Form 3 Hand Out For Training

Curriculum Induction Training 2018
Day 1 Handouts – Secondary

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

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

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

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

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

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

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

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

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

Curriculum Framework
Look at the examples below for Secondary. These focus on related Content Standards.
The first example below is for Listening; the second for Speaking (spoken interaction).
Content Learning Learning Learning Learning Learning

Focus
Standard Standard Standard Standard Standard Standard
Form 1 Form 2 Form 3 Form 4 Form 5
Revise A2 A2 High B1 Low B1 Mid B1 High
1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1

Understand Understand Understand Understand Understand Understand Understand
meaning in the main with little or independently independently independently independently
a variety of idea when no support the main the main the main the main
familiar listening to the main ideas in ideas in ideas in ideas in
contexts texts on ideas in simple longer simple longer extended extended
familiar simple texts on a texts on an texts on a texts on a
topics longer texts range of increased wide range of wide range of
on a range familiar topics range of familiar topics familiar topics
of familiar familiar topics and some
topics unfamiliar
topics

Focus
2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Communicate Communicate Ask about Ask about Paraphrase Explain Explain
information, information and give and explain short simple simple information
ideas, clearly detailed key texts content on on familiar
opinions and information information familiar topics from
feelings about from simple topics from diagrams,
intelligibly on themselves texts what they charts,
familiar topics and others read and tables,
hear graphs or
other visuals
4
Handout D1.S1.H4
Understanding the terms used in the Learning Standards

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

Recognise with support typical Use formal and informal registers
features at word, sentence and text appropriately in some familiar
levels of a small number of spoken contexts
genres
Writing 4.2.1 Reading 3.1.6

Punctuate written work with moderate Recognise with support typical features
accuracy at word, sentence and text levels of a
range of genres
C. D.
Speaking 2.1.2 Listening 1.1.4

Ask about and explain simple Understand independently longer
processes sequences of classroom instructions
Listening 1.1.1 Writing 4.2.3

Understand independently the main Begin to use formal and informal
ideas in simple longer texts on an registers appropriate to the target
increased range of familiar topics audience in familiar situations
5
Glossary of terms (from the scheme of work)
A.
with support
With support means with help. This help can come from the teacher, a classmate, from
pictures, examples or explanations in their textbook or from a reference resource, such
as a dictionary.
features at word, sentence and text levels
Features at word, sentence and text levels refers to the organisation and uses of
language at different levels: at a word level, this means the choice of vocabulary and
chunks (connected groups of words); at a sentence level, the use of syntactical
features and the ways sentences are constructed; at a text level, the ways in which the
text as a whole is structured and organised.
genres
Genres are distinctive text types. Spoken genres include: conversations, interviews,
speeches, presentations, debates, poems and songs.
a small number of spoken genres
Form 3 pupils will listen to a limited number of genres suitable for their proficiency level.
These are usually conversations, interviews and presentations.
moderate accuracy
Moderate accuracy means that punctuation is mostly accurate, but written work
sometimes contains mistakes. Such mistakes are typical of B1 learners.
B.
formal and informal registers
Register refers to style of speaking/writing according to the communicative purpose
and social context.
Formal register is usually associated with situations that are serious or involve people
who are older or with whom the speaker/writer is not familiar. Formal register includes
the language of politeness (qualifiers, softeners, negative question forms) and passive
structures, and is common in presentations, applications, letters and formal emails.
Informal register is commonly used in situations that are relaxed or involve people well
known to the speaker/writer. Informal register is characterised by contractions, relative
clauses without a relative pronoun and ellipses, and is common among siblings and
friends and frequently used on social networks and informal emails.
some familiar contexts
Familiar contexts are communicative situations that pupils will know. Examples include
interactions that are related to topics covered in the textbook, such as conversations
with family members and friends, speaking with teachers, communicating in shops and
restaurants, talking to a Doctor.
genres
Genres are distinctive text types. Written genres include: articles, adverts, blog posts,
brochures, leaflets, news reports, recipes, song lyrics, stories and text messages.
a range of genres
Pupils are expected to be able to link, with support, the reading texts they will come
across (at word, sentence and text levels) with text types included in Form 3. The
range of texts is available in the Schemes of Work, textbook, and Literature
Component textbooks.
6
C.
ask about
Pupils can ask about a simple process by using questions that ask for elaboration (e.g.
Tell me more about…?), clarification (e.g. What do you mean by…?) and repetition
(e.g. Can you explain that to me again?).
explain simple processes
Examples of simple processes are: preparing food; painting a picture in art; creating a
plan for a writing task. The language associated with explaining a simple process
includes: causal linking words (thus, because); linking words for effects (so, since,
therefore); listing words (firstly, secondly, thirdly, finally); conditionals or ‘if’ statements
(if you boil water, it evaporates).
understand independently
Pupils who can understand the main idea of a text independently can understand the
main idea without any help from the teacher or their peers.
simple texts
Simple texts are texts in which content is organised clearly, and which contain
language and ideas that pupils can understand.
longer texts
Longer texts for a B1 low learner are usually more than 150 words and up to
approximately 400 words long.
increased range of familiar topics
The increased range of topics that pupils are exposed to in Form 3 means that this
range must increase in comparison with Form 2. Familiar topics are topics that pupils
know. Examples include the topics covered in the textbook, such as family, food,
nature, sport and entertainment.
D.
longer sequences of classroom instructions

Longer sequences of classroom instructions usually contain 3 sequences or more in
the task that pupils do (e.g. First, match the sentences and pictures, then underline the
false sentence, explain to your partner why it is wrong, and then write the true sentence
together.’)
target audience in familiar situations

The target audience for written texts is the expected reader whom the text is meant to
address. When pupils write an email they should think about whom they are writing for,
i.e. their target audience. They should consider what the reader expects to read in
terms of the genre (e.g. email, story), text format (e.g. beginning and end) and content
(e.g. thriller story, invitation). Pupils are expected to write about familiar situations (e.g.
holiday, reply to invitation) and address an audience they are already familiar with
(family, friends, teachers).
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Handout D1.S1.H5
Self-assessment checklist on MoE documents

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

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

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

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

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

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

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

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

need to develop.
8
Handout D1.S1.H6
Pyramid reflection
Think back over this session and write down three key words that are important, two words
that have made an impression, one question you want to ask.
One
question I
want to ask
Two words that have made an

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

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

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

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

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

12
words.
10
Handout D1.S2.H2
Formative assessment – key concepts

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

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

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

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

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

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

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

7. Probing question: Questions that aim to dig which they can reveal areas that need clarification
deeper than the surface. They activate critical or specific skills that need further development.
thinking. This can be a source of vital information for the
teacher.
9. No hands up: The teacher asks pupils to keep 10. Exit cards: Review learning by getting pupils to
hands down and selects one pupil to give an write down their responses to specific questions
answer. Teachers can write pupils’ names on about what they learned during the lesson. This
lollypop sticks and pick up one. The aim is to can help teachers to identify specific gaps in
establish a classroom where everyone should give understanding that can then be addressed in the
an answer. next lesson.
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Handout D1.S2.H5
Match the word(s) on the left with the word(s) on the right.
pyramid time
pre-lesson hands up
communication partner
wait gap
no
and a wish
talk
discussion
peer card
information assessment
exit regulator
two stars
& post-lesson
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Handout D1.S3.H1
SMART learning objectives

Place a tick next to the learning objectives that you think are SMART and a cross next to
those you think are not SMART.
By the end of the lesson, pupils will be able to…
1. punctuate an informal email with moderate accuracy.
2. become aware of punctuation rules.
3. guess the meaning of unfamiliar words in a formal radio

advertisement.
4. explain their ideas.
5. express their opinions about healthy food to their peers.
6. understand the reasons mistakes occur.
Rewrite the ones with a cross next to them to make them SMART.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Handout D1.S3.H2
Content and Learning Standards for Form 3 Reading skills

Focus
3.1 3.1.1 3.1.1 3.1.1 3.1.1 3.1.1
Understand a Understand the Understand the Understand the Understand the Understand the Understand the
variety of texts by main idea in a main points in main points in main points in main points in main points in
using a range of variety of text simple longer texts simple longer texts longer texts on an extended texts on a extended texts on a
appropriate types on familiar on a range of increased range of wide range of wide range of
reading strategies topics familiar topics familiar topics familiar topics familiar topics and
to construct some unfamiliar
meaning topics
3.1 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2

