1. KHDA - WHAT WORKS How we successfully teach grammar and improve expressive language with upper primary/lower secondary students of English as second language at Jumeira Baccalaureate School. 12th February 2012
Aysha Kamal – Head of Learning Support
Primary Staff Inclusion Training

2. Agenda School Context Links to DSIB Indictors
What EAL students need to know
Ideas and strategies of how to teach EAL students what they need to know
Ideas and strategies of how to enhance and develop expressive language
Questions and Answers
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

3. Jumeira Baccalaureate School
Jumeria 1 Open since students Pre-K to Grade Nationalities 357 EAL Students
IPC in Primary National Curriculum for Maths and English (Primary) MYP in secondary Diploma Grade 11
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

4. DSIB Inspection Handbook 2012-2013
3.1 Teaching for Effective Learning
Teaching strategies to meet the needs of all groups of students
4.1 Curriculum quality
Provision for all the different groups of students
5.2 Quality of Support
Identification of students with special education needs
Support for students with special education needs
Advice and support for all students
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

5. Bloom’s Taxonomy Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

6. SORTING (from known criteria)
NAMING
SEQUENCING
DESCRIBING
SORTING (from known criteria)
QUESTIONING
CLASSIFYING
COMPARING
CONTRASTING
EXPLAINING
LANGUAGE FUNCTIONS
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

7. RANKING PROBLEM SOLVING ANALYSING LANGUAGE FUNCTIONS
DEDUCING
HYPOTHESISING
GENERALISING
REASONING
JUSTIFYING
RANKING
PROBLEM SOLVING
ANALYSING
EVALUATING
LANGUAGE FUNCTIONS
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

8. Language Acquisition & Grammar
Lexical sets
Conditionals
Comparatives
Survival language
Connectives
Word stress
Functional language
Lexical cohesion
Specialist vocabulary
Word relationships
Technical vocabulary
EAL Student
Language
Acquisition
Needs
Linking learning
Antonyms
Homophones
Language functions
Homographs
Sentence stress
Synonyms
Sentence structure
Tenses
Modals
Academic structures
Grammar
Questioning
Verbs/Nouns/Adjectives/Adverbs
Plurals
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

9. Linguistic Gymnastics
Warming up the word
Paint a picture
Zone of relevance / Emotion scale
Barrier games
Question harvest
Making links
Openers
Language seminars
Structures
Readers theatre
Technical language / descriptive language
Adverbs / Adverbial phrases
Possibilities
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

10. Sunflower, Daisy or Rose
The dog was by the gate.
Art C.N Verb Prep Art C.N
The doberman placed himself in-front of the gate.
The poodle was perched beside
the gate.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

11. Substitutions Adjectives Sentence structures The forest . . .
The dark forest . . .
The forest . . .
Sentence structures
The cat on the sick is carpet has been.
The cat has been sick on the carpet.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

12. Shane’s Home Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

13. Emotion Scale Shane looking at the cat in the window
Shane running at the beginning of
the story
Shane at home
trying to
be brave
carefree
fearful
uneasy
envious
resigned
glum
low
unhappy
sad
heartbroken
miserable
distraught
depressed
blue
grief-stricken
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013) 13

14. spacious large homely dingy cosy safe shabby cold dark warm tiny basic
derelict
secluded
convenient
cramped
luxurious
dangerous
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

15. As it gets darker and you are standing outside …
What might Shane be thinking,
feeling or saying…?
What would you be thinking,
feeling or saying? 15
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

17. Up, Down, All Around I’m very ashamed at it. He did it by purpose.
Daniele went in bed.
She got trouble from her mother.
They waited for a lot of time on the line.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

18. Connectives I got up late. I missed the bus.
I got up earlier. I caught the train.
Ali was clever. He got good marks at school.
I stayed awake. I got tired.
Pirate Pete sailed on his boat.
(after / so / until / whenever / but / before )

19. Up-Level How can we make this sentence better.
The cat ran along the wall
What sort of cat? (adjective)
How did it run (adverb)
Better word for run? Crept, scampered, prowled
Add a connective – because…, when…

20. Language Seminars Expanding Vary for mood - I went to the park.
A giant lived in a castle.
He was hungry.
He found some food.
He went home.
Vary for mood - I went to the park.
Vary the verb, noun, adjective, setting, atmosphere.
In the heart of the forest lived a wicked old woman,
with her three brainless brothers.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

