G10 Training Program A level -1-1-1.pptx

Al Azhar G10 A Level EFL

1. Presidency of Al- Azhar Institutes General management of Technical Educational Affairs رئاسة قطاع المعاهد الأزهرية الإدارة العامة للشئون الفنية التعليمية Advanced Level Text Based Training

2. Al- Azhar Professional Development

3. A-Level So-Called Critical Issues

4. Critical Issues 1

5. Critical Issues 2

6. Suggested Solutions

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8. ILOs should be matching the HOTs not the LOTs. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 9

9. Smart Objectives 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 10

10. Bloom’s Taxonomy The Cognitive Dimension The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Facts list para-phrase classify outline rank categorize Concepts recall explains show contrast criticize modify Processes outline estimate produce diagram defend design Procedures reproduce give an ex. relate identify critique plan Principles state converts solve differentiates conclude revise Metacognitive proper use interpret discover infer predict actualize 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 11

11. Task 1 With your group members, identify whether the ILOs are matching the higher or the lower thinking levels as mentioned in the previous cognitive domain. (10 minutes) 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 12

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16. Vocabulary –Target Vocabulary - Facilitative Vocabulary

17. Task 2 With your group members, discuss the different techniques of presenting the target vocab as driven from the texts. (10 minutes) 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 18

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22. Top Tip Ways to Present Vocabulary Illustration Mime Synonyms/Antonyms/Gradable items Definition Translation Context Ways to present the Meaning Demonstration 2) Explanation 3)Visual Aids

23. Task 3 With your group members, discuss the different types of texts . ( Time: 10 minutes)

24. Reading Reading Narrative Text Overall Narrative Compare and contrast a range of fiction on familiar and unfamiliar general and content-area topics relevant to the grade 10 level with confidence and enjoyment (including myths, legends, and fables) 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 25

25. Narrative Text Structure Identify and summarize the sequence of events in narrative story arc (problem/conflict, resolution. Continue to Infer theme and points of view. Read and perform stories and plays and investigate form, style, and figurative language. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 26

26. Narrative Literary Devices and Author's Craft Investigate how the author's choices about language and story structure impact and manipulates the reader (including foreshadow, flashback, mood suspense). 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 27

27. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 28 Reading Information and Argument Text Overall Information and Argument Read and understand a range of informational and argument text relevant to grade 10 topics and themes. Genres include: biography, autobiography, newspaper articles.

28. Informational and Argumentative Text Structure Use the structure of the text to learn new information (main idea / supporting detail, cause/effect, compare/contrast, paragraphs and chapters). Understand the structure and detail of an argument in extended texts on a range of unfamiliar general and curricular topics . Distinguish between fact and opinion in a range of texts and other media. Recognize inconsistencies in argument in extended texts on a growing range of general and curricular subjects. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 29

29. Informational and Argumentative Author's Craft Use text features to find and learn information (bold text, charts, graphs, captions, headings and subheadings) across longer and multiple texts . Recognize the devices a writer uses to express intentions in extended texts on a growing range of unfamiliar general and curricular topics. Identify persuasive language and vocabulary that a writer uses to convince the reader of an argument. Begin to develop awareness that the context for which the writer is writing and the context in which the reader is reading can impact on how the text is understood. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 30

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37. How To Teach Skills - Lesson plan

38. Reading Procedures 1-Set Goals : Start the lesson by telling students what they will learn today. This keeps everyone focused. 2.Pre Reading (5-10 minutes): Connect to What They Know Talk about what students already know about the topic. Teach New Words: Explain any difficult words they will see in the text. 3. Silent Reading (5-10 minutes): Give a Time Limit 4. Read aloud (5-10 minutes): Read a part of the text out loud to show how it’s done. Students can follow along. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 39

