الأستاذ / السيد المسلمى

University of Edinburgh

Moray House of Education

Teacher Development in English as a Foreign Language

Teacher – Student Relationship

The teacher should consider the following ideas:

Strategies that work

Strategies that don’t

Praise

Calmness

Soft, controlled voice

Compromise and flexibility

Listening

Humour

Incentives

Rewards

Consequences

Friendship

Forgiveness

Energy

Pro-action

Negotiation

Patience

Firm, clear and simple

Instructions

Following through

Following up behaviours

Criticism

Panic

Manic shouting

Rigidity

Talking over

Stern facial expression

Lack of incentives

Ignoring good behaviour

Inaction / indecisiveness

Hostility

Holding a grudge

Apathy

Reaction

Confrontation

Frustration

Vagueness

Letting things go

Pretending it will all go away

Create a positive classroom environment

A positive classroom environment starts with you, your attitudes and the way you behave. There are lots of things you can’t change about your teaching situation but you can continue to develop yourself. Research suggests that teachers create positive classroom when they can make the following statements:

I show high self-esteem.
I create positive attitudes to learning.
I make up students self -esteem.
I make students feel capable, significant and involved.
I use praise a lot to build rapport.
I have ambitions for each student.
I look for, and encourage, improvements.
I keep my expectations open.
I try not to communicate negative expectations.
I do not accept the same of all students.
I try not to stereotype students.
I don’t jump to conclusions about students.
I distribute attention and praise fairly.
I reflect and ask others how I could do better.

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Multiple intelligences

The teacher should consider the multiple intelligences of his students.

1. Interpersonal: to take information from the others, to understand other people well.

2. Intrapersonal: to express about himself to others, to understand himself well.

3. Linguistic: to express oneself using language (speaking, writing and reading).

4. Mathematical & Logical: to use numbers, sums, experiments of science.

5. Visual & Spatial: to express or understand using eyes.

6. Kinesthetic: to act, mime draw, point, move, touch, feel,

7. Musical: to express something using songs, music, rhythms.

8. Naturalist: to use the environment to learn, to use nature to express information.

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Classroom Management

The teacher should manage the class well.

Good classroom management aims to create the best conditions for learning which are:

Low stress + high challenge = a state of relaxed alertness.

The teacher should manage the class in many situations:

The beginning of a class
Managing group or pair work
The transition from one activity to another
The end of a class.

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ALC

The teacher should use ALC.

Create the supportive learning environment

1. Connect the learning:

To connect the lesson to the last ones in a way or another.

2. Big picture:

To present what the whole lesson is about.

3. Describe the outcomes:

To present or describe the aims that should be achieved by the end.

4. Input via VAK (Visual, Auditory and Kinesthetic):

To present your material in different ways using visual,

auditory and kinesthetic methods

5. Activities using Multiple Intelligences:

To present the suitable activities to measure their understanding

6. Demonstrate Understanding:

To check their understanding giving them feedback.

7. Review for recall and retention:

To revise the material:

· Sensory

· Colourful and visual

· Outrageous

· Thematic & Topical

· Sequenced

· Chunked

· Located

· Associated (remember the key word technique, linking the sound of an Arabic word with the target English word, by making a picture)

· Numbered

· Mnemonics

· Alliteration & Rhythm & Rhyme

· Personalized

· Shared (each one, teach one)

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Assessment

The teacher should consider the following in assessment.

Washback: the effect of the exam system on teaching.
Assessment:

i. Formative: to make continuing feedback for the students.

ii. Summative: to make the feedback at the end of the course.

Validity: the tests should measure the skills which they are intended to measure.
Holistic or analytic:

Holistic: to mark a piece of work as a whole

Analytic: to take of mark for certain categories of error (e.g. spelling, grammar, etc)

Criteria: to have criteria to assess the tests.

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A Curriculum for Excellence

(From Sacred Heart Primary School)

Successful Learners

Enthusiasm
Determination to reach high standards of achievements
Openness to new thinking and ideas
Able to use literacy, communication and numeracy skills
Able to use technology for learning
Think creatively and independently
Learn independently and as part of a group
Make reasoned evaluations
Link and apply different types of learning in new situations

Confident Learners

Have self respect
Have a sense of physical, mental and emotional wellbeing
Secure values and beliefs
Have ambition
Able to relate to others and manage themselves
Be self aware
Develop and communicate their own beliefs and view of the world
Live as independently as they can
Assess risk and take informed decisions
Achieve success in different areas of activity

Responsible Learners

· Respect for others

· Commitment to participate responsibly in political, economic, social and cultural life

· Able to develop Knowledge and understanding of the world and their own country

· understand different beliefs and cultures

· Make informed choices and decisions

· Evaluate environmental, scientific and technological issues

· Develop informed, ethical views of complex issues.

