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1 Newsletter for English Teaching StaffSchool Year 2019 2020

اجتماع حول مشروعاطلس المدرسي

الرقمي

إصدار داخلي شهري

مارس ٢٠١٩م

٦٥[email protected]

اصــدار

المديرية العامة لتطوير المناهج

أخبار المناهج مارس ٢٠١٩ العدد ٦٥

ولنا لقاء: فائض من

المعلومات

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8

Newsletter for

English Teaching Staff

School Year2019/2020

2Newsletter for English Teaching StaffSchool Year 2019 2020

Welcome to this new school year after what we hope has been a peaceful and enjoyable summer holiday.In order to help deliver the most effective teaching program, the English Language Curriculum Section (ELCS) has compiled this newsletter for you. Please read it carefully so that you may get the best out of the Ministry of Education teaching materials. Your Senior Teacher, Supervisor, and the Teacher Trainer in your region can provide further assistance if required.

This newsletter is addressed to Basic Education schools for the school year 2020/2019. It contains the following:

Part ONE: Cycle One (Grades 1 – 4) [ pages 2 – 23 ]Part TWO: Cycle Two (Grades 5 – 10) [ pages 24 – 38 ]Part THREE: Post-Basic (Grades 11 – 12) [ pages 39 –59 ]

PLEASE NOTE:You can send a correspondence/an email to the ELCS (queries and/or suggestions are always welcome):Postal address: Department of Human Sciences English Language Curriculum Section (ELCS) P.O. Box 3 Muscat 100E-mail: [email protected]: 24255424 - 24255540

Information on using the newsletter


This part of the newsletter contains the following:

•English Language Textbooks Guide

•Inventory of the materials teachers should have received

•Suggested scheme of work

•Useful hints:

- Advice for tackling each new Unit

- Tips on improving teaching methods

Training for Shared Reading and Phonics If any teachers feel that they need training in shared reading or phonics, they can

contact the Shared Reading or Phonics Coordinator in their region. Coordinators

will collect feedback on training needs from teachers and schools, and inform

.regional trainers so that the necessary training can be delivered


Cycle 1 (Grades 1-4) Basic Education Schools

3

English Language Textbooks Guide

Cycle 1 (Grades 1-4) Basic Education Schools

Grade Number of Periods

per Week Book Title Edition Year

Grade 1 7

Class Book A & B

Second Edition

2019-2020

Skills Book A & B

Teacher’s Book A & B

Grade 2 7

Class Book A & B

Second Edition

2019-2020

Skills Book A & B


Grade 3 7

Class Book A & B

Second Edition

2019-2020

Skills Book A & B


Grade 4 7

Class Book A & B

Revised Edition

2019-2020

Skills Book A & B


*NB: In the two-shift schools only 6 periods a week are allocated for Grades 3 and 4

4

Inventory of the materials teachers should have received

You should have received the following for Cycle 1 (Grades 1 – 4):

Grades Materials

One & Two

• Class Book

• Skills Book

• Teacher’s Book

• Listening CDs

• Songs and Rhymes CDs

• Resource Packs: Class Resource Pack (printed/Non-printed materials)

• Jolly Phonics Kit

• Phonics Posters

• Phonics Booklet

Three & Four

• Class Book

• Skills Book


• listening CDs




4



Grades Materials

One & Two

• Class Book

• Skills Book


• Listening CDs



• Jolly Phonics Kit

• Phonics Posters

• Phonics Booklet

Three & Four

• Class Book

• Skills Book


• listening CDs




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11

Suggested Scheme of Work for Two-shift Schools

Cycle One Schools

Semester One Scheme of work Semester Two Scheme of work

Units Number of periods Units Number of periods

One shift school

Two shift school

One shift school

Two shift school

Unit one 17 17 Unit one 14 14

Unit Two 23 23 Unit Two 18 18

Unit Three 23 23 Unit Three 20 20

Unit Four 21 21 Unit Four 18 18

Unit Five 22 22 Unit Five 19 19

Unit Six 33 33 Unit Six 14 14


12

TrytoobserveotherEnglishteachers’lessonstogainmoreteachingexperienceanddo

teamteachingwithyourcolleagues.

VisitotherC1BasicEducationSchoolsnearby.

Observeclassesanddiscussthecurriculumandmethodologywithexperiencedteachers.

Invitethemtoyourschool,too!

AlwaysremembertoliaisewithyourSeniorTeacherandSupervisor.

AlwaysremembertoliaisewiththeLRCteachertoensurethereceiptoftheEnglish

resources.

Referbackto"NotesforTeachers"atthebeginningoftheLessonPreparationBookforsometipsonpreparingandreflectingonalessonandsomeothertips.

ReadandstudytheadditionalliteracyactivitiesandthephotocopiableactivitiesintheTeacher’sBook.

BVeBBeforestartingeachnewunit,youshouldreadandstudythefollowingpointsindetailinthe

contentmapintheTeacher’sBook.

Þ Theaimsoftheunits;

Þ Themainlanguageoftheunit;

Þ Thevocabularycoveredineachunit;Þ Theactivities;Þ SkillsandstrategiesÞ LiteracyÞ Cross-curriculalinksandconcepts.

Useful Hints

- Advice for tackling each new unit

Tips on improving teaching methods

12








resources.








Useful Hints



12








resources.








Useful Hints




13

Phonics

Students in Grade 1 and 2 should receive two phonics lessons per week. The sections below provide information about updates to the programme for this academic year, a list of materials, resources and video links, and the schemes of work. What is new this year? All phonics teaching materials have been updated for the 2019/2020 academic year. Please check the date on your materials to ensure you are using the most recent version. Phonics materials In addition to the Jolly Phonics Kit, the Curriculum Department provides the additional teacher and student materials listed below: Grade 1

• Grade 1 Phonics Booklet for students • Semester 1 and Semester 2 Phonics Guides • Semester 2 Lesson Plans • Sound Set Guide • Videos of model Semester 1 and Semester 2 lessons

Grade 2

• Grade 2 Phonics Booklets for students (Semester 1 and Semester 2) • Semester 1 and Semester 2 Phonics Guides • Semester 1 and Semester 2 Lesson Plans • Videos demonstrating Semester 2 lesson steps

Grade 3

• Grade 3 Phonics Guide

Grade 1, 2 and 3 • Phonics Activity Resource Booklet for teachers (Grade 1 and 2) • Reading text posters (Grade 1 and 2) • Online collection of resources (Grade 1, 2 and 3) • Videos demonstrating blending, segmenting and tricky word activities

Video links

Grade 1, Semester 1 Letter Sound Lesson https://drive.google.com/file/d/0By4FMyzQa2VgV3JBVkVMclQxREk/view?usp=sharing Grade 1, Semester 2 Reading Lessons Lesson 1 (part 1) https://www.youtube.com/watch?v=p0s9eDUPuMQ Lesson 1 (part 2) https://www.youtube.com/watch?v=awxE04NKZKk Lesson 2 (part 1) https://www.youtube.com/watch?v=n9zmJ1QGPCQ Lesson 2 (part 2) https://www.youtube.com/watch?v=s8-G6C7wwkY


14

Grade 2 reading lessons follow similar steps as the Grade 1 reading lessons, so these videos will also be useful for Grade 2 teachers. Information about blending https://www.youtube.com/watch?v=0Lqk9rqJ4R8 Blending activities:

• Make the word https://www.youtube.com/watch?v=rGqJcYAmB7U • Read the word https://www.youtube.com/watch?v=uuU3n7Pt5ZI • Listen for your sound https://www.youtube.com/watch?v=mgEriq91oac

Information about segmenting https://www.youtube.com/watch?v=CI8LB0A9wj4 Segmenting activities:

• Sound buttons https://www.youtube.com/watch?v=IHYpTUfRRCM • Find the letter https://www.youtube.com/watch?v=IHYpTUfRRCM

Information about tricky words https://www.youtube.com/watch?v=Q8MDqCWfXbc Tricky word activities:

• Hit the board https://www.youtube.com/watch?v=yPH_S-hD7fQ • Point to https://www.youtube.com/watch?v=H-rDCkCVptE

Scheme of work

• Schemes of work for Grade 1 and Grade 2 are provided on the following pages and are also provided in the Phonics Guides.

• There are seven English lessons per week. You should teach two phonics lessons and five English for Me lessons per week. It is also very important that you teach three Shared Reading lessons per English for Me unit.

• Please refer to the appendix in the Phonics Guide for a sample timetable which shows that all phonics, English for Me and shared reading lessons can be completed each semester.


15

Grade 1, Semester 1 (2019 - 2020)

The scheme of work suggests starting phonics in Week 3 but schools can start earlier if they prefer.

