Primary Global English

00:43:24
https://www.youtube.com/watch?v=ViIjVr0mNMw

摘要

TLDRBu video Global English dasturini tanishtiradi, uning asosiy komponentlari va o'qitish yondashuvlari haqida ma'lumot beradi. Dastur, ingliz tilini ikkinchi til sifatida o'rganayotgan o'quvchilar uchun mo'ljallangan va o'qituvchilarga dars rejalashtirishda yordam beradi. O'qituvchilar, o'quvchilarning o'z o'rganishlariga mas'uliyatni olishlarini rag'batlantirishlari va kommunikativ yondashuvni qo'llashlari kerak. Har bir darsda o'quvchilarning o'z o'rganishlarini baholash imkoniyatlari mavjud. O'qituvchilar uchun resurslar, dars rejalari va o'quvchilar uchun kitoblar mavjud.

心得

  • 📚 Global English dasturi ingliz tilini o'rganish uchun mo'ljallangan.
  • 👩‍🏫 O'qituvchilar uchun resurslar va dars rejalari mavjud.
  • 📝 O'quvchilar o'z o'rganishlariga mas'uliyatni olishlari kerak.
  • 💡 Kommunikativ yondashuv o'qitish jarayonini qo'llab-quvvatlaydi.
  • 📖 O'qish ko'nikmalari rivojlanishi muhimdir.
  • 🎯 Darslar muvaffaqiyat mezonlari bilan baholanadi.
  • 🌍 Global English dasturi boshqa fanlar bilan bog'liq ko'nikmalarni rivojlantiradi.
  • 👨‍🎓 O'qituvchilar professional rivojlanish imkoniyatlariga ega.
  • 🧩 O'quvchilar uchun ish kitoblari uch darajada tuzilgan.
  • 🎉 O'qituvchilar o'quvchilarning o'qishdan zavq olishlarini ta'minlashlari kerak.

时间轴

  • 00:00:00 - 00:05:00

    بۇ يۆنىلىش سەسىيىسىگە خۇش كەپسىز، بۇ ۋىدىيو يۆنىلىش سەسىيىسى بويىچە بىز سىزگە Global English كۇرسىنىڭ مەزمۇنى توغرىسىدا تونۇشتۇرىمىز. سەسىيىنىڭ ئاخىرىدا سىز Global English نىڭ ئاساسلىق تىلىنى ئۆگىنىش مەقسىتىگە قانداق ياردەم بېرىدىغانلىقىنى چۈشىنىشىڭىز كېرەك.

  • 00:05:00 - 00:10:00

    Global English كۇرسىنىڭ بىرىنچى بۆلۈمىدە، تىلنى ئۆگىنىشنىڭ مۇناسىۋەتلىك يۆنىلىشى ۋە Cambridge خەلقئارالىق بىلىم تەشكىلاتىنىڭ قوللايدىغان تىلنى ئۆگىنىش ئۇسۇللىرى توغرىسىدا سۆزلەيمىز. سىز سەسىيىنىڭ ئاخىرىدا بەلگىلەنگەن بەلگىلەرنى كۆرگەندە، سىز ئۆزىڭىزنىڭ ئۆگىنىش جەريانىغا قانداق تەسىر كۆرسىتىدىغانلىقىنى ئويلاپ، قەغەزگە يازماقچى بولىسىز.

  • 00:10:00 - 00:15:00

    بىز تىلنى ئۆگىنىشنىڭ تۈزۈلۈشى توغرىسىدا سۆزلەيمىز، بۇ تىلنى ئۆگىنىشنىڭ تۆت ئاساسلىق ماھارىتى: سۆزلەش، ئاڭلاش، ئوقۇش، يېزىش. بىز بۇ ماھارەتلەرنى قوبۇل قىلىش ۋە ئىشلەپ چىقىرىش ماھارەتلىرىگە بۆلۈپ، تىلنى قانداق قوبۇل قىلىش ۋە قانداق ئىشلەپ چىقىرىش توغرىسىدا سۆزلەيمىز.

  • 00:15:00 - 00:20:00

    Global English كۇرسىنىڭ تۈزۈلۈشى توغرىسىدا سۆزلەيمىز، بىز كۇرسنى بىرىنچى دەرىجىدىكى ئوقۇغۇچىلارغا ماسلاشتۇرۇپ، ئۇلارغا تىلنى ئۆگىنىش جەريانىدا قانداق ياردەم بېرىدىغانلىقىنى چۈشەندۈرىمىز. بىز ئوقۇغۇچىلارغا ماسلاشتۇرۇلغان كىتابلار ۋە ئىش كاغىزلىرى توغرىسىدا سۆزلەيمىز.

  • 00:20:00 - 00:25:00

    بىز Global English نىڭ ئوقۇغۇچىلارغا ياردەم بېرىش ئۈچۈن قانداق تۈزۈلگەنلىكىنى چۈشەندۈرىمىز، بىز ئوقۇغۇچىلارغا تىلنى ئۆگىنىش جەريانىدا قانداق ياردەم بېرىدىغانلىقىنى چۈشەندۈرىمىز. بىز ئوقۇغۇچىلارغا ماسلاشتۇرۇلغان كىتابلار ۋە ئىش كاغىزلىرى توغرىسىدا سۆزلەيمىز.

  • 00:25:00 - 00:30:00

    بىز ئوقۇغۇچىلارغا تىلنى ئۆگىنىش جەريانىدا قانداق ياردەم بېرىدىغانلىقىنى چۈشەندۈرىمىز، بىز ئوقۇغۇچىلارغا ماسلاشتۇرۇلغان كىتابلار ۋە ئىش كاغىزلىرى توغرىسىدا سۆزلەيمىز.

  • 00:30:00 - 00:35:00

    بىز ئوقۇغۇچىلارغا تىلنى ئۆگىنىش جەريانىدا قانداق ياردەم بېرىدىغانلىقىنى چۈشەندۈرىمىز، بىز ئوقۇغۇچىلارغا ماسلاشتۇرۇلغان كىتابلار ۋە ئىش كاغىزلىرى توغرىسىدا سۆزلەيمىز.

  • 00:35:00 - 00:43:24

    بىز ئوقۇغۇچىلارغا تىلنى ئۆگىنىش جەريانىدا قانداق ياردەم بېرىدىغانلىقىنى چۈشەندۈرىمىز، بىز ئوقۇغۇچىلارغا ماسلاشتۇرۇلغان كىتابلار ۋە ئىش كاغىزلىرى توغرىسىدا سۆزلەيمىز.

