Macmillan English Language Teacher Training Get Ready 4 Shagra 9 – 10 th February, 2013 Taif 11 th February, Wendy Arnold Jonathan Hadley

Grade 5

DISCUSSION POST DEMO LESSON Starting the lesson Does the teacher get the students’ attention at the start of the lesson? Does the teacher introduce the lesson clearly?

Classroom management Does the teacher interact with the whole class? Are the instructions clear and logically ordered?

Teaching for success Does the teacher prepare the students so they can achieve the activities? How do they do this?

Delivery of lesson Is the lesson well-paced? Is new language presented clearly? Are examples relevant to students’ knowledge and interests? Is there a range of activities? Do students participate actively in the lesson?

Finishing the lesson Does the teacher summarise the lesson clearly? Are the lesson objectives achieved?

Getting to know the content and components of Get Ready 4 8

Course components of Get Ready 1-6 Pupil’s Book and Workbook Teacher’s Book Flashcards Posters Website:

Understanding the teaching approach Differentiation in materials: Get Ready includes the following icons to help teachers deal with less and more able learners within their classes (this could also be useful for teachers who lose time in the term for whatever reason and need to identify core materials to cover in limited time). -C = core materials, these need to be taught in order to cover all the syllabus -D = desirable materials, these could be taught in order to consolidate learning -E = extension materials, these may be used for fast finishers or if the teachers finds they have a free lesson 10

Understanding the teaching approach Differentiation in materials: Get Ready icons will appear in the following materials (there will be two cycles following this pattern in each book) -Unit 1 CORE -Unit 2 CORE -Revision 1 DESIRABLE -Saudi Stars 1 EXTENSION -Unit 3 CORE -Unit 4 CORE -Revision 2 DESIRABLE -Saudi Stars 2 EXTENSION -Progress Check 1 EXTENSION 11

Grade 5 – Term 2

Identifying useful phrases C = CORE

Identifying the grammar focus C = CORE

Cognitive skills of matching and labeling C = CORE

Practising writing sentences Completing sentences Linking text to visuals C = CORE

Phonemic awareness NEW D = DESIRABLE

NEW STORIES PROJECTS CHANTS E = EXTENSION

NEW E = EXTENSION

Picture dictionary helping the learners to make meaning by linking text to visual – learners could also make their own bilingual dictionary by adding Arabic.

ELDP grade requirements check list

Using the Teacher’s Book as your LESSON PLAN PREPARING FOR SUCCESS

PHONEMIC AWARENESS BLENDING SOUNDS TO DECODE TEXT MEMORIZING THE TRICKY WORDS

GAMES

LESSON PLANS IN THE TEACHER’S BOOK (note GET Ready 4 is being prepared now)

A STEP BY STEP GUIDE TO SUCCESS!

ALL YOU NEED TO KNOW TO PREPARE FOR SUCCESS

TEACHING FOR SUCCESS!

Discussion points The speed of teaching 1 How many weeks are there in the first semester? 2 How many lessons are there each week? 3 What lessons are you doing this week? 4 What should you do if you are going too fast? 5 What should you do if you are going too slowly? 30

Useful websites PASSWORD: ELDP [Please don’t give to students!]

Reviewing 33

Getting to Know the Materials In pairs, please use your Student’s Book and Activities Books to answer the questions on Handouts One and Two 34 The contents and components Get Ready 4 Summary There are 18 teaching lessons There are 8 units with 2 lessons in them There is a revision lesson every two units There is a SAUDI STARS every two units There is a progress check every four units T he Pupil’s Book and Workbook are combined There is a Teacher’s Book There are flashcards and wordcards There is a CD and a picture dictionary There are posters

Understanding the teaching approach Aim To get an idea of teaching methods and lesson structure Materials Teacher’s Book, Pupil’s Book 35

Understanding the teaching approach Recycling lessons [every two units]: revise the vocabulary of the previous two units revise listening, speaking and pronunciation of the previous two units revise reading and writing from the previous two units 36

Understanding the teaching approach Saudi Stars [every two units]: revise the vocabulary of the previous two units in an interesting fun way revise listening, speaking and pronunciation of the previous two units using different activities revise reading and writing from the previous two units so it is memorable 37

Understanding the teaching approach Progress Check [every four units]: revise the vocabulary of the previous four units revise listening, speaking and pronunciation of the previous four units using revise reading and writing from the previous four units 38

Understanding the teaching approach Important points: Get Ready stresses use of language more than teaching grammar BUT it does highlight the Grammar Focus. Get Ready highlights useful phrases in a Phrase Bank. Get Ready stresses literacy. The Pupil’s Book present new language, letters and numbers. The workbook practises new language, letters and numbers. The teaching notes have a clear structure and are easy to use. 39

The Teacher’s Book is YOUR lesson plan It contains: aims languagematerials exercise noteshomework core materials desirable materials extension materials 40