Month Week Dates Phonics Lesson 1 Phonics Lesson 2

Se

pte

mb

er 3

8 – 12 s a

4 15 -19 t i

5 22 -26 p n

Octo

be

r

6 29 – 3

Consolidation lesson ck

7 6 – 10 e h

8 13 -17 r m

9 20 -24 d Consolidation lesson

10 27 -31 g o

No

ve

mb

er

11 3 – 7 u l

12 10 -14 f b

13 17 -21 Consolidation lesson

Tricky word: I j

Tricky word: the

14 24 -28 ee + or

Tricky word: he z

Tricky word: she

De

ce

mb

er

15 1 – 5 w

Tricky word: me ng

Tricky word: we

16 8 – 12 v

Tricky word: be Consolidation lesson

17 15 -19 oo + OO

Tricky word: to y

Tricky word: do 18

22 -26 x Tricky word: are

ch Tricky word: all

Jan

ua

ry

19 29 – 2 sh

Tricky word: you Consolidation lesson

20 5 – 9

Review Lesson Review Lesson

21 12- 16


SB 40 SB 33

SB 6 SB 4

SB 17 SB 19

SB 12

SB 12

SB 8

SB 25

SB 25/35

SB 18 SB 35

SB 19 SB 18

SB 38

SB 27 SB 33

SB 6 SB 4

SB 10 SB 17

SB 8

SB 13

15

Grade 1, Semester 1 (2019 - 2020)



Se

pte

mb

er 3

8 – 12 s a

4 15 -19 t i

5 22 -26 p n

Octo

be

r

6 29 – 3

Consolidation lesson ck

7 6 – 10 e h

8 13 -17 r m

9 20 -24 d Consolidation lesson

10 27 -31 g o

No

ve

mb

er

11 3 – 7 u l

12 10 -14 f b

13 17 -21 Consolidation lesson

Tricky word: I j

Tricky word: the

14 24 -28 ee + or

Tricky word: he z

Tricky word: she

De

ce

mb

er

15 1 – 5 w

Tricky word: me ng

Tricky word: we

16 8 – 12 v

Tricky word: be Consolidation lesson

17 15 -19 oo + OO

Tricky word: to y

Tricky word: do 18

22 -26 x Tricky word: are

ch Tricky word: all

Jan

ua

ry

19 29 – 2 sh

Tricky word: you Consolidation lesson

20 5 – 9


21 12- 16


SB 40 SB 33

SB 6 SB 4

SB 17 SB 19

SB 12

SB 12

SB 8

SB 25

SB 25/35

SB 18 SB 35

SB 19 SB 18

SB 38

SB 27 SB 33

SB 6 SB 4

SB 10 SB 17

SB 8

SB 13

17 Newsletter for English Teaching StaffSchool Year 2019 2020 16

Grade 1, Semester 2 (2019 - 2020)


Fe

bru

ary

1 9 – 13

S1 Review S1 Review

2 16 -20

S1 Review S1 Review

3 23 -27 th + th

Tricky word: your qu

Tricky word: come

Ma

rch

4 1 -5

Reading 1 (Lesson 1) Reading 1 (lesson 2)

Tricky word: here

5 8 -12


Tricky word: there

6 15 -19


Tricky word: they

7 22 -26


Tricky word: go

8 29 -2


Tricky word: no

Ap

ril

9 5 -10


Tricky word: my

10 12 -16


Tricky word: one

11 19 -23


Tricky word: like

12 26 -30


Tricky word: have

Ma

y

13 3 - 7


Tricky word: live

14 10 -14

Review Review

15 17 -21

Review Review

16

Grade 1, Semester 2 (2019 - 2020)


Fe

bru

ary

1 9 – 13

S1 Review S1 Review

2 16 -20

S1 Review S1 Review

3 23 -27 th + th

Tricky word: your qu

Tricky word: come

Ma

rch

4 1 -5


Tricky word: here

5 8 -12


Tricky word: there

6 15 -19


Tricky word: they

7 22 -26


Tricky word: go

8 29 -2


Tricky word: no

Ap

ril

9 5 -10


Tricky word: my

10 12 -16


Tricky word: one

11 19 -23


Tricky word: like

12 26 -30


Tricky word: have

Ma

y

13 3 - 7


Tricky word: live

14 10 -14

Review Review

15 17 -21

Review Review


Grade 2, Semester 1 (2019 - 2020)



Se

pte

mb

er 3

8 – 12 Review G1 Review G1

4 15 -19

Review G1 Review G1

5 22 -26 ai ai

Octo

be

r

6 29 – 3 oa oa

7 6 – 10

Reading 1 (Lesson 1) Reading 1 (Lesson 2)

8 13 -17 ie ie

9 20 -24 ou ou

10 27 -31


No

ve

mb

er

11 3 – 7

Consolidation Consolidation

12 10 -14 oi oi

13 17 -21 ue ue

14 24 -28


De

ce

mb

er

15 1 – 5 er er

16 8 – 12 ar ar

17 15 -19


18 22 -26


Jan

ua

ry

19 29 – 2

Magic 'e' Magic 'e'

20 5 – 9

Review Review

21 12- 16

Review Review

17

Grade 2, Semester 1 (2019 - 2020)



Se

pte

mb

er 3

8 – 12 Review G1 Review G1

4 15 -19

Review G1 Review G1

5 22 -26 ai ai

Octo

be

r

6 29 – 3 oa oa

7 6 – 10


8 13 -17 ie ie

9 20 -24 ou ou

10 27 -31


No

ve

mb

er

11 3 – 7


12 10 -14 oi oi

13 17 -21 ue ue

14 24 -28


De

ce

mb

er

15 1 – 5 er er

16 8 – 12 ar ar

17 15 -19


18 22 -26


Jan

ua

ry

19 29 – 2

Magic 'e' Magic 'e'

20 5 – 9

Review Review

21 12- 16

Review Review


18

Grade 2, Semester 2 (2019 - 2020)


Fe

bru

ary

1 9 – 13

S1 Review S1 Review

2 16 -20

S1 Review S1 Review

3 23 -27 Reading 1 (Lesson 1)

Alternative spelling: ai/ay

Reading 1 (Lesson 2)


Ma

rch


Alternative spelling: ee/ea




Alternative spelling: oa/ow




Alternative spelling: ie/igh/y



7 22 -26


Ap

ril


Alternative spelling: oi/oy




Alternative spelling: ou/ow




Alternative spelling: er/ir/ur




Alternative spelling: or/au/aw



12 26 -30

Consolidation 'ph' /f/

Ma

y

13 3 - 7

'c' /c/, /s/ 'g' /g/, /j/

14 10 -14

Review Review

15 17 -21

Review Review

18

Grade 2, Semester 2 (2019 - 2020)


Fe

bru

ary

1 9 – 13

S1 Review S1 Review

2 16 -20

S1 Review S1 Review





Ma

rch













7 22 -26


Ap

ril

















12 26 -30

Consolidation 'ph' /f/

Ma

y

13 3 - 7

'c' /c/, /s/ 'g' /g/, /j/

14 10 -14

Review Review

15 17 -21

Review Review


19

Sample letter

mـحملا بلاطلا رمأ cdو aلضافلاn

م

;لا ةرازو لصاوت<

QR Sلاعلا جمانM;لا قيبطت م<معت 2019/2020 ماعلا اذه م<لعتلاو ة<=TR ردتVةءارقلا س S

TR

vاثلا فصلل ‘ (Jolly Phonics)سك<نوف eRوج‘ جمانرب( ،ة_T;لجنإلا ةغللاTR، كلذو yع هق<بطت مت نأ دع~

e Sوألا ةقلحلاy لوألا فصلاTR اثلا فصلا نم ةنيعلو ةنطلسلا تاظفاحم عيمجv

TR yسرادم نم ةعومجم

.ةنطلسلاy ة<م<لعتلا تاظفاحملاe yوألا ةقلحلا

ركذت ~ع لفطلا دعاسé ةعتممو ةقئاش ةروصy ة_T;لجنإلا ةغللا فورح سVردت ~ع جمانM;لا اذه ةركف دمتعت

اهيف رركتي ة;صق ةصق دñ ق_ìط نع دîدجلا فرحلاy لفطلا ف_ìعتب ةملعملا موقت ث<ح ،اقحال فورحلا

بالطلا نم ةملعملا بلطت ةنيعم ةكرحy ما<قلا üRدتسùT ûعم ثدح ةصقلا لمشéو فدهتسملا فرحلا ركذ

بلاطلل s فرحلا مîدقت دنع لاثملا ل<§س ~عف ،فرحلاy بلاطلا ;كذت وهف ةكرحلا نم فدهلا امأ ،اهد<لقت

é•لفط نع ةصق ةملعملا د îإ بهذe اغلاyلو ةßهن îتوصلا رادص™ب موقت ©فأ دوجوب أجاف ssssss رعش´ف

S مهدî حــــ_≠لت بالطلا نم كلذ دعy ةملعملا بلطت ،ا=راه رف_و فوخلاy لفطلاTR ط مهل فصتل ءاوهلاì_ةق

ق_ìط نع فرحلا ل¥ش≤ ةكرحلا ط=ìب ةملعملا موقتف ،ەردصت يذلا توصلاو لفطلا ەاجتاy ©فألا ةكرح

نع ةM;عم ة_yµ لئاسوو روص نم هلمحت امy ةصقلا نوكت كلذ=و ،بالطلا ەددري ث<حy ةروبسلا ~ع هتباتك

S امهم الماع ةكرحلا eإ ةفاضإلاy اهثادحأTR بلاطلا ;كذت yاقحال فرحلا.

yاتك ~ع بالطلا ةملعملا بردت كلذ دعyردت مت يذلا فرحلا ةVموقت مث نمو هس yفدهتسملا فرحلا جمد

S ءدªلا نم بالطلا نكمتي >∫ح ىرخأ فورح عمTR لا ةءارقºفورحلا جمد وه كلذ ~ع لاثم .ة;صقلا تامل

c, a, t yث<ح îبلاطلا موق yةلصفنم فورحلا ةءارق STR لاªادîمث ة îاثلا عم لوألا فرحلا جمدv

TR مث نمو

.cat ةمل¿ أرق<ل ثلاثلا فرحلا

S ةسردملا ةرادإ عم م¥نواعتو مºلصاوت ة<مهأy ;بßلا ةرازولا نامîإلوTR لا قيبطت;Mعم فوقولا لالخ نم جمان

S مهق_ìط ةîادy نوقشû مهو راغصلا ةرقاªعلا انئانبأTR و ةءارقلا ملاعéلا ةءارق ~ع مهع<جشºسفنب تامل

.م¥نواعت نسح مºل ùTنمثمو ن_ì¡اش ةعªتملا ةق_ìطلا


20

Shared Reading

Students in Grade 1 and 2 should all receive three shared reading lessons per English for Me unit. The sections below provide information about updates to the programme this academic year, a list of materials, resources and links, and the suggested schemes of work. What is new this year?