Effective Learners

· Have an enterprising attitude

· have a resilience

· Have self –reliance

· Able to communicate in different ways and in different settings

· Able to work in partnership and in teams

· Able to take the initiative and lead

· Able to create and develop

· Able to solve problems

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Advice for teaching

The teacher should be careful during teaching and presenting his material.

1. Teaching reading

2. Teaching writing

3. Teaching listening

4. Teaching speaking

5. Teaching vocabulary

6. Teaching grammar

1. Teaching Reading

The problem of time

It is sometimes difficult to get through the reading text in the time of the lesson. There are two things to consider: How can we help students to read more quickly and how can we manage the class so that the reading is done in the most effective way?

Training learners to read quickly

They should have a certain aim to achieve during reading.

Classroom management

The teacher should manage the class well during reading, so he should give them a limited time to read to get the aim of reading quickly.

Skills of reading

Skimming
scanning
Inferring
reading for details
prediction

Kinds of reading

Top-down reading: to read to get the general idea only.
Bottom-up reading: to read to get the details of the text.

Reading lesson steps

· Pre- reading

This process should be done before starting reading the text.

The teacher should prepare the students for the reading text in different ways to increase their interest in the text.

Prediction

Vocabulary Work

Personalization

While-reading

This process should be done during reading the text.

The teacher should give the students an aim to achieve during the process of reading (put some series, pictures, diagrams or paragraphs in order, complete a diagram, a chart, a picture or sentences, correct a diagram, a chart, or a text, decide false or true sentences, choose correct items, supply a topic sentence, a conclusion, the main idea, a title, a summary or a specific information or answer closed and open or Wh and yes & no questions, inferential questions about the hidden meaning)

Post-reading

This process should be done after reading the text.

Post reading tasks follow the reading text in some way. They often involve other skills (particularly speaking or writing) or include a grammar or vocabulary focus.

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2. Teaching writing

Writing process

The teacher should help the students to learn the writing process not just focus on the final product.

Pre-writing

Group brainstorming: to put the main ideas in a good order.
Clustering: to gather the sub-ideas relating to each other.
Rapid free writing: to write quickly what comes in your mind.
Wh-questions: What you write should answer wh-questions about the topic.

The writing process

a. Drafting; To teach the student how to start his piece of writing with a starting statement, a short summary, an apt quotation, a provocative question, a general statement, an analogy or a statement of purpose.

b. Responding: A quick initial reaction

c. Revising: A quick revision

d. Editing: To edit the piece of writing

Post-writing process

· Evaluating: To evaluate the piece of writing Spelling, punctuation, wrong word order, concord, inappropriate word/language, a word missing, unclear meaning, wrong tense.

Peer responding checklist

Self evaluation checklist

Teacher or peer correction

3. Teaching listening

Pre-listening

Similar to pre-reading

While listening

· Using pictures, maps, plans

· Labeling pictures / maps

· Identifying which picture matches the text

· Completing or drawing pictures

· Putting pictures in the order o the story

· Following a route

· Spotting mistakes

· Completing charts

· Using the text (filling gaps, jumbled paragraphs, jumbled sentences,

Split sentences)

· Answering questions

Post- listening

· Reading (A related text, the transcript of the listening text to focus on grammar or vocabulary)

· Speaking ( Problem-solving, discussion making, role play, simulation, discussion of the topic, summarizing)

· Writing ( Personal response, extending notes into written responses, summarizing, dialogue letter, report)

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4. Teaching speaking

The most famous speaking activities are

Chorusing and drills

· Repetition

· Sequences

· Substitution

Guessing games

· I spy with my little eye

· I’m thinking of…

· 20 questions

Questionnaires

Follow-up questions

Controlled role-plays

Circles

Communicative speaking tasks

5. Teaching grammar

There are two ways of teaching grammar

Deductive (the teacher presents the rule then he gives examples)

Inductive (the teacher gives the examples then he presents the rule)

To be successful in using a deductive approach to teaching grammar, the teacher should present the rule effectively (illustrated by examples, short, students` understanding should be checked, students should have an opportunity to personalize the rule).

