The Math & Science

Teacher Training Certificate

1
 MSTTC (ETLS 400)
Spring II 2021

Level 1
English for Math & Science

Dr. Mary Yassa Revamped by: Heba

MSTTC Teacher
Salah Ghoneim
Trainer 2
 Session 1: Friday, February 9th, 2022
Today’s Agenda
Introduction:
• Icebreaking
• MSTTC Program Orientation
Math:
• Parts and types of graphs P. 4 -7
• Describing graph P. 8- 12
Science:
• Force and motion P. 13- 20
Homework: Prepare for Session 2: P. 21- 30
• Writing about forces of your favorite sport 3
 Icebreaking

• Name Game

• Interviews

4
 Ice-Breaking
• Tell us your name and an
adjective that best
describes your
personality.
• You need to list all the
names and adjectives of
those preceding you
before you tell us your
name and adjective.
• P.S. Please stick to positive
adjectives only!
5
 Interviews
4. Job
1. Name
4. Hobbies
2. Education
5. One thing you like
3. Experience
6. One thing you don’t like
7. What do you hope to get
from this course

6
Orientati on A
MSTTC Program

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 MSTTC stands for

The Math and Science Teacher

Training Certificate

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What makes a good teacher?
 Why MSTTC?
(Program Objectives)

MSTTC is designed to train

potential math and
science teachers on how
to use technical as well
as classroom language in
English.

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 Why MSTTC?
(Program Objectives)

The certificate introduces teachers to the most

effective classroom methodology focusing on
planning, producing teaching materials, and
designing assessments.

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 Why MSTTC?
(Program Objectives)

MSTTC also provides the trainees with a hands-on

opportunity for peer teaching practice.
A careful balance between theory and practice is
maintained throughout.

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In other words:
MSTTC aims at
making you a
unique teacher
with the tricks of the
trade at your finger
tips!!

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 How is MSTTC structured?
• Part I:
English for Math and Science
Level 1
(MSTTC 400)
____________________________________________________________________________________________________________________________

• Part II:
Teaching Math and Science in English
Levels 2, 3, 4, 5 & 6
(MSTTC 401 - 405)
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 Level 1: English for Math and Science
An English for Specific Purposes (ESP) course focusing on:

• The special vocabulary and

language functions appropriate for
teachers of mathematics and
science at the Intermediate level

• It is also skills oriented focusing on

all 4 skills of the language (Listening,
Speaking, Reading and Writing)

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 Part II: Teacher Training Component
Teaching Math and Science in English

This is a Teacher Training Part of 5 levels:

2. Communicative Teaching
3. The Starting Teacher
4. The Developing Teacher
5. The Skilled Teacher
6. The Sophisticated Teacher

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 MSTTC 401 & 402
(Levels 2 & 3)

They deal with the basics of:

• Classroom management
• Reflective Teaching
• Lesson staging
• Teaching strategies

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 MSTTC 403 (Level 4)
• More on Classroom Management
• Teaching aids:
• Technology in Teaching:
– Using Videos, Power Point and Document Cameras
New!
– Using Social Media in Teaching
– Social Media Ethics
– Internet Copyright Issues
• New Teaching Methodologies
– Flipped Classrooms Learning
– Project Based Learning
– Blended Game Based Learning 18
 MSTTC 404 & 405
These include more advanced teacher training
courses providing in depth theory and practice in the
following areas:
• Bloom’s taxonomy

• Measurable objectives and

lesson planning
• Multiple Intelligences w!
Ne

• Designing tests and rubrics

w !
• Content & Language N e
Integrated Learning (CLIL)
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 The Certificate

It includes 2 Documents:
• A Career Certificate in Teaching Math and
Science in English

• A transcript that includes titles and grades of

all the 6 levels as well as the overall average
score (GPA)

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 Where does MSTTC lead to?

• A highly reputable qualification

• A better post in the place you already work in

• An open door to new and better job opportunities

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Before
After MSTTC

Questions?

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Orientati on B
SCE Email & Moodle

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Kindly activate your XED mail

xed Mail

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Kindly activate your xed mail

@xed.aucegypt.edu

xed Mail
Click first on xed Mail

For email problems

Please contact
sceregis@aucegypt.edu 25
 SCE Email is Important for
1. Accessing the course material on Moodle
2. Receiving the school, department, and
instructor’s notifications.