• Four new Big Book stories that were written by Cycle One teachers have been published and distributed to schools. There are two stories that are recommended for Grade 1 - 'Where is the baby?' and 'I can do', and two stories that are recommended for Grade 2 – 'My Blue Cap' and 'Who ate the food?'

• Shared Reading Coordinators for each region have also appointed to provide ongoing support to teachers in the same way as Jolly Phonics Coordinators.

• Three new videos of model shared reading lessons have been produced and will be available on the Ministry portal from Semester 1.

Shared reading materials The new shared reading materials include: Grade 1 and 2

• 4 new printed Big Book stories for shared reading. • 28 new Grade 1 and Grade 2 Big Book stories for shared reading. • Three detailed lesson plans per story. • One set of additional materials per story (word cards, picture cards and worksheets). • A Shared Reading Guide • Three videos of model shared reading stories.

Links

• The new shared reading materials are currently available in digital PDF format at the following link: https://drive.google.com/open?id=0By4FMyzQa2Vgb1pEc1dJRGFURXM

Scheme of work

• Schemes of work for Grade 1 and Grade 2 are provided on the following pages and are also provided in the Shared Reading Guide.

• You should teach three Shared Reading lessons per English for Me unit. • Please refer to the appendix in the Phonics Guide for a sample timetable which shows that

all shared reading, phonics and English for Me can be completed each semester.

20

Shared Reading

Students in Grade 1 and 2 should all receive three shared reading lessons per English for Me unit. The sections below provide information about updates to the programme this academic year, a list of materials, resources and links, and the suggested schemes of work. What is new this year?

• Four new Big Book stories that were written by Cycle One teachers have been published and distributed to schools. There are two stories that are recommended for Grade 1 - 'Where is the baby?' and 'I can do', and two stories that are recommended for Grade 2 – 'My Blue Cap' and 'Who ate the food?'

• Shared Reading Coordinators for each region have also appointed to provide ongoing support to teachers in the same way as Jolly Phonics Coordinators.

• Three new videos of model shared reading lessons have been produced and will be available on the Ministry portal from Semester 1.

Shared reading materials The new shared reading materials include: Grade 1 and 2

• 4 new printed Big Book stories for shared reading. • 28 new Grade 1 and Grade 2 Big Book stories for shared reading. • Three detailed lesson plans per story. • One set of additional materials per story (word cards, picture cards and worksheets). • A Shared Reading Guide • Three videos of model shared reading stories.

Links

• The new shared reading materials are currently available in digital PDF format at the following link: https://drive.google.com/open?id=0By4FMyzQa2Vgb1pEc1dJRGFURXM

Scheme of work

• Schemes of work for Grade 1 and Grade 2 are provided on the following pages and are also provided in the Shared Reading Guide.

• You should teach three Shared Reading lessons per English for Me unit. • Please refer to the appendix in the Phonics Guide for a sample timetable which shows that

all shared reading, phonics and English for Me can be completed each semester.


21

Grade 1, Semester 1

English for Me Suggested shared reading stories

Gra

de

1A

Unit 1: Introduction to English Clean and Tidy

Unit 2: Colours and Objects

The Green Sofa

My Red Ball

Clean and Tidy

Unit 3: Numbers and Body The Sad Cat

Unit 4: Numbers and Shapes Clean and Tidy

Unit 5: My Face Where is my child?

Unit 6: My Classroom My Red Ball

Clean and Tidy

Grade 1, Semester 2


Gra

de

1B

Unit 1: My Family The Sad Cat

Where's the baby?

Unit 2: On the Farm

The Big Bad Dog

The Boy and the Wolf

The Sad Cat

Unit 3: Things I can do I can do

The Dirty Dishdasha

Unit 4: My House The Green Sofa

Where's the baby?

Unit 5: Food The Little Baby

Unit 6: Clothes Going Shopping

Sara is Shopping


22

Grade 2, Semester 1


Gra

de

2A

Unit 1: English Again The Dream

Unit 2: My Friends My Friends

Ahmed and the Pet

Unit 3: My Day My Blue Cap

Hamed's iPad

Unit 4: School My Blue Cap

Hamed's iPad

Unit 5: Moving The Bus Trip

Stop, Look and Listen

Unit 6: Weather On a Cloudy Day

Let's Check the Weather

Grade 2, Semester 2


Gra

de

1B

Unit 1: Free Time My Friends

Unit 2: Animals Where are my Peanuts?

Ahmed and the Pet

Unit 3: Five Senses My Five Senses

Who ate the food?

Unit 4: Adventure On a Cloudy Day

The Bus Trip

Unit 5: Food and Shopping Who ate the food?

The Hungry Boy

Unit 6: Town and Village The Magic Colours


23


• English Language Textbooks Guide

• Inventory of the materials teachers should have received

• Suggested scheme of work

• Graded Readers for Grade 10

• Useful hints:

- Teacher’s Book

- Contents Map in the Teacher’s Book



- List of correction

What is new this year? This year, grade 10 textbooks have been revised and developed in response to feedback and suggestions received from the field. The main changes are outlined below.

§ The units have a new structure and much of the material has been replaced with new content and activities.

§ There are two completely new units, Renewable Energy in semester 1 and Future of transport in Semester 2.

§ There is a greater focus on writing. Students are now allocated four lessons to prepare for and complete writing tasks.

§ There is a greater focus on themes and vocabulary related to technology and there are more activities which require students to undertake research and produce work using technology.

§ A range of activities to promote 21st century skills have been added to the revised materials. § Changes have also been made to the layout, design and images to give the books an attractive new

look for students.

Part Two: Cycle 2

(Grades 5 – 10)

23


• English Language Textbooks Guide

• Inventory of the materials teachers should have received

• Suggested scheme of work

• Graded Readers for Grade 10

• Useful hints:

- Teacher’s Book

- Contents Map in the Teacher’s Book



- List of correction

What is new this year? This year, grade 10 textbooks have been revised and developed in response to feedback and suggestions received from the field. The main changes are outlined below.

§ The units have a new structure and much of the material has been replaced with new content and activities.

§ There are two completely new units, Renewable Energy in semester 1 and Future of transport in Semester 2.

§ There is a greater focus on writing. Students are now allocated four lessons to prepare for and complete writing tasks.

§ There is a greater focus on themes and vocabulary related to technology and there are more activities which require students to undertake research and produce work using technology.

§ A range of activities to promote 21st century skills have been added to the revised materials. § Changes have also been made to the layout, design and images to give the books an attractive new

look for students.

Part Two: Cycle 2

(Grades 5 – 10)


24


Cycle 2: Grades 5- 10 Basic Education Schools

Grade Number of Periods

per Week Book Title Edition Year

Grade 5 5

Class Book A & B

Second Edition 2018-2019

Skills Book A & B

Teacher’s Book A & B Third Edition 2017-2018

Grade 6 5

Class Book A & B

First Edition 2018-2019 Skills Book A & B


Grade 7 5

Class Book A & B

First Edition 2019-2020

Skills Book A & B

Teacher’s Book A & B Second Edition 2019-2020

Grade 8 5

Class Book A & B



Grade 9 5

Class Book A & B



Grade 10 5

Class Book A & B

NEW Edition 2019-2020 Skills Book A & B


The Magic Shop and Other Stories First Edition 2018-2019


25



Grades

Materials

Five, Six ,

Seven

• Class Book

• Skills Book


• Listening CD / Songs & Rhymes CD

• Class Resource Pack (Printed/Non-Printed Materials)

Eight, Nine,

Ten

• Class Book

• Skills Book


• Listening CD (All grades) / Songs & Rhymes CD (Grade 8

ONLY)

• Class Resource Pack for (Printed Material)

• Classroom reader for Grade 10, The Magic Shop and

Other Stories

25



Grades

Materials

Five, Six ,

Seven

• Class Book

• Skills Book


• Listening CD / Songs & Rhymes CD

• Class Resource Pack (Printed/Non-Printed Materials)

Eight, Nine,

Ten

• Class Book

• Skills Book


• Listening CD (All grades) / Songs & Rhymes CD (Grade 8

ONLY)

• Class Resource Pack for (Printed Material)

• Classroom reader for Grade 10, The Magic Shop and

Other Stories


26

Gra

de 5

(Sem

este

r 1)

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: T

here

are

5 u

nits

in e

ach

cour

se b

ook,

and

eac

h un

it h

as (

12)

less

ons.

Mon

th

Aug

Se

ptem

ber

Oct

ober

N

ovem

ber

Dec

embe

r

Wee

k 1

1 2

3 4

5 1

2 3

4 5

1 2

3 4

1 2

3 4

5

Uni

t

Periods given

25-

29

01-

05

08-

12

15-

19

22-

26

29-

31

01-

03

06-

10

13-

17

20-

24

27-

31

03-

07

10-

14

17-

21

24-

28

01-

05

08-

12

15-

19

22-

26

29-

31

One

19

25

/08

- 19

/09

Tw

o 17

22

/09

- 14

/10

Thr

ee

16

15/1

0 -

05/1

1

Four

17

06/1

1 -

03/1

2

Five

17

04/1

2 -

26/1

2

Hol

iday

s

x

xx

xx

x

Exa

ms

29/1

2

R

emar

ks:

( x )

New

Hijr

i Yea

r - 0

1/09

/201

9

( xx

)Birt

h of

the

Prop

het -

10/

11/2

019

( xxx

)N

atio

nal D

ay H

olid

ay -

27-2

8/11

/201

9


27

Gra

des 6

& 7

(Sem

este

r 1)

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: T

here

are

5 u

nits

in e

ach

cour

se b

ook,

and

eac

h un

it h

as (

15)

less

ons.