显示更多

思维导图

视频问答

  • Global English dasturi nima?

    Global English dasturi, ingliz tilini ikkinchi til sifatida o'rganayotgan o'quvchilar uchun mo'ljallangan ta'lim dasturidir.

  • Dars rejalashtirishda qanday yondashuvlar mavjud?

    Dars rejalashtirishda kommunikativ yondashuv va o'quvchilarning o'z o'rganishlariga mas'uliyatni olishlari muhimdir.

  • O'qituvchilar uchun qanday resurslar mavjud?

    O'qituvchilar uchun dars rejalari, o'quvchilar kitoblari, ish kitoblari va boshqa qo'llanmalar mavjud.

  • O'quvchilar qanday ko'nikmalarni rivojlantiradilar?

    O'quvchilar, o'qish, yozish, tinglash va gapirish ko'nikmalarini rivojlantiradilar.

  • Global English dasturida qanday baholash usullari mavjud?

    O'quvchilar o'z o'rganishlarini baholash uchun muvaffaqiyat mezonlari va o'z-o'zini baholash imkoniyatlariga ega.

  • O'qituvchilar qanday professional rivojlanish imkoniyatlariga ega?

    O'qituvchilar, Cambridge universiteti orqali professional rivojlanish dasturlarida ishtirok etishlari mumkin.

  • O'quvchilar uchun ish kitoblari qanday tuzilgan?

    Ish kitoblari, Bloom taksonomiyasiga asoslangan holda, uchta darajada: diqqat, amaliyot va chaqiriq darajalari bilan tuzilgan.

  • O'qituvchilar qanday darslarni rejalashtirishlari kerak?

    O'qituvchilar, darsning maqsadlari, asosiy faoliyatlar va baholash usullarini rejalashtirishlari kerak.

  • Global English dasturida qanday o'quv materiallari mavjud?

    Global English dasturida o'quvchilar uchun kitoblar, ish kitoblari va o'qituvchilar uchun resurslar mavjud.

  • O'qituvchilar qanday qilib o'z o'quvchilarini rag'batlantirishlari mumkin?

    O'qituvchilar, o'quvchilarning o'z o'rganishlariga mas'uliyatni olishlarini rag'batlantirishlari va o'qishdan zavq olishlarini ta'minlashlari kerak.