Understand a Understand Understand specific Understand specific Understand specific Understand specific Understand specific
variety of texts by specific details in details and details and details and details and details and
using a range of a variety of text information in information in information in information in information in
appropriate types on familiar simple longer texts simple longer texts longer texts on an extended texts on a extended texts on a
reading strategies topics on a range of increased range of wide range of wide range of
to construct familiar topics familiar topics familiar topics familiar topics and
meaning some unfamiliar
topics
3.1 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3
Understand a Guess the Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
variety of texts by meaning of of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
using a range of unfamiliar words from clues provided from clues provided from clues provided from clues provided from clues provided
appropriate in a variety of text by other known by other known by other words and by other words and by other words and
reading strategies types on familiar words and by words and by by context on an by context on a by context on a
to construct topics context context on a range increased range of wide range of wide range of
meaning of familiar topics familiar topics familiar topics familiar topics and
some unfamiliar
topics
16
Learning Learning Learning
Content Standard Focus Learning Standard Learning Standard
Standard Standard Standard
A2 B1 B1 B1
Revise A2
High Low Mid High
3.1 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4
Understand a Use dictionary skills Use with some Use independently Use independently Use independently Use independently a
variety of texts by appropriately to support familiar print familiar print and familiar print and familiar and some range of familiar print
using a range of check and extend and digital resources digital resources to digital resources to unfamiliar print and and digital resources
appropriate reading understanding to check meaning check meaning check meaning and digital resources to and some unfamiliar
strategies extend understanding check meaning and resources to check
to construct extend understanding meaning and extend
meaning understanding
3.1 Recognise the 3.1.5 3.1.5 3.1.5 3.1.5 3.1.5
Understand a attitude or opinion No learning standard Recognise with Recognise with Recognise with little Recognise
variety of texts by of the writer in a support the attitude support the attitude or no support the independently the
using a range of variety of text types or opinion of the or opinion of the attitude or opinion of attitude or opinion of
appropriate reading on familiar topics writer in simple writer in simple the writer in extended the writer in extended
strategies longer texts longer texts on an texts on a wide texts on a wide range
to construct increased range of range of familiar of familiar topics and
meaning familiar topics topics some unfamiliar topics
3.1 3.1.6 3.1.6 3.1.6 3.1.6 3.1.6
Understand a Recognise typical No learning No learning Recognise with Recognise with Recognise with little
variety of texts by features of texts standard standard support typical support typical or no support typical
using a range of on familiar topics features at word, features at word, features at word,
appropriate sentence and text sentence and text sentence and text
reading strategies levels of a range of levels of an levels of a wide
to construct genres increased range of range of genres
meaning genres
3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1
Explore and Read and Read and enjoy Read and enjoy Read enjoy and Read a variety of Read a variety of
expand ideas for understand a fiction / non-fiction fiction / non-fiction give a personal suitable print and suitable print and
personal variety of fiction and other suitable and other suitable response to fiction / digital texts to digital texts to
development by and non-fiction print and digital print and digital non-fiction and investigate and investigate and
reading texts with texts of interest texts of interest other suitable print analyse national analyse global
independently and confidence and and digital texts of issues issues
widely enjoyment interest
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Handout D1.S3.H3
Ordering Reading skills procedures

Put the procedures for teaching Reading skills (1–11 below) into typical order (some may fit
in more than one stage, choose one for now). The first one has been done for you.
Stage Procedure and Purpose

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

2. Set a gist task to give a purpose for reading and a time limit
3. Compare whole group answers (whole class feedback) to allow pupils to confirm details
4. Set a detailed (intensive) task to use Reading strategies
5. Allow pupils to read (purposefully) for the first time to get an overall idea of the text
6. Let pupils compare answers (also known as pair check or peer feedback) to check they
have understood the text in general
7. Let pupils read (purposefully) again to find detailed information
8. Ask pupils to do another pair check or peer feedback to raise confidence
9. Give a follow-up task (vocabulary development, discussion, writing etc.) to develop skills
10. Pre-teach vocabulary to remove obstacles to reading (only items necessary for the task)
11. Check the answers as a whole group (now they have gained confidence!) to check they
understood the text at a general level
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Handout D1.S3.H4
Reading lesson stages

Consider the tasks below and decide if each task would be:
1) To do as a pre-lesson activity
2) To do as a lesson delivery activity – gist tasks
3) To do as a lesson delivery activity – detail tasks
4) To do as a post-lesson activity
(Some activities can be used in more than one stage, choose one for now.)
READING SKILLS TASKS
1. …read the title and predict content 12. … answer multiple-choice questions
2. …tell what has been read using key 13. … answer True/False questions
words
14. … label a diagram
3. … identify the purpose of the text
15. …make summaries
4. … (if there are a number of short texts)
decide: which they prefer / which is 16. … write four questions about the text
closest to their country / family / their then give them to another group to
situation etc. answer
5. … try to guess what the content is from 17. … say what certain numbers/figures
some key words / phrases from the text refer to
6. … order some pictures which relate to the

main points of the text – then read to 18. … write questions about what you
check their ideas want to learn from reading a text
7. …decide on what you want to know 19. … correct false information

about the content (e.g. for a newspaper
article REX SAVES LIVES) 20. … underline words/phrases which
mean the same as …
8. … complete sentences or tables
21. … respond – which part is most
9. … look for examples of language in the interesting? Find three things you
text (e.g. giving advice) didn’t know, etc.
10. … before you read a text, make notes 22. … (for a narrative) give pupils the
about what you know about the topic main events from the text – they
predict what will happen
11. … how do you feel about …?
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Handout D1.S4.H1
Micro-teaching tasks
On each day of the training course you will be working on your own to plan
lessons from the first cycle of ten lessons in the Form 3 Scheme of Work. You will
then deliver on your own a part of the lesson (15–20 minutes) as a micro-
teaching session. Below is the schedule for the planning and delivery of the
micro-teaching sessions.
Lesson type Planning of lesson Micro-teaching delivery
Reading Day 1 Day 2
Listening Day 2 Day 3
Speaking Day Thre3e Day 3
Writing Day 4 Day 4
Literature in Action Day 4/5 Day 5
Language Awareness Day 5 Day 5
In your micro-teaching, you need to be able to:
 Use the MoE documents (Curriculum, Syllabus, Scheme of Work) and

textbook to plan a lesson
 Formulate achievable learning objectives, i.e. SMART
 Adapt materials from the textbook if required
 Build in formative assessment opportunities
 Use active learning approaches and techniques
 Create a safe learning environment
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Handout D1.S4.H2
SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 1)

WEEK: __
LESSON 1 (Reading 1) MAIN SKILL(S) FOCUS: Reading THEME: People and Culture
TOPIC: Family Ties CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Family-related
vocabulary, including collocations and expressions
CONTENT LEARNING MATERIALS / DIFFERENTIATION