Mon

th

Aug

Se

ptem

ber

Oct

ober

N

ovem

ber

Dec

embe

r

Wee

k 1

1 2

3 4

5 1

2 3

4 5

1 2

3 4

1 2

3 4

5

Uni

t

Periods given

25-

29

01-

05

08-

12

15-

19

22-

26

29-

31

01-

03

06-

10

13-

17

20-

24

27-

31

03-

07

10-

14

17-

21

24-

28

01-

05

08-

12

15-

19

22-

26

29-

31

One

19

25

/08

- 19

/09

Tw

o 17

22

/09

- 14

/10

Thr

ee

16

15/1

0 -

05/1

1

Four

17

06/1

1 -

03/1

2

Five

17

04/1

2 -

26/1

2

Hol

iday

s

x

xx

xx

x

Exa

ms

29/1

2

Rem

arks

:

( x )

New

Hijr

i Yea

r - 0

1/09

/201

9

( xx

)Birt

h of

the

Prop

het -

10/

11/2

019

( xxx

)N

atio

nal D

ay H

olid

ay -

27-2

8/11

/201

9


28

G

rade

5 (S

emes

ter 2

) Su

gges

ted

Sche

me o

f Wor

k ( 2

019/

2020

) N

ote:

The

re a

re 5

uni

ts in

eac

h co

urse

boo

k, a

nd e

ach

unit

has

(12

) le

sson

s.

Mon

th

Febr

uary

M

arch

A

pril

May

Wee

k 1

2 3

1 2

3 4

5 1

2 3

4 5

1 2

3

Uni

t

Periods given

09-

13

16-

20

23-

27

01-

05

08-

12

15-

19

22-

26

29-

31

01-

02

05-

09

12-

16

19-

23

26-

30

03-

07

10-

14

17-

21

One

15

09

/02

- 27

/02

Tw

o 14

01/0

3 -

18/0

3

Thr

ee

13

19

/03

– 07

/04

Four

13

08/0

4 –

26/0

4

Five

12

27

/04

– 12

/05

Hol

iday

s

x

Exa

ms

13

-20/

05

R

emar

ks:

( x )

Isra

a &

Mira

aj -

22/0

3/20

20


29

Gra

des 6

& 7

(Sem

este

r 2)

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: T

here

are

5 u

nits

in e

ach

cour

se b

ook,

and

eac

h un

it h

as (

15)

less

ons.

Mon

th

Febr

uary

M

arch

A

pril

May

Wee

k 1

2 3

1 2

3 4

5 1

2 3

4 5

1 2

3

Uni

t

Periods given

09-

13

16-

20

23-

27

01-

05

08-

12

15-

19

22-

26

29-

31

01-

02

05-

09

12-

16

19-

23

26-

30

03-

07

10-

14

17-

21

One

14

09

/02

- 26

/02

Tw

o 14

27

/02

- 17

/03

Thr

ee

14

18

/03

– 07

/04

Four

14

08/0

4 –

27/0

4

Five

11

28

/04

– 12

/05

Hol

iday

s

x

Exa

ms

13

-20/

05

R

emar

ks:

( x )

Isra

a &

Mira

aj -

22/0

3/20

20


30

Seco

ndSem

ester,Acade

micYea

r20

19-202

0

InSem

ester2

,the

num

bero

fava

ilableteac

hing

day

sisl

esst

hanth

enum

bero

fthe

less

ons

inth

eEn

glishlang

uage

cour

seboo

ksfo

rGra

deSix

andGr

adeSe

ven.Eac

hco

urse

boo

kin

thes

egr

ades

cons

istsofs

even

ty-fi

vele

sson

s(fifte

enle

sson

sdistribut

edin

tofive

uni

ts).How

ever

,the

re

areon

lysi

xty-

seve

nav

ailableteac

hing

day

sinth

ese

cond

sem

ester.

Ther

efor

e,to

add

ress

thispro

blem

,the

Eng

lishLa

ngua

geCur

ricu

lum

Sec

tionsu

gges

tsth

efo

llowin

g,ada

pted

sche

meof

wor

k:

Grad

eUnit

Curren

tnu

mbe

rof

lesson

sLe

sson

stoomit

Num

berof

lesson

safter

omission

s

Sixan

dSe

ven

115

15

14

215

15

14

315

15

14

415

15

14

515

12

,13,14&15

11

TotalN

o.of

Units/lesso

ns

575

7

67

ForU

nits1-5

,om

itLe

sson

15(M

yLe

arni

ngR

ecor

d),w

hich

com

esatt

heend

ofe

achun

it.Tea

cher

scan

ask

stud

entsto

com

pleteth

eirL

earn

ing

Reco

rdsa

shom

ewor

k)and

then

chec

kth

emin

clas

s.Om

ittin

gth

isle

sson

willnot

affe

ctatt

heco

nten

toft

heco

urse

boo

kbe

caus

eit

focu

seso

nstud

entsass

essing

theirp

erfo

rman

ce,a

ndth

isca

nbe

don

ein

depe

nden

tlyash

omew

ork..

InU

nit5

,om

itLe

sson

s12,13,14an

d15

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sefo

urle

sson

sfoc

usonpro

jectw

ork.A

sstud

entshav

ealre

adyun

dertak

enpro

jectsi

npr

evious

un

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ided

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itth

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jectin

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erto

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ureth

enu

mbe

rofles

sons

match

esth

enu

mbe

roft

each

ingda

ys.


31

Gra

des 8

, 9 &

10

(Sem

este

r 1)

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: T

here

are

4 u

nits

in e

ach

cour

se b

ook,

and

eac

h un

it h

as (

15)

less

ons.

Mon

th

Aug

Se

ptem

ber

Oct

ober

N

ovem

ber

Dec

embe

r

Wee

k 1

1 2

3 4

5 1

2 3

4 5

1 2

3 4

1 2

3 4

5

Uni

t

Periods given

25-

29

01-

05

08-

12

15-

19

22-

26

29-

31

01-

03

06-

10

13-

17

20-

24

27-

31

03-

07

10-

14

17-

21

24-

28

01-

05

08-

12

15-

19

22-

26

29-

31

One

24

25

/08

- 26

/09

Tw

o 22

29/0

9 -

21/1

0

Thr

ee

22

22

/10

- 21

/11

Four

23

24

/11

- 26

/12

Hol

iday

s

x

xx

xx

x

Exa

ms

29/1

2

Rem

arks

:

( x )

New

Hijr

i Yea

r - 0

1/09

/201

9

( xx

)Birt

h of

the

Prop

het -

10/

11/2

019

( xxx

)N

atio

nal D

ay H

olid

ay -

27-2

8/11

/201

9


32

Gra

des 8

, 9 &

10

(Sem

este

r 2)

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: T

here

are

4 u

nits

in e

ach

cour

se b

ook,

and

eac

h un

it h

as (

15)

less

ons.

Mon

th

Febr

uary

M

arch

A

pril

May

Wee

k 1

2 3

1 2

3 4

5 1

2 3

4 5

1 2

3

Uni

t

Periods given

09-

13

16-

20

23-

27

01-

05

08-

12

15-

19

22-

26

29-

31

01-

02

05-

09

12-

16

19-

23

26-

30

03-

07

10-

14

17-

21

One

17

09

/02

- 02

/03

Tw

o 16

03/0

3 -

25/0

3

Thr

ee

17

26/0

3 –

19/0

4

Four

17

20/0

4 –

12/0

5

Hol

iday

s

x

Exa

ms

13

-20/

05

R

emar

ks:

( x )

Isra

a &

Mira

aj -

22/0

3/20

20


33

Grade 5


Units

Number of periods

Units Number of periods

One shift school

Two shift school

One shift school

Two shift school






Grades 6 and 7


Units

Number of periods


One shift school

Two shift school

One shift school

Two shift school







34

Grades 8, 9 & 10


Units

Number of periods


One shift school

Two shift school

One shift school

Two shift school






35

Useful Hints

Teacher’s Book

Contents Map in the Teacher’s Book

MakesurethatyoureadtheintroductionintheTeacher’sBook(BasicEducation

Grades5,6,7,8,9,10)withattentionasitcontains:

• AdescriptionofthecourseandtherationaleforteachingEnglish;

• TheapproachtotheteachingofthefourskillsintheEnglishLanguage:

Listening,Speaking,ReadingandWriting;

• Detailedlearningobjectivesforeachoftheunitsofthecourse;

• Cross-curricularlinksbetweenEnglishandotherschoolsubjectsaswellaslearning

strategies;

• Dealingwithdiversityandmixedabilityteaching;

• Unitdesignandthelistofstories,projectsandportfoliotasksineachunit;

• Lessondesign(Grade5ThirdEdition&Grade7SecondEdition);

• Activitiesincludedinthesyllabus(games,songs,rhymes,chants&tonguetwisters,

stories,arts&crafts,role-play);

• Classroommanagement(preparation,classroomlanguage,classroomorganization,

errorcorrection,classroomdisplay);

• AssessmentandEvaluation;

• Descriptionofcoursecomponents;

• Listofsymbolsandabbreviations.