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  • 00:00:06
    welcome to this orientation session this
  • 00:00:10
    video orientation session to primary
  • 00:00:14
    Global English this is an introduction
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    to the course
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    materials by the end of this session
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    what I would hope that you will
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    understand is that Global English covers
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    all the learning objectives of the
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    English the primary English as a second
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    language curriculum framework know that
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    the course consists of several
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    components and that's very important
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    they work together know and understand
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    the advantages of the communicative
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    language learning approach and this is
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    the approach that underpins the whole
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    teaching methodology embedded in global
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    English and supported by Cambridge
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    International Education and then have a
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    quick look at lesson planning and how
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    that is
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    supported now at the end of each section
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    you will get a chance to review your
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    learning so whenever you see this symbol
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    at the end of each section what I'd like
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    you to do is to pause the video and
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    think about what you've just heard and
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    seen make some notes on new
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    learning think about and note what
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    changes this might mean to your own
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    lesson planning your own planning for
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    learning what you do at school and
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    particularly what impact this will have
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    on your
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    students so once again whenever you see
  • 00:01:43
    that symbol stop and think it's just an
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    opportunity for reflection and this is
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    also something that is embedded in the
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    global English course
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    materials so firstly what is the English
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    as a second language curriculum
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    framework
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    this is English designed for students
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    who are studying and working in English
  • 00:02:08
    but who don't necessarily speak English
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    at home it is the world's most popular
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    language the other thing that is
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    embedded within the English as a second
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    language curriculum framework is this
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    idea of critical thinking in other words
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    being able to use language to eval
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    valuate Concepts ideas and language to
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    be able to tell the difference between
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    what's good what's not good what's right
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    what's wrong and in order for this to
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    work
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    effectively we talk about embeding a
  • 00:02:46
    learner skills in the approach and these
  • 00:02:51
    are confident responsible reflective
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    Innovative engaged these are the learner
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    attributes from Cambridge internet
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    International Education and they're
  • 00:03:01
    embedded in all of their course material
  • 00:03:05
    and all of our course materials so what
  • 00:03:09
    are they in a bit more detail well
  • 00:03:11
    firstly responsible so Learners take
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    responsibility for their learning
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    they've got to innovate they actively
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    explore and experiment language and
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    thinking we give them confidence to try
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    and speak to try and use the language to
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    express their thinking and to reflect
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    and think about mistakes we want them to
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    be really well engaged in the lesson to
  • 00:03:39
    actually enjoy learning and finally to
  • 00:03:44
    think about their learning this idea of
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    being reflective which we've built into
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    this and all our course material is a
  • 00:03:53
    key element of being a responsible
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    learner so what do we mean
  • 00:04:01
    by the skills approach or the
  • 00:04:05
    communicative approach to language
  • 00:04:07
    learning well it's all about how we
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    arrange the particular skills four
  • 00:04:14
    skills four core skills speaking
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    listening Reading Writing but we've
  • 00:04:18
    broken them down into receptive and
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    productive receptive skills receiving
  • 00:04:26
    information that is reading and Le
  • 00:04:29
    listening so in that way we are taking
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    in information and
  • 00:04:36
    productive that is where we are
  • 00:04:38
    generating an output we are speaking or
  • 00:04:42
    writing as I'm doing now I'm using my
  • 00:04:45
    knowledge to express my opinion to
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    express my learning I am producing new
  • 00:04:53
    novel ideas and in global English and in
  • 00:04:57
    the communicative language Lear learning
  • 00:05:00
    approach use of English otherwise known