Grammar can be taught using

· Relia (real objects and situations)

· Discussion

· Dictation – dictogloss or grammar dictation diagnoses problems with the students’ understanding of grammar which the teacher can go on to deal with.

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6. Teaching Vocabulary

The teacher can teach new vocabulary in many ways

Realia
Miming, acting, drawing
Giving definitions, explanation
Word group, family group
Synonyms, autonyms
Situations, stories
Personalization
Dictation
Dictionary
Translation
Suffixes

The teacher should recycle the new vocabulary meaningfully every 30 days in many ways.

· Identifying (words in a text; count the numbers of times a word appear)

· Selecting (odd one out)

· Matching

· Sorting (categorise words in some way)

· Ranking and sequencing (verbs of motion, usefulness of vocabulary items, order certain vocab chronologically)

· Games (bingo, crossword ….)

· Categories

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7 Teaching literature

Pre- reading (creating interest)

While-reading (maintaining interest)

Post-reading (integrating reading with speaking and writing)

Story: One of the Hot Spots (By Miss Fiona Christie on the conference)

Pre-reading

(1) I show the title and the cover to the students and ask them what the story is about.

(2) I ask them to look at the pictures and ask:

· Where do you think the story takes place?

· What do you think this man’s job is?

· How does he feel and why?

(3) “It lacks clarity and colour.”

What do you think this sentence refers to?

While Reading

(1) Read silently and find out the following?

– Why is the shop standing 2 miles away from the shore?

– Why did the city seem dull?

– Why was it very hot?

(2) What would you do if you were the people on the ship? Why?

(3) Students draw a stick man for each character and write short comments or descriptions about them.

Post Reading

(1) Imagine that the passenger who jumped into the sea couldn’t climb back and drowned. Write an epitaph for him.

(2) Imagine you are interviewing the narrator and ask him about his experience in travelling.

(3) Read the rest of the story and find five words you don’t know.

Epitaph

Here lies a passenger who was on board.

He felt hot then died because he got bored.

He was dreaming to live abroad.

But he was carried in a coffin board.

So, his soul flew aloft like a bird.

Story: Quick Thinking

Pre-reading

Using the title

· What do you think this title means?

· Who do you think should have this quality? Why?

· When do you need this quality?

Using pictures of the characters

· Do you think they’re close friends?

· What do you think they are?

· Where do you think they’re sitting?

· Do you think they’re young or old?

· What do you think they’re speaking about?

While Reading

· Predict what’s going to happen based on pictures.

· Do you think that Jack Benting is happy with this job or not? How do you know that?

· Why do you think that he’s throwing the chairs into the sea?

· Do you think that the old man is interested in the diamond or not? How do you know?

Rearrange the main ideas

· Benting has the ability to act quickly and accurately.

· The death of the merchant.

· The friends gave their opinions about the best quality of policeman.

· Benting’s first job.

Integrating Reading with speaking/writing

· An alternative ending, e.g. the merchant didn’t die and Benting was awarded a big fortune for his quick thinking

Interviewing one of the main characters

e.g. Jack Benting

· How did you get the job?

· Why did you accept it although it was boring?

· What do you think is the best quality of a policeman?

· Did you get an award for saving the diamonds? Why? How do you feel about that?

Novel: Journey to the Centre of the Earth

GROUP 1

Using the title I’ll ask students:

· Have you ever been on a journey? (where-what)

· Where was the journey to?

· What do you know about the centre of the earth? Is it a place that people visit?

· Try to guess what will happen in the journey.

Using the cover:

· What can you see in this picture?

· Do you think this picture is from the beginning or the end of the story? How do you know? Was it a comfortable journey?

Using pictures of the characters

· I’ll go through them introducing the characters for the students and eliciting some information about them from students.

While reading

· I’ll write some pre-questions on the blackboard. Students read some questions and answer them.

· I’ll ask students to role play in character.

· I’ll ask students to predict what may happen next.

GROUP 2

Pre reading – creating interest

1. I show them the cover and ask them to guess what is the whole story will be about.

2. I ask a student to read the title and we discuss its meaning together. I give the students a chance to express what they want to say.

