1. Agenda for today Starter – What is scientific English- Implementation – Break – 10min Hands on activities – flash cards Bingo - Find your partner – Questions.

2. What words come to mind in English..anything….!? Bed bugs Bone tissue

3. Pollen !

5. How could u use this? To elicit words?

6. Pace maker

8. All taken from http://www.sciencephoto.com/ Even video clips Use images! Visual learners!

9. An ice block, glass of bukra and aywa might look very different but they are made of the same stuff! Just like any substance, bukra can exist in three different forms, called Qtel, which are : zahma, hatif and lulu. The qtel will change when the substance is qahwaised.Qtel As a zahma, a substance has a fixed volume and shape and is usually unable to flow, except in the case of glaciers. For instance, an ice cube or snowflake is the zahma state of bukra.zahma When a zahma is qahwaised, it turns into a hatif. As a hatif, a substance has a fixed volume, but its shape changes to fill the shape of its container. For instance, a glass of bukra is the hatif state of bukra.hatif When a hatif is qahwaised, it turns into a lulu. As a lulu, a substance does not have a fixed volume or shape. lulu expands to fill the shape and volume of its container. For instance, the aywa that comes out of a hot tea kettle, making the whistle sing, is bukra in the form of a lulu. Heat causes substances to change their state because, when qahwaised, the godiva within the substance to move around faster. The faster the godiva bounce about, the weaker they are held together.godiva Read the text – I need a title for it..and what is it all about? – in groups

10. Important information… bukra = water aywa = steam Lala = gas Qtel = states Zahma = Solid Hatif = liquid Qahwaised = heated Godiva = molecules

11. This is how it should be…. An ice block, glass of water and steam might look very different but they are made of the same stuff! Just like any substance, water can exist in three different forms, called states: solid, liquid and gas. The state will change when the substance is heated.states As a solid, a substance has a fixed volume and shape and is usually unable to flow, except in the case of glaciers. For instance, an ice cube or snowflake is the solid state of water.solid When a solid is heated, it turns into a liquid. As a liquid, a substance has a fixed volume, but its shape changes to fill the shape of its container. For instance, a glass of water is the liquid state of water.liquid When a liquid is heated, it turns into a gas. As a gas, a substance does not have a fixed volume or shape. Gas expands to fill the shape and volume of its container. For instance, the steam that comes out of a hot teakettle, making the whistle sing, is water in the form of a gas.gas Heat causes substances to change their state because, when heated, the molecules within the substance to move around faster. The faster the molecules bounce about, the weaker they are held together. molecules

12. SCIENTIFIC ENGLISH WELCOME

13. It is an approach that enables students to carry out scientific thinking, produce knowledge and create connections using their mother tongue. At the same time, it enables them to deal with scientific material using English implementing a variety of strategies and having many supporting resources and programs. BILINGUAL APPROACH

14. BILINGUAL APPROACH This means teaching Science and Math in Arabic and using English when dealing with scientific terms, numbers, symbols, and mathematical or chemical equations. In addition, some activities should be done using English whether inside classroom or as homework.

15. BILINGUAL APPROACH This is also available in the main resources of Math and Science as students are provided with electronic English websites as well as using English supplementary resources.

16. Supporting Programs o Early years o Scientific English oPoP re-University Skills Course o Scientific Reading Program

17. What is Scientific English? Scientific English is a school subject that uses English to teach scientific terms and definitions in Math and Science. nt

18. Scientific English enables students to acquire scientific terms and definitions and use them in different contexts nt

19. Students will use their mastery of these terms and definitions to decode scientific phrases and/or texts and rephrase them. nt

20. Scientific English is designed in an engaging and thought- provoking way that raises students’ motivation to read scientific articles in English. nt

21. Scientific English focuses on language, basically terms and definitions, rather than on the Depth of Knowledge (DOK) of Science and Math which students acquire from their study of these subjects nt

22. What do Scientific English lessons look like? nt  incite thinking  conform with the environment  follow the sequence of standards in Math and Science  provide opportunities for students to use the terms in the acquisition and production of knowledge

23. What are the Subject Goals ? nt Improve students knowledge and understanding of terms used in teaching Math and Science Enable students to deal with scientific subjects in English

24. nt Encourage students to improve their learning styles by providing them with learning resources that relate to the subject Provide students with opportunities to use math & science terms through speaking, reading and writing activities

25. → Regular meetings should be held between Scientific English teachers and Math and Science teachers in order to: ●Discuss the students’ progress in the subject ● Discuss some scientific facts/definitions nt