  • 00:05:03
    as grammar comes in support of
  • 00:05:08
    developing those skills so it's very
  • 00:05:11
    much a secondary role we use grammar to
  • 00:05:15
    improve conversation we use grammar to
  • 00:05:19
    improve writing in other words we use
  • 00:05:22
    the grammar to improve communication
  • 00:05:26
    it's not a traditional grammar first
  • 00:05:30
    approach now when you are designing your
  • 00:05:33
    curriculum when you are embedding the
  • 00:05:35
    curriculum and when you are using
  • 00:05:38
    resources you have a choice of how you
  • 00:05:42
    plan and design a scheme of work
  • 00:05:46
    Cambridge International provides a
  • 00:05:48
    scheme of work through the teacher
  • 00:05:51
    support Hub now that scheme of work is
  • 00:05:54
    what we call resource agnostic it
  • 00:05:56
    doesn't match to any particular resource
  • 00:05:59
    resource so if you want to use that by
  • 00:06:02
    all means do so if you choose not to use
  • 00:06:04
    a textbook it's a very good option
  • 00:06:07
    because it helps you design and plan
  • 00:06:09
    your lessons but you do have to make or
  • 00:06:13
    Source all your own resources if you try
  • 00:06:16
    to match it to the textbook any textbook
  • 00:06:21
    it won't work because it's not designed
  • 00:06:24
    for that purpose on the other hand if
  • 00:06:27
    you buy and use Global English
  • 00:06:30
    we provide a scheme of work and it is
  • 00:06:32
    directly linked to that
  • 00:06:37
    particular year that particular book
  • 00:06:40
    that particular resource in other words
  • 00:06:42
    it's got everything you need to plan and
  • 00:06:45
    deliver successful lessons so think
  • 00:06:48
    carefully about your choice that you are
  • 00:06:51
    going to make when it comes to choosing
  • 00:06:54
    a scheme of
  • 00:06:55
    work and now please pause the video
  • 00:07:00
    and think about what you've just heard a
  • 00:07:03
    little bit about the teaching and
  • 00:07:05
    learning approaches the language
  • 00:07:07
    learning approach and how Global English
  • 00:07:10
    supports the English as a second
  • 00:07:13
    language curriculum
  • 00:07:22
    framework let's have a look at how
  • 00:07:24
    Global English is
  • 00:07:27
    structured we call it a course with
  • 00:07:30
    components rather than a book with some
  • 00:07:33
    supporting bits and pieces because each
  • 00:07:36
    component is designed for a very
  • 00:07:39
    specific purpose there is a teacher
  • 00:07:42
    resource this resource is written for
  • 00:07:45
    you as teachers it's your book it gives
  • 00:07:50
    you all the information that you need to
  • 00:07:53
    design and deliver the course the reason
  • 00:07:57
    why we have put such an emphasis on the
  • 00:07:59
    teachers book is because we have
  • 00:08:01
    Learners book and workbook and they are
  • 00:08:05
    written for the Learners now at primary
  • 00:08:08
    level this is particularly important
  • 00:08:12
    because Young Learners those perhaps in
  • 00:08:14
    grades one or two they have fairly
  • 00:08:18
    limited language skills so if you try to
  • 00:08:21
    put everything in a learner's book it
  • 00:08:24
    becomes overwhelming so the learner
  • 00:08:27
    books are quite simple they are easy to
  • 00:08:30
    use they are very learner friendly
  • 00:08:33
    they're full of pictures they're full of
  • 00:08:36
    few
  • 00:08:37
    words as is the workbook if the learner
  • 00:08:41
    book has got very little relatively in
  • 00:08:44
    it it's got everything the Learners
  • 00:08:47
    need but that means that the real detail
  • 00:08:51
    is in the teacher resource so it's so
  • 00:08:55
    important to understand that especially
  • 00:08:58
    at primary the teacher resource is
  • 00:09:01
    really really important for you if you
  • 00:09:03
    don't use it you're going to really
  • 00:09:06
    struggle so how does global English help
  • 00:09:09
    us well firstly it is specifically
  • 00:09:12
    designed for Learners who are learning
  • 00:09:17
    in English and learning other subjects
  • 00:09:20
    in English it covers all the curriculum
  • 00:09:26
    framework um objectives
  • 00:09:29
    but it goes a little bit beyond it it
  • 00:09:32
    adds a bit to it we know that it's used
  • 00:09:36
    by schools who are studying other
  • 00:09:38
    subjects so we have a strong
  • 00:09:41
    cross-curricular skills development
  • 00:09:43
    approach embedded within it now as with
  • 00:09:47
    all of our Cambridge resources we have
  • 00:09:51
    particular words embedded in the
  • 00:09:54
    resources that make sense to us but
  • 00:09:57
    maybe
  • 00:09:59
    used in a different context for you so a
  • 00:10:02
    learning intention you'll see that
  • 00:10:05
    throughout the resources it's what your
  • 00:10:08
    students will learn it's very similar to
  • 00:10:10
    a lesson objective but it's a student
  • 00:10:13
    centered approach so if you think all
  • 00:10:15
    the time what do I want my students to
  • 00:10:18
    learn that's their learning intention
  • 00:10:21
    success criteria you'll see that
  • 00:10:23
    throughout everything it's how you know
  • 00:10:27
    your students are learning
  • 00:10:29
    it's a way of assessing their progress
  • 00:10:33
    you'll see getting started that's an
  • 00:10:35
    introduction to the lesson there are
  • 00:10:38
    main activities that's the main part the
  • 00:10:41
    main body of your lesson it's the main
  • 00:10:43
    part it's those things you are doing for
  • 00:10:46
    the majority of the lesson and we finish
  • 00:10:49
    with a plenary that's the review that
  • 00:10:51
    comes at the end of the lesson that's
  • 00:10:54
    thinking about what we have learned
  • 00:10:57
    otherwise known as a conclusion so all
  • 00:10:59
    of these just
  • 00:11:01
    mean pretty much everything you're
  • 00:11:03
    familiar with but it's the way that
  • 00:11:05
    we've used the
  • 00:11:06
    words Global English is structured at
  • 00:11:09
    primary level over seven lessons so each
  • 00:11:13
    unit and there are nine units follows
  • 00:11:16
    the same pattern so it introduces the
  • 00:11:19
    topic it develops it including the
  • 00:11:21
    grammar points or the use of English
  • 00:11:23
    then we start talking about it we
  • 00:11:26
    explore and grow with the language we
  • 00:11:29
    write about it we use model texts we
  • 00:11:32
    look at language then we do some reading
  • 00:11:35
    reading of a relevant text to what we're
  • 00:11:38
    doing there's a project and then a
  • 00:11:41
    review so it follows even each unit
  • 00:11:46
    follows a typical lesson pattern so
  • 00:11:49
    there is a consistent approach
  • 00:11:51
    throughout everything that we
  • 00:11:54
    do the teacher resource is the most
  • 00:11:58
    important part for you so when you have
  • 00:12:01
    a look at the contents page as you'll
  • 00:12:03
    see here there's all the teaching notes
  • 00:12:06
    there's how to use the book but look at
  • 00:12:09
    all of the digital resources available
  • 00:12:12
    to you there's all sorts of information
  • 00:12:14
    Active Learning differentiation
  • 00:12:16
    curriculum Frameworks lesson planning
  • 00:12:18
    templates all the audio files the
  • 00:12:21
    schemes of work progress reports all the
  • 00:12:24
    answers to learner book workbook word
  • 00:12:27
    list differentiated worksheets
  • 00:12:29
    photocopiables end of unit tests there
  • 00:12:33
    is so much embedded in the teacher
  • 00:12:36
    resource and that's why I say if you
  • 00:12:38
    don't use it you're not making full use