MakesurethatyoustudytheContentsMapintheTeacher’sBookverycarefullybecauseitcontainsthefollowing:

• Aimsoftheunits;

• Mainlanguagefocusoftheunits;

• Newandrecycledlistsofvocabularyineachunit;

• Skillsandstrategiesineachunit;

• Listsofactivitiesandprojectsineachunit.


36

Advice for tackling each new Unit BefoBeforestartingeachnewunit,youshouldreadandstudythefollowingpointsindetail:

Þ Theaimsoftheunits;Þ Themainlanguageoftheunit;Þ Thevocabularycoveredineachunit;Þ Theactivities;Þ SkillsandstrategiesÞ Theclassroomlanguageusedineachunit;Þ Thelistofprojectsandportfoliousedtasksineachunit;Þ Thematerialsyouwillneed

Tips on improving teaching methods TrytoobserveotherEnglishteachers’lessonstogainmoreteachingexperienceanddoteam

teachingwithyourcolleagues.

VisitotherCycle2schoolsnearby.

Observeclassesanddiscussthecurriculumandmethodologywithexperiencedteachers.Invitethemtoyourschool,too!

Aimtocoverthesyllabusin5periodsaweek.


AlwaysremembertoliaisewiththeLRCteachertoensurereceiptoftheEnglishmaterialsintheLRCroominyourschool.


ReadandstudytheposteractivitiesandthephotocopiableactivitiesatthebackoftheTeacher’sBook.

ForGrades7and8teachersonly*Devotetwolessonspermonthforteachingthewritingskills.Youarestronglyadvisedtomakeuseof ‘Keep Writing 1’ and ‘Keep Writing 2’ which you should have received in the academic year2014/2015.Thesetwo importedtitleshavebeenpurchasedbytheministryanddistributedtoallCycle Two schools in the Sultanate. Kindly check availability of the two titles stated above andinform your educational supervisor if you did not receive them. Teachers can photocopy theactivities’ pages to their students or display them on the board using any of the availabletechnologicaldevicessuchasOHP,projector,etc.~ForGrades8,9and10teachersonly*

MakegooduseoftheGradedReadingCards.Thesecardsaimtogivestudentsfurtherindependentreadingpractice.Eachset(Gold,SilverandBronze)has15cards,whichcanbeusedinanyorder.Studentsshouldanswertheactivitiesintheirexercisebooksasthecardsaredesignedasare-usableresource. The reading cards can also be used or utilized as extra knowledge resources which


37

students can refer to when they are doing/writing their projects or portfolio tasks. Refer to theintroductionintheTeacher’sBookforfurtherinformation.

1. ForGrade10teachersonly*

Discusswithyourstudentsandgetthemtochoosetwostoriesoutofthesixstoriesinthe“Magic

Shop&OtherStories”.Onestoryshouldbetaughteachsemester.Therefore,threelessonsarespecifiedforteachingeachstory.

Studentscanreadtheotherfourstoriesindependently.Theycancoverasmuchastheycanofthesefourstoriesaccordingtotheirlevelandinterests.


38


• What’s new this year • English Language Textbooks Guide • Inventory of the materials teachers should have received • Scheme of Work • Useful hints:

- Teacher’s Book - Contents Map in the Teacher’s Book - Advice for tackling each new Unit


• Graded Readers for Grades 11 – 12

What's new this year? Grade 11 Elective Coursebooks (English Insights 2):

• This year, English Insights 2 textbooks have been slightly developed in response to

feedback and suggestions. Make sure that you receive the updated version of the books for

this academic year (2019/2020). The major change is in the Workbook. The original Writing

Insights and Writing Bank pages in each unit in the Workbook have been modelled on

content Writing Insights in Student Book. This is to provide students more practice in the

area of academic writing.

• The Optional writing tasks in Lesson C provides an additional opportunity for students to

develop their writings. The tasks and topics in these optional tasks are related to the unit

and the lesson in which they appear. The Writing Insights lessons are the focus of English

Elective assessments (refer to SAH document for more detail). Therefore, the Writing

Insights pages should be seen as essential, while these Optional tasks in Lesson C are not a

requirement for the course, and should be used only if time permits.

• Lesson D of each unit contains a project for students to complete. The Teacher’s Guide

contains guidance with suggestions on how to run these projects.

• Additional questions for reading and listening texts have been added to lesson pages in

the teacher’s book entitled (reading extension). These questions provide extra questions for

the reading and listening scripts, which provide higher-level of comprehension questions.

•

Part Three : Post Basic (Grades 11 – 12)

38


• What’s new this year • English Language Textbooks Guide • Inventory of the materials teachers should have received • Scheme of Work • Useful hints:

- Teacher’s Book - Contents Map in the Teacher’s Book - Advice for tackling each new Unit


• Graded Readers for Grades 11 – 12

What's new this year? Grade 11 Elective Coursebooks (English Insights 2):

• This year, English Insights 2 textbooks have been slightly developed in response to

feedback and suggestions. Make sure that you receive the updated version of the books for

this academic year (2019/2020). The major change is in the Workbook. The original Writing

Insights and Writing Bank pages in each unit in the Workbook have been modelled on

content Writing Insights in Student Book. This is to provide students more practice in the

area of academic writing.

• The Optional writing tasks in Lesson C provides an additional opportunity for students to

develop their writings. The tasks and topics in these optional tasks are related to the unit

and the lesson in which they appear. The Writing Insights lessons are the focus of English

Elective assessments (refer to SAH document for more detail). Therefore, the Writing

Insights pages should be seen as essential, while these Optional tasks in Lesson C are not a

requirement for the course, and should be used only if time permits.

• Lesson D of each unit contains a project for students to complete. The Teacher’s Guide

contains guidance with suggestions on how to run these projects.

• Additional questions for reading and listening texts have been added to lesson pages in

the teacher’s book entitled (reading extension). These questions provide extra questions for

the reading and listening scripts, which provide higher-level of comprehension questions.

•

Part Three : Post Basic (Grades 11 – 12)


39


Basic Education Schools

Grades 11 - 12

Grade Number of

Periods per Week Book Title Edition Year

Grade 11

6

Course Book A & B

Second Edition

2019- 2020 Work Book A & B


Four Stories of Suspense (Reader)

Grade 12 6

Course Book A & B

Second Edition

2018-2019 Work Book A & B


*NB: In the two-shift schools only 4 periods a week are allocated for Grades 11 and 12

Inventory of the materials teachers should have received:

You should have received the following for Grades 11 – 12:

• Class Book

• Skills Book


• Listening CD

• Core reader entitled, Four Stories of Suspense - Grade 11


40

Gra

des 1

1 &

12 (S

emes

ter 1

) Su

gges

ted

Sche

me o

f Wor

k ( 2

019/

2020

) N

ote:

The

re a

re 4

the

mes

in e

ach

cour

se b

ook

and

each

the

me

is d

ivid

ed in

to 5

uni

ts.

Mon

th

Aug

Se

ptem

ber

Oct

ober

N

ovem

ber

Dec

embe

r

Wee

k 1

1 2

3 4

5 1

2 3

4 5

1 2

3 4

1 2

3 4

5

The

me

Periods given

25-2

9 01

-05

08

-12

15

-19

22

-26

29

-31

01

-03

06

-10

13

-17

20

-24

27

-31

03

-07

10

-14

17

-21

24

-28

01

-05

08

-12

15

-19

22

-26

29

-31

One

24

25

/08

- 26

/09

Tw

o 17

29/0

9 -

21/1

0

Thr

ee

22

22

/10

- 21

/11

Four

23

24

/11

- 26

/12

Hol

iday

s

x

xx

xx

x

Exa

ms

29/1

2 G

r11

07/0

1 G

r12

Rem

arks

:

( x )

New

Hijr

i Yea

r - 0

1/09

/201

9

( xx

)Birt

h of

the

Prop

het -

10/

11/2

019

( xxx

)N

atio

nal D

ay H

olid

ay -

27-2

8/11

/201

9


41

Gra

des 1

1 &

12

(Sem

este

r 2)

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: T

here

are

4 t

hem

es in

eac

h co

urse

boo

k, a

nd e

ach

them

e is

div

ided

into

5 u

nits

.

Mon

th

Febr

uary

M

arch

A

pril

May

Wee

k 1

2 3

1 2

3 4

5 1

2 3

4 5

1 2

3

The

me

Periods given

09-

13

16-

20

23-

27

01-

05

08-

12

15-

19

22-

26

29-

31

01-

02

05-

09

12-

16

19-

23

26-

30

03-

07

10-

14

17-

21

One

17

09

/02

- 02

/03

Tw

o 16

03/0

3 -

25/0

3

Thr

ee

17

26/0

3 –

19/0

4

Four

17

20/0

4 –

12/0

5

Hol

iday

s

x

Exa

ms

13-2

0/05

Gr1

1

31/0

5–25

/06

Gr1

2

Rem

arks

:

( x )

Isra

a &

Mira

aj -

22/0

3/20

20


Grades 11 and 12


Units

Number of periods


One shift school

Two shift school

One shift school

Two shift school






Useful Tips about the Teacher’s Book

Contents Map

Introduction

Summary Page for each theme:

Make sure that you read the Contents Map carefully as it contains:

• an overview of the four themes

• a breakdown of the units

• the main tasks in each unit

Make sure that you read the Introduction carefully as it contains:

• a description of the course rationale

• an overview of the course structure and overall course aims

• an overview of the non-linguistic objectives of the course

• a description of the teaching methodology

• a detailed description of the course materials

Make sure that you read the Summary Page for each theme carefully as it contains:

• an overview of the content of the theme

• a breakdown of each unit of the theme

• a list of the activities in order

• a description of the activity types


Advice for starting each new theme / unit

Tips for improving teaching methods

Before starting each new theme or unit, you should familiarise yourself with the following:

• the aims of the theme / unit

• the content of the theme / unit

• the main grammatical and vocabulary structures

• the activity types

• the skills and strategies covered

1. Observe other English teachers’ lessons to gain more teaching experience.

2. Carry out team teaching with your colleagues.

3. Visit other post-basic education schools in your area. Observe classes and discuss methodology with experienced teachers. Invite them to your school too.

