Facilitator Reference Book PDF - Module 0 to 16

Facilitator Reference Book Module 0 to 16 v14.8.23  INDEX FACILITATOR GUIDANCE NOTES Facilitator Guidance Note Pg # Facilitator Guidance Note Pg # Prelude to Advanced Program...

Facilitator Reference Book Module 0 to 16 v14.8.23  INDEX FACILITATOR GUIDANCE NOTES Facilitator Guidance Note Pg # Facilitator Guidance Note Pg # Prelude to Advanced Program i Prologue to Focussed Language Training xvii Interpreting the FRB ii Building Students Vocabulary xxi An Introduction to Learning Theories viii Pronunciation Drill - Ready Reckoner xxii Student Participation Guidelines xi Common Grammatical Errors xxv Questioning Techniques xiv Contest - Ready Reckoner xxvii Creating Smart Goals for Success xvi Contests and Certificates xxviii ELEMEMENTAL CUP Day Lesson Name Page # Day Lesson Name Page # Module O: Orientation Module 1: Speaking Day 1 Know Your Capitals 1 Day 1 Looking Ahead 27 Day 2 Power of Speech 7 Day 2 Field a Question 32 Day 3 Left! Right! Left! 11 Day 3 Third Eye 36 Day 4 Bookworm 15 Day 4 Envisioning the Future 40 Day 5 Listen and Learn 19 Day 5 Personal Bridges 44 Day 6 Introduction to Advanced Level 23 Day 6 Practice Time 49 Day 7 Final Practice 53 Day 8 The Elocution Contest 58 Module 2: Writing Module 3: Listening Day 1 Thinking Hats 62 Day 1 Active Listening 93 Day 2 Story Elements 67 Day 2 Listening to Learn 98 Day 3 Step into Someone else's Shoes 71 Day 3 Listening Matters! 102 Day 4 Perspective Building 74 Day 4 Key of Communication 106 Day 5 Use a Blue-Pencil 78 Day 5 Listening Relay 110 Day 6 Proofreading 82 Day 6 All Ears Listening Contest 114 Day 7 Getting Ready for the Contest 86 Day 8 The Wordsmith Writing Contest 90 Day Lesson Name Page # Day Lesson Name Page # Module 4: Reading Module 5: Teachback Day 1 Mini-Goals 117 Day 1 Teacher for a Week 142 Day 2 My Reading Level 121 Day 2 Perceiving Active Listening 147 Day 3 Mindset Matters! 127 Day 3 Follow the Word 151 Day 4 Power of Habits 131 Day 4 Read to Learn 154 Day 5 Visual Reader 135 Day 5 Organize your Thoughts 157 Day 6 The Page Turner Contest 139 Day 6 Unleash Your Skills 160 Day 7 The Crescendo Contest 163 Day 8 Write me a Story 166 Mid Term Progress Review - 1 169 SCHOLASTIC CUP Day Lesson Name Page # Day Lesson Name Page # Module 6: Polishing your Speech Module 7: Mastering Writing Day 1 Elements of Speech 173 Day 1 Craft of Plot 195 Day 2 Key Points 176 Day 2 Chalking an Outline 200 Day 3 Flow 182 Day 3 Understanding Purpose 205 Day 4 Mapping Fear 185 Day 4 Arranging and Outline 208 Day 5 Tailoring your Speech 189 Day 5 Refining 211 Day 6 The Soliloquy Contest 192 Day 6 Buckle Up! 214 Day 7 The Denouement Contest 218 Module 8: Listening and Responding Module 9: Personalising Reading Day 1 Take Away from All Ears 221 Day 1 Learning through Drama 248 Day 2 Know your Barriers to Listening 226 Day 2 Maze Reader 253 Day 3 Your Listening Goal 229 Day 3 Question what you Read! 256 Day 4 The Fine-Tune 233 Day 4 Joining the Dots 259 Day 5 Listening to Perspective 237 Day 5 Making Predictions 263 Day 6 Framing your Responses 241 Day 6 Playwright Pavilion 267 Day 7 The SunoGraphy Contest 245 Day 7 The Goosebumps Contest 271 Day 8 Easier Said than Done 275 Mid Term Progress Review - 2 279  Prelude To Advanced Program Dear Facilitator, If you are reading this, you are on the verge of starting a new Advanced Level batch with students. This is an exciting time for both you and the students as they embark on a fascinating new learning journey. The Advanced Program has many new learning experiences for our students. The program is designed to be engaging and seeks to create a spirit of teamwork, collaborative learning and accomplishment. Contests, Certifications and Virtual Cups are designed to create a fun experience while rewarding students for consistent individual and team effort. The program offers an opportunity to our students to work towards becoming independent learners. The focussed language training program seeks to enhance their spoken language skills through targeted interventions on key sounds (pronunciation) and common grammatical errors specific to the profile of our students. Through this program, FEA aims for all round development of its students in all 4 language strands (spoken, written, reading and listening) and the development of their non cognitive skills (problem solving, thinking skills, self regulation, teamwork and much more). For our students to be able to get the most out of the program and to benefit from the investment of their time, it is essential that we keep the learning environment engaging and rewarding. Before the start of every class ensure that you complete the following to ensure that the students are fully rewarded for the 100 minutes they invest in your class: Ensure that your laptops and internet are in working order. Be a role model - come to the class well rested and well groomed. Prepare your lesson