  • 00:12:42
    of the
  • 00:12:44
    components read the how to use art
  • 00:12:48
    carefully it gives you an introduction
  • 00:12:51
    to all of the sections in the teacher
  • 00:12:54
    resource so how to use the unit plan
  • 00:12:57
    what does the background knowledge
  • 00:12:59
    what are the teaching skills
  • 00:13:01
    focused and then what are the learning
  • 00:13:04
    plans where are the misconceptions how
  • 00:13:06
    do you start a lesson how do you
  • 00:13:08
    conclude a lesson so all the detail is
  • 00:13:11
    there so if we have a look at one for
  • 00:13:13
    example this one we can see here
  • 00:13:17
    straight away that there's the unit plan
  • 00:13:20
    it tells you how long each lesson is
  • 00:13:24
    what they're learning about what the
  • 00:13:26
    learning objectives are and all the
  • 00:13:29
    resources available to you so it goes on
  • 00:13:33
    you can see that there's plenty of
  • 00:13:35
    background knowledge there's teaching
  • 00:13:37
    skills focus and if we just have a look
  • 00:13:39
    at this this is all about reading
  • 00:13:42
    challenging reflecting it's a really
  • 00:13:45
    useful resource for you but the lesson
  • 00:13:48
    guidance is all here so it gives you the
  • 00:13:52
    learning intentions remember we showed
  • 00:13:54
    those earlier what are we going to learn
  • 00:13:57
    the success criteria the language
  • 00:14:00
    background all the starter ideas are we
  • 00:14:03
    introduce the lesson and sometimes those
  • 00:14:05
    starter ideas are not even in the
  • 00:14:07
    learner's book so there's something that
  • 00:14:10
    you do as an extra main teaching ideas
  • 00:14:13
    cross-curricular links how we end the
  • 00:14:16
    lesson as well and it gives you even
  • 00:14:21
    more so all of the answers the audio
  • 00:14:23
    scripts suggestions for critical
  • 00:14:25
    thinking use of engl of English
  • 00:14:30
    again differentiation
  • 00:14:33
    ideas homework ideas the word lists and
  • 00:14:37
    someone so there's lots and lots and
  • 00:14:39
    lots so now once again please pause this
  • 00:14:44
    check and think about the teachers
  • 00:14:47
    resource in particular and how this may
  • 00:14:52
    affect your planning your ideas and the
  • 00:14:55
    impact it will have on your students
  • 00:15:03
    the Learners book this again is written
  • 00:15:07
    for Learners so it's very important to
  • 00:15:11
    recognize that the books because it's
  • 00:15:14
    written for the Learners is very
  • 00:15:17
    specifically designed to support those
  • 00:15:21
    so you'll see use of English
  • 00:15:22
    cross-curricular links critical thinking
  • 00:15:25
    and look at that critical thinking ask
  • 00:15:27
    for clarification how do you classify
  • 00:15:30
    the values working as a team encouraging
  • 00:15:33
    others and you'll see cross curricula
  • 00:15:36
    how we're supporting physical education
  • 00:15:38
    are we supporting mathematics the words
  • 00:15:41
    that we might use in science maths and
  • 00:15:44
    art geography social studies so once
  • 00:15:48
    again you can see clearly that Global
  • 00:15:51
    English really supports students and
  • 00:15:54
    teachers who are studying other subjects
  • 00:15:58
    in eng English very important that you
  • 00:16:01
    get these ideas about cross-curricular
  • 00:16:04
    looks again for the Learners how to use
  • 00:16:07
    this book for your teachers there is
  • 00:16:10
    also a guide to how to use the book so
  • 00:16:15
    now you know what's in the
  • 00:16:19
    book now here's an example this is a
  • 00:16:22
    lovely little part of this this is about
  • 00:16:25
    puzzles and codes so you can can see
  • 00:16:29
    there's something really of interest and
  • 00:16:32
    it starts off we are going to and where
  • 00:16:34
    we see that we are going to in the
  • 00:16:36
    teacher resource that's called your
  • 00:16:39
    learning intention but here in the
  • 00:16:42
    learner's book it's written in learner
  • 00:16:45
    friendly language and you can see there
  • 00:16:47
    we are 7.1 stripes and
  • 00:16:51
    spots very visual a very great example
  • 00:16:56
    of how brilliantly presented they
  • 00:16:59
    are we go above and beyond so we
  • 00:17:03
    introduce poetry and by the way these
  • 00:17:06
    poems are absolutely brilliant I love
  • 00:17:08
    them to bits especially poem a and poem
  • 00:17:12
    a is such great fun that even in this
  • 00:17:15
    video I'm going to read it to you
  • 00:17:17
    because it makes such a difference I am
  • 00:17:21
    super Samson Simpson I'm superlatively
  • 00:17:24
    strong I like to carry elephants I do it
  • 00:17:28
    all day long
  • 00:17:29
    I pick up half a dozen and hoist them in
  • 00:17:31
    the air it's really somewhat simple well
  • 00:17:35
    I have strength to spare my muscles are
  • 00:17:38
    enormous they bulge from top to toe and
  • 00:17:42
    when I carry elephants they Ripple to
  • 00:17:45
    and fro but I am not the strongest in
  • 00:17:48
    the Simpson family for when I carry
  • 00:17:52
    elephants my grandma carries me now that
  • 00:17:56
    is a lovely example of how we use use
  • 00:17:59
    poetry to engage our students isn't it a
  • 00:18:02
    wonderful poem to really get them
  • 00:18:05
    thinking drawing picking up it makes it
  • 00:18:09
    very engaging makes it very powerful
  • 00:18:12
    enjoy it and that's what we should be
  • 00:18:14
    doing bringing enjoyment fun remember at
  • 00:18:17
    the beginning we talked about the um
  • 00:18:20
    learner attributes of Engagement there's
  • 00:18:24
    a classic example of how to engage them
  • 00:18:27
    the workbook is equally friendly and
  • 00:18:30
    again helps students to develop it but
  • 00:18:34
    the workbooks are not just a nice little
  • 00:18:37
    student friendly one they are incredibly
  • 00:18:40
    well thought out so all the questions in
  • 00:18:44
    the workbook have been very carefully
  • 00:18:47
    designed they all follow Bloom's
  • 00:18:49
    taxonomy so you'll get three tiers Focus
  • 00:18:53
    practice and challenge focus is
  • 00:18:55
    concentrating on can we remember and
  • 00:18:59
    understand the basics practice is can we
  • 00:19:01
    put that into and analyze and develop it
  • 00:19:06
    can we use that information and the
  • 00:19:09
    challenge is can we create something new
  • 00:19:12
    either embodied critical thinking can we
  • 00:19:15
    evaluate or can we add something new
  • 00:19:19
    build something
  • 00:19:22
    creative that's Bloom's taxonomy you can
  • 00:19:25
    have a look at this in your leisure make
  • 00:19:27
    sure that you are familiar with the way
  • 00:19:29
    that it works and then this is where you
  • 00:19:32
    can see it in practice so you can
  • 00:19:35
    see focus it says Circle the correct
  • 00:19:39
    connective so in other words can we
  • 00:19:41
    identify can we remember what is a
  • 00:19:44
    connective then when we look at
  • 00:19:46
    practice okay can we
  • 00:19:49
    now use that information so use a
  • 00:19:54
    connective to complete the sentence so
  • 00:19:57
    there we can see we're putting it into
  • 00:19:59
    practice okay and then the
  • 00:20:02
    challenge write a new ending so create
  • 00:20:06
    something new and use connectives so
  • 00:20:09
    it's very clearly Progressive very
  • 00:20:13
    clearly tiered and it makes a lot of
  • 00:20:16
    sense in helping our Learners progress
  • 00:20:21
    smoothly so now again think about the
  • 00:20:25
    learner book the workbook how they are
  • 00:20:27
    student friendly how they are orientated