4. Aim to cover the syllabus in 6 periods a week.

5. Remember to liaise with your Senior Teacher and Supervisor.

6. Remember to liaise with the LRC teacher to ensure receipt of the English materials in the LRC in your school.

7. Refer to ‘Notes for Teachers’ at the beginning of the Lesson Preparation Book for tips on preparing and reflecting on a lesson and other tips.


45

Engl

ish E

lect

ive C

ours

es (E

nglis

h In

sight

s 2 &

3)

- Sem

este

r 1

Sugg

este

d Sc

hem

e of W

ork

( 201

9/20

20 )

Not

e: E

nglis

h In

sigh

t te

xtbo

oks

have

8 u

nits

, 4 u

nits

in e

ach

sem

este

r.

Mon

th

Aug

Se

ptem

ber

Oct

ober

N

ovem

ber

Dec

embe

r

Wee

k 1

1 2

3 4

5 1

2 3

4 5

1 2

3 4

1 2

3 4

5

Uni

t

Periods given

25-

29

01-

05

08-

12

15-

19

22-

26

29-

30

01-

03

06-

10

13-

17

20-

24

27-

31

03-

07

10-

14

17-

21

24-

28

01-

05

08-

12

15-

19

22-

26

29-3

1

One

19

25

/08

- 26

/09

Tw

o 16

29/0

9 -

21/1

0

Thr

ee

17

22

/10

- 21

/11

Four

18

24

/11

- 26

/12

Hol

iday

s

x

xx

xx

x

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BackgroundtotheElectiveCourses"EnglishInsights2"and"EnglishInsights3"

EnglishInsightsisamotivatingnewseriesforPostBasicstudents.Ithasdifferentlevels,andthis level (English Insight 2) has been chosen for Grade 11 as it matches their level andprepares them to take (English Insight 3) in Grade 12. The course combines an acclaimedapproach to learning English with stunning National Geographic images, DVD clips andarticles.Thisserieshastwobooks:Student'sBookandWorkbook.

TheStudent’sBookincludes:

•ADVDwithNationalGeographicvideoswithworksheetstocompleteinclassorathome.•AnaudioCDwithdialoguesandpronunciationactivities.•WritingInsightstodevelopstudents’spelling,punctuationandparagraph-writingskills.•Workingwithwordstodevelopstudents’understandingofhowthelexicalsystemworks.•Skillstestingtotrainstudentstotacklelistening,readingandexam-typetaskswithconfidence.•CulturesectionstoexploreaspectsoftheEnglish-speakingworld.•CLILsectionstodiscoverscience,technology,nature,historyandgeographythroughEnglish.•TruestoriesaboutNationalGeographicexplorersandpeoplewhohavemadeadifferencetoourworld.•Projectswhichprovidemulti-modallearningopportunities.•GrammarGPSreferencesectionwhichprovidesallthegrammarstudentsneedtoknowandiscross-referencedtoeachunit.

TheWorkbookincludes:

•Additionalgrammar,vocabularyandskillspractice.•AdditionalWritingInsightspagestofollowonfromtheStudent’sBook.•ReadingInsights–full-colorreadingskillspages.

•WordlistsforboththeStudent’sBookandWorkbook.

WritingInsights:

TheoriginalEnglishInsightswritingcomponenthasbeenrevisedanddevelopedto:• Meetstudentneedsintheareaofacademicwriting.• Developstudents’abilityandconfidenceintakingexams.

ThecomponentsintheWritingInsightsinclude:• Awritingmodelwithwhichstudentscaninteract• AcademicwritingtaskssimilartothosefoundintheIELTSWritingTest• Awhole-textfocusinadditiontothemicrolevelfocus• Theinclusionofgrammarincontext

Study&ExamSkillsboxes

ThenewStudy&ExamSkillsboxesreplacetheformerStudySkillsboxes.Thesenewboxescontain a useable, practical strategy for students to employ independently to develop theirindividual study skills, essential for exam success. Exercises follow in the lesson to givestudentstheopportunitytopracticetheskills.


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Glossaries

Students engage with a range of topics in the reading texts throughout both levels. Newglossaries have been added to support the students when reading. The key higher-level(typicallyB2-C2CEFR)vocabularyisincluded,withdefinitionsinEnglish.

AdditionalcomponentsTheprovidedsupportcanbetaughtwheneverisneeded.Itisonlyadditionalpracticeforstudents. • EnglishInsightsExamSupportSupplementAnadditionalcomplimentarycomponenthasbeenincludedin2018intheformofanExamSupportSupplement.This10-pagedocumentincludesanoverviewofinternationalexams,afocusonIELTS,usefullinksandacompletesetofIELTS-styleSpeakingandWritingExamQuestions,themedtotheunitsacrossthetwolevelcourses,writtenbyanIELTSexpert.Thissupplementwillbesuppliedforfreedistributiontoteachersforuseinformativetestingthroughoutthecourse.

• ExamSupportSupplement-EnglishInsights(Level2&3)

InternationalEnglishExamsStudentsaroundtheworldareoftenrequiredtotakeinternationalEnglishexamstodemonstratetheirlevelofEnglishwithanofficially-creditedgrade.Thesegradescanthenbeusedtoenteruniversities,getjobsand,also,tosecurevisasindifferentinternationalsettings.

• PreparingforinternationalEnglishexamsPreparingforinternationalexamsisnotonlyaboutdoingexampractice.Studentsshouldspendtimedevelopingtheirgenerallanguageskills,buildingtheirvocabularyandmasteringgrammar.TheEnglishInsightscoursegivesGrade11and12studentstheopportunitytodothis.However,tobesuccessfulinexams,studentsalsoneedtobefamiliarwiththestructureoftheexam,thetypesofquestionsasked,andstrategiestousebothbeforeandduringtheexam.Again,EnglishInsightscontainsStudyandExamSkillsboxeswhichfocusonsuchstrategiesandquestionstypes.ThisEnglishInsightsExamSupportSupplementprovidesfurtherinformationononespecificinternationalexam,withlinkstoitsofficialwebsites,alongwithasetofExamPracticeQuestionsforeachunitoftheEnglishInsightscourse.• TheInternationalEnglishLanguageTestingSystem(IELTS)TheIELTSTestisaverypopularexamforstudentsofEnglish,anditiswellrespectedgloballybyuniversities,employersandgovernments.Thetesthasfourparts:reading,listening,speakingandwriting.Eachpartisgradedwitha‘band’(fromthehighest9,tothelowest1),andthenafinaloverallbandisawarded.• Usefullinkshttps://www.ielts.org/https://www.britishcouncil.om/en/exam/ielts


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EnglishInsightsPracticeExamQuestions SpeakingAsetofSpeakingPracticeQuestionsisprovidedforeachunitofEnglishInsightsLevel2and3.TheformatissimilartotheIELTSSpeakingTestasoutlinedbelow,andsuggestedtimingsaregiven.ThePracticeExamQuestionscanbeusedaftereachunit(e.g.Unit1PracticeExamQuestionsaftercompletingUnit1),orafteranumberofunitswithagreaterrangeofsubjectstobediscussed(e.g.aselectionfromUnit1,2and3PracticeExamQuestionsaftercompletingthesethreeunits).Bestpracticeisfortheteachertoaskthequestions,andforthestudentstolistenandrespond,andnottoreadthequestionsortohaveseenthequestionsbeforethetest.TheIELTSSpeakingTesthasthreeparts.Thefirstfocusesongeneralquestionsbasedonpersonalexperience.Thesecondpartisa‘longturn’inwhichthestudentspeaksforuptotwominutesonatopicgivenbytheExaminer.Thefinalpartisadiscussion,continuingonthetopicofPart2.TheSpeakingPracticeQuestionsprovidedinthissupplementfollowthisstructureandcanbeusedassuggestedhere:Part1–Theteacherselectsanumberofquestionsfromtheset.(ThesamesetcanbeusedforeachPracticeTest).Askthefollow-upquestionsWhy?andWhynot?togivethestudenttheopportunitytotalkforlonger.Part2–TheteacherchoosestoaskthequestionsforeitherOptionAorOptionB.Themaininstruction(Describe…)canbewrittenontaskcardsalongwiththepromptquestions,ortheteachercanaskthepromptquestionsasappropriate,whenthestudentisdescribing.Part3–Theteacherasksthequestions,andalsointroducesfurtherfollow-upquestions,aimingtocreateadiscussion,ratherthananinterview.WritingAPracticeExamQuestionforWritingisprovidedforeachunitofEnglishInsights.ThetexttypeisthesameasthefocusoftheWritingInsightsstrandforeachunit,givingthestudentstheopportunitytodeveloptheirskillsfurtherinthisareawithregardstowritingskillsandmechanics.Thesetexttypes,inturn,arebasedonthetypefoundininternationalexams.TheIELTSWritingTesthastwoparts,withstudentswritingashortertextsuchasadescriptionofdataortwolocations,andthenalongeressay-styletextsuchasanopinionessay.Again,thePracticeExamQuestionscanbeusedaftereachunit(e.g.Unit1PracticeExamQuestionsaftercompletingUnit1),orafteranumberofunitswithagreaterrangeofsubjectstobediscussed(e.g.aselectionfromUnit1,2and3PracticeExamQuestionsaftercompletingthesethreeunits).