39. Reading Procedures . 5. After Reading Discussion (10 minutes): Ask Comprehension Questions Small Group Tal: Let students discuss the text in pairs or small groups. 6. Summarize and Reflect (5 minutes) Review Main Point Ask students to think about what they learned today. 7. Assign Homework (3-5 minutes): Give a Small Task 8. Extra Time (2-5 minutes): Keep a few minutes at the end for any last-minute questions or to finish up discussions. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 40

40. Task 4 With your group members, discuss the different types of listening. (10 minutes) 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 41

41. Listening Teaching different kinds of listening requires a strategic approach that focuses on developing specific listening skills. Here are some tips for teaching various types of listening : 1. Active Listening 2. Critical Listening 3. Appreciative Listening 4. Discriminative Listening 5. Comprehensive Listening 6. Therapeutic or Empathic Listening 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 42

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46. Listening procedures 1.Set Goals: Start the lesson by telling students what they will learn and listen for today. 2. Pre Listening (5 minutes): Discuss the topic to connect it to what students already know.
Teach Important Words: Explain any key words or phrases students will hear in the audio. 3. First Listening (5 minutes):
Play the Audio/Video: Play it once without stopping.
Focus on Main Idea: Ask students to listen for the general idea. . 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 47

47. Listening procedures 3. First Listening (5 minutes):
Play the Audio/Video: Play it once without stopping.
Focus on Main Idea: Ask students to listen for the general idea. 4. Check Understanding (5 minutes):
Ask Simple Questions: After the first listening, ask a few questions to see if students understood the main idea. . 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 48

48. Listening procedures 5. Second Listening (7 minutes):
- Listen for Details: Play the audio/video again, this time focusing on specific details. - Take Notes: Encourage students to write down key points. 6. Detailed Questions (10 minutes):
- Ask Specific Questions: After the second listening, ask more detailed questions about what they heard.
- Discuss in Groups: Let students discuss their answers with a partner or in small groups. . 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 49

49. 7. After Listening (10 minutes): - Summarize: Ask students to summarize what they heard, either by writing or sharing with the class. Do a Follow-Up Activity: Assign a task related to the listening, like filling out a worksheet or doing a role-play. 8. Assign Homework (3 minutes):Give a Small Task 9. Extra Time (2-5 minutes)Leave a few minutes at the end for any last-minute questions or to review important points. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 50

50. General Tips for All Types of Listening - Create a Safe Environment : Ensure that students feel comfortable and safe to express themselves and make mistakes during listening activities. - Incorporate Technology : Use audio recordings, podcasts, and videos to diversify listening practice. - Regular Practice : Incorporate listening activities regularly into your lessons to help students develop and refine their listening skills over time. - Real-Life Application : Encourage students to practice their listening skills in real-life situations, such as listening to news broadcasts or engaging in conversations with native speakers. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 51

51. Task 5 With your team members, discuss different types of speaking. (10 minutes) 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 52

52. Speaking Teaching different kinds of speaking involves focusing on the specific skills and contexts in which students will use their speaking abilities. Here are some tips for teaching various types of speaking : 1. Conversational Speaking 2. Public Speaking 3. Debate and Persuasive Speaking 4. Informal Speaking 5. Interview Speaking 6. Storytelling 7. Formal Speaking 8. Interactive Speaking 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 53

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54. With your team members, discuss different stages of writing. (10 minutes) 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 55 Task 6

55. Writing Teaching writing with a focus on the structure of Introduction, Body, Conclusion, and Editing requires clear guidelines and practical exercises. Here’s a breakdown of tips for each section: 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 56

56. 1. Introduction Hook the Reader : Teach students to start with an engaging hook—this could be a question, a quote, a surprising fact, or an anecdote to grab the reader's attention. Contextual Background : Encourage students to provide some background information to set the stage for their writing. This helps the reader understand the topic’s relevance. Thesis Statement : Emphasize the importance of a clear thesis statement that outlines the main point or argument of the essay. This statement should guide the rest of the essay. Exercise : Have students practice writing different types of hooks and thesis statements on the same topic to see how the tone and direction of their essays change. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 57