  • 00:20:30
    and are supported by the teacher
  • 00:20:41
    resource reading is an essential part of
  • 00:20:45
    any English course and even more so if
  • 00:20:48
    you are doing English as a second
  • 00:20:50
    language so if you're following Global
  • 00:20:53
    English you are helping your learners
  • 00:20:55
    develop key skills and reading is is one
  • 00:20:59
    of the most important skills and what we
  • 00:21:02
    talk about when we talk about reading so
  • 00:21:04
    remember I've just read you that poem
  • 00:21:07
    that's reading that's reading for
  • 00:21:09
    pleasure that's reading stories and in
  • 00:21:13
    that poem that we read there was a
  • 00:21:15
    particular structure it had a nice
  • 00:21:17
    opening you heard about how the strong
  • 00:21:22
    man carries elephants but it also had an
  • 00:21:26
    absolutely cracking
  • 00:21:29
    ending okay because it came to an end
  • 00:21:32
    because when he carries elephants his
  • 00:21:34
    grandma carries him it's a really Punchy
  • 00:21:37
    ending in other words it follows a clear
  • 00:21:40
    structure and you only understand that
  • 00:21:42
    structure if you do lots of reading
  • 00:21:45
    around it that's why we call it the most
  • 00:21:49
    important skill it's needed to access
  • 00:21:53
    everything even reading your mobile
  • 00:21:55
    phone you know even going onto your
  • 00:21:57
    phone and reading that
  • 00:21:59
    you have to do that it's modern but we
  • 00:22:02
    talk about reading books so encourage
  • 00:22:06
    your students to read for pleasure don't
  • 00:22:09
    make them read and don't tell them oh
  • 00:22:11
    you must read because it'll improve your
  • 00:22:14
    learning it'll improve your academics
  • 00:22:16
    it'll make you do better in tests just
  • 00:22:18
    say to them enjoy it read it because you
  • 00:22:23
    want to if you want to tell me about it
  • 00:22:25
    and share it with the class that's the
  • 00:22:27
    best way way of making sure that your
  • 00:22:31
    enthusiasm comes across and is
  • 00:22:34
    shared but don't forget that you as
  • 00:22:38
    teachers also need to lead by example
  • 00:22:43
    you too should be reading all the time
  • 00:22:48
    it's the only way that you will be able
  • 00:22:51
    to improve your own language
  • 00:22:55
    skills so think now about the importance
  • 00:22:58
    of reading especially at primary
  • 00:23:11
    level let's see how this all works in an
  • 00:23:15
    example lesson so here we're going to
  • 00:23:18
    look at teacher resource the lesson plan
  • 00:23:22
    template that is available in the
  • 00:23:24
    teacher resource and we'll see how we
  • 00:23:27
    can incorporate learner book and the
  • 00:23:29
    workbook in devising a lesson so we
  • 00:23:32
    always start with our teacher resource
  • 00:23:37
    and the unit plan because it'll tell us
  • 00:23:40
    a really key thing that we need to know
  • 00:23:43
    how long is the lesson and we can see
  • 00:23:46
    that this first lesson is one and a half
  • 00:23:49
    to two hours so we might be adapting it
  • 00:23:52
    to our particular context we might say
  • 00:23:55
    well we might learn this in two hours so
  • 00:23:58
    if it we're going to do it in two hours
  • 00:24:00
    how many lessons is that that could be
  • 00:24:02
    for most of us three or four lessons so
  • 00:24:06
    we need to know how many lessons we're
  • 00:24:08
    going to plan for this particular
  • 00:24:11
    session this is where your teacher
  • 00:24:15
    resource is really important because
  • 00:24:17
    it's not one session for each lesson and
  • 00:24:19
    you suddenly are rushing through it you
  • 00:24:21
    need to know how long it's going to take
  • 00:24:24
    so how many weeks is this whole unit
  • 00:24:28
    going to take you well this one looks as
  • 00:24:31
    if it could very well take possibly 3
  • 00:24:33
    weeks to teach this unit there's
  • 00:24:36
    background knowledge there's the
  • 00:24:38
    teaching skills so how are we going to
  • 00:24:40
    introduce it so the big question for
  • 00:24:43
    this unit is what makes an adventure
  • 00:24:46
    story now we can see getting started
  • 00:24:50
    we're going to ask our students in this
  • 00:24:52
    case what stories do you know what
  • 00:24:56
    adventure stories have you either read
  • 00:24:59
    or had read to you now in this case
  • 00:25:02
    because we're doing it as English AS
  • 00:25:05
    Global English English as a second
  • 00:25:06
    language they don't have to just be
  • 00:25:10
    stories in English they can be from home
  • 00:25:13
    language as well because it's reading
  • 00:25:16
    stories that are important so what kind
  • 00:25:19
    of adventure stories have they written
  • 00:25:21
    so you need to think about putting it in
  • 00:25:24
    context how are you going to do this as
  • 00:25:27
    we say always start from your teacher
  • 00:25:30
    resource and then put it into the
  • 00:25:36
    suggested lesson plan template and
  • 00:25:39
    you'll see there in the lesson plan
  • 00:25:41
    template right at the beginning learning
  • 00:25:43
    intentions and success criteria what are
  • 00:25:46
    we going to learn how do we know their
  • 00:25:49
    learning what resources will I use what
  • 00:25:52
    language support do I need to think
  • 00:25:54
    about think about the context of your
  • 00:25:57
    learners is their language level very
  • 00:26:00
    good do you have three or four in the
  • 00:26:02
    class that will need extra support Lear
  • 00:26:06
    it carefully that's what it's all about
  • 00:26:09
    so we might create an adventure story so
  • 00:26:13
    we're going to talk about what makes it
  • 00:26:15
    and we're going to write an adventure
  • 00:26:18
    story so it goes Way Beyond what we do
  • 00:26:22
    that's what the Learners see so remember
  • 00:26:24
    I talked about this idea the learner's
  • 00:26:27
    book is written for the Learners three
  • 00:26:30
    books trust me be careful what you wish
  • 00:26:32
    for feel it
  • 00:26:35
    experiment that's what the Learners see
  • 00:26:37
    what do you see as a teacher lots and
  • 00:26:41
    lots of guidance so think of an
  • 00:26:43
    adventure story listening tips look at
  • 00:26:46
    book covers creative thinking answers
  • 00:26:50
    listen to the stories wherever we see
  • 00:26:52
    that there you'll see 26 here in the
  • 00:26:55
    teachers resource there it is in the
  • 00:26:58
    Learners book number 26 means there's an
  • 00:27:01
    audio file here again it's 27 there it
  • 00:27:05
    is in the Learners book 27 so there it
  • 00:27:09
    is written for
  • 00:27:11
    you look at the learning plan for lesson
  • 00:27:14
    two what are we going to learn reading
  • 00:27:17
    speaking use of English and use of
  • 00:27:20
    English I'll just look at that and it
  • 00:27:21
    says use imperative forms to give
  • 00:27:24
    instructions for drawing a superhero so
  • 00:27:27
    if that's what we want to learn how do
  • 00:27:29
    we know their learning well the Learners
  • 00:27:32
    can use imperative forms of a range of
  • 00:27:35
    verbs to give a short sequence of
  • 00:27:37
    commands and instructions for drawing a
  • 00:27:40
    superhero so what does that mean well we
  • 00:27:43
    think about how we're going to use that
  • 00:27:46
    and adapt it so we're going to introduce
  • 00:27:49
    the lesson and we're going to do those
  • 00:27:51
    lesson activities what do those lesson
  • 00:27:54
    activities look like well here we are
  • 00:27:58
    we're going to create a superhero and
  • 00:28:01
    here is the
  • 00:28:03
