The document outlines the curriculum and objectives for an academic moot on O-Level English (CIE 1123), detailing the sessions and activities planned to enhance teachers' understanding and teaching methodologies. It includes a comprehensive breakdown of the syllabus, assessment objectives, and suggested activities to engage students in reading and writing skills. The goal is to foster a proactive approach to teaching the CIE curriculum through collaborative and interactive sessions.

1. Academic Moot 2017
CURRICULUM-- O-LEVEL ENGLISH 1123
GRADES 9,10 AND 11
PREPARED BY SARA NIAZI (CAPITAL CAMPUS ISLAMABAD)

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.

6. Session 1:
Introduction and Orientation with
Curriculum (90 mins)

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

9. Reviewing CIE English 1123 Syllabus (2018)
Assessment at a glance

10. Paper 1- Writing
 Section A - Directed Writing- 30 marks
 200-300 words
• Letter (formal/informal)
• Account
• Report
• Article
• Speech
 Section B - Composition Writing- 30 marks
 350-500 words
• Argumentative
• Narrative (story writing)
• Descriptive

11. Paper 2- Reading
Total time allowed: 1 hr 45 mins
Passage A – (Factual) (25 marks)
 Summary points (15 marks)
 Summary (continuous writing) (5 marks)
 Analytical questions (5 marks)
Passage B - Narrative - 25marks
 Reading for meaning (20 marks)
 Vocabulary (5 marks)

12. Session 2:
Paper Analysis and Group Activities (120
mins)

13. Tasks as per
Assessment Objectives

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

27. Session 3:
Hands on Marking, Teaching Tips/Strategies,
Wrap-up

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

32. See, think, wonder

33. See, think, wonder

34. What links the two pictures?

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

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

43. CIE Support links:
infor@cie.org.uk
www.cie.org.uk
www.facebook.com/cie.org.uk
Twitter- @CIE_Education
#cambridgetraining

44. teach to make them “think”
Thank you