57. 2. Body Organize with Paragraphs : Teach students to structure the body of their essay into clear paragraphs, each focusing on a single main idea. Topic Sentences : Encourage them to begin each paragraph with a strong topic sentence that introduces the paragraph’s main idea and links it to the thesis. Supporting Details : Show students how to use evidence, examples, and explanations to support their main ideas. Teach them to integrate quotes or data smoothly into their writing. Transitions : Teach the importance of transitions between paragraphs to maintain flow and coherence. Use transitional words and phrases like "however," "moreover," "in addition," etc. Exercise : Assign practice paragraphs where students must include a topic sentence, supporting details, and a concluding sentence. Then, have them revise to improve clarity and cohesion. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 58

58. 3. Conclusion Restate the Thesis : Teach students to begin the conclusion by restating the thesis in a new way, summarizing the main points of the essay without repeating the same language. Summarize Key Points : Encourage students to briefly summarize the key arguments or insights from the body paragraphs. Closing Thought : Guide students to end with a strong closing thought that could be a call to action, a reflective statement, or a look to the future. This leaves a lasting impression on the reader. Exercise: Have students write different conclusions for the same essay to practice summarizing and leaving a strong final impression. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 59

59. 4. Editing Self-Editing Checklist : Provide students with a checklist that includes checking for grammar, punctuation, spelling, sentence structure, and clarity. Encourage them to use this before submitting their work. Peer Review : Incorporate peer review sessions where students exchange papers and provide feedback on each other’s work. This helps them see different writing styles and common errors. Focus on Clarity and Conciseness : Teach students to edit for clarity by eliminating unnecessary words, avoiding repetition, and ensuring each sentence contributes to their argument. Read Aloud : Encourage students to read their work aloud to catch errors they might miss when reading silently. This can help them identify awkward phrasing and run-on sentences. Exercise : Assign students a draft to edit, focusing on one aspect at a time (e.g., first on content, then on grammar, then on style). This teaches them to edit in stages, improving their attention to detail. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 60

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64. General Tips for Writing Model Writing : Show examples of well-written introductions, body paragraphs, and conclusions. Break them down in class to illustrate what makes them effective. Scaffold Instruction : Begin with short, simple writing tasks and gradually increase complexity as students become more confident. Writing Workshops : Hold workshops focused on each part of the essay, where students can work on specific sections with guided practice and immediate feedback. Revising with Purpose : Teach students that editing is not just about fixing errors but improving their overall argument and clarity. Encourage multiple drafts. 9/4/2024 الأزهر الشريف - قطاع المعاهد الأزهرية 65

65. Task 7 With your group members, discuss the different techniques of presenting grammar. (10 minutes)

66. Teaching grammar effectively can be challenging, but using various techniques can make it more engaging and accessible for students. Here are several techniques for teaching grammar: 1- Explicit Instruction : explain grammar rules with examples or provide correct and incorrect examples to help Ss find out how the rule is applied. 2- Inductive approach : present examples and ask Ss to figure out the grammar rules or use texts where the rule is used and ss should identify the pattern.

67. 3- Task-Based Learning : using grammar points in real-life situations or completing a task which requires using certain grammar points. 4- Games and Interactive Activities : using board games and quizzes where Ss practice grammar in a fun, low pressure environment. 5- Communicative Approach : engage Ss in role-plays and group discussions where they can use specific grammar forms.

68. 6- Grammar in Context : presenting grammar within the context or combining it with reading, writing, listening and speaking activities. 7- Visual Aids : using charts, diagrams and mind maps to illustrate grammar rules. 8- Error Correction and Feedback : focusing on specific points or having Ss review each other’s work for grammatical accuracy. 9- Drilling : Ss repeat sentences that require using the same grammar structure to build automaticity.

69. Project Planning a project is usually time limited so it is important to plan how and when you will approach your project and a typical one should include the following stages: Brainstorming and research Production Improvement Presentation Evaluation