2. Al-Ghad Schools is a new concept adopted by the Ministry of Education in UAE to elevate the education standard in the country. It started 2 years ago with a strong support from the Ministry as the whole project was relatively new to the educational scene in the country. The novelty extended across all curriculums including non ministry schools. The whole concept is built on “non curriculum” school where teachers teach themes and collect materials from the internet, books, journals etc… and pour it in the classroom. We are here tackling one aspect of Al-Ghad school which is integration of two subjects in one lesson (English and Math). We consider it as a best practice and accordingly, we worked on documenting it through the usage of Engestrom triangle.

3. Instruments (tools) Objects (competencies) DivisionDivision of Labour (diversification of roles) Community (working groups) Rules Subject (learners) Integration of English and math in one lesson

4.  To enhance students’ learning of English and math in EFL context.  To understand concepts in Math and English (shapes and tally marks).  To Save time and effort by using the integration method during the lessons.  To reinforce two subjects in one lesson.  To be able to meet Al-Ghad School’s specifications by integrating two subjects.  To add diversity to lessons and eliminate boredom.

5.  Acquiring the language. (2-D shapes)  Reading and writing the given material. (tally marks)  Reading the names of the shapes fluently.  Speaking and pronouncing the names and words accurately.  Reinforcing specific areas and retaining what the students learnt in shapes and tally marks.  Meeting the objectives set by the Ministry.  Teaching students how to use English to express Mathematical concepts.  Understanding the concepts and using them effectively.  Raising academic achievements.

6.  The classroom whiteboard, resources provided by ministry, realia, worksheets, books, note books, ongoing assessment sheet, games, flashcards.worksheets  Lesson plan for tally marks. Lesson plan for tally marks.  Lesson plan for 2-D shapes. Lesson plan for 2-D shapes.

7. The students of grade 3 in Omair Bin Abi Waqaas School (Al-Ghad Schools) are the subjects of this practice. They are 19 students and their ages are between 8 to 9 years old.

8.  The lesson was conducted on 26 th October, 2010 (see students work)  Two lessons were conducted and each lesson was forty five minutes.  Use ongoing assessment to measure students improvement.  Differentiation and provide methods and scaffolding for the vary needs.  Use challenging questions and activities for the bright students.  Curriculum adaptation( change the lesson to meet students level).

9.  Ministry of Education.  Principal & ILC get the directions from the Ministry of education and evaluate the teachers.  TDS attend classes weekly to assist teacher and plan weekly with the teachers.  Teachers plan weekly for a whole week and teach the lesson.  Collaborate with other schools in planning, enhancing ideas and making decision.  Students involvement in the lessons.

10.  ILC, TDS and the teacher communicate with other 3 or 2 school that have “Al Ghad” program to make sure that they are following the timeline of the lesson plans sent by the ministry. As well they share ideas, lesson plans, workshops and the training.  Parents understanding is important in order to receive proper support at home.

11. In conclusion, integrating English with math has shown great results in improving students language but the dilemma is that students have difficulties in understanding all math jargons. In addition, the curriculum that is provided by the ministry is above students level. Our recommendation is to provide a curriculum that meets students level in order acquire the language properly. As well as to have English language teaching training for math teachers to guarantee great result in both English language and math.