26
 Using Camera in online classes
• Opening camera is a must at the following
cases:
• at the beginning of the session
• while introducing yourself
• In the TP (teacher practice)
• In the presentation assessment

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 Plagiarism

Any 2 identical answers (other than

group assignments) will be
considered a case of plagiarism,
accordingly both answers will be
discarded.
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To pass the course successfully you MUST:
• Score at least 60% of the total course percentage)

AND

• Attend at least 75% of the course (i. e. absence

NOT more than 3 session)

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How to access the material?

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Accessing Moodle
=
Active SCE Email
(XED email works properly)

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Email address before
@xed.aucegypt.edu

Email Password

32
33
Moodle Technical Support Team
Mr. Muhammed Mounir
(Program Specialist [Moodle support])
-      email: m.mounir@aucegypt.edu
Office #: 27976924
(Available Sunday through Thursday
9:00 am to 4:00 pm)

Mr. Waleed Ali

(Program Manager)
email: waleed.emad@aucegypt.edu
Office #: 2797-6997
(Available Sunday through Thursday
11:00 am to 6:30 pm)
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 MSTTC (ETLS 400)
Level 1
English for Math & Science

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 MSTTC 1
Curriculum Design Form
(CDF)

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 Course Description
As an English for Specific Purposes (ESP) course, this course is the first
level that constitutes stage 1 of the English for Math and Science program (6
levels). It provides:
1. a solid language foundation for the following teacher training
components of the certificate.
2. The course focuses on developing trainee’s English proficiency within
the scientific and mathematical context.
3. The course is intended and designed to help trainees develop their
individual competence in the four language skills: listening, speaking,
reading, and writing.
4. It introduces trainees to the English used for communication in the
Science and Math fields i.e. jargon / technical terms, so that they
become familiar with it and they can use it in their written and oral
presentations.

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 Level 1: Learning Outcomes:
By the end of this course, learners will be able to:
• Articulate/Pronounce scientific & mathematical jargon accurately.
• Use English fluently and accurately during presentations and
discussions.
• Demonstrate oral and written use of basic scientific and
mathematical jargon.
• Comprehend and exploit information presented in a variety of
forms such as texts, numerical charts, graphs, web pages, and
multimedia.
• Design brief oral presentations on scientific and mathematical
topics targeting non-specialized audience.
• Develop clear and well-structured scientific reports and processes.
• Analyze and discuss scientific and mathematical concepts, charts,
and graphs. 38
 Assessment of Learning Outcomes

Cumulative Assessments: Five (20% each)

Type: Written Tests and Oral Presentations
Schedule of Assessments: Points
• Session 4: Assessment 1: Written Test 1 20%
• Session 6: Assessment 2: Oral Presentations 1 20%
• Session 8: Assessment 3: Written Test 2 20%
• Session 10: Assessment 4: Written Test 3 20%
• Session 12: Assessment 5: Oral Presentations 2 20%

Total Final Score: 100 points

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40
Collaborate orientation

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 Thank you
Happy Term
Best of luck 

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Take Fifteen!
It’s Break Time

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 Unit 1:Math and Science in The Playground
Unit title Math and Science in The Playground
Unit summary Force and motion is being investigated through the games kids play in the play ground. During the journey many math
concepts will be in action including graphs and geometrical concepts.
Final outcome Build a slide to put in the playground. You need to apply the knowledge about force and motion to add a fun factor. You
will also need to choose the perfect geometrical shapes and angles.
Lesson 1 Objectives
Graphs -Identify Parts of the graph
- Collect data using tally chart
- Conduct survey
- Identify different types of graphs and uses of each
- Graph data using bar graph

Lesson 2 Objectives
Force and - Recognize and describe gravity as a force.
- Recognize and describe friction as a force.
motion
Lesson 3 Objectives
Geometry - Identify the geometric shapes that appear in a swing set.
- Identify number of sides and angles in each geometric shape
- Compare different types of triangles
- Evaluate and recommend alternative shapes and designs for the swing set.
- Calculate the area of a surface.

Lesson 4 Objectives
Forces, inclined - Describe balanced and unbalanced forces
- Apply scientific method steps through conducting an investigation related to the effect of angle and length of a ramp
plane and
to increased/decreased speed
scientific method - Explain that friction causes work (energy) to be wasted when objects go down the slide. - Compare and contrast
materials and angles to make decisions for a new slide design.