well - be familiar with all learning tools applicable to the lesson (FRB, videos, reading articles, web-links, quizzes, appendices, etc.). Plan and prepare your visual cues before the start of the lesson. During the class… Smile, make your class welcoming. Encourage all students to participate in class (encourage use of verbal and non verbal cues). Manage your time. Do not extend your class. Encourage students to do as many extra benefit activities as they can. We hope that the Advanced Program will be a rewarding experience for your students. i  Interpreting the FRB Structure of the Advanced Program In the advanced program, students are organized into houses to foster communication and teamwork. Assessments are conducted in the form of friendly contests between the houses, providing opportunities for students to earn individual and team certificates. These certificates are awarded as recognition of the students' hard work and personal growth. Facilitators are strongly encouraged to motivate their students to seize the opportunities provided by the program. Through these opportunities, students can learn from their peers, contribute to their team objectives, and showcase their skills during the contest activities. By actively participating and engaging in the program's activities, students can further enhance their learning experience and overall development. Lesson Duration The duration of each session is 100 minutes. The teaching duration for every lesson is 90 minutes. Five minutes are allocated at the beginning to welcome students and help them get seated. Another 5 minutes are reserved at the end to wrap up the session and allow students to leave the classroom in an orderly manner. During these last 5 minutes, facilitators are expected to engage in small group or one-on-one discussions with shy students, those who haven't had enough opportunity to speak, students who didn't demonstrate an understanding of the lesson or students who need counseling. Most lessons will provide a suggestion on whom to address in the final 5 minutes; however, facilitators have the discretion to prioritize based on the needs of the class and individual students. Time Management One of the essential pillars of the Advanced Program is the 80:20 interaction ratio, where students speak or interact for 80% of the time while facilitators speak for 20%. For more information, please refer to the Student Participation guidelines below. At the beginning of each lesson, you will find the allocated timing for both Asynchronous and Synchronous learning. The calculation of this timing is as follows: Individual reading, listening, and writing activities are classified as Asynchronous learning. Team activities that involve speaking and collaboration are classified as Small Group Discussion. Activities that involve interaction among the entire class are classified as Whole Class Discussion. The total time for Small Group Discussion and Whole Class Discussion is classified as Synchronous learning. Feedback time includes all time allotted for verbal feedback and the last 5 min of each lesson. For more information on feedback during the last 5 minutes, please see ‘feedback’ in this section below. Feedback using post-it notes or other written feedback is not included in this time. While reviewing the FRB, you will notice the following abbreviations with the time allocation of each step. AS = Asynchronous learning S/W = Synchronous & Whole Class Discussion S/S = Synchronous & Small Group Discussion TTE: Total Time Elapsed, which provides valuable information on the amount of session time that should have passed by the end of the step. This allows you to assess whether you are on time or ahead/behind schedule, giving you an opportunity to take corrective action. ii Use of Computer Resources On any given day, only one classroom can have access to the branch's computer resources. As a result, the students from the other class will need to rely on AV equipment or use web resources on their handheld devices. It is essential for the facilitators of both classrooms to demonstrate flexibility and ensure the fair and equitable sharing of the branch's computer resources. To achieve this, please collaborate with your parallel facilitator and take turns using the room with the computers. Establish a schedule that allows each class to have equal opportunities to utilize the computer resources. In the event that your students require computer access on specific days, such as during contests, kindly inform your parallel facilitator well in advance. By working together and maintaining effective communication, we can ensure a balanced and efficient use of the available computer resources for the benefit of all students. Modular Goals and Lesson Objectives At the beginning of every module, specific ‘Modular Goals’ are defined to inform students of the skills they will develop within that module. These modular