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English Insights Level 2 – Practice Exam Questions – Speaking Allunits–Part1(4minutes)• Wheredoyoulive?• Whatdoyoulikemostabouttheplaceyoulive?Why?• Whatdoyoustudy?• Whatyouwanttostudyinthefuture?Why?• Doyouprefermorningsoreveningsforstudying?Why?• Whatdoyouusuallydoattheweekend?Why?• Doyoupreferhotweatherorcoldweather?Why?• Whichcountrywouldyoumostliketovisit?Why?Unit1Fame–Part2(2minutes)OptionA–Describeafamouspersoninyourcountry.Usethepromptstohelp.• Whoistheperson?• Whyisthepersonfamous?• Doyouthinkthepersonwillbefamousforalongtime?• Howfamousisthepersoninothercountries?OptionB–Describeafamouspersonyouwouldliketomeet.Usethepromptstohelp.• Whoistheperson?• Whyisthepersonfamous?• Whywouldyouliketomeetthisperson?• Whatwouldyouliketosaytothisperson?Unit1Fame–Part3(4minutes)• Whatdopeopledotobecomefamousnowadays?• Whatdidtheydointhepasttobefamous?• Whydopeoplewanttobefamous?• Whataretheadvantagesanddisadvantagesofbeingfamous?Unit2Themind–Part2(2minutes)OptionA–Describeanintelligentanimal.Usethepromptstohelp.• Whatistheanimal?• Whydoyoulikethisanimal?• Whydoyouthinkthisanimalisintelligent?• Howdootherpeoplefeelaboutthisanimal?OptionB–Describeyourmemory.Usethepromptstohelp.• Whatkindofthingsdoyouneedtoremember?• Whathelpsyoutorememberthings?• Whatstopsyourememberingthings?• Howcanyouimproveyourmemory?Unit2Themind–Part3(4minutes)• Whyaresomestudentsgoodatscienceandotherstudentsbetteratartssubjects?• Canweimproveourminds(e.g.ourmemories,howmuchweunderstand)?• Howcanweknowwhatotherpeoplearethinking?• Doyouthinkwewillbeabletoreadotherpeople’smindsinthefuture?Why?Whynot?


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Unit3Inthepast–Part2(2minutes)OptionA–Describeaspecialdaywhenyouwereyoung.Usethepromptstohelp.• Wherewereyou?• Whowereyouwith?• Whatdidyoudo?• Whydoyourememberthisday?OptionB–Describeastoryonolderpersontoldyouaboutthepast.Usethepromptstohelp.• Whotoldyou?• Whydidthepersontellyouthisstory?• Whatwasthestory?• Whydoyourememberthestory?Unit3Inthepast–Part3(4minutes)• Whydoolderpeopleoftenenjoytellingstoriesfromthepast?• Shouldschoolstudentslearnaboutthepast?Why?/Whynot?• Howcantechnologyhelpustolearnaboutthepast?• Somepeoplesayweneedtofocusmoreonthefuturethanthepast.Whatdoyouthink?Unit4Careers–Part2(2minutes)OptionA–Describeajobyouwouldliketohaveinthefuture.Usethepromptstohelp.• Whatisthejob?• Whywouldyoulikethisjob?• Whatwouldyouneedtolearntoprepareforthejob?• Doyouthinkyouwillhavethisjobinthefuture?OptionB–Describethejobofsomeoneinyourfamily.Usethepromptstohelp.• Whatisthejob?• Whodoesthisjobandwhy?• Howdidthepersoninyourfamilygetthisjob?• Wouldyoulikethisjob?Why?/Whynot?Unit4Careers–Part3(4minutes)• WhatkindsofjobsdoyoungOmanisdowhentheyleaveschoolorcollege?• Howhavejobschangedfromthepast?• Howcanschoolprepareyoungpeoplefortheworldofwork?• Howwilltechnologychangejobsinthefuture?Unit5Specialthings–Part2(2minutes)OptionA–Describeaspecialplaceyouknow.Usethepromptstohelp.• Whereisthisplace?• Whyisitspecial?• Whodoyougotherewithandhowoften?• Howdootherpeoplefeelaboutthisplace?OptionB–Describeaspecialthingyouown.Usethepromptstohelp.• Whatisthespecialthing?• Whyisitspecial?• Wheredidthespecialthingcomefrom?• Dootherpeopleknowhowyoufeelaboutthisspecialthing?Why?/Whynot?


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Unit5Specialthings–Part3(4minutes)• Whatmakessomethingspecialtoaperson?• Canapieceoftechnology,suchasaphone,beaspecialthing?• Whydoweallmakedifferentchoicesaboutwhatisspecial?• Whatismoreimportant,people,placesorthings?Why?Unit6Mysteries–Part2(2minutes)OptionA–Describeamysteryfromyourownlife.Usethepromptstohelp.• Whathappened?• Whendidithappenandwhowereyouwith?• Whatdidyoudo?• Whatexplanationcanyouthinkofforthemystery?OptionB–Describeamysteryfromabook,movieorTVshow.Usethepromptstohelp.• Whathappened?• Whendidithappenandwhowasthere?• Whatdidthepeopledo?• Wouldyoudosomethingdifferentinthesamesituation?Unit6Mysteries–Part3(4minutes)• Whydomanypeopleenjoymysterystories?• Weretheremoremysteriesintheworldbeforetechnology?• Isitimportanttounderstandeverything?Why?Whynot?• Somepeoplesaythatonedaytherewillbenomoremysteries.Whatdoyouthink?Unit7Momentsinhistory–Part2(2minutes)OptionA–Describeaninventionyouthinkisveryimportant.Usethepromptstohelp.• Whatistheinvention?• Whoinventedit,whenandwhere?• Whatdidpeopledobeforethiswasinvented?• Whyistheinventionveryimportant?OptionB–DescribeaspecialtimeinOman’shistory.Usethepromptstohelp.• Whenwasthetime?• Whathappenedatthattime?• Whywasitspecial?• Howisthatspecialtimecelebratedorrememberednow?Unit7Momentsinhistory–Part3(4minutes)• Whydopeopleenjoycelebratingimportanteventstogether?• ShouldOmanhavemoretimesfornationalcelebration?Why/Whynot?• WhoisimportantinOmaniculture(e.g.sportspeople,scientists,poets,etc.)?Why?• Shouldimportantpeoplebepaidmorethanotherpeople?Why?/Whynot?Unit8Shopping–Part2(2minutes)OptionA–Describeanadvertisementyoulike.Usethepromptstohelp.• Whatistheadvertisementfor?• Wheredoyouseethisadvertisement?• Whydoyoulikethisadvertisement?• Howdootherpeoplefeelaboutthisadvertisement?OptionB–Describeaplacewhereyougoshopping.Usethepromptstohelp.• Whereistheplace?


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• Whatkindofthingscanyoubuythere?• Howdoyoufeelaboutthisplace?• Whenwasthelasttimeyouwentshoppingthere?Why?Unit8Shopping–Part3(4minutes)• Whydopeopleenjoyshopping?• Howhasshoppingchangedfromthepasttothepresent?• Whataretheadvantagesanddisadvantagesofbigshoppingcentres?• Doyouthinkonlineshoppingwillbecomemoreimportantinthefuture?Why?/Whynot?EnglishInsightsLevel2–PracticeExamQuestions–WritingUnit1–Writeareviewofamovie,TVprogramme,magazineorbook.Includefactualinformation,asummaryoftheplotandyouropinion.Writeatleast150words.Unit2–Analysethechartyourteachergivesyou.Writeadescriptionofthechart.Includethemostimportantfeaturesandcompareandcontrastinformation.Writeatleast150words.[NOTETOTEACHER–Findasuitablechartforstudents.SeesuggestedIELTSresources.]Unit3–Isitimportantforschoolchildrentostudyhistory(local,nationalorglobal)?Discussyourviewpoint.Writeatleast200words.Unit4–YouwanttostudyEnglishonasummercourseatacollegeintheUK.Writeanemailtosaywhatcourseyouwanttodo,whyyouwanttodothecourse,andwhenyouwanttodothecourse.Includesomeinformationaboutyourself.Writeatleast200words.Unit5–Describetheprocess.Includeallthekeystages.Writeatleast200words.[NOTETOTEACHER–Findaprocessdiagramforstudents.SeesuggestedIELTSresources.]Unit6–Thinkofadishordrinkyouknowhowtomake.Writeinstructionsonhowtomakeit.Writeatleast200words.Unit7–“Schoolstudentsshouldbeallowedtousetheirmobilephonesinclasstohelpwiththeirstudies.”Whataretheargumentsforandagainstthis?Whatisyouropinion.Writeatleast200words.Unit8–Write5questionsaboutshopping.Askyourclassmatesand/oryourfamily.Writeasurveyreportabouttheanswers.Writeatleast200words.[NOTETOTEACHER–Askstudentstoprepareandconducttheresearchbeforeclass.Alternatively,youcouldprovidestatisticsforstudentstouseintheiressay.]