Lesson 5 Objectives
Design apply the engineering design process steps to design a perfect slide
 Session 1 Objectives
By the end of this session, I should be able to:
• Demonstrate oral and written use of basic vocabulary
related to Reading a graph and Force and motion
accurately.

• Comprehend and exploit information presented in a

variety of forms such as texts and reports.

• Use English fluently and accurately during discussions

and oral presentations.

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 Introduction
What is a graph?

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47
Describing Line Graphs
Interval 0 – 60
at a Scale of 10
holiday makers
per unit

Interval 1 –
6
at a Scale of
1 year per
unit

The components of a line graph is (TAILS):

• Title: describing the purpose of the graph
• Axes: (A horizontal one called the X axis and a vertical one called
the Y axis). Each axis has its own unit e.g. Kg, years, $, etc…..
• Interval: The difference between the minimum and maximum Units
• Legend: or Key: gives the key to the colors or shapes in the graph
• Scale: The value between the marks on the axes.
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TA I L S 49
 Types of graphs
What are the types of the shown graphs?
Scatter plot- Pie chart- Bar graph- Line graph
Bar graph

Line graph

Pie chart

Scatter plot

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 Uses of different types of graphs
Match the type of graph to its description and uses
Bar graph Bar charts represent groups or
categories of data with rectangular
bars
Pie graph It displays data and statistics in an easy-
to-understand ‘pie-slice’ format and
illustrates numerical proportion. Each
pie slice is relative to the size usually
percentage or fraction of a particular
category in a given group as a whole. 
Line graph Graphically displays data that changes
continuously over time. Each line
consist of points that connect data to
show a trend
Scatter diagram that shows a relationship
plot between two variables. The purpose is
to show how much one variable affects
another.
B A: 1. show trend of data changing over time
2. make prediction based on data history
Ex. Increase in CO2 concentration over time
D B: 1. display data that are grouped
2. To compare data among different categories.
Ex. Class survey of your favorite…….
A C: 1. When trying to find out whether there is
a relationship between 2 variables.
2. To predict the behavior of dependent variable
based on the measure of the independent variable.
3. visualize the correlation ex. distribution of
organisms in ecosystem based on food availability
C D: 1. create and represent the composition of
something.
2. To show percentage or proportional data.
Ex. Percentage of gases forming the
atmosphere
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 Fun factor survey: project deliverable
1
Now let’s conduct a survey
We will survey the fun fact in the swing set and collect data use tally mark. Then we need to
plot this data in a graph.

Fun factor Votes

Height  

Speed  

Swing  

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survey the fun factor of the playground

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 Drawing graph online

https://nces.ed.gov/nceskids/createagraph/default.aspx?
ID=91b73304abbc4d5ea8e47a03bae050bf

Final results using a spread sheet or excel

https://docs.google.com/spreadsheets/d/
1h1NmPel88A1CkT9Pup2_GJY5EdPqGtv5fHQMZQYQhxk
/edit#gid=0

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 Grouping for the project-HW
• In your project group:

1. conduct this survey on a sample of 20 kid.

2. Collect data using tally marks in a data table.
3. Draw the graph using any of the previously provided tools.
4. Make a final conclusion about the favorite fun fact in the
playground.

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56
 Vocabulary & Sentence Structure
Shapes Adjectives + Nouns Verbs + Adverbs

• a gradual climb • climbs gradually

• a steep rise • Rises steeply

• a peak • peaks

• a dramatic • increases /
increase / improves
improvement dramatically
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 Vocabulary & Sentence Structure
Shapes Adjectives + Nouns Verbs + Adverbs

• a flattening off • flattens off

at the middle at the middle

• a flattening off • bottoms out

at the bottom

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 Vocabulary & Sentence Structure
Shapes Adjectives + Nouns Verbs + Adverbs
• falls suddenly /
• a sudden fall
rapidly

• a steady • declines steadily /

decline gradually

59
 Vocabulary & Sentence Structure P. 9
Adjectives + Nouns Verbs + Adverbs
3. A peak peaks
4. A steep rise rises steeply
5. A dramatic improvement improves dramatically / rises sharply
6. A sudden fall falls / drops suddenly
9. A flattening off flattens off / evens out / becomes steady
10. A gradual climb climbs gradually / increases steadily
11. A steady decline declines steadily

60
 Sentence Structure
With adjectives + nouns we say: Examples:
The graph shows • The graph shows a slight
or rise
There is + a/an + adjective + noun • There is a slight rise
or
The sales show • The sales show a slight
  rise
 
With verbs + adverbs we say: Examples:
The graph
or • The graph rises slightly
The line + verb + adverb
or • The line rises slightly
The sales
• The sales rise slightly
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Now Practice
P. 10

62
 The line _____________
rises gradually and then it
1.
____________.
drops suddenly
P. 10

2. The line _____________

fluctuates a lot then it
__________
flattens off at a medium level.

