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1. 1 Connect Longman Training

2. Schedule 2 Day One 9 – 9:30 am Registration 9:30 – 10 am Opening Notes 10 – 11:30 am Session 1: What do we know about CONNECT? 11:30 – 12 pm Break 12 – 2:00 pm Session 2: How does CONNECT support young learners?   Day Two 9 – 11:30 am Session 1: How can we teach the units and lessons? 11:30 – 12 pm Break 12 – 1: 3 pm Session 2: How can we assess the learners?

3. Outline What do we know about CONNECT? 1. Curriculum Components and Resources 2. Meet the Main Characters How does CONNECT support young learners? 3 . What do children need to be able to learn? (Methodology) How can we teach the units and lessons? 4. Curriculum Overview 5. A Typical Lesson Plan (TG) 6 . Lesson Demo How can we assess the learners? 7 . Brief on Assessment 3

4. Day One Session One 4

5. What do we know about CONNECT? 1. Curriculum Components & Resources 5 Student’s Book Teacher ’ s Guide (Extra Practice, Fast Finishers, Games Bank) Egyptian Knowledge Bank (EKB) www.ekb.eg The following can be accessed through EKB and York-E: Audio CD: songs, stories, phonics chants. Unit posters Flash cards of letters, vocabulary, and numbers. Videos animating the stories and songs. Videos supporting the scientific integrated content (CLIL)

6. What do we know about CONNECT ? 2. Meet the Main Characters 6 kind, wise, responsible and knowledgeable What is the significance of: the names? the number of characters? the genders? the role of Busy Bee? Dina Adam Busy Bee Laila Youssef

7. Day One Session Two 7

8. How does CONNECT support young learners ? 8 What do children need to be able to learn? So they need: Children are: a. limited in language skills b. emotional h. limited in experience g. forgetful d. not readers e. not writers j. imaginative c. creative i . energetic f. curious Life Skills, Values, Issues, and Challenges. CLIL (Content-Language Integrated Learning) Multi -disciplinary Approach. Communicative Approach Phonetic Awareness & Reading Literacy Project-based Education & Total Physical Response (TPR ) Songs Stories Class routine.

9. How does CONNECT support young learners ? What do children need to be able to learn? In our groups/pairs: let’s look at the units searching for applications of those methods. Each group/pair should pick a unit. 9

10. 1. Life Skills, Values, Issues, and Challenges 10 What do children need to be able to learn? Children are: , so they need: h. limited in experience Students should learn to be independent individuals and active citizens. Through the four essential life skills, student must: acquire ethical and moral values. learn to face issues and challenges.

11. 1. Life Skills, Values, Issues, and Challenges 11 What do children need to be able to learn? Children are: , so they need: h. limited in experience The issues and challenges taught are: Non-discrimination. Citizenship issues. Environmental and development issues. Health and population. Issues of globalization.

12. 12 Learn to Know Critical thinking Creativity Problem solving Life Skills Learn to Work Collaboration Decision-making Negotiation Productivity Learn to Live (Active citizenship) Empathy Participation, Sharing Respect for Diversity Learn to Be Self-management Communication Resilience 1. Life Skills, Values, Issues, and Challenges

13. 13 Task : Group/pair work and presentation In your group/pair, go through your unit and find lessons and activities that employ this method: Life Skills, issues, and challenges. 1. Life Skills, Values, Issues, and Challenges

14. 2 . CLIL (Content-Language Integrated Learning) Multi-disciplinary Approach 14 Using the different content of the other disciplines as topics for the units. The disciplines are: Science, Music, Art, Math, and Social Studies. What do children need to be able to learn? Children are: , so they need: f. curious

15. 15 أكتشف Connect Provides interesting topics and knowledge Gives sense and logic to topics. Provides a tool for self expression. 2. CLIL (Content-Language Integrated Learning) Multi-disciplinary Approach Task: Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: CLIL. (Guess the subjects that are in Discover.