21. Language Seminars Articles Bring me a pencil. Bring me the pencil.
Bring me the pencils.
Which would I use if I wanted one pencil?
Which would I use if I wanted a specific pencil?
Which would I use if I wanted all the pencils?
Which would I use if I didn’t mind which pencil I had?
How else could I ask for a pencil if I didn’t mind which one I had?
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

22. Hands to one side of head and pretend to wake up Who
Key connective
Suggested action
Once upon a time
Open hands like a book
Early one morning
Hands to one side of head and pretend to wake up
Who
Finger circle - index finger in air
First
One finger
Next / second
2 fingers pointed to one side
After / after that
Roll hands over in turning gesture
Meanwhile / in the meantime / while
Tap ‘watch’
But
Fingers down
Because
Hands out open-palmed So
Roll hands forward and open as if giving
However
Wave pointed index finger
Luckily / fortunately
Thumbs up
Unluckily / unfortunately
Thumbs down
Suddenly / To his amazement etc
Stand agape, hold hands either side of face -show surprise
Finally
Hand - one chop to other hand
In the end
Bring hands together as if closing book
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013) 22

23. Readers theatre
Max is a cat. He is a big cat. He is a big, fat cat. He is a black and white cat. Max likes to be in the garden. He likes to jump and run, then he likes to come into the house and go to sleep on my bed. Best of all, he likes to play with me!
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

24. Making Links in Texts REFERENCE
A tall black figure was outside Sophie’s house. The figure turned and
faced her window, then he walked on. He came to Mr Goochey’s house
and then he stopped.
CONJUCTIONS
He walked all day although he was exhausted. Finally he stopped outside
a small hotel in a village. If he went in, someone might recognise him,but
unless he stopped to rest he would go no further. So, hoping he would
remain unrecognised, he opened the door.
SUBSTITUTION
He was given a new bike for his birthday. His old one was too small for
him.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

25. IMITATION
‘Newark was an old town, but it was an angry uneasy, place when I first knew it. In snowy weather the streets turned to ice-rinks, the people shivered with cold. Dead brown, crisp leaves lay scattered over the deserted ground. The old, tired, helpless cathedral screamed with pain as it crumbled effortlessly, more and more each day. Down every street you could hear the gentle trot, trot, trotting of a horse and cart over the shiny cobbles.’
Paris is an old, withered place. In the summer the sun looks lazily over the crumbling town. Travelling dust clouds come and go like ships bringing goods from around the world. People are rarely seen, like nocturnal animals. It was a very small town.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

26. Book talk – Pie Corbett Col sat quietly, grabbed by a peace that
he had not known for a long while. ‘At
last,’ he said aloud, letting the paddles
rest as he drifted on through the rushes.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

27. Reading as a Writer – Pie Corbett
A door banged. Kanwal jumped. What was that? It wasn’t Mr Ahmed because she could hear him whistling at the other end of the playground. Out of the silence, she heard steps. Somebody was coming closer. Somebody or something was coming down the corridor. Nearer. She stood still, so still that even the tables and chairs froze with her. Carefully, she peered round the edge of the door. A shadow slipped, quick as a knife, into the next room. Kanwal clenched her fist around the pen, her heart racing.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

28. Writing as a Reader – Pie Corbett
She came down the lane.
Aysha stormed across the Emirates Road without looking either
way.
Coral Ocean stood on the edge of the playground and waited.
No one came near. All the other kids seemed to be absorbed in
their own games. She gazed out through the railings and
pretended to notice something interesting in the distance.
Blinking back tears, she roughly rubbed her eyes and hoped
that no one would notice. ‘What’s up?’ A tall boy had come
across and stood bouncing a tennis ball against the wall. ‘Clear
off,’ snapped Coral, turning away from him.
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

29. Pupils learn best together !
Learning is a Social Activity
When learning new words, EAL pupils need to:
SEE them HEAR them
WRITE them READ them
USE them in sentences
REVISE them
TRANSFER them in different contexts
Pupils learn best together !
Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)

31. Questions Aysha Kamal – JBS Head of Inclusion
KHDA – What Works Presentation (February 2013)