LEARNING OUTLINE
STANDARD STANDARD REFERENCES STRATEGIES
Main Skill Main Skill In this lesson, pupils are learning to understand the main points in a Student’s Book, pp.5-7 Fast finishers can move on to
long text. The text is about family history. Pupils are also learning to the next activity in the
explain verbally their own point of view. Teacher’s Book, pp.8-9 sequence. After Activity C,
Reading 3.1 Reading 3.1.1
Understand a Understand the fast finishers can be given the
Pre-lesson
variety of texts by main points in ‘Ideas Focus’ tasks on p. 7 of
Activate prior knowledge in this lesson using the ‘Unit opener’ in the Student’s Book as either
using a range of longer texts on an Teacher’s Book. Aim to cover the first three stages only of the
appropriate increased range of speaking or writing tasks.
described activity. For each stage of the activity, ensure that pupils
reading strategies familiar topics have an opportunity to discuss their ideas with talk partner(s) before For additional differentiation
to construct collecting responses. strategies, please refer to the
meaning provided list of differentiation
Lesson delivery strategies and select
Complementary Complementary This lesson focuses on Activities A, B and C. See Teacher’s appropriate strategy
Skill Skill Book for detailed guidance. Note that in Activity B pupils are asked /strategies based on the
to scan the text for the main points in the text. needs of the pupils.
Speaking 2.1 Speaking 2.1.4
Communicate Explain own point of Post-lesson
information, ideas, view Pupils review their learning in this lesson by asking them to identify
opinions and with their talk partner(s) at least one new word or expression that
feelings intelligibly they have learned in relation to the topic Family Ties. When pupils
on familiar topics are ready, collect and share words/expressions as a whole class.
21
Handout D1.S4.H3
Lesson plan template (MoE template)
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
FOCUS SKILLS : L/S/R/W/LA/LiA :
CONTENT STANDARD :
LEARNING STANDARD :
LEARNING OBJECTIVES :
CROSS CURRICULAR ELEMENTS :
*ACTIVITIES : i. PRE-LESSON :
ii. LESSON DEVELOPMENT :
iii. POST-LESSON :
TEACHER’S REFLECTION
22
Handout D1.S4.H4
Developing a lesson
1. LEARNING OBJECTIVES
1.1 Look at the relevant Learning Standard(s) for the lesson (main and
complementary skills). What do you want the pupils globally to learn in this
lesson? What skills are involved?
1.2 Look through the activities indicated in the SoW lesson. What do you want
them to achieve at the end of the particular lesson? What do you expect the
pupils to produce? What procedures or processes are they using?
1.3 Write down SMART learning objectives (starting with ‘By the end of the
lesson, pupils will be able to…’).
23
2. MATERIALS
You may need to adapt materials in the textbook in order to address the needs of
your pupils.
2.1. Could you adapt the pre-lesson activity to introduce the topic and/or activate
prior knowledge?
2.2. How multimodal is your material? Which extra material can you find or
develop (with visuals, text, video, whiteboard) to make it more multimodal?
Find ONE extra resource you can use.
2.3. Would using extra visuals help to reduce task difficulty?
2.4. How could you simplify the text in the materials?
2.5. Is there anything you could re-order in the materials?
2.6. Can you divide the activities up between pupils in some way?
2.7. What extra support for language can you find (e.g. dictionaries, glossary,
word banks, reading/writing outline)?
2.8. Think of a way during the lesson to link the materials to real life (e.g. news,
current event).
24
3. DEVELOPING ACTIVITIES
Look at the activities in the SoW lesson plan (pre-lesson, lesson delivery, post-
lesson). Look at the description of the activities in the Student’s Book and the
accompanying notes in the Teacher’s Book. How can you develop any of these
activities using the following approaches?
3.1 . Appealing to different learning styles
3.2 . Encouraging interaction between pupils (pair or group work)
3.3 . Planning for differentiation (see also section on differentiation strategies in
the Scheme of Work)
3.4 . Developing thinking skills
4. CROSS-CURRICULAR ELEMENT(S) & SYLLABUS THEME
4.1. When and how can you integrate the cross-curricular element(s) into the
lesson?
4.2. When and how can you integrate the syllabus theme into the lesson?
25
5. FORMATIVE ASSESSMENT & FEEDBACK
5.1 How will you assess whether the pupils have learned what you want them to
learn?
5.2 How do you want to evaluate your lesson with the pupils?
5.3 When and how can you give feedback to your pupils on their learning during
the lesson?
26
Handout D2.S1.H1
Staying on track: self-assessment checklist

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

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

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

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

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

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

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

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

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

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

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

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

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

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

progress throughout the
session.
12. The teacher ensured that
learning was summarised and
consolidated.
3
Handout D2.S2.H1
The ‘medals and missions’ model for feedback
Pupils need feedback about their progress and not just praise or encouragement. They need
to know:
 What they are aiming for = Goals (learning objectives, the nature of good work,
etc.)
 Where they are now in relation to these goals = Medals
 How to close the gap between where they are now and the goals = Missions.
Medals: This is information about what a pupil has done well. For example, teachers can
write 'Your paragraphs and punctuation are good!' or 'That's a good argument!’ in the margin
next to a well-made point. Grades and marks are measurements not medals. Medals are
information about what exactly was done well. It is important to understand that a medal
can relate to the process of learning as well as a final product.
Missions: This is information about what the pupil needs to improve, correct or work on. It is
best when it is forward looking and positive. For example, 'Try to give your group/partner
more evidence for your views.' or 'Use more paragraphs to show the structure of your
writing.' Again, measurements such as grades do not give this information.
Remember: See the SoW for the two stars and a wish model. Choose the model that you
find useful with your pupils, or alternate between both models. The important thing to
remember when you give feedback is:
 What you are telling the pupils
 Why you are saying it
 What the pupils will do with it
4
Handout D2.S2.H2
SMART targets
Place a tick next to the targets that you think are SMART and a cross next to those you think
are not SMART.
By the end of the lesson, pupils will be able to…
1. express their feelings and give helpful feedback to their peers.
2. learn more about English grammar.
3. understand independently the main ideas of the listening text.
4. understand writing in English.
5. use formal register in writing a short paragraph about their

family.
6. finish reading the story soon as possible.
Rewrite the ones with a cross next to them to make them SMART.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5
Handout D2.S2.H3
Practising ‘medals and missions’ feedback

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

Brainstorm everything you now know about giving feedback. You can add as many ideas to the
mind map as you want.
Giving
feedback
7
Handout D2.S3.H1
Words for running dictation
Listening skills/strategies
1. Listening for de_ _ _ _ _ d co_ _ _ e_ _ _ _ion
2. Listening for a_ _ _ _ ud _
3. Pr_d_ _ t _ _n
4. Listening for inf_ _ _ _ _ _
5. Listening for gl_ _ _ _ un_ _ _ _ _ _ _ _ing (gist)
6. Understanding phon_ _ _ _ _ _ _ _ fea_ _ _ _ _
7. Listening for spe_ _ _ _ _ inf_ _ _ _ _ _ _ _
8
Handout D2.S3.H2
Identifying text types for Listening lessons

Look at the descriptors of Listening activities taken from the CEFR.
 What types of listening text could be used in relation to each CEFR descriptor? The first one
has been done for you as an example.
CEFR activity
Possible text type
descriptor
understanding 1. A dialogue between two people planning a

interaction between holiday; a chat between two Australians about
native speakers the culture of their country.
2.
listening as a member
of an audience
3.
listening to
announcements &
instructions
4.
listening to radio &