goals play a vital role in providing clarity and focus to both learners and facilitators. By breaking down the overall learning journey into smaller units, learners can better understand and concentrate on the specific skills, knowledge, or competencies they need to achieve in the module they are currently engaged in. In addition to modular goals, each lesson within the module has corresponding ‘Lesson Objectives’. These objectives specify the incremental knowledge, skills, and concepts that will be covered and delivered during the lesson. Lesson objectives are carefully aligned with the modular goals, further narrowing the focus and providing a specific direction for each individual lesson. They help ensure that learners are aware of what they are expected to accomplish in that particular session. Together, Modular Goals and Lesson Objectives form a comprehensive roadmap. The modular goals act as the coordinates of the destination, representing the overall desired outcomes, while the lesson objectives serve as key milestones along the way. These objectives provide crucial information to gauge whether the class is progressing in the right direction. It is essential for you, as the facilitator, to learn how to interpret both the Modular Goals and Lesson Objectives. Equally important is the task of teaching your students to understand and work towards these objectives. By doing so, you will optimize your teaching efforts to align them with the program goals, and ensure that your students' efforts are also directed towards the intended objectives. Capital Identification and Development In the advanced program, we emphasize the importance of developing different types of capitals to achieve success. These capitals include: Academic Capital: This refers to the skills that contribute to improving academic performance. The objective of this capital is to help students excel in school or college, giving them the confidence to pursue further studies and providing them with the necessary skill sets to succeed in competitive environments. Employment Capital: This refers to the skills that enhance career prospects. Developing these skills helps students identify job opportunities that align with their interests and abilities, secure better jobs, and potentially receive recognition and promotion within their current employment. Social Capital: This refers to the skills that expand an individual's social influence, enhancing their ability to perform effectively in team or collaborative settings. iii The development of these capitals is interwoven into every lesson. The modular goals and lesson objectives provide information on how the goals and objectives will contribute to building these capitals. During the lessons, facilitators should help students recognize the ways in which learning concepts enrich their lives and contribute to their personal and professional success. Important information At the start of each lesson, you will find a section titled "Important Information." This section offers crucial guidance on matters that have an impact on the entire lesson, module or linkages to future lessons. As the facilitator conducting the lesson, it is vital that you organize both yourself and the delivery of the lesson in accordance with the instructions provided in this section. Neglecting to do so may have adverse effects on the learning outcomes of the current lesson as well as future lessons. Debriefs Debriefs are frequently included at the end of a step to bring it to a close. They offer guidance regarding the outcomes of the step and the intended direction of discussions. Sometimes, they present a thought meant to leave an impact on students' minds, encouraging reflection. Facilitators should avoid reading the debrief verbatim but instead customize it to suit the needs of their students. It is advisable for facilitators to identify keywords from the debrief and practice delivering it in their own style, considering the level of their students. Note for the facilitators or Important note for the facilitators In every lesson, you will find "notes for the facilitator" highlighted in black with white font. These notes provide important guidance to facilitators regarding what they should focus on in that step. Paying attention to these notes will enable facilitators to manage their time more effectively and achieve better learning outcomes. It is important not to ignore these notes as they provide valuable insights for facilitating the lesson. Note to the trainer "Notes to the trainer" are included to emphasize specific competencies that the training team needs to equip the facilitators with during the training sessions. Their purpose is to ensure that, by the end of the training, facilitators are well-prepared to effectively deliver the steps. Facilitators are strongly encouraged to seek assistance from trainers if they come across a note and feel that they do not