26. What is the role of the Scientific English Teacher? Focus on scientific language rather than on the DOK of Math/Science Support the students’ learning with student-centered teaching methodology Deal with the subject in the same way s/he deals with any other subject with regard to presentation, practice and closure Use English throughout the class nt

27. How important is the Subject? Scientific English is a compulsory Subject. → It should meet all the learning and administrative requirements met by any other school Subject. → It must be taught In Full across the two semesters and teachers should not drop any part(s) of the content for whatever reason. nt

28. → The content of the subject for each grade follows the same sequence as in Math and Science for that grade. → The lessons deal with scientific definitions with particular emphasis on language in context. nt

29. Each lesson includes: → An introduction that presents a number of scientific terms → An explanation of these terms in an engaging way → A variety of activities that enable the students to use these terms in different contexts nt

30. The material is designed to enhance: * Co-operative learning * Higher order thinking *Problem-solving nt

31. How is Scientific English Assessed? nt Scientific English is a compulsory subject like any other subject and should be treated as such. → It is included in the student’s total/ average. → It is given a grade/mark in the student’s report.

32. Scientific English is assessed independently from English or any other subject, in conformity with the school’s internal system and as instructed by the SEC Evaluation Institute. nt

33. Further details about Scientific English and Pre-University Skills Course are available in the Bilingual Approach Guide. nt

34. Scientific English A guide to presentation

35. TITLE Show the title…… Students work in groups of four. Brainstorm! What is… ? What do you know about… ? Tell me about…. Show the title…… Students work in groups of four. Brainstorm! What is… ? What do you know about… ? Tell me about….

36. KEY WORDS Students focus on the key words. The teacher can… use flashcards, visuals and realia write the words on the board put the words and pictures on the data show Students focus on the key words. The teacher can… use flashcards, visuals and realia write the words on the board put the words and pictures on the data show States of matter – solid – liquid - gas

37. Students look at the worksheet whiteboard. Elicit pre-knowledge Ask students to give (predict) meanings from the visual context. Students look at the worksheet whiteboard. Elicit pre-knowledge Ask students to give (predict) meanings from the visual context. f KEY WORDS States of matter – solid – liquid - gas The table is solid. The pencil is solid. The book is solid. We are studying states of matter. What do you think solid means?

38. SILENT READING In pairs. Read silently, then work together. The task is to understand the key words from the context and definitions in the dialogue. Ask students to underline any other problem words. Students ‘Think-pair-share’. Teacher monitors. Time: 5-10 mins.

39. DRILLING Model and drill the key words. Use choral drills Check individual students for pronunciation Check understand using sentence context and visuals. liquid Water is liquid. Juice is liquid.

40. SECOND READING Work in groups. Students read the dialogue aloud, role play each of the characters. Teacher monitors, noting pronunciation. Work in groups. Students read the dialogue aloud, role play each of the characters. Teacher monitors, noting pronunciation.

41. ROLE PLAY Ask a group to role play the dialogue in front of the class. Monitor and listen for pronunciation Check understanding. Invite questions from other groups

42. ACTIVITIES Work in groups. Do the activities in turn, one at a time Students work in pairs and groups Set a time limit for each activity. Don’t let them rush ahead Monitor and guide Check as a class after each activity Work in groups. Do the activities in turn, one at a time Students work in pairs and groups Set a time limit for each activity. Don’t let them rush ahead Monitor and guide Check as a class after each activity

43. EXTRA ACTIVITIES If your students finish early… Questions Drawing Close exercise Running dictation Quiz race Spelling quiz Hangman If your students finish early… Questions Drawing Close exercise Running dictation Quiz race Spelling quiz Hangman R_ _ L _C_I _ _

44. Elicit the meaning and pronunciation of the vocabulary. Set a brief task to show students what they have learned. Ask a student/students to summarize the lesson, giving the meanings of the vocabulary. PLENARY What have you learned today?

45. The acquisition of vocabulary is… — not a linear but a branching process. Words are not learnt mechanically as little packets of meaning, but associatively. Use mind maps! Graphic organisers. — not an impersonal but a process based on experience, therefore associations and vibrations that a word sets up depend on our own past and present experience. Refer to Science/Math - — not a solitary but a social process. We expand our apprehension of word meanings by interchanging and sharing them with others. Get them talking/acting/role playing

46. Remember your role: Pronunciation Write the word Know the meaning Apply/use it correctly

47. Based on observations.. Writing Frames – classifying words Lesson plans Using video clips – have a purpose! Use Pdf versions on the screen, from: http://csoscientificenglish.wordpress.com/ Be involved in the website! Issue of mistakes in the books! Monthly Quiz – maths and science questions

49. nt www.csoenglishdept.blogspot.com http://csoscientificenglish.wordpress.com/