3. I introduce the characters drawn on the cover and ask them to guess their names/ages/jobs etc.

4. I ask them to guess the setting or the location of the events of the story.

5. I ask them to read the name of the author Verne and I give them a short summary about him.

6. I try to introduce the opening line and discuss it, giving them a chance to guess what will happen next.

7. I give them a brief summary of the beginning and the middle of the story telling them they will go on a journey to the centre of the earth and during this journey they will face many interesting adventures and problems and not tell them any more trying to increase their interest in reading the story.

Let’s read …

While reading – maintaining interest

Chapter 1

1. Each chapter is taught in a week – before the period I ask the students to read the chapter at home and ask them to:

· find a title for the chapter

· find the main ideas in this chapter

· find the main character in this chapter

· find the main places in this chapter

In Class

· I ask some students to tell us a brief summary about the whole chapter.

· I give them a chance to discuss the pre-reading questions that they have prepared at home.

· I give them a summary about the whole chapter

· I write some questions on the board:

– Who is Professor Li?

– Who is Axel?

– Why did Axel live with his uncle?

– Why was Professor Li so excited?

– Who wrote the book?

– What happened at the end of this chapter?

Integrating reading with speaking/writing

1. Write a brief summary of the whole story

2. What are the main lessons you learned from the story?

3. Imagine that you are Axel, tell us your feelings before, during and after the journey.

4. Who is your favourite character? Pretend you are this character w, what would you do in certain occasions or events in the story according to the character?

5. Draw a picture of 3 people Axel/Liden/Hans at the end of this story – Axel and Liden see off Hans. What would they say to each other?

Story: The Face on the Wall

Pre-reading

The title:

1. What do you think this title refers to?

2. Do you think the face mentioned in the title is a main character in this story?

The cover: I show the cover to the students and I ask them the following:

1. Do you think this picture is related to one of the main characters?

2. Which word in English do you think that describes this face?

Phrases and sentences:

“I got much information about this man with the face on the wall when I met Americans in London …

1. Who, do you think, is the narrator?

2. What is the information he got? Was it useful?

3. What is the relation between the face and the stranger?

While reading

1. I play the story on tape and I play the video for the first scene only.

2. I ask the students to predict what is going to happen after the writer saw the face on the wall.

3. I ask the students to write a brief summary about this story using their own words.

Integrating reading with speaking and writing

1. I ask he students to pretend that each one is the narrator of the story and I ask them to write their diaries.

2. I ask them to design a poster expressing the whole story.

3. I ask them to imagine that they’re reporters and they have an interview with the narrator.

Story: I Never Forget a Face

Title

· Have you got a good or bad memory for faces?

· Do you remember your classmates faces from primary school?

Pictures

· I’m going to bring an old picture of a teacher in their primary school.

· Then I asked students if they remember the face and the name.

While-reading

· Using video

· I play a video of the story at the same time I draw pictures of the main characters and ask students to write notes about the characters words.

“I never forget a face.”
“I connect the face with a place.”
“I don’t remember names.”
“You ought to be a reporter.”
“He always forgets our next door neighbour’s name.”
“He lost good businesses more than once.”
“He hit the writer and stole his car, money and gold watch.”
Wanted for robbery with violence and attempted murder.”

Post

· I ask students what the lesson is they have been taught after reading and watching this story.

· I ask students to play the role of the writer and write his diary.

· In the front of the class I ask two students, one to play the role of the writer who is complaining of theft and is reporting it to the other student who plays the role of a police man.

Story: The Spiders

Pre-reading

1. What do you know about spiders?

2. Do you think spiders can kill people?

3. What do you think spiders will do in our story?

4. Do you think spiders are useful or harmful?

The Cover

1. What do you think is happening?

2. Where does the story take place?

3. What kind of clothes are they wearing?

4. Why are they fighting the spiders?

While reading

1. Ask one of the students to rank his favourite characters

2. Ask students to draw a family tree for Ayman’s family.

3. Use questions focussing on key words:

· How many archaeologists are there on the site?

· Why wasn’t there an anti-venom for the spider’s bite?

· What was the job of Malcolm Jones?

· What was the medicine for the spider’s bites?

Write an acrostic poem with Ayman’s name

eg Active

Young

Motivated

Anxious

New person with new future.

Story: Called to the Rescue

Pre-reading

· I ask questions about the title

· Have you ever saved or rescued anyone?

· What does this title imply?

· Look at these pictures. Can you guess what this man is doing? I give them pictures of the ferryman and the count, and let them try to guess what’s happening.

I start with this line “A commanding voice was calling Mr D to go down to the ferry … I ask students do you know why … ? Or did he respond or not?