audio
5.
watching film or TV
 How will your text ideas help to address particular Form 3 Learning Standards on
Handout D2.S3.H3?
9
Handout D2.S3.H3
Content Learning Learning Learning
Focus Learning Standard Learning Standard
Standard Standard Standard Standard
1.1 Understand 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1
Understand the main idea Understand with Understand Understand Understand Understand
meaning in when listening little or no support independently the independently the independently the independently the main
a variety of to texts on the main ideas in main ideas in main ideas in simple main ideas in ideas in extended texts
familiar familiar topics simple longer texts simple longer texts longer texts on an extended texts on on a wide range of
contexts on a range of on a range of increased range of a wide range of familiar topics and
familiar topics familiar topics familiar topics familiar topics some unfamiliar topics
1.1 Understand 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2
Understand specific details Understand with Understand Understand Understand Understand
meaning in when listening little or no support independently independently specific independently independently specific
a variety of to texts on specific information specific information information and details specific information and details
familiar familiar topics and details in and details in in longer texts on an information and in extended texts on a
contexts simple longer texts simple longer texts increased range of details in wide range of familiar
on a range of on a range of familiar topics extended texts on topics and some
familiar topics familiar topics a wide range of unfamiliar topics
familiar topics
1.1 Understand 1.1.3 1.1.3 1.1.3 1.1.3 1.1.3
Understand attitude or No learning Recognise with Recognise with little or Recognise Recognise
meaning in opinion when standard support attitudes or no support attitudes or independently independently attitudes
a variety of listening to opinions in simple opinions in longer attitudes or or opinions in extended
familiar texts on longer texts on a texts on an increased opinions in texts on a wide range
contexts familiar topics range of familiar range of familiar topics extended texts on of familiar topics and
topics a wide range of some unfamiliar topics
familiar topics
1.1 Understand 1.1.4 1.1.4 1.1.4 1.1.4 1.1.4
Understand classroom Understand longer Understand with Understand No learning No learning standard
meaning in instructions sequences of little or no support independently longer standard
a variety of about familiar supported longer sequences sequences of
familiar topics classroom of classroom classroom instructions
contexts instructions instructions
10
Content
Focus Learning Standard Learning Standard Learning Standard Learning Standard Learning Standard
Standard
1.1 Understand 1.1.5 1.1.5 1.1.5 1.1.5 1.1.5
Understand questions on Understand more Understand with little Understand Understand No learning standard
meaning in a familiar complex supported or no support more independently more independently more
variety of topics questions complex questions complex questions complex questions
familiar on a wide range of
contexts familiar topics
1.1 Understand 1.1.6 1.1.6 1.1.6 1.1.6 1.1.6
Understand narratives Understand with Understand with Understand Understand Understand
meaning in a on familiar support longer simple little or no support independently longer independently independently longer
variety of topics narratives on a wide longer simple simple narratives on a longer simple more complex
familiar range of familiar narratives on a range of familiar narratives on a narratives on a wide
contexts topics wide range of topics wide range of range of familiar topics
familiar topics familiar topics and some unfamiliar
topics
1.2 Use 1.2.1 1.2.1 1.2.1 1.2.1 1.2.1
Use strategies Guess the meaning of Guess the meaning Guess the meaning of Guess the meaning Guess the meaning of
appropriate to unfamiliar words from of unfamiliar words unfamiliar words from of unfamiliar words unfamiliar words from
listening understand clues provided by from clues provided clues provided by from clues clues provided by
strategies in a meaning other known words by other words and other words and by provided by other other words and by
variety of on familiar and by context on by context on a context on an words and by context on a wide
contexts topics familiar topics range of familiar increased range of context on a wide range of familiar topics
topics familiar topics range of familiar and some unfamiliar
topics topics
1.3 Recognise 1.3.1 1.3.1 1.3.1 1.3.1 1.3.1
Recognise typical No learning standard No learning Recognise with Recognise with Recognise with little or
features of features of standard support typical support typical no support typical
spoken spoken features at word, features at word, features at word,
genres on texts sentence and text sentence and text sentence and text
familiar levels of a small levels of a range of levels of a range of
topics number of spoken spoken genres spoken genres
genres
11
Handout D2.S3.H4
Sub-skills for Listening

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

B. Listening for much on atmosphere – tell pupils not to worry
global understanding about every word and reinforce how
understanding every word much they can understand without
(gist)  Stress levels this
 Lack of knowledge  Do pre-lesson and prediction tasks
in relation to the  Set general tasks that are very broad
topic e.g. ‘Where are the speakers?’ ‘Which
of these three topics is in the
Listening?’ (NOTE: ‘Listen and tell me
about what you heard’ is not a gist
task; it needs to be more focused or
pupils will be overwhelmed.)
 Redundant  Do activities to help pupils recognise

C. Listening for language may signposting
specific make it difficult to  Encourage closer prediction e.g. give
information find specific gap-fill tasks using the audio script
information and ask pupils to guess missing
 Pupils may not language
understand
discourse markers
that signpost when
information is used
12
Listening Challenges for pupils Potential solution
sub-skill
 Pupils are 
Give plenty of practice in looking at
D. Listening for overwhelmed by the the questions first and predicting
detailed amount of information the type of language pupils might
comprehension they need to find hear in the part of the text where
 They may find the the information occurs
 Give reassurance about how much
audio too fast to follow
 Language may be too can be understood even from long
challenging texts
 Pre-teach unfamiliar key words or
cultural content to remove
obstacles
 Can be challenging as  Help pupils with basic inference to
E. Listening for it moves beyond simple develop this skill
inference content  Use audiovisual materials with
 Pupils can’t always pick paralinguistic features e.g. facial
up phonology e.g. expressions / gestures to highlight
intonation and other meaning
signals  Ask pupils ‘How would you feel in
 Pupils may not be able this situation?’
to understand the  Encourage them to guess what the
language required to speakers might be thinking and
read ‘between the lines’ what clues there were to help them
guess
As with inference: As with inference:
F. Listening for
 Moves beyond simple  Use audiovisual materials with
attitude
content paralinguistic features e.g. facial
 Pupils can’t always pick expressions / gestures to highlight
up phonology e.g. meaning
intonation and other  Ask pupils ‘How would you feel in
signals this situation?’
 Pupils may not be able  Encourage them to guess what the
to understand the speakers might be thinking and
language required to what clues there were to help them
read ‘between the lines’ guess
Also:
 Give phonology practice e.g. short
phrases where pupils identify if the
speaker is happy/sad, angry/calm
Pupils may find it hard to: Give phonology practice:
G. Understanding  recognise individual
 Pupils choose which word was
phonological sounds e.g. where
said, e.g. ‘tree’/’three’
features similar sounds don’t
 Pupils count the number of words
occur in their first
in a sentence and identify the weak
language
forms
 distinguish supra-
segmental phonology
(sentence level,
connected speech)
caused by difficulty in
decoding the individual
words in connected
speech
13
Handout D2.S4.H1
Bingo sheet
Complete the bingo sheet using the words in the box below.
Listen to the definition and a number for a word/phrase below. Match the definition with a word/phrase on the bingo sheet then write down the
definition’s number in that square.
Call out ‘bingo’ when you have a horizontal line of numbered squares.
summative medals & peer

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

formative prediction
self-assessment pre-lesson fast finishers
assessment
14
Handout D2.S4.H2

WEEK: __
LESSON 4 (Listening 1) MAIN SKILL(S) FOCUS: Listening THEME: People and Culture
TOPIC: Family Ties CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Family-related
vocabulary

LEARNING OUTLINE
In this lesson, pupils are learning to understand the main ideas in
Main Skill Main Skill simple longer texts on a range of familiar topics. They will listen to Student’s Book, p.10 Organise talk partners or
grouping so that a more
three recorded conversations. Pupils are also learning to keep Teacher’s Book, pp.11- proficient pupil can help and
Listening 1.1 Listening 1.1.1 interaction going in longer exchanges by asking a speaker to slow 12
Understand Understand down, speak up or to repeat what they have said. support a less proficient pupil.
meaning in a independently the Student’s Book Audio Support can be given to less
Pre-lesson CD
variety of familiar main ideas in proficient pupils during the
Use Activity A as a pre-lesson activity. For this activity pupils look
contexts simple longer pre-lesson activity, depending
texts on an at pictures and discuss them with their talk partner(s). Note that
Activity A uses how? where? and who? as questions to stimulate on their needs. For example,
increased range
of familiar topics discussion. For example, ask “when do we play the violin, watch TV, by providing vocabulary to
ride a bicycle?” Elicit from pupils that they do these activities during use in a speaking task, or
their free time. Then ask how do they spend their time and write sentence starters and model
Complementary Complementary
question on the board, then ask pupils to discuss the question with sentence constructions to
Skill Skill
talk partner(s) before collecting responses. Facilitate remaining help the pupil produce
categories in the same way (where and who questions). sentences.
Speaking 2.3 Speaking 2.3.1
Lesson delivery
Use appropriate Keep interaction For additional differentiation
This lesson focuses on Activities A, B and C. See Teacher’s Book
communication going in longer strategies, please refer to the
strategies exchanges by for detailed guidance. For Activity B, ensure all pupils understand
provided list of differentiation
asking a speaker instruction and explain that they match sentences to the categories
strategies and select
to slow down, (not to a particular picture as they still haven’t heard the recording).
appropriate strategy/
speak up or to For Activity C, give pupils the opportunity to listen to the recording at
strategies based on the
repeat what they least twice. After the listening, ask pupils to check and discuss their
needs of the pupils.
have said answers in small groups. Draw attention to working on the
complementary skill during these discussions.
Post-lesson
Review pupils’ learning in this lesson with Tell me three things…
• You have learnt today
• You have done well
• Your talk partner has done well
15
Handout D2.S4.H3
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON DEVELOPMENT :
iii. POST-LESSON :
16
Handout D2.S4.H4
Lesson planning support

them to achieve at the end of the particular lesson? What are the products
that they will produce? What procedures or processes are they using?
lesson, pupils will be able to…).
17
2. MATERIALS
your pupils.
2.1. Could you adapt the pre-lesson activity to introduce the topic and/or activate
prior knowledge?
2.3. Would using extra visuals help to lessen task difficulty?
word banks, reading/writing frame)?
current event).
18
the Scheme of Work)
lesson?
19
5.1 How will you assess whether the pupils have learned what you want them to
learn?
5.2 How do you want to evaluate your lesson with your pupils?
the lesson?
20
Handout D2.S4.H5
Write a newspaper headline about today’s learning…
21
Handout D3.S1.H1

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

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

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

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

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

lesson delivery)
4. Was your teaching delivery clear and engaging? Give


plan?