3. The line __________________,

increases dramatically reaches
a ______
peak and then it ___________.
falls sharply

There is a slump / dip followed by a

4.
______________.
dramatic decline The line __________
bottoms out
at this low level.

There is a _____________
slight increase followed by
5.
a _____________.
steep rise 63
 Academic Writing 3
Describing Line Graphs
P. 10 – 11

64
 fluctuates/
peaks hits bottom becomes steady rises dramatically becomes erratic

becomes stable overlaps recovers doubles halves

dips
increases slightly

rises dramatically increases slightly overlaps

dips fluctuates/becomes erratic halves
becomes steady recovers peaks
becomes stable hits bottom doubles 65
 Describing & Analyzing a Line Graph

When we analyze a line graph we can do so in 4

sections or paragraphs:
1. An introduction: explain what the graph is
about
2. Describe one line: mention units, exact values
(from …. to ….. or at …..) etc…
3. Make a conclusion:
4. Suggest a future plan to improve the situation.
66
P. 10

67
1.An introduction: The graph is about
the sales of apple computers in millions in
last decade from the mid of 2007 to the
end of 2016. The X- axis shows the years
with an interval from 2007 to 2016 and a
scale of 1 year. The Y- axis represents
sales in millions with interval from 100 to
900 and a scale of 100.

2. Describing the line : First from the mid

of 2007 to the mid of 2008 the sales
increase slightly from 200 million to 220
million . Then, the sales fall suddenly
lower than 100 million towards the
summer of year 2008. After that, it
increases dramatically from the winter of
2008 till the beginning of 2009 to reach
250 millions. Then ,the sales ranges
between 200 millions and 320 millions till
the beginning of 2013. Then it increased
dramatically and reached its peak at the
mid of 2013 and the sales showed steep
increase to 780 million and it decreased
one more time from 2013 to 2016 and
become 550 million.

68
Conclusion
From the previous graph we can see that the sales were almost stable from 2007
till 2013 and the average sales was around 250 millions per year. Then a sudden
increase happened, and this sudden increase deserves studying. The current
situation is continuous decrease in sales which needs an action plan.
The future plan: From an overall perspective Apple should keep on
improving  and developing their technical services. The company should
also follow a new policy for marketing. It is supposed to decrease the prices to
attract the demand of people.

69
Describing & Analyzing a Double Line Graph
When we analyze a double-line graph we can do so in 5
sections or paragraphs:
1. An introduction: explain what the graph is about
2. Describe one line: mention units, exact values (from ….
to ….. or at …..) etc…
3. Describe the other line: also mention units, exact values
(from …. to ….. or at …..) etc…
4. Make a conclusion: comparing both lines and suggesting
a reason for the difference
5. Suggest a future plan to improve the situation. 70
 Group Writing Activity
The graph below depicts the number of water heaters in
thousands sold by Ariston, Italy over the period of 6 years.
The solid line (▬▬) shows the sales of electric water heaters
and the dashed line (─ ­ ─ ­ ─) shows the sales of gas water
heaters.

In pairs or groups of 3: describe the fluctuation of sales

over that period of time then draw a conclusion and make
some recommendations to Ariston Company, Italy to help
increase their profits from sales.
71
 Sales of Ariston Company Heaters in the past 7 Years
Title
Unit

Legend

Scale

Interval

Y-Axis

Unit
72
X-Axis
Interval Scale
The Components of a Graph (TAILS)
 Five sections or paragraphs:

Sales of Ariston Company 1. An introduction: explain

what the graph is about
Heaters in the past 7 Years
2. Describe one line: mention
units, exact values (from ….
to ….. or at …..) etc…
3. Describe the other line: also
mention units, exact values
(from …. to ….. or at …..)
etc…
4. Make a conclusion:
comparing both lines and
suggesting a reason for the
difference
5. Make a recommendation:
suggest a future plan to
improve the situation.
73
https://docs.google.com/document/d/1Zkhyl3BPlCPk1LnGKlVwcJ8IkteqtPVvfIOvOoU
yCV4/edit?usp=sharing
group 1

https://docs.google.com/document/d/1ReTl9Ccf42do0Xmku-A77k7SlnQ1xiHn9oArFX
X4EAc/edit?usp=sharing
group 2

https://docs.google.com/document/d/1xNd6UnyB8BjDQ-ZJIfBH_x1JHtZZsnLa5ITeyak
_N_E/edit?usp=sharing
group 3

https://docs.google.com/document/d/1Xo-6QHXjYOcVxL9tHk2GFWd4_2puptSCOU_
2lVCwM_c/edit?usp=sharing
group 4

74
 Model Answer
Introduction
Ariston Company, Italy is known to produce water
heaters: both electric powered and gas powered. The graph
below depicts the number of water heaters sold by Ariston,
Italy over the period of the past 7 years. The solid line
(▬▬▬▬) shows the sales of electric water heaters and the
dashed line (─ ­─ ­─) shows the sales of gas water heaters.
The X-Axis shows the years
with an interval from 1 to 7
years and a scale of 1 year per
unit. The Y-Axis represents the
number of heaters sold in
thousands with an interval of
500 – 1,000 thousand (1
million) heaters and a scale of
100 thousand heaters per unit. 75
 Model Answer
Line 1
Concerning the sales of the electric powered heaters, they
begin in Year 1 at 580 thousand heaters / year then increase
gradually to 620 thousand heaters / year in mid-Year 2. Next,
there was a dramatic increase in sales that reache just above 800
thousand heaters / year in mid-Year 3.
However, after that the sales
leveled off at the previous
level until the 3rd quarter of
Year 4. Then there was a slight
fluctuation followed by a
sudden drop to around 650
thousand in Year 6. In mid-Year
6 sales bottomed out at this
level and remained constant.
76
 Model Answer
Line 2
Concerning the sales of the gas
powered heaters, they begin in
Year 1 at 550 thousand
heaters /year then increase
gradually to just below 600
thousand in early Year 2. From
Year 2 to Year 4 sales fluctuated
a lot between 580 and 620
thousand heaters / year. At the
beginning of Year 4 the sales
showed a big change. There was
a dramatic and continuous
increase reaching 940 thousand
heaters in the beginning of Year
77
7 and still continuing to rise.
 Model Answer
Conclusion and Recommendations
From the above figures we can see that the sales of electric water
heaters were generally higher than those of the gas water heaters up
to the middle of Year 5. After that the sales of the electric water
heaters dropped dramatically while those of the gas water heater
showed a dramatic, continuous increase probably due to the high
cost of electricity and the availability and the low cost of gas.
  We therefore recommend
that Ariston Company should
increase the production of the gas
water heaters since the market
needs them. As for the electric
water heaters we advise
producing less. It may also be
useful to enhance the promotion
of the electric water heaters. 78
Describing a Multiple Line Graph: P. 11
Title

Legend / key
Unit

Interval
The Components of a Graph (TAILS)
Y-Axis

Scale

Unit
Interval
Scale X-Axis
79
Describing a Multiple Line Graph: HW P. 11

Five sections or paragraphs:

1. An introduction: explain
what the graph is about
2. Describe one line:
mention units, exact
values (from …. to ….. or at
…..) etc…
3. Describe the other line:
also mention units, exact
values (from …. to ….. or at
…..) etc…
4. Make a conclusion:
comparing both lines and
suggesting a reason for
the difference
5. Suggest a future plan to
improve the situation.
80
 Homework
• Describing multiple line graph -individually
page:11-12
• Survey and graph group work

Prepare for Session 2: (at least all the Readings )

• Force and motion P. 13- 20
• Geometry P. 21-30

81
 Session 1 Self Evaluation
By the end of this session, I am now able to:
• Demonstrate oral and written use of basic
vocabulary related to graphs accurately.

• Comprehend and exploit information

presented in a variety of forms such as texts
and reports.
• Use English fluently and accurately during
discussions and oral presentations.

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See you tomorow, ISA
83
 Dr. Mary Yassa

Contact Information:
• E-mail: m.y.meaoud@xed.aucegypt.edu

• Cell phone #: 0100 7080 442

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