    drawing of the superhero and in that we
  • 00:28:09
    know and you know that we've got to use
  • 00:28:11
    an
  • 00:28:12
    imperative okay but we don't have to say
  • 00:28:18
    right we are now going to do a grammar
  • 00:28:20
    lesson this is what an imperative is you
  • 00:28:22
    now have to memorize what an imperative
  • 00:28:25
    is you don't do that you sit your
  • 00:28:27
    students down down in pairs and you tell
  • 00:28:30
    them what they're going to draw find
  • 00:28:33
    five words to describe the things draw
  • 00:28:35
    and talk about your own superhero then
  • 00:28:39
    give your partner instructions on how to
  • 00:28:41
    draw your super
  • 00:28:45
    hero so draw a s stick person add some
  • 00:28:49
    color don't press too hard on your
  • 00:28:53
    pencil those are your imperatives okay
  • 00:28:57
    that's what you're going to to do but
  • 00:28:59
    you don't have to drill it in you use
  • 00:29:02
    language and that's what we mean by the
  • 00:29:05
    communicative approach they're using the
  • 00:29:07
    language in order to give instructions
  • 00:29:12
    so you don't drill it first you use it
  • 00:29:15
    to give
  • 00:29:16
    instructions and here you can see this
  • 00:29:19
    is
  • 00:29:20
    reinforced in the workbook so when we
  • 00:29:24
    give instructions or orders imperatives
  • 00:29:27
    we put the verb first open your book
  • 00:29:31
    draw a big circle color it
  • 00:29:34
    blue so in other words we don't have to
  • 00:29:37
    we don't have to go and memorize oh
  • 00:29:40
    imperatives must have the verb first we
  • 00:29:43
    use the language and that way of
  • 00:29:46
    communicating means that it's embedded
  • 00:29:49
    and it becomes a natural language
  • 00:29:52
    acquisition
  • 00:29:53
    strategy so again embed that into your
  • 00:29:58
    lesson plan think about assessment
  • 00:30:01
    differentiation what are you going to do
  • 00:30:03
    at the end of the lesson when are you
  • 00:30:05
    going to use the workbook are we going
  • 00:30:07
    to use it for homework how do you do it
  • 00:30:10
    so again think about what's embedded in
  • 00:30:13
    the lesson so lesson three telling a
  • 00:30:15
    story reading using a simple story
  • 00:30:19
    language background here again some
  • 00:30:22
    guidance into in this case the past
  • 00:30:25
    simple so the language Detective focuses
  • 00:30:28
    on the past simple you may be very
  • 00:30:31
    familiar with teaching grammar
  • 00:30:33
    first okay but you don't say to your
  • 00:30:37
    students today we are going to study the
  • 00:30:39
    past simple this is what it is and give
  • 00:30:41
    them a big grammar lesson we don't want
  • 00:30:43
    to do that what we want to do is to get
  • 00:30:46
    them to use it by telling a
  • 00:30:50
    story because if you tell a story of
  • 00:30:53
    something that happened to you in the
  • 00:30:55
    past you are using past simple that's
  • 00:31:00
    how we practice it that's how we bring
  • 00:31:02
    it to life that's the way that it is
  • 00:31:05
    done in the books so if you look at the
  • 00:31:08
    book you don't see there this big idea
  • 00:31:13
    of let's memorize this grammar point it
  • 00:31:16
    says last year I went on an adventure
  • 00:31:18
    holiday with my family we stayed at a
  • 00:31:21
    campsite by a huge Lake in the mountains
  • 00:31:24
    it was far away from any cities and
  • 00:31:26
    there were lots of wild animals and
  • 00:31:29
    birds you're using the past simple
  • 00:31:32
    you're saying what we
  • 00:31:35
    did last year in this case okay that's
  • 00:31:39
    how it is and again writing is very key
  • 00:31:44
    we know all of us want to improve our
  • 00:31:47
    writing we know at schools that writing
  • 00:31:49
    is a key way of assessing it so we've
  • 00:31:52
    built this into to Global English and
  • 00:31:55
    here it is let's write an advent Venture
  • 00:31:58
    story but look at the way that we've
  • 00:32:02
    chosen to help our Learners write an
  • 00:32:05
    adventure story we give them a little
  • 00:32:08
    bit of background we get them thinking
  • 00:32:12
    about what it could be and then we play
  • 00:32:16
    a game it's called roll and write it's a
  • 00:32:19
    brilliant way of getting them to write
  • 00:32:22
    individual stories so you give them a
  • 00:32:24
    dice setting okay let's have a look at
  • 00:32:27
    the time
  • 00:32:28
    if they roll a one it was set last year
  • 00:32:31
    they roll a two it was two weeks ago
  • 00:32:33
    they roll a three one evening on a sunny
  • 00:32:36
    morning last weekend last summer and
  • 00:32:39
    then where was it the place so you roll
  • 00:32:44
    the dice again so two weeks ago on top
  • 00:32:47
    of a
  • 00:32:48
    skyscraper who are the characters a twin
  • 00:32:52
    brother and sister tried to invent a
  • 00:32:55
    flying machine so that's how we can
  • 00:32:59
    build up an adventure story and then we
  • 00:33:02
    could always ask what happened next how
  • 00:33:05
    do you build that story it's a wonderful
  • 00:33:08
    idea because every child will come up
  • 00:33:10
    with a different combination a different
  • 00:33:13
    story and when they read their stories
  • 00:33:15
    to each other it becomes even more
  • 00:33:19
    exciting and then we conclude with this
  • 00:33:23
    idea of building another big chunk of
  • 00:33:28
    reading we will read a story so we can
  • 00:33:31
    see how stories develop and this is key
  • 00:33:34
    how does it develop but
  • 00:33:37
    also when we look at this we think what
  • 00:33:41
    values are embedded in the stories and
  • 00:33:45
    this is how it happens read sentences
  • 00:33:48
    about being brave because we've read an
  • 00:33:50
    adventure story which ones describe
  • 00:33:54
    someone you know or have read about so
  • 00:33:57
    someone who puts himself or herself in
  • 00:34:00
    danger to save somebody else's
  • 00:34:03
    life and then we look at number 12 this
  • 00:34:07
    is where it becomes really powerful tell
  • 00:34:09
    your partner about the sentences you
  • 00:34:12
    have chosen so we're building these all
  • 00:34:15
    important communication
  • 00:34:18
    skills and in the workbook here it is
  • 00:34:23
    again and look at this if we look at the
  • 00:34:26
    challenge
  • 00:34:27
    use the adjectives in activity four so
  • 00:34:31
    we've just done that one to write about
  • 00:34:33
    someone you know or have heard about why
  • 00:34:36
    does this person have this
  • 00:34:37
    characteristic what have they done
  • 00:34:39
    what's happened to them so build these
  • 00:34:43
    values these
  • 00:34:45
    ideas every unit ends on a project and
  • 00:34:48
    this is a tremendous opportunity to
  • 00:34:51
    build multi skills cross-curricular
  • 00:34:54
    skills and embed it in real Life
  • 00:34:58
    Learning because in this
  • 00:35:01
    case we might create our own comic strip
  • 00:35:05
    and read it write your story and then
  • 00:35:07
    tell the class about it if you look at
  • 00:35:11
    number seven at the bottom present your
  • 00:35:13
    comic strip to your
  • 00:35:16
    class B write an ending to the seeker's
  • 00:35:19
    story finishing off that story so
  • 00:35:22
    embedding it all in there and then as a
  • 00:35:26
    class on the most interesting and
  • 00:35:29
    exciting ending so you're going to share
  • 00:35:32
    your ending with the class and then
  • 00:35:34
    you're going to vote with everyone else
  • 00:35:36
    there who has the most exciting or
  • 00:35:38
    interesting ending real life skills
  • 00:35:41