16. 3. Communicative Approach 16 What do children need to be able to learn? Children are: , so they need: Language skills are five: L, S, R, W, and P (Presentation skills). No more explicit grammar teaching and analysis! Grammar is learned by repetition of structure. Target language is presented at the footer. Using conversations and role-plays . a. limited in language skills

17. 17 Task : Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method : Communicative Approach. 3. Communicative Approach

18. 18 All the phonics, vocabulary and language use activities are there to serve mainly READING! Introducing letters based on phonetic sounds . The alphabet order is listed at the footer and the target letters are highlighted . Phonics is presented through: speaking, listening, writing, and motor skills activities. Vocabulary is presented in word boxes. Words are presented first in blue first then appear later in black when the children have learned them well . 4. Phonetic Awareness & Reading Literacy What do children need to be able to learn? Children are: , so they need: d. not readers e. not writers

19. 19 Task : Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: P honics Awareness & Reading Literacy. 4. Phonetic Awareness & Reading Literacy

20. 20 Projects consolidate knowledge . Projects help in presentation skills. TPR motor skills activities include: singing, moving in class, dancing, cutting, pasting, ticking, matching, etc. Strengthen the body to help in learning writing and hand-writing activities. For young learners, projects and TPR activities are part of the Writing skill. 5. Project -based Education & Total Physical Response (TPR) What do children need to be able to learn? Children are: , so they need: e. not writers i . energetic

21. 21 Task : Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ this pedagogical method: Project-based Education and TPR 5. Project -based Education & Total Physical Response (TPR)

22. 22 6. Songs What do children need to be able to learn? Children are: , so they need: i . energetic Pre-listening: Prepare the learners by: questions and answers introducing topic and characters. Ask for guesses based on logic or imagination of what they are going to hear. During Listening: Use actions and movement as much as possible to accompany songs and encourage the children to participate. Use the same song again and again; this gives motivation, confidence, and security coming from familiarity. Post Listening: Ask vocabulary questions. Ask for details. Ask for repetition. Play the karaoke version and tell them to sing.

23. 23 Task : Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ: Songs. 6. Songs

24. 24 7 . Stories What do children need to be able to learn? Children are: so they need: Why? Teach values and life skills. Stretch a child’s mental concentration time span. Develop child memory, imagination and creative skills. Develop mental abilities (especially sequencing). Teach vocabulary functionally in context. Communicatively teach grammatical and sentence structures. b. emotional j. imaginative c. creative g. forgetful

25. 25 7 . Stories What do children need to be able to learn? Children are: so they need: b. emotional j. imaginative c. creative How? Ask for predictions about what the story will be, based on the pictures, logic, and imagination. Start reading or listening to the audio of the story and pointing at the pictures and the text. Use all possible realia , create character masks, and intone your voice to act while reading. Repeat the story a lot. g. forgetful

26. 26 Task : Group/pair work and presentation In your group/pair, go through your assigned unit and find lessons and activities that employ: Stories. 7. Stories

27. 27 8. Class routine What do children need to be able to learn? Children are: , so they need: Hello Time : Greet the students at the beginning of the class. Sing or play a Hello song/game using a flash card with Busy Bee. Opener: Revise what was taught in the previous class. Presentation Time: Introduce the new lesson. Practice Time: ‘Shoulder Friend’: a technique where each two children work together or a group of 3-4 maximum. Students practice the language with the mates that are next to their shoulder. Hands Up: As teachers when raise your hand to the children when you want to make them stop talking and pay attention to you. g. forgetful

28. 28 8. Class routine What do children need to be able to learn? Children are: , so they need: Play Time: Children use the two pages of ‘Play Time’ in every unit or any other activities for their own free play time where teachers observe and give minimal instructions or directions. Tidy-up Time: In the end of every class, there has to be some time where children help the teacher to pick up and organize the books, toys, and pencils. Good-bye Time: Teach children to farewell each other and the teacher at the end of every class or day. This teaches them social etiquette. Classroom Language: Consistent, repetitive, simple, supported by body language. g. forgetful

29. Day Two Session One 29

30. 4 . Curriculum Overview KG1 - KG2 30 Theme 3 How the world works Theme 4 Communication Theme 1 About Me Theme 2 My World Term 1 Term 2 How can we teach the units and lessons?