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

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

English.

engaging.


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

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

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

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

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

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

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

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

repair strategies mark boundaries in
conversation.
6
Handout D3.S2.H2

Focus
2.1 Communicate 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1
Communicate information Ask about and Ask about and Paraphrase short Explain simple Explain
information, clearly give detailed explain key simple texts content on information on
ideas, opinions information about information from familiar topics familiar topics
and feelings themselves and simple texts from what they from diagrams,
intelligibly on others read and hear charts, tables,
familiar topics graphs or other
visuals
2.1 Find out about 2.1.2 2.1.2 2.1.2 2.1.2 2.1.2
Communicate and Ask about and Ask for and Ask about and Ask about and Ask about and
information, communicate express rules and respond explain simple explain causes explain
ideas, opinions information obligations appropriately to processes and advantages and
and feelings clearly simple consequences of disadvantages of
intelligibly on suggestions actions events ideas plans
familiar topics simple processes arrangements
2.1 Communicate 2.1.3 2.1.3 2.1.3 2.1.3 2.1.3
Communicate plans and Ask about and Express opinions Describe future Explain advantages Explain and justify
information, ambitions clearly describe future about future plans plans and and disadvantages plans and
ideas, opinions plans or events or events ambitions of plans and ambitions
and feelings ambitions
intelligibly on
familiar topics
2.1 Communicate a 2.1.4 2.1.4 2.1.4 2.1.4 2.1.4
Communicate point of view Explain and give Express opinions Explain own point Explain and justify Explain and justify
information, clearly reasons for simple about simple of view own point of view the point of view of
ideas, opinions advice spoken or written classmates or
and feelings advice given others
intelligibly on to themselves or
familiar topics others
7
Learning Learning Learning Learning
Content Standard Focus Learning Standard
Standard Standard Standard Standard
2.1 Communicate 2.1.5 2.1.5 2.1.5 2.1.5 2.1.5
Communicate feelings clearly Ask about and Express opinions or Express and Express and Explain and justify
information, describe feelings about respond to respond to feelings own feelings or
ideas, opinions personality character and common feelings such as those of others
and feelings personality such as happiness, amusement, anger
intelligibly on sadness, surprise, and regret
familiar topics and interest
2.2 Use register 2.2.1 2.2.1 2.2.1 2.2.1 2.2.1
Use register appropriately in No learning No learning Use formal and Use formal and Use formal and
appropriately familiar contexts standard standard informal registers informal registers informal registers
appropriately in appropriately in appropriately in
some familiar most familiar most familiar and
contexts contexts some unfamiliar
contexts
2.3 Manage 2.3.1 2.3.1 2.3.1 2.3.1 2.3.1
Use appropriate interaction Keep interaction Keep interaction Keep interaction Confirm Keep interaction
communication appropriately going in short going in longer going in longer understanding in going in
strategies exchanges by exchanges by exchanges by discourse-level discourse-level
checking checking asking a speaker exchanges by exchanges by
understanding of understanding of to slow down, repeating back paraphrasing and
what a speaker is what a speaker is speak up or to what a speaker rephrasing
saying saying repeat what they has said appropriately
have said
2.4 Communicate 2.4.1 2.4.1 2.4.1 2.4.1 2.4.1
Communicate information, Narrate short Communicate Summarise the Summarise the Explain the main
appropriately to events, stories, stories, events opinions or main points of a main points of a points of an idea
a small or large feelings and and experiences feelings about a story story, text or plot or argument
group on ideas to an story, event or
familiar topics audience experience
8
Handout D3.S2.H3
Identifying Speaking activities

Complete the table in groups by identifying Speaking tasks for each particular Speaking skill/strategy. The first skill/strategy has been done for
you.
Skills/strategies Application
Fluency Speaking that focuses on meaning rather than accuracy (errors can be corrected afterwards).
Tasks: 1-minute game: pupils pick up topic cards and speak for 1 minute without hesitating or pausing to gain a point; if they pause the pupil
who says this gets a point.
Picture information gap: pupils work in pairs and describe their pictures to find differences and similarities.
Accuracy Pupils use and pronounce words and structures correctly.
Suitability Pupils choose grammar and vocabulary that fit the context in which they are speaking.
Turn-taking Turn-taking skills involve knowing how and when to speak, interrupt or prevent interruptions.
9
Repair When speaking spontaneously, pupils can ‘repair’ parts of the conversation if the listener doesn’t understand,
strategies and repeat content as necessary. They can also ask for clarification.
Other areas
Responding Pupils are able to invite responses from others using appropriate language, e.g. “What do you think about…”,
and initiating “Speaking of…”, “Really?” etc. They can use gestures and other paralinguistic tools (such as back-channels) for
conversation management.
Range of Pupils use a good range of words and grammar appropriate to the context.
vocabulary &
grammar
Discourse Pupils can use specific words and phrases to help organise how they speak.
markers
10
Handout D3.S2.H4
LESSON 6 (Speaking 1) MAIN SKILL(S) FOCUS: Speaking THEME: People and Culture
WEEK: __
TOPIC: Family Ties CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Words and
expressions for showing emotions / Prepositions of
position

LEARNING OUTLINE
In this lesson, pupils are learning to express and respond to common
Main Skill Main Skill feelings such as happiness, sadness, surprise, and interest. Pupils are Student’s Book, Organise talk partners or
also learning to explain verbally their own point of view (this p.11 grouping so that a more
Speaking 2.1 Speaking 2.1.5 proficient pupil can help and
complementary skill learning outcome will mostly be achieved through the Teacher’s Book, support a less proficient pupil.
Communicate Express and pre-lesson activity). p.12
information, respond to Pre-lesson Support can be given to less
ideas, opinions common feelings Activate prior knowledge in this lesson by asking pupils to write down proficient pupils during the
and feelings such as words and expressions for showing emotions such as happiness, sadness, post-lesson activity,
intelligibly on happiness, surprise, and interest. Allow pupils to discuss their ideas with their talk depending on their needs,
familiar topics sadness, partner(s) before collecting ideas as a class. Write the pupils’ ideas on the such as a speaking frame for
surprise, and board and draw attention to spelling when necessary. These Activity A.
interest words/expressions can be used as sentence starters for Activity A.
For additional differentiation
Complementary Lesson delivery strategies, please refer to the
Skill Complementary This lesson focuses on Activities A, B and C. See Teacher’s Book for provided list of differentiation
Skill detailed guidance. Allow pupils to discuss their ideas with their talk strategies and select
Writing 4.2 partner(s) before collecting ideas as a class. Invite pupils to provide follow- appropriate strategy/
Communicate Writing 4.2.2 up responses that include the words from the pre-lesson activity. Note that strategies based on the
with appropriate Spell written work the Teacher’s Book suggests that pupils read the ‘Useful Expressions’ needs of the pupils.
language, form with moderate before Activity C (which is an opportunity for developing the
and style accuracy complementary skill). The second phase of this suggested activity (in
which pupils write sentences using the useful expressions) could be used
as a fast finisher task.
Post-lesson
Ask pupils to review their learning by giving a one-minute verbal summary
of the lesson. Allow pupils to discuss their ideas with their talk partner(s)
and then to choose pupils to share their summaries with the class.
11
Handout D3.S2.H5
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
12
Handout D3.S2.H6

them to achieve at the end of the particular lesson? What are the products
that they will produce? What procedures or processes are they using?
13
2. MATERIALS
your pupils.
2.1. Could you adapt the pre-lesson activity to introduce the topic and/or
activate prior knowledge?
2.3. Would using extra visuals help to lessen task difficulty?
word banks, reading/writing frame)?
current event).
14
the Scheme of Work)
lesson?
15
5.1 How will you assess whether your pupils have learned what you want them
to learn?
the lesson?
16
Handout D3.S2.H7
5-5-1!
Summarise Day 3 Session 2 in 5 sentences
Reduce to 5 words
Now to 1 word
17
Handout D3.S3.H1
Evaluation tree
Where do you feel you are on the tree in relation to the planning and delivery of the
micro-teaching sessions?
18
Handout D3.S4.H1




describe them.

learning?
19

lesson delivery)


plan?

lesson?
successfully?
Any other comments
20

Agree Agree Agree

English.

engaging.


session.
consolidated.
Add your own success criteria

(continue over page)
21
Agree Agree Agree
22
Handout D3.S4.H3

Medal(s)
Mission(s)
23
Handout D3.S4.H4
Targets and actions

Action(s)
24
Handout D3.S4.H5
Skills skills skills!!!

