Moot is an annual meeting of teachers of The City School of a specific region and in this meeting the teachers gather to discuss various issues and aspects of any particular subject. Any one teacher from the region is selected to conduct Moot in which possible solutions and methods are shared with teachers to impart effective and quality teaching.
2. Programme for Academic Moot 2017
O-Level English (CIE Code:1123)
1st Session: Introduction/Orientation with Curriculum: 9am till 10:30 am
Tea break: 10:30 am till 11:00 am
2nd Session: Paper analysis and group activities: 11:00 am till 1:00 pm
Lunch/Jummah Break: 1:00 pm till 2:00pm
3rd Session: Hands on Marking, Teaching Tips/Strategies, Wrap-up: 2:00 pm till 4:00 pm
3. And He taught Adam the names of all things; then He placed them
before the angels, and said: "Tell me the names of these if ye are
right.“ (2:31)
They said: "Glory to Thee, of knowledge We have none, save what
Thou Hast taught us: In truth it is Thou Who art perfect in knowledge
and wisdom.“ (2:32)
He said: "O Adam! Tell them their names." When he had told them,
Allah said: "Did I not tell you that I know the secrets of heaven and
earth, and I know what ye reveal and what ye conceal?“ (2:33)
4. Wisdom…
(taken from ‘Symposium’ written by Plato)
Socrates sat down and said: “It would be very
nice, Agathon, if wisdom were like water, and
flowed by contact out of a person who has
more into one who has less, just as water can
be made to pass through a thread of wool out
of a fuller of two cups into emptier.”
5. Goal/Objective of Moot
GOAL:- to develop comprehensive and integrated understanding of
CIE curriculum in correspondence with CIE syllabus, through
exercising interactive skills in a proactive session.
Objectives: to be able to devise strategies and methodologies to
execute the lesson plans to develop skills in students to obtain
optimum results in CIE.
7. TCS Curriculum– (salient features)
English Language 1123
Is entirely based on CIE curriculum (www.cie.org.uk)
Is to be covered in 3 academic sessions beginning from grade 9 and
finishing in Grade 11(which is the out-going year)
Separate SOW (breakup of the syllabus) for each grade, which is totally
based on the content of CIE curriculum
Teachers need to study the curriculum breakup very carefully and execute
their yearly, monthly, weekly and daily lesson plans according to the
contents provided; however teachers may tailor the sequence as per
requirement.
Teachers may incorporate additional material or reference texts apart
from the endorsed text books
8. CIE English 1123
PAPER 1
WRITING
PAPER 2
READING
• 1 hour 30 mins
• 60 marks
• 1 hour 45 mins
• 50 marks
14. AO1- Reading Objectives
R1- Demonstrate understanding of explicit meanings
R2- Demonstrate understanding of implicit meanings and
attitudes
R3- Analyse, evaluate and develop facts, ideas and
opinions
R4- Demonstrate understanding of how writers achieve
effects
R5- Select for specific purposes
15. R1- Demonstrate understanding of explicit meanings
Acquisition of variety of vocabulary- learning and practicing themed
based words, knowing their literal meanings
Variety of worksheets based on precise, strong and authentic
vocabulary practice
Comprehension practice including ‘explicit meanings’ i.e. direct
meanings of words, phrases and ideas- analyzing texts
Creating sentences, paragraphs and larger content consisting
techniques of explicit meanings
16. R2- Demonstrate understanding of implicit (indirect)
meanings and attitudes
Writing techniques for understanding and creating implicit texts
Learning different types of figurative language/techniques and their
use to create implicit meanings
Analyzing texts with implicit (indirect) meaning
Inferential skills
Creating sentences, paragraphs and larger content consisting
techniques of implicit meanings
17. R3- Analyze, evaluate and develop facts,
ideas and opinions
Reading and analyzing different types of text materials
Knowing the difference between opinion and facts
Formation/developing ideas on the basis of facts and
opinion
Reproducing and interpreting the analyzed text material
in ‘own words’ (OW)
18. R4- Demonstrate understanding of how
writers achieve effects
Applied in creating short answers for passage 2 (narrative)
Practicing narrative passages:- identifying nuances of
language, literary devices and techniques
Analyzing critically and interpreting the different effects
created in narrative content
Adequate and precise vocabulary required for
interpretation- practicing variety of vocabulary
19. AO2- Writing Objectives
W1 Articulate experience and express what is thought,
felt and imagined
W2 Sequence facts, ideas and opinions
W3 Use a range of appropriate vocabulary
W4 Use register appropriate to audience and context
W5 Make accurate use of spelling, punctuation and
grammar
20. All writing objectives
W1, W2, W3, W4, W5
All writing objectives need to be covered in all writing tasks
Developing and creating ideas- Mind maps, drafting, discussions
Creative writing- argumentative, narrative and descriptive writing
techniques and elements- sensory words, figurative language,
idiomatic phrases/words, precise and active vocabulary
Different styles of directed and creative (composition) writing:
essay, story, account, article, letters, reports and speech
21. Core areas to focus in Paper 1-
Sec. A Directed Writing
Basic concepts about grammar, punctuation, sentence structure, variety of sentences
Use of appropriate, strong and precise vocabulary :- phrasal verbs, idiomatic
phrases, conjunctions, subordinating conjunction, interjections, transitional verbs.
