Presentation on theme: "ACTION PLAN SHEHLA FATIMA ZUBERI THE CITY SCHOOL- DARAKHSHAN CAMPUS ENGLISH LANGUAGE – SENIOR II-T."— Presentation transcript:
ACTION PLAN SHEHLA FATIMA ZUBERI THE CITY SCHOOL- DARAKHSHAN CAMPUS ENGLISH LANGUAGE – SENIOR II-T
GOALS – LONG TERM To enhance students’ proficiency in English Language,both written and spoken,as per CIE requirements To develop students’ communication skills,effectively To develop analytical and critical thinking skills To enable students to practice and follow the CIE paper pattern To adopt 21 st century teaching approaches to enhance students’ appreciation of English Language
GOALS –SHORT TERM To enable students to develop deeper understanding of the given Comprehension text, both literally as well as figuratively. Develop effective means of communication through written medium, in varying situations Follow and practice the conventions of English Language (Grammar,Vocabulary, Formats etc)
INSTRUCTIONAL STRATEGIES AND TASKS Topic21st century Approach Techniques/ Modes Bloom’s Applicatio n Comprehension Questioning skills/speaking and Listening skills Critical Reading of given text/ attempting questions Knowledge Synthesis Analysis Applicatio n Evaluation Directed Writing Giving directions skills/Encouraging skills Brainstorming / Discussion / Write-up Application Analysis Synthesis Creative Writing Encouraging skills and Observing skills Brainstorming / Discussion /Write-up Comprehend Analysis Synthesis
INSTRUCTIONAL STRATEGIES AND TASKS Topic21st century Approach Techniques/Mode s Bloom’s Application Vocabulary Listening and speaking skills/ encouraging skills Searching for meaning of given list of words/ application of vocabulary in Write-up Knowledge / Application Grammar Observing and Monitoring skills/Giving Directions skills Practice exercises/ Application of learnt concepts in write-up Knowledge/ Comprehen d/ Application
SYLLABUS AIMS AND ASSESSMENT The Task aspect of Paper 1 is Directed Writing, where communication of key information is required to achieve a specific purpose for a certain audience in a particular situation. Language (as well as content) is tested in the Creative Writing section, where candidates have an opportunity to display their English language skills in order to express their opinion, experience or imagination. The Task aspect of Paper 2 is Reading for Ideas, where, for example, scanning for and summarizing specific information is required to achieve and convey a global understanding of a text. Language is tested in the Reading for Meaning section, where there is a greater demand for English language skills in order to demonstrate more in-depth understanding of a text. In this way, it is hoped that candidates will develop strategies to be able to transfer these communication skills to other subjects and to their future careers/studies as they encounter a variety of texts and are required to make a positive impact through the written word.
Cambridge O Level English Language Syllabus code 1123 The Cambridge O Level English Language syllabus has been developed in response to customer feedback in a number of ways is the first year of examination of the revised syllabus. Specific changes are detailed at the end of this booklet, but key features of the changes made are: modernized aims: to encourage communicative competence, creativity, critical skills and cross-cultural awareness. clear assessment objectives: these assess the same underlying skills as before but they are grouped as four writing and four reading objectives. The assessment objectives provide a clear link between the aims of the syllabus and the scheme of assessment. balance: the two shorter reading passages, one factual and one narrative, replace one long passage; the writing paper gives equal weighting to directed and creative writing. transferable skills to aid study in other subjects as well as effective communication: task as well as language is emphasized across reading and writing, through reading for main ideas as well as reading for precise meaning, and through directed writing as well as creative writing; summary skills have greater focus on critical skills in analyzing information, such as identifying advantages and disadvantages. These reflect the needs of candidates in the new information age. Essential literacy skills and question types have been retained, which give the syllabus its worldwide recognition of first language English standards and minimize the need for re-training.
CHALLENGES AND SOLUTIONS CHALLENGES Permission from Principal Permission from Principal Time Allocation (periods) Time Allocation (periods) Availability of Lab Availability of Lab Research tools/means Research tools/means Motivation among students Motivation among students Lack of English Language proficiency among students Lack of English Language proficiency among students Availability of Resource books Availability of Resource books Availability of Internet Availability of Internet SUGGESTED SOLUTIONS Having a discussion with Principal and Head to clarify the agenda Having a discussion with Principal and Head to clarify the agenda SWOT analysis of students SWOT analysis of students Club classes twice a week Club classes twice a week Settlement with Lab In- charge about vacant periods Settlement with Lab In- charge about vacant periods Exchange of Resources with other relevant teachers Exchange of Resources with other relevant teachers Using Past Papers for practice Using Past Papers for practice Sharing the CIE Marking Scheme and Examiner’s Report with students Sharing the CIE Marking Scheme and Examiner’s Report with students
RESOURCES CIE Paper pattern and Marking Scheme Past papers Library and Computer Lab Resource books and relevant websites Feedback from teachers of same subject Internet /Multi-media /DVD’s
SAMPLE OF FORMAL LETTER
TIMELINE AUG – SEP Orientation to paper pattern /examiner’s report/ Paper-I (Directed writing/creative writing) OCT – NOV Paper-II (Comprehension) DEC MID-YEAR EXAMS JAN – FEB Practice of Past papers ( paper- I & II) MAR Recap and revision of all concepts/formats APRILMOCKS MAY C.I. Exams begin
CONCLUSION “STUDENTS ARE ANY NATION’S GREATEST STRENGTH AND EMPOWERING THEM WITH TECHNOLOGY LITERACY AND 21 ST CENTURY TEACHING/LEARNING SKILLS IS CRUCIAL FOR THEIR ACADEMIC AS WELL AS PERSONAL DEVELOPMENT.THE YOUTH OF TODAY MUST BE EQUIPPED WITH ALL THE REQUIRED SKILLS AND TOOLS,SO AS TO FACE THE CHALLENGES AND DIFFICULTIES OF FUTURE WITH CONFIDENCE AND EXCEL IN THEIR ENDEAVOURS….”