What skills have you developed today?
Choose one and explain how you have developed it….
25
Handout D4.S1.H1
Poem about language learning

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

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

Learning new words is like…
Learning grammar is like…
4. Share your poems in your groups.
2
Handout D4.S1.H2
Learning Learning
Content Standard Focus Learning Standard Learning Standard Learning Standard
Standard Standard
4.1 Communicate 4.1.1 4.1.1 4.1.1 4.1.1 4.1.1
Communicate information Give detailed Explain simple Explain simple content Explain information from Explain and evaluate
intelligibly through clearly information about content from what from what they have (i) diagrams (ii) charts (i) visual
print and digital themselves and they have read read or heard (iii) tables (iv) graphs or (ii) read (iii) heard
others other visuals information
media on familiar
topics
4.1 Communicate 4.1.2 4.1.2 4.1.2 4.1.2 4.1.2
Communicate information Describe future Make and respond to Explain simple Explain causes and Explain advantages
intelligibly through clearly plans or events simple requests and processes consequences of and disadvantages of
print and digital suggestions i) actions i) ideas ii) plans or
ii) events or iii) arrangements
media on familiar
iii) simple processes
topics
4.1 Communicate 4.1.3 4.1.3 4.1.3 4.1.3 4.1.3
Communicate ideas clearly Narrate factual and Summarise the main Summarise the main Explain the main points of an Explain the main points
intelligibly through imagined events and points of a simple points and explain key idea or argument for and against an idea
print and digital media experiences story, text or plot details in of a story, text or argument
or plot
on familiar topics
4.1 Communicate 4.1.4 4.1.4 4.1.4 4.1.4 4.1.4
Communicate feelings and Describe personality Express opinions and Express and respond to Express and respond to Express and respond to
intelligibly through opinions common feelings such opinions and common opinions and common feelings real or imagined
print and digital media clearly as happiness, feelings such as such as amusement, anger opinions and feelings
sadness, surprise, and happiness, sadness, and regret
on familiar topics
interest surprise, and interest
4.2 Punctuate texts 4.2.1 4.2.1 4.2.1 4.2.1 4.2.1
Communicate with appropriately Use capitals, full Punctuate written work Punctuate written work Punctuate written work on a Punctuate written work
appropriate language, stops, commas in lists, with moderate with moderate accuracy range of text types with on a range of text types
form and style question marks, and accuracy reasonable accuracy with reasonable
speech marks accuracy
appropriately at
discourse level
3
Learning
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard
Standard
4.1 Organise 4.1.5 4.1.5 4.1.5 4.1.5 4.1.5
Communicate information Connect sentences Organise, and Organise, sequence Organise, sequence Organise,
intelligibly through coherently into two coherent sequence ideas within and develop ideas and develop ideas sequence and
print and digital paragraphs or more short texts on familiar within short texts on within a text of several develop ideas
media on familiar using basic topics familiar topics paragraphs on familiar within a text of
topics coordinating topics several paragraphs
conjunctions and on familiar topics
reference pronouns and some
unfamiliar topics
4.2 Spell written 4.2.2 4.2.2 4.2.2 4.2.2 4.2.2
Communicate with work Spell most high Spell written work with Spell written work with Spell written work on Spell written work
appropriate accurately frequency words moderate accuracy moderate accuracy a range of text types on a range of text
language, form and accurately in with reasonable types with
style independent writing accuracy reasonable
accuracy
4.2 Plan, draft 4.2.3 4.2.3 4.2.3 4.2.3 4.2.3
Communicate with and edit work Produce a plan or Produce a plan or draft Produce a plan or Produce an extended Produce a plan or
appropriate appropriately draft of two of two paragraphs or draft of two plan or draft and draft and modify
language, form and paragraphs or more more and modify this paragraphs or more modify this this appropriately
style and modify this appropriately either in and modify this appropriately in independently
appropriately in response to feedback appropriately response to feedback
response to feedback or independently independently or independently
4.2 Use register 4.2.4 4.2.4 4.2.4 4.2.4 4.2.4
Communicate with appropriately No learning standard No learning standard Begin to use formal Use formal and Use formal and
appropriate and informal registers informal registers informal registers
language, form and appropriate to the appropriate to the appropriate to the
style target audience in target audience in target audience in
familiar situations most familiar most familiar and
situations some unfamiliar
situations
4
Handout D4.S1.H3
Process- versus product-focused writing

Which of the Writing skills in the table below are more process-focused and which are more
product-focused?
Write ‘product’ or ‘process’ next to each item.
Product-focused or
Writing skill
process-focused?
1. Choosing the correct formats and layout (e.g. using formatting
well, adding in sub-headings or titles as necessary)
2. Using paragraphing appropriately
3. Drafting the writing
4. Managing coherence and cohesion effectively (e.g. using

topic sentences, cohesive devices, referencing)
5. Editing and redrafting the work
6. Accurate spelling and legible handwriting
7. Proofreading and correcting the work
8. Accurate and effective use of punctuation
9. Selecting and planning appropriate content
10. Accurate use of grammar and vocabulary
11. Appropriate register and style
12. Identifying the purpose and audience for writing
13. Organising ideas logically
14. Brainstorming ideas
5
Handout D4.S1.H4
Examples of writing tasks

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

Give pupils six pictures and ask them to create a short story
around them, then vote on the best.
4. Create a writing journal

Ask pupils to create a section in their notebook to write a sentence
or paragraph about their day or the things they enjoyed in class.
5. Write a reflective journal

Pupils write reflections on their learning.
6. Create a class blog

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

Pupils create a class magazine with short stories.
6
Handout D4.S1.H5
LESSON 8 (Writing 1) MAIN SKILL(S) FOCUS: Writing THEME: People and Culture
WEEK:
__
TOPIC: Family Ties CROSS CURRICULAR ELEMENT(S): Values LANGUAGE/GRAMMAR FOCUS: Abbreviations