possess the requisite skills to deliver it effectively. Seeking help in such cases ensures that facilitators receive the support they need to deliver high-quality training. Learning Reflection Each lesson concludes with a learning reflection, which is arguably the most crucial part of the lesson as it provides an indication of whether the lesson objectives have been achieved. Within the learning reflection step, there is a subsection titled "lesson will be well received if..." that enables the facilitator and observers to evaluate the success of the lesson. If the learning reflection suggests that a significant portion of the class has not demonstrated the competencies directed by the lesson objectives, it is recommended that the facilitator considers reteaching the lesson to ensure that all students have a solid understanding of the intended outcomes. Feedback Feedback is crucial for personal and professional growth as it offers valuable insights, highlights areas for improvement, and reinforces strengths. Facilitators in the Advanced Program are expected to possess the ability to provide effective feedback, keeping students motivated and focused on their development. The lesson structure includes dedicated time for constructive and positive feedback. Additionally, facilitators are iv responsible for identifying students who require extra support or guidance, such as those struggling to understand certain aspects of the lesson (see Learning Reflection section above) or facing personal challenges that prevent them from staying focussed. Engaging with these students in the last 5 minutes of each lesson (Wrap-up step) ensures they receive the necessary assistance and encouragement to reach their full potential. Extra Benefit Every lesson concludes with an Extra Benefit Section, which provides additional activities for students to engage in outside of the classroom. Facilitators bear the important responsibility of effectively communicating and motivating students to participate in the recommended extra benefit activities. These activities have a compounding effect on students' growth, enhancing both their language competencies and the skills necessary for academic, workplace, and social success. It is crucial for facilitators to diligently inform and encourage students to take part in these activities. It's important to keep in mind that while not all students may complete all of the extra benefit activities, some students may choose to do some. Facilitators should not deprive those students who are willing to put in extra effort for their personal growth by not informing them about the extra benefit activities. Continuous motivation and witnessing the positive impact of these activities on participating students can eventually inspire and have a positive influence on those who may initially be reluctant to participate in the activities. Vocabulary Builder Vocabulary building is vital for effective communication, comprehension, academic success and professional growth. A strong vocabulary enables precise expression, enhances comprehension, and supports higher-order thinking and vocabulary opens doors to career opportunities. One of the pillars of the advanced program is to provide students an opportunity to build and use appropriate vocabulary in class. The SRB and SAB both contain a list of words and phrases that will be useful to students during the course of the lesson. These words and phrases are given in the FRB and you are expected to encourage students to learn at least one word each day and use it in class the next day. Vocabulary building is a key component of daily points for individuals and houses towards the modular contest and individual prizes. Vocabulary building plays a significant role in students earning daily points for both themselves and their houses and counts toward deciding on the winners of the module and individual contests. Additional information is available in the section “Building Students Vocabulary”. Reading Speed Expectations The average reading speed of an 8th-grade EFL (English as a Foreign Language) student is typically around 150-200 words per minute. However, in our curriculum, we have adjusted the reading speed to accommodate the needs of weaker students. Therefore, the allotted time for reading articles and rubrics in the Student Resource Book (SRB) and Student Activity Book (SAB) is set at 40 words per minute in Modules 1-5 and 50 words per minute in Modules 6-9. We encourage you to motivate your students to continue reading to enhance their reading speed and comprehension abilities. Regular practice and exposure to English texts will help them improve their reading skills over time. FLT Performance Review Reviews of student progress along focused language parameters will be conducted in Module 2 (Review 1), Module 4 (Review 2), Module 7 (Review 3), Module 9 (Review 4), and Module 15 (Final Review). During these reviews