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English Insights Level 3 – Practice Exam Questions – Speaking Allunits–Part1(5minutes)• Tellmeaboutyourhome.• Whichisyourfavouritepartofyourhome?Why?• Whatisyourfavouritesubjectatschool?• Whatjobdoyouwantinthefuture?Why?• Doyouprefertostudywithotherpeopleoralone?Why?• Whatdoyouusuallydoduringthesummerholidays?Why?• Doyouprefertovisitacityorthecountryside(e.g.mountainsordesert)?Why?• Whichpartoftheworldwouldyoumostliketovisit?Why?Unit1Thearts–Part2(2minutes)OptionA–Describeamuseum,culturaleventorgalleryinOman.Usethepromptstohelp.• Whereisthisplace?• Whatcanyoudoandseethere?• Whovisitsthisplace?• Wouldyouliketovisitthisplaceinthefuture?Why?/Whynot?OptionB–DescribeatypicalOmaniartorcraft(e.g.poetry,silver-making).Usethepromptstohelp.• Whatisthisartorcraft?• Whodoesthisartorcraft?• Whodopeoplelikethisartorcraft?• Willthisartorcraftcontinuetobepopularinthefuture?Why?/Whynot?Unit1Thearts–Part3(5minutes)• Whydopeopleenjoylookingatartandcrafts?• Isthereadifferencebetweenartandcraftsyoungerandolderpeoplelike?• Howhastechnologychangedartandcraft?• Isphotographyaformofart?Why?/Whynot?Unit2Crossingborders–Part2(2minutes)OptionA–Describeajourneyyouhavebeenon.Usethepromptstohelp.• Wherewereyoutravellingto?• Howdidyoutravelandwhowith?• Whywereyouonthejourney?• Howdidyoufeelonthejourney?Why?OptionB–Describeapersonyouhavemetfromadifferentcountry.Usethepromptstohelp.• Whowastheperson?• Whereandwhydidyoumeettheperson?• Whatdidyoutalkaboutwiththeperson?• Whatdidyoulearnfromtheexperience?Unit2Crossingborders–Part3(5minutes)• Whatcanwelearnfromvisitingothercountries?• Whydosomepeoplenotenjoytravellingtonewplaces?• Whataretheadvantagesofspeakingmorethanonelanguage?• Somepeoplesaywedon’tneedtotravelnowwehavetheInternet.Whatdoyouthink?


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Unit3Livinginachangingworld–Part2(2minutes)OptionA–Describeanimportantchangethathashappenedinyourlife.Usethepromptstohelp.• Whatchanged?• Howisyourlifedifferentnowfrombefore?• Howdoyoufeelaboutthischange?• Haveyoutalkedaboutthischangewithotherpeople?Why?/Whynot?OptionB–Describeanimportantworldchangeyouknowabout.Usethepromptstohelp.• Whatchanged?• Howdidyoufindoutaboutit?• Howdoyoufeelaboutthischange?• Howdootherpeoplefeelaboutthischange?Unit3Livinginachangingworld–Part3(5minutes)• Whydosomepeoplenotwantthingstochange?• Somepeoplesaylifeischangingfasterthaneverbefore.Whatdoyouthink?• Whoisbetteratdealingwithchange,youngerpeopleorolderpeople?• Doyouthinkthehumanworldwillcontinuechanging?Why?/Whynot?Unit4HigherEducation–Part2(2minutes)OptionA–Describeasubjectyouwouldliketostudyinthefuture.Usethepromptstohelp.• Whatisthesubject?• Whywouldyouliketostudythissubject?• Dothinkitwouldbeeasyordifficult?Why?• Doyouthinkyouwillstudythissubjectinthefuture?OptionB–Describeacollegeoruniversityyouknowabout.Usethepromptstohelp.• Whatandwhereiscollegeoruniversity?• Whogoestothecollegeoruniversity?• Whatkindofthingscanyoudoatthiscollegeoruniversity?• Wouldyouliketogotothiscollegeoruniversity?Why?/Whynot?Unit4HigherEducation–Part3(5minutes)• WhatsubjectsarepopularatcollegeoruniversityinOman?• Howdoyouthinkcollegelifeisdifferentfromschoollife?• Havethetypesofsubjectsstudiedchangedfromthepast?How?/Whynot?• Howistechnologychanginghighereducation?Unit5Importantevents–Part2(2minutes)OptionA–Describeanimportanteventinyourownlife.Usethepromptstohelp.• Whenwastheimportantevent?• Whathappened?• Whowasattheevent?• Howdidotherpeoplefeelaboutthisevent?OptionB–Describeatypicalweddingpartyinyourculture.Usethepromptstohelp.• Whathappensatthewedding?• Whoattendsthewedding?• Howdopeopleprepareforthewedding?• Doeseveryonecelebrateinthesameway?Why?/Whynot?Unit5Importantevents–Part3(5minutes)• Whatmakesaneventimportant?• Whydopeopleenjoycelebratingimportanteventstogether?


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• Isthewaythatwecelebrateimportanteventschanging?How?/Whynot?• Doyouthinkwewillcontinuetocelebratethesameeventsinthefuture?Why?/Whynot?Unit6Gettowork–Part2(2minutes)OptionA–Describeajobsomeoneinyourfamilydoes.Usethepromptstohelp.• Whatisthejob?• Wheredoesthepersonwork?• Describeatypicaldayforthisperson.• Wouldyouliketodothisjob?Why?Whynot?OptionB–Describeajobyouwouldliketodo.Usethepromptstohelp.• Whatisthejob?• Whywouldyouliketodoit?• Whatwouldbedifficultaboutthejob?• Doyouthinkyouwilldothisjobinthefuture?Unit6Gettowork–Part3(5minutes)• Howhavejobschangedinthelast20years?• Isitpossibletobefriendswiththepeopleyouworkwith?• Isitimportanttoenjoyyourjob?Why?/Whynot?• “Livetowork,orworktolive”.Whatdoesthissayingmean?Whichpartdoyouagreewith?Unit7Theeconomy–Part2(2minutes)OptionA–Describeasuccessfulinternationalcompanyyouknow.Usethepromptstohelp.• Whatisnameofthecompanyandwhereisitbased?• Whatdoesthecompanydo?• Whattypeofpeopleworkforthiscompany?• Whyisthiscompanysuccessful?OptionB–Describealocalbusinessyouknow.Usethepromptstohelp.• Whatisnameofthelocalbusinessandwhereisitbased?• Whatdoesthelocalbusinessdo?• Whousesthislocalbusiness?• Isthislocalbusinesssuccessful?Why?/Whynot?Unit7Theeconomy–Part3(5minutes)• Whydopeoplestarttheirownbusinesses?• Whichismoredifficult,workingforsomeoneelseorhavingyourownbusiness?Why?• Howisworkingforaninternationalcompanydifferentfromworkingforalocalcompany?• WhataretheprosandconsofallowinginternationalcompaniestobusinessinOman?Unit8Doingtherightthing–Part2(2minutes)OptionA–Describeanimportantdecisionyouhavemade.Usethepromptstohelp.• Whatwasthedecision?• Whydidyoumakethisdecision?• Howdidyoufeelabouttheresult?• Whatwouldyoudointhesamesituationinthefuture?OptionB–Describeatimesomeonetoldyoutochangeyourbehaviour.Usethepromptstohelp.• Whatdidthepersontellyoutodo?• Whatdidyoudo?• Howdoyoufeelaboutwhathappened?• Whatwouldyoudointhesamesituationnexttime?


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Unit8Doingtherightthing–Part3(5minutes)• Whataresomeimportantdecisionswehavetomakeinlife?• Isitbettertomakeadecisionaloneortoaskforadvice?Why?• Whogivesthemostvaluableadvice,family,friendsorteachers?Why?• Arewemoreorlessconcernedaboutglobalissuesnowthaninthepast?Why?EnglishInsightsLevel3–PracticeExamQuestions–WritingUnit1–“Schoolsshouldnotteacharttoyoungerorolderchildren.Instead,thetimeshouldbespentonserioussubjectslikescience.”Whataretheargumentsforandagainstthis?Whatisyouropinion.Writeatleast200words.Unit2–Analysetheplansyourteachergivesyou.Writeadescriptionoftheplans.Includethemostimportantchangesandcompareandcontrastinformation.Writeatleast150words.[NOTETOTEACHER–Findsuitableplansshowinghowalocationhaschanged.SeesuggestedIELTSresources.]Unit3–Analysethechartsyourteachergivesyou.Writeadescriptionofthecharts.Includethemostimportantfeaturesandcompareandcontrastinformation.Writeatleast150words.[NOTETOTEACHER–Findsuitablechartsshowinghowalocationhaschanged.SeesuggestedIELTSresources.]Unit4–Manyyoungpeoplestudyatuniversityandthengostraighttotheirfirstjobwithnoworkexperience.Whatproblemsmightthisleadtofortheyoungpeopleandtheiremployers?Whatsolutionsaretheretotheseproblems?Writeatleast250words.Unit5–Readthearticlefromyourteacherandwriteasummaryofit.Writeatleast200words.[NOTETOTEACHER–Findanarticleofinterestforstudents.Useonefromthecoursebookoranyotherappropriateleveltext.]Unit6–Readthejobadvertyourteachergivesyou.Writeanemailtoapplyforthejob.Writeatleast200words.Unit7–Reviewthedatayourteachergivesyou.Writeareportusingthedata.Writeatleast250words.[NOTETOTEACHER–Providesomedatafromasurvey.Youcanuserealdataorcreateyourown.SeeSBp114forguidance.Unit8–“Somepeoplesayitisimportanttogetadvicefrommanydifferentpeoplebeforemakinganimportantlifedecision.Towhatextentdoyouagreeordisagree.Writeatleast250words.[NOTETOTEACHER–Askstudentstoprepareandconducttheresearchbeforeclass.Alternatively,youcouldprovidestatisticsforstudentstouseintheiressay


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Please use this form below to record your feedback/print errors . Please specify the book name (CB/SB/TB/RP= Resource Pack), semester, page number, line number, the type or error and the correction(s).

تم التصميم واإلخراج الفني بمركز إنتاج الكتاب المدرسي والوسائل التعليمية

بالمديرية العامة لتطوير المناهجبوزارة التربية والتعليم

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