Comprehension and fulfillment of task :- understanding the question and answering
techniques
Formats of different types of 'directed writings' :- letters, report, account, article,
speech
CIE Exam Mark schemes and bands
CIE examiners requirements :- reviewing past papers and examiners reports
22. Core areas to focus in Paper 1-
Sec B Creative Writing
Different genres of writing :- Argumentative,
narrative, descriptive, one-word
Variety of sentence structure
Precise and appropriate language :- strong verbs,
adjectives, phrasal verbs,
23. Types of questions and development of skills:
(for 2018 syllabus)
Writing:
Directed
Composition
Reading
Reading for Ideas
Reading for Meaning
SKILLS
• Inferential Skill
• Construction of compound, complex
and compound –complex sentences
• Effective use of figurative language
• Responding with reasons
• Evidence based judgments
• Accurate use of spelling, grammar,
and punctuation
24. Activity: analysis of Paper 1/Designing question
After a thorough analysis of section A of Paper 1
(writing) the participants will design directed writing
questions on their own.
Each group will design a different directed ‘type’ of
directed question e.g. one group will design a formal
letter question another may design a question on
account
25. Activity: analysis of Paper 1/Designing question
After analyzing Section B of Paper 1 (writing) the
participants will design composition questions on their
own.
Each group will design a different ‘type’ of composition
question e.g. one group will design a Narrative
question another may design a Descriptive one.
26. Activity: Designing questions after reading a factual
and narrative texts
Participants will be two short passages one will be factual and the
other narrative
They will create short 3 questions of different kinds on each of the
following texts
28. Marking Paper 1- Writing
Marking scheme to be analyzed
Different responses to be identified according to
band scheme
29. Marking Paper 2- Reading
Marking scheme to be analyzed
Different responses to be identified according to
band scheme
Precision of response to be specially focused
30. How can teachers create active learners in the
classroom? Discuss
Creating a positive learning environment
Encouraging intellectual curiosity
Encouraging learners to take risk
Developing resilient learners
When planning lessons thinking about skills as well as
content
31. Activity1:
Developing discursive through active learning
Exploring questions on different levels: questions that open up
wider implications
Learning to ask more abstract or philosophical questions
Building a chain of enquiry through promoting independent
research
Asking reflective questions to reinforce own understanding
35. Developing descriptive writing through
collaborative writing tasks:
In groups
When the picture appears on the screen, observe, and
write a sentence describing an aspect of the picture on a
paper
Remember to use your senses to describe what you see
Use figurative language
36.
37. To get started…
Description A:
Below the bridge passes the
stream.
Description B:
The silent stream secretly
passes beneath the still
bridge, that mischievously
connects the two sinister
ends.
38. Developing narrative writing skills
through slow writing:
What is slow writing?
Slow writing is an approach to teaching writing that
slows the writing process down and demands that
students give care and attention to each word,
sentence and paragraph. Students use double spacing
so that they can edit and refine their writing.
39. • YOUR FIRST SENTENCE MUST
START WITH AN ADVERB.
• YOUR SECOND SENTENCE MUST
CONTAIN ONLY THREE WORDS
• YOUR THIRD SENTENCE MUST
CONTAIN A SEMI COLON.
• YOUR FOURTH SENTENCE MUST BE
A RHETORICAL QUESTION.
• YOUR FIFTH SENTENCE WILL START
WITH AN ---ING WORD
• YOUR SIXTH SENTENCE WILL
CONTAIN A SIMILE OR A METAPHOR
1st Paragraph
40. • YOUR FIRST SENTENCE WILL BE
ONLY ONE WORD.
• YOUR SECOND SENTENCE WILL
CONTAIN A COLOUR.
• YOUR THIRD SENTENCE WILL USE A
DIRECT SPEECH.
• YOUR FOURTH SENTENCE WILL USE
ALLITERATION.
•YOUR FIFTH SENTENCE WILL
CONTAIN A TWIST.
… AND SO ON.
Next Paragraph…
41. How does the design of activities help
learning?
Interest
Competence
Autonomy
Supportiveness
Building ideas
Reflection
42. Plenary/Reflect and share
What we have done today will hopefully have identified for you
some starting points for future course development