While reading

I give students questions about the whole story to skim the main ideas. I get students to predict what will happen with Mr D. I read the story aloud for pleasure and focus on the new vocab.

I ask students to act the scene of the court. Imagine that you are Mr D – will you respond to go down to the ferry?

Imagine that you’re the innocent person in the cage, what will you do?

Have you heard any stories like this one?

I let students give me the main quotations of the story, then I give them a brief summary of the story.

Post reading

I try to motivate students to elicit the moral lesson of the story. What did you learn from the story?

How would you react to the situation of the count?

“I have the only proof of his innocence” – Mr D

“I’m innocent, I didn’t commit this crime”

I ask students to design a poster about this story.

I get students to write some note summarising the story of the rescue.

Story: Mask of Gold

Pre-reading

The title

1. Where do you think a mask of gold is found? (Tomb)

2. Who do you think are interested in looking for such things? (Thieves)

3. Who else?

4. Do you think the people on the cover are thieves or archaeologists?

How do you know?

5. Do you think they are in Egypt?

6. What do you know about the other ancient civilisations all over the world?

While reading

Read and answer the following questions

1. Where did Leila meet Martin Lander?

2. What was Dr Hafez’s job?

3. Where did their archaeological search take place?

4. What did they find in their search?

5. Why was it important?

What do you think will happen next?

1. Do you think the UNESCO will stop supporting the project?

2. What will happen if they find Martin Lander?

3. Do you think Lula will be a famous archaeologist?

Rearrange the main ideas

1. The discovery of the golden mask

2. Dr Hafez asked Leila to be in charge of a local team

3. Leila’s flight to Peru

4. Meeting Martin Lander

Summary

Teacher gives students some pictures about the novel and asks students to write their own comments.

Integrating reading

Personal response

1) Find the situation in which Leila behaved spontaneously or bravely?

2) What do you think of Martin’s character?

Do you like him?

3) What do you think of Martin’s point of view about collecting precious objects?

Interview

Imagine you are a reported and met Leila at the airport. Prepare some questions about her journey.

Here are some ideas:

- Happy – unhappy moments

- Good people – villains

- How dangerous was your work

- Security measures.

Story: An Artist’s Story

Pre-reading

Ask the students what they know about artists. Do they know any famous artists? What do artists do? Would any of them like to be an artist? Why? Why not?

While-reading

Read the story in sections and ask what happened next at each stage of the artist’s life.

Ask:

Who could the visitor be?

Integrating Reading and Other Skills

Imagine you are the visitor to the artist. What do you write in your diary that evening?

Advice for planning lessons

The teacher should be careful during planning his material. He should make his best to apply most of the suitable ways of methodology of the course according to the levels of his students and possibilities of his class environment. Here is a possible outline for a lesson plan:

Class:

Date:

Learning Outcomes: (By the end of this lesson the students should be able to…)

Materials: (The materials will be needed)
Anticipated Problems (learners, class environment and lesson content):

Possible Solutions: (The possible solutions for the problems)

Plan steps (Activities, Procedure, Interaction, Timing and appendix)

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Learning Outcomes

A learning outcome is another way of starting the aims or objectives of teaching. Good learning outcomes are specific and clear, not vague and general, can be observed or measured, reflect what the students do not what the teacher does, should be practical not theoretical so avoid words like know or understand and use practice and recognize.

Materials:

The teacher should use different materials. All these materials should be used very well to serve achieving the aims and the outcomes.

Procedure

In procedure the teacher writes he actually does and he should refer to the appendixes to show the details of what he is doing.

Here are possible outlines of reading, listening, grammar and vocabulary plans.

Reading plan

Listening plan

Grammar plan

Vocab plan

Warm up

Pre-reading

While-reading

Post-reading

Warm up

Pre-listening While- listening Post- listening

Warm up

Preparation

Presentation

Practice

Communicative skills

Warm up

Preparation

Presentation

Personalisation

Recycling

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It’s also good to consider problems you might fact

Here are possible steps for the plan:

PROBLEMS & SOLUTIONS
	PROBLEMS	SOLUTIONS
Learners
Class environment
Lesson content

Plan steps

Activity		Procedure	Interact.	Time
Quick start	Greeting
	Administration
	Connecting Learning
Pre -……	Warm up
	Big picture
	Outcomes
While-…….	Step 1
While-…….	Step 2
Post-……	Step 1
Post-……	Step 2
Homework