LEARNING OUTLINE
Main Skill Main Skill In this lesson, pupils are learning to punctuate written work with Student’s Book, pp.14- Fast finishers can move on to
moderate accuracy. To achieve this, the pupils will be rewriting 15 the next activity in the
Writing 4.2 Writing 4.2.1 sentences. Pupils are also learning to understand specific details sequence. After Activity E,
and information in texts. The text that they read is a short email, so Teacher’s Book, p.15 fast finishers can be given
Communicate Punctuate written
with appropriate work with moderate this is practise for using this reading skill with longer texts. extra activities from the
Pre-lesson Vocabulary and Grammar
language, form accuracy
and style Explain what is meant by the term ‘abbreviation’ and provide one or activities on pp. 12-13 of the
two examples that are written on the board. Activate prior Student’s Book.
knowledge in this lesson by then asking pupils to identify
abbreviations that they already know. Allow pupils to discuss their For additional differentiation
Complementary Complementary strategies, please refer to the
Skill Skill ideas with their talk partner(s) before collecting ideas as a class.
Write the pupils’ ideas on the board and then compare them with the provided list of differentiation
abbreviations in the ‘Learning Focus’ on p. 14 of the Student’s Book. strategies and select
Reading 3.1 Reading 3.1.2 appropriate strategy/
Understand a Understand specific Lesson delivery strategies based on the
variety of texts by details and This lesson focuses on Activities A, B, C, D and E. See needs of the pupils.
using a range of information in Teacher’s Book for detailed guidance. Do not do the first stage
appropriate longer texts on an described in the Teacher’s Book for Activity A since this is covered
reading strategies increased range of in the pre-lesson. Support pupils to punctuate the sentences
to construct familiar topics correctly in Activity A.
meaning Note that sentence 5 in the answer key (p.15) should have a full
stop at the end.
Post-lesson
Ask pupils to review their learning in this lesson by describing what
they have learnt in the lesson and how they learnt it. Allow pupils to
discuss their ideas with their talk partner(s) before collecting ideas
as a class.
7
Handout D4.S1.H6
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
8
Handout D4.S1.H7

complementary skills). What do you want your pupils globally to learn in this
9
2. MATERIALS
your pupils.
2.8.Think of a way during the lesson to link the materials to real life (e.g. news,
current event).
10
the Scheme of Work)
lesson?
11
5.1 How will you assess whether your pupils have learned what you want them to
learn?
the lesson?
12
Handout D4.S2.H1
Report on the previous session

Write a brief report of 5 lines on the previous session as if reporting back to a colleague.
13
Handout D4.S3.H1




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

learning?
14

lesson delivery)


plan?

lesson?
successfully?
Any other comments
15

Agree Agree Agree

English.

engaging.


session.
consolidated.

16
Agree Agree Agree
17
Handout D4.S3.H3

Use this form to write some ‘medals and missions’ feedback for your colleagues delivering the
Medal(s)
Mission(s)
18
Handout D4.S3.H4
Targets and actions

Action(s)
19
Handout D4.S4.H1
Literature in Action task ideas

1. Starting points
Tasks to do before reading a literary text, to activate pupils’ prior
knowledge/experience and to provide a way into a text.
Example task: Opening lines

Aim: To make pupils aware of the differences between prose and poetry; to discuss
language features
Procedure: Select about ten opening lines from different poems and prose works
(including non-fiction). Provide these opening lines on a worksheet for each pupil. Ask
pupils to work in pairs or groups to decide which lines are from poems and to give their
reasons. Collect responses in a whole class discussion, then reveal the sources and
possibly show the lines that follow.
2. Compare and contrast

Tasks that ask pupils to compare and contrast different texts in different ways,
such as: comparing older texts with newer texts on a comparable theme; looking at
formal versus informal language; exploring contrasting themes in different texts.
Example task: Matching texts

Aim: To encourage close reading; to develop discussion based on pupils’ own
experiences
Procedure: Select two texts, poetry or extract(s) from prose, which have a similar theme.
Make copies of the texts for pupils. Before giving the texts out ask pupils to respond to
questions (these can be written on the whiteboard) about the theme that the texts share.
Pupils then discuss their responses to the questions in groups and make a note of their
thoughts. Then hand the texts out for reading. Ask pupils to note down what the texts have
in common: they can be given headings for this, such as theme, the writer’s attitude to
their subject matter, the use of vocabulary, etc. Ask pupils to also look for any similarities
between the texts and their own thoughts to the questions they were asked before reading
the texts. Finally, collect responses from each group in a class discussion.
3. Creative adaptation
Tasks that involve transforming one text type into another, such as transforming
prose into a poem or using a text as a stimulus for pupils’ own writing.
Example task: Screen adaptation

Aim: To stimulate visualisation of a text; to develop close reading skills
Procedure: Choose a short story or extract from a novel. Make copies for pupils. Ask
pupils to read the text for homework and to visualise the action in the story as they read.
Then in class, get pupils to work in pairs or small groups to produce a screen adaptation.
Give them paper to work on that has three columns that they must complete: column 1 for
words in the text (these are the actual words from the text which suggest a camera shot);
column 2 for camera shots (pupils may need help with the vocabulary needed for this);
column 3 for words that are spoken/sound effects that go with each shot. Groups can
exchange their film scripts and give peer feedback.
20
4. Role-play and acting
Tasks requiring pupils to speak, including role-play and acting out parts of a text.
Example task: How should it sound?

Aim: To encourage close reading of dialogue in texts; to help pupils to pay attention to
stress and intonation
Procedure: Use an extract from a story or novel that focuses on dialogue. Alternatively,
use a short extract from a play. Distribute copies of the text (one per pupil). Ask pupils to
read through the text and to: underline any words they think should be given full stress;
mark with a ‘v’ any places they think there needs to be a pause; mark any other words that
they think need to be spoken in a particular way (e.g. softly, urgently, etc.) Organise pupils
into small groups so that there are the same number of pupils as characters in the
dialogue. Pupils then compare their ideas on how to speak the text and need to aim to
reach agreement. They then choose a character to play and rehearse their dialogues.
Each group can then perform their version for the rest of the class.
5. Language Awareness
Tasks that make use of a literary text for the opportunity to focus on specific uses
of vocabulary and/or grammar.
Example task: Conditionals and ‘if’ clauses

Aim: To practise the use of conditionals
Procedure: Find a text or extract that contains examples of conditional forms and ‘if’
clauses. Remove these from the text to create gaps. Number the gaps and on a separate
sheet of paper provide a key. Make copies of the gapped worksheet for pupils and ask
them to work in pairs or groups to write possible wording for the blank spaces. Allow
pairs/groups to compare ideas before allowing them to see the key.
Task ideas adapted from:

Duff, A. and Maley, A. (2007) Literature, Second Edition, Oxford: Oxford University Press.
21
Handout D4.S4.H2
Learning
Content Standard Focus Learning Standard Learning Standard Learning Standard Learning Standard
Standard
5.1 Give a 5.1.1 5.1.1 5.1.1 5.1.1 5.1.1
Engage with, personal Describe in simple Explain in simple Explain why a part or Explain briefly the Explain in detail the
respond to and response to language a language connections aspect of a text feelings and opinions a feelings and opinions a
interpret a variety a variety of character’s actions or between characters, interests them text provokes in them text provokes in them
feelings and explain places or events in texts
of literary text literary text
the reasons for them and their own lives
types types
5.1 Interpret a 5.1.2 5.1.2 5.1.2 5.1.2 5.1.2

Engage with, variety of Identify and describe Identify and describe in Explain briefly the Explain in detail the Compare and contrast the
respond to and literary text in simple language simple language the key development of plot, development of plot, way in which different
interpret a variety types the key characters in characters and themes characters and themes characters and themes literary extracts treat the
a text in a text in a text in a text same theme
of literary text
types
5.2 Analyse and 5.2.1 5.2.1 5.2.1 5.2.1 5.2.1
Analyse and evaluate a No learning standard No learning standard Identify key stylistic Evaluate and explain Evaluate and explain in
evaluate a variety variety of features of a text and briefly stylistic features an detail stylistic features an
of literary text literary text explain briefly why the author uses to show author uses to show
author uses them character, events or place character, events or place
types types
5.3 Plan, prepare 5.3.1 5.3.1 5.3.1 5.3.1 5.3.1
Express an and produce Respond imaginatively Respond imaginatively Respond imaginatively Respond imaginatively Respond imaginatively and
imaginative creative work and intelligibly through and intelligibly through and intelligibly through and intelligibly through intelligibly through live
response to literary with a focus creating simple stories creating poems, board creating powerpoints, writing scripts and performance of stage plays
and simple poems games, puzzles and visuals, posters, blogs creating props for a short
texts on language
quizzes and webpages play Other imaginative
use Other imaginative Other imaginative responses as appropriate
responses as Other imaginative responses as Other imaginative
appropriate responses as appropriate appropriate responses as appropriate
22
Handout D4.S4.H3: Game of 1-minute reflections
Talk about
Talk about
Talk about pupil peer
START ideas for
wait time assessment
FINISH
Writing tasks
tasks
Talk about the Talk about