    built into the
  • 00:35:44
    projects so let's just revise how we do
  • 00:35:47
    our lesson planning your learning
  • 00:35:48
    intentions your success criteria what
  • 00:35:51
    language support will you give to
  • 00:35:53
    elements in your class how are you going
  • 00:35:56
    to introduce the lesson what main
  • 00:35:58
    activities are you going to do how will
  • 00:36:01
    they build that learning how will you
  • 00:36:04
    know that they're learning because we've
  • 00:36:06
    got our assessment for Learning and our
  • 00:36:10
    differentiation ending the lesson
  • 00:36:13
    thinking about it what are we going to
  • 00:36:15
    do for homework and then the final part
  • 00:36:18
    of this is what do we know now so this
  • 00:36:21
    is a way of wrapping it up it's
  • 00:36:23
    consolidating our knowledge it's quizzes
  • 00:36:26
    it's checking and they always end with a
  • 00:36:29
    look what I can do an opportunity and
  • 00:36:33
    remember right from the beginning going
  • 00:36:35
    back to our learner attributes Learners
  • 00:36:39
    taking responsibility for their own
  • 00:36:41
    learning here it is look what I can do
  • 00:36:46
    write or show examples in your notebook
  • 00:36:48
    I can understand short adventure story I
  • 00:36:52
    can draw and describe a superhero here
  • 00:36:55
    they are given the opportunity
  • 00:36:58
    to reflect and take ownership of their
  • 00:37:02
    learning and in the teacher resource
  • 00:37:04
    seven can do statements Learners read
  • 00:37:08
    through the statement tick the things
  • 00:37:09
    they can do encourage them to reflect on
  • 00:37:13
    how well they do these things think
  • 00:37:16
    about how they can improve further this
  • 00:37:19
    is metacognition by the way what
  • 00:37:21
    strategies they can use or learn to use
  • 00:37:25
    it's embedded in the the teacher
  • 00:37:28
    resource and there you see reflection
  • 00:37:32
    what I'd like you to do now is reflect
  • 00:37:36
    yourselves think about that lesson plan
  • 00:37:40
    how can you put that into
  • 00:37:50
    practice we give lots of support to you
  • 00:37:53
    as teachers in dealing with parents as
  • 00:37:57
    well
  • 00:37:57
    explaining the Cambridge approach to
  • 00:38:00
    parents because often parents don't
  • 00:38:03
    always understand the way that we want
  • 00:38:07
    to do things in Cambridge what they
  • 00:38:10
    would often come up and say is well
  • 00:38:13
    we've bought this book why aren't they
  • 00:38:15
    doing everything in the book and you've
  • 00:38:17
    got to be able to say because I plan for
  • 00:38:21
    learning because I'm selective I don't
  • 00:38:25
    have to do everything I'm building up
  • 00:38:27
    learning plan they don't have to do
  • 00:38:30
    everything they don't have to just do
  • 00:38:33
    worksheets or just do tests so we think
  • 00:38:37
    about how we are going to manage the
  • 00:38:39
    parents expectations and we help very
  • 00:38:43
    clearly with the letter to parents how
  • 00:38:47
    can I help with my child's learning how
  • 00:38:50
    can they encourage them and it's not by
  • 00:38:53
    sitting them in a corner and making them
  • 00:38:55
    do worksheets a lots of guidance in the
  • 00:38:59
    teacher resource for that now finally in
  • 00:39:03
    this case you've heard this orientation
  • 00:39:08
    video and you might be thinking about
  • 00:39:10
    how would you like to develop further
  • 00:39:13
    how would you like to improve your own
  • 00:39:16
    personal skill set as a teacher well
  • 00:39:20
    that we can offer you through
  • 00:39:22
    professional development with Cambridge
  • 00:39:24
    University press and assessment so why
  • 00:39:28
    should you do it
  • 00:39:30
    well there's opportunity for everyone to
  • 00:39:35
    improve and who doesn't want to get
  • 00:39:39
    better at something so it's really key
  • 00:39:42
    to understand that when we talk about
  • 00:39:45
    proper professional development it's not
  • 00:39:48
    just oh go away and read something watch
  • 00:39:50
    a video here it's structured it's
  • 00:39:54
    facilitated by someone who knows what
  • 00:39:57
    they're doing and it's specifically
  • 00:40:00
    designed to help you improve why should
  • 00:40:03
    we do that where does it all come from
  • 00:40:06
    well most schools and I say most schools
  • 00:40:09
    because not all of them do but most
  • 00:40:10
    schools they want their students to do
  • 00:40:13
    well if they want their students to do
  • 00:40:15
    well they need to invest in their
  • 00:40:18
    teachers they need to encourage their
  • 00:40:20
    teachers to improve because if teachers
  • 00:40:23
    get better students will get better and
  • 00:40:27
    that's what this little diagram here
  • 00:40:29
    shows why should we do
  • 00:40:32
    PD at Cambridge we have a really good
  • 00:40:36
    opportunity for you to develop
  • 00:40:38
    professionally we call it preparing to
  • 00:40:41
    teach and it's how to embed the
  • 00:40:44
    resources into your classroom and use
  • 00:40:46
    them effectively to raise education
  • 00:40:50
    standards and it also helps you develop
  • 00:40:53
    particularly if you are a senior teacher
  • 00:40:56
    or AE of Department you will train the
  • 00:40:59
    teachers in your department and that's
  • 00:41:03
    benefiting your own professional
  • 00:41:06
    development and your
  • 00:41:08
    colleagues so how does it work it
  • 00:41:11
    improves your knowledge of resource
  • 00:41:13
    structure and activities so what can we
  • 00:41:16
    do in the classroom to make learning
  • 00:41:18
    come alive you share this with your
  • 00:41:20
    knowledge with your colleagues you put
  • 00:41:23
    this into practice and the end result is
  • 00:41:28
    hopefully well it should be your
  • 00:41:30
    students will have better learning
  • 00:41:34
    outcomes if you want to find out more
  • 00:41:36
    about this look at the Cambridge
  • 00:41:38
    University press website here is a
  • 00:41:41
    helpful QR code that you can look at
  • 00:41:45
    there is also the International
  • 00:41:47
    Education website where it also gives
  • 00:41:50
    you options for professional development
  • 00:41:52
    and if you want to do something right
  • 00:41:54
    now you can actually go and follow the
  • 00:42:00
    getting started approaches which are
  • 00:42:03
    again available through Cambridge
  • 00:42:05
    International and here is that helpful
  • 00:42:08
    QR code
  • 00:42:11
    again once again and for the last time
  • 00:42:15
    in this video think about what you have
  • 00:42:18
    just heard make some notes and think
  • 00:42:21
    about the possible impact this could
  • 00:42:24
    have on your students
  • 00:42:32
    so in conclusion what I'd like you to
  • 00:42:34
    think about is now that you've watched
  • 00:42:37
    the video have we met your expectations
  • 00:42:41
    have we answered your questions do you
  • 00:42:43
    have a clear understanding of the
  • 00:42:45
    curriculum framework do you know how the
  • 00:42:49
    Cambridge University press resources and
  • 00:42:53
    components work together to support
  • 00:42:56
    teaching and learning and lesson
  • 00:42:58
    planning and do you know what next steps
  • 00:43:02
    you'd like to take in your own
  • 00:43:04
    professional development so I hope you
  • 00:43:07
    do I'd like to thank you for listening
  • 00:43:09
    to me and I wish you the very best of
  • 00:43:12
    luck in embedding the resources in your
  • 00:43:15
    classroom and in your school thank you
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