31. 31 Student’s Book Structure KG1 - Term 1 Theme 1 About Me Unit 2 My Body Unit 1 It’s me 6 Lessons 6 Lessons Unit 1 Review Unit 2 Review Theme 2 My World Unit 4 My Family Unit 3 My Class 6 Lessons 6 Lessons Unit 3 Review Unit 3 Review Cut-outs Review 1 Story Project Project Story 4 Lessons How can we teach the units and lessons? What are the vocabulary items in each unit and the life skills, values, and issues discussed?

32. 32 Student’s Book Structure KG1 - Term 2 Theme 3 How the World Works Unit 6 Let’s Visit the Zoo Unit 5 My Food 6 Lessons 6 Lessons Unit 5 Review Unit 6 Review Theme 4 Communication Unit 7 Let’s Go Shopping Unit 7 My Toys 6 Lessons 6 Lessons Unit 7 Review Unit 8 Review Cut-outs Review 2 How can we teach the units and lessons? What are the vocabulary items in each unit and the life skills, values, and issues discussed?

33. 33 Student’s Book Structure KG2 - Term 1 Theme 1 About Me Unit 2 Play Music Unit 1 Hop, Skip, Jump 6 Lessons 6 Lessons Unit 1 Review Unit 2 Review Cut-outs Review 1 Theme 2 My World Unit 4 My Day Unit 3 My Home 6 Lessons 6 Lessons Unit 3 Review Unit 3 Review Project 4 Lessons Let’s Remember How can we teach the units and lessons? What are the vocabulary items in each unit and the life skills, values, and issues discussed?

34. 34 Student’s Book Structure KG2 - Term 2 Cut-outs Theme 3 How the World Works Unit 6 My Farm Unit 5 My Party 9 Lessons 7 Lessons Unit 5 Review Unit 6 Review Project Project Theme 4 Communication Unit 8 My Summer Games Unit 7 My Family’s Job 7 Lessons 9 Lessons Unit 7 Review Unit 8 Review Project Review 2 4 Lessons How can we teach the units and lessons? What are the vocabulary items in each unit and the life skills, values, and issues discussed?

35. 5 . A Typical Lesson Plan ( Teacher’s Guide ) 35 Closely follow the Teacher Guide ’ s plan . 1. Lesson opener: preparing and helping learners to get into the mood and topic 2. Presentation of the activities 3. Answers, possible responses and student ’ s own answers 6 . Consolidation Game 4 . Audioscripts 5 . Extra Practice and Fast Finishers 8 . Closing: recycle and praising How can we teach the units and lessons? 7 . Games Bank

36. 36 How can we teach the units and lessons? Let’s look at Unit 5 KG2 Term 2! We need a teaching demo on every lesson. a. Tell us about the objectives b. State the target language skills, sub -skills, and values , c. Practice the lesson. Make sure to prepare from the Teacher’s Guide. 6. Lesson Demo

37. 37 How can we teach the units and lessons? 6. Lesson Demo

38. 38 How can we teach the units and lessons? 6. Lesson Demo Now let’s recap all our work ! Individually, fill out the table based on the answers you got from the demos.

39. Day Two Session Two 39

40. 7. Brief on Assessment Types of Assessment 40 How can we assess the learners?

41. 6. Brief on Assessment Assessment Cards Exceeding expectations Meets expectations Approaching expectations Lower than expectations Domain 41 Lower than expectations Re-write the lesson objectives to be the learning outcome. No formal assessment. All students will be promoted to the next year! How can we assess the learners?

42. Thank You Good Luck! 42