Talk about how
differences Talk about ways to
to use the MoE
between something you support less
documents for
summative and want to find proficient
planning
formative out more about pupils in
lessons
assessment lessons
Talk about
Talk about the
Talk about different ways
link between
something new Move back (or methods) of
the new
you learnt three squares collecting
curriculum and
today feedback from
the CEFR
pupils
Talk about
Talk about how
skills that Talk about Talk about
your hopes for Talk about
pupils need to Move ahead what you liked pupil self-
this training ideas for LiA
practise in two squares best about assessment
course have lesson tasks
Writing today tasks
been met so far
lessons
23
1
Handout D5.S1.H1
SCHEME OF WORK: NON-TEXTBOOK BASED LESSON

WEEK: __
LESSON 10 (Literature in Action 1) MAIN SKILL(S) FOCUS: Literature in Action THEME:
TOPIC: Family Ties/Teacher to select CROSS CURRICULAR ELEMENT(S): Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
select

LEARNING OUTLINE
Main Skill Main Skill Teachers will need to develop their own lesson using materials from Teacher to select For differentiation strategies,
the Literature Component books. please refer to the provided
Literature in Literature in list of differentiation strategies
Action 5.1 Action 5.1.1 and select appropriate
strategy/strategies based on
Engage with, Explain why a part the needs of the pupils.
respond to and or aspect of a text
interpret a variety interests them.
of literary text
types
2
Handout D5.S1.H2
Lesson plan template
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
3
Handout D5.S1.H3

4
2. MATERIALS
your pupils.
current event).
5
the Scheme of Work)
lesson?
6
7
5.1 How will you assess whether your pupils have learned what you want them
to learn?
the lesson?
8
Handout D5.S2.H1




describe them.

learning?
9

lesson delivery)


plan?

lesson?
successfully?
Any other comments
10

Agree Agree Agree

English.

engaging.


session.
consolidated.

11
Agree Agree Agree
12
Handout D5.S2.H3

Medal(s)
Mission(s)
13
Handout D5.S2.H4
Targets and actions

Action(s)
14
Handout D5.S2.H5
Top tips
Write down your 5 top tips or golden rules about planning Literature in Action lessons.
Tip 1
Tip 2
Tip 3
Tip 4
Tip 5
15
Handout D5.S3.H1

WEEK: __
LESSON 3 (Language Awareness 1) MAIN SKILL(S) FOCUS: Language Awareness THEME: People and Culture
LANGUAGE/GRAMMAR FOCUS: Family-related
TOPIC: Family Ties CROSS CURRICULAR ELEMENT(S): Values
vocabulary Present simple and present continuous
Stative verbs.

LEARNING OUTLINE
Main Skill Main Skill In this lesson, pupils are learning to build their vocabulary with Student’s Book, pp.8-9 Fast finishers can move on
family-related words. Pupils are also learning to recognise the to the next activity in the
Teacher’s Book, pp.9-
This is a This is a vocabulary present simple and present continuous, as well as stative verbs. sequence. After Grammar
Pupils are also learning to explain verbally their own point of view. 11 Activity C, fast finishers can
vocabulary and and grammar
grammar focused focused lesson so be given other activities in
Pre-lesson: Activate prior knowledge in this lesson by asking pupils
lesson so listening, speaking, the textbook not covered in
to recall with their talk partner(s) the new vocabulary they have the Learning Outline (e.g.
listening, reading and writing learnt from lessons 1 and 2. When pupils are ready, collect and
speaking, reading skills are not Vocabulary Activity C).
share ideas as a whole class. Write the words on the board.
and writing skills explicitly covered. See also pp. 12-13 in
are not explicitly Lesson delivery: This lesson focuses on Vocabulary Activities Student’s Book for further
covered. A and B and Grammar Activities A, B and C. See Teacher’s Book vocabulary and grammar
for detailed guidance. Note that pupils have encountered the activities that can be used as
Complementary Complementary present simple and present continuous in Form 2. When going extra tasks and/or
Skill Skill through answers for Grammar Activity C, explain that stative verbs homework.
are verbs that are only used in the present simple and provide
This is a This is a vocabulary examples (e.g. ‘Peter hates his new school’ not ‘Peter is hating his For additional differentiation
vocabulary and and grammar new school’). The post-lesson activity provides an opportunity for strategies, please refer to the
grammar focused focused lesson so developing the complementary skill. provided list of differentiation
lesson so listening, speaking, strategies and select
listening, reading and writing Post-lesson: Pose the following question to the class: Do you think appropriate
speaking, reading skills are not young people can learn things from elderly members of their family? strategy/strategies based on
and writing skills explicitly covered. Give pupils appropriate wait time and then select a pupil to give an the needs of the pupils.
are not explicitly answer. Then ask pupils to comment on or respond to that pupil’s
covered. answer. Use probing questions to dig deeper. Draw attention to
family-related vocabulary that has been recycled in pupil’s
responses.
16
Handout D5.S3.H2
SUBJECT : ENGLISH
YEAR/FORM :
DURATION
THEME :
TOPIC :
CONTENT STANDARD :
LEARNING STANDARD :
ii. LESSON :
DEVELOPMENT
iii. POST-LESSON :
17
Handout D5.S3.H3

1.3 Write down SMART learning objectives (starting with, By the end of the
18
2. MATERIALS
your pupils.
current event).
19
the Scheme of Work)
lesson?
20
5.1 How will you assess whether your pupils have learned what you want them to
learn?
the lesson?
21
Handout D5.S4.H1
Staying on track checklist

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



describe them.

learning?
22

lesson delivery)


plan?

lesson?
successfully?
Any other comments
23

Agree Agree Agree

English.

engaging.


session.
consolidated.

24
Agree Agree Agree
25
Handout D5.S4.H3

Use this form to write some ‘medals and missions’ feedback for your colleagues delivering the
Medal(s)
Mission(s)
26
Handout D5.S4.H4
Targets and actions

Action(s)
27
Handout D5.S4.H5
End-of-course action plan

Look back through your micro-teaching evaluation forms, the ‘medals and missions’ and post-
micro-teaching target-setting forms.
Set some end-of-course SMART targets and actions that you will now take with you from this
training.
Action(s)
28

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Curriculum Induction Training 2018

Day 1 Handouts – Secondary

CEFR global scale descriptors and levels

Can understand with ease virtually everything heard or read. Can

C2 reconstructing arguments and accounts in a coherent presentation. Can

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

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

Odd one out

Principles underlying the CEFR

2. Pupils need to engage with texts –

How the CEFR supports teaching and learning

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

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

Examples of Content and Learning Standards in the new

Content Learning Learning Learning Learning Learning

Revise A2 A2 High B1 Low B1 Mid B1 High

1.1 1.1.1 1.1.1 1.1.1 1.1.1 1.1.1

Content Learning Learning Learning Learning Learning

Revise A2 A2 High B1 Low B1 Mid B1 High

2.1 2.1.1 2.1.1 2.1.1 2.1.1 2.1.1

Understanding the terms used in the Learning Standards

Listening 1.3.1 Speaking 2.2.1

Writing 4.2.1 Reading 3.1.6

Speaking 2.1.2 Listening 1.1.4

Listening 1.1.1 Writing 4.2.3

longer sequences of classroom instructions

target audience in familiar situations

Self-assessment checklist on MoE documents

Statement I understand I almost get I don’t

1. I understand how the CEFR can be used to

2. I understand how the CEFR descriptors are used

3. I understand how Content and Learning

4. I understand how the Schemes of Work are

5. I understand how the Schemes of Work can be

6. I understand how lesson Learning Objectives are

7. I understand all the relevant skills that pupils

Two words that have made an

Three key words that are important

Summative vs. formative assessment

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

3 Designed to assist teachers and pupils.

5 Focuses on improvement and progress towards a learning goal.

6 Assessment for learning

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

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

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

Checks learning throughout teaching to determine progress and

Usually detailed, specific, and provides descriptive feedback in

Formative assessment – key concepts

Pre-lesson and Post-lesson

Find someone who…

Find someone who… Name

1. … knows what WALT stands for.

2. … can explain what feed-forward means.

3. … knows what an exit card is.

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

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

6. … knows what learning objectives are.

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

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

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

10. … can describe a questioning technique.

self- & peer pre- & post-