegypt.com
‫رقم الكتاب‬
2018-2019
‫غري مرصح بتداول الكتاب خارج‬
‫وزارة الرتبية والتعليم والتعليم الفين‬
Claire Medwell

4. Audio scripts
5. Extra Practice and Fast Finishers
6. Closing: recycle and praising
7. Go to the Activity Book!
8. Games Bank

32
DAY TWO: SESSION 2:
PANELLISTS
LET’S EXPLORE THE TEACHER’S MISSION!

VII. General Teaching Tips:

a. How to use pictures
Why?
• Increases general knowledge.
• Introduces the unit’s topic.
• Raises motivation, curiosity and involvement.
• Develops oral skills.
• Builds up new vocabulary.
• Recycles learned vocabulary.

How?
1. Ask closed questions.
2. Introduce the topic.
3. Ask for speculations.
4. Ask personalized, open-ended questions.

b. How to teach readers (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 (esp. sequencing: following or producing sequential
events, relating events forth and backwards).
• Teach vocabulary functionally in context.
• Communicatively teach grammatical and sentence structures.

33
 DAY TWO: SESSION 2:
PROFILES
How?
1. Prepare the learners by asking questions
whose answers help introducing topic
and characters.
2. Ask for predictions about what the
story will be, based on the pictures,
logic or imagination.
3. Start reading and pointing to the pictures
and the text.
4. Use all possible realia, create character
masks, and intone your voice to act while reading.

c. How to teach 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:
• Always keep them alert by showing, moving, and playing with
flash cards, pictures of characters and objects.
• Use actions and movement as much as possible to accompany songs and encourage
the children to participate.
• They need a reason for listening. Give them a task: focus on words or ideas to
search for, sounds to search for, learning the sounds to repeat later.
• 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.

34
DAY TWO: SESSION 2:
PANELLISTS
VIII. Brief on Assessment
Types of Assessment

Diagnostic Evaluation Formative Evaluation Final Evaluation

Let’s Remember Progress checkers: Student Assessment Card:

1. Show and tell 1. Learning Objectives changed to

Learning Outcomes
2. Projects

3. Role plays 2. Teacher’s notes and comments

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

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

Assessment Cards

Lower than Approaching Meets

Domain Exceeding
expectations expectations expectations
expectations

35
 NOTES

36
NOTES

37
 NOTES

38