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Day 3, Session 1: Speaking Skills in The New Curriculum
Day 3, Session 1: Speaking Skills in The New Curriculum
D3.S1.2
Speaking Learning Standards in the Curriculum
Framework
D3.S1.3
Discussion activities for encouraging speaking
• Look at the Speaking activities in Unit 1 of the Year 4
textbook, Year 4 textbook. Look in particular at these
activities:
– Activity 3, Page 5
– Activity 5, Page 7
– Activity 1, Page 10
• Identify opportunities to modify activities or add support
activities (e.g. pyramid discussions, communication
regulators) in Speaking lessons based on this material.
• Refer to Handout D2.S4.H1: Pyramid discussions and
Handout D2.S4.H6: Communication regulators. D3.S1.4
Differentiation strategies: outcomes (or targets)
D3.S1.6
Differentiation strategies: learning preferences and needs
D3.S1.7
Differentiation: Ways to encourage mixing learning preferences
• When you talk to pupils, use ‘we’, ‘us’ and ‘our’ rather
than ‘I’, ’you’ and ‘your’ to encourage teamwork spirit.
• Get feedback from pupils on their learning and how well
a lesson has gone (e.g. with exit cards).
• Establish a learning contract or ground rules together
with pupils.
• Get to know your pupils as individuals.
• Use C3B4ME (See Three Before Me).
D3.S1.8
Differentiation: Ways to encourage mixing learning preferences
D3.S1.9
Differentiation: Ways to encourage mixing learning preferences
Some ideas from: Sue Cowley, The Seven T’s of Differentiation (Sue Cowley Books, 2013)
D3.S1.10
Plenary: Reflecting on your learning
D3.S2.1
Starter: Taboo cards
D3.S2.2
Reflecting on the first micro-teaching session
• Have you checked the sample Listening lesson plan
from Day 2? (Handout D2.S3.H3)
• How does it compare to your lesson plans?
Think…
• Do your learning objectives help achieve the learning
standards?
• Can you point out where in the lesson delivery section
you achieved the main and complementary skills?
D3.S2.3
Creating lesson plans for a Speaking lesson
D3.S2.4
Creating lesson plans for a Speaking lesson
• Use these resources:
– Lesson plan template (Handout D3.S2.H2)
– Related information, Content & Learning Standards
(Handout D3.S2.H3)
– Speaking activity material from Year 4 textbook (Student’s
Book p.7, Activity 5 and Teacher’s Book p.20–21)
• Remember! You may need to extend the activities in the
textbook in order to achieve the main and complementary
skills.
• Please ask for assistance if you need it. You can also help and
support each other.
D3.S2.5
Plenary: 5-5-1
Reduce to 5 words.
Now to 1 word.
D3.S2.6
Day 3, Session 3
Micro-teaching and feedback
D3.S3.1
Starter: Reflecting on your lesson plans
D3.S3.2
Handout D3.S3.H1: Reflecting on your lesson plan
Go through your lesson plan for the Speaking lesson which you planned
in the previous session.
Think…
Are your learning objectives related to the main and complementary
learning standards?
Do the activities in the lesson delivery directly help achieve the main and
complementary learning standards?
Have you explicitly planned support to less proficient and high proficient
pupils?
Amend your lesson plan if necessary.
Micro-teaches
• Three group’s lessons.
• Each group’s micro-teach15–20 minutes.
• Use Handout D3.S3.H2: Micro-teaching evaluation form to
record your evaluation of each micro-teaching session.
D3.S3.3
Micro-teaching advice clinic
D3.S3.4
Day 3, Session 4
Classroom management in language lessons – Part 2:
consolidation of learning from the training
D3.S4.2
Starter: The necessary nine of formative assessment
D3.S4.3
Types of differentiation
Look at the following list of words and phrases. These are
differentiation strategies.
D3.S4.5
Strategies for providing feedback in large classes
In your groups:
• Each person takes it in turn to be
placed in the hot-seat for 1 minute and
answers questions from the other
members of the group on this topic:
– Managing and providing feedback
in large classes
• The group members can only listen
and ask questions.
D3.S4.6
• Someone needs to be a timekeeper.
Strategies for providing feedback in large classes
D3.S4.8
Involving pupils in their feedback and progress
D3.S4.9
Involving pupils in their feedback and progress
SMART Target
Action(s) to achieve target
Review/evaluation of progress
D3.S4.10
Involving pupils in their feedback and progress
Use self-assessment to involve pupils in the process of feedback:
• 'Find one example you are really proud of and circle it. Tell the
person next to you why you are pleased with it.’
• ‘Decide with your partner which of the success criteria you have
been most successful with, and which one needs help or could
be taken even further.’
• 'You have 5 minutes to find one place where you could improve.
Write your improvement at the bottom of your work.’
D3.S4.12
Consolidation of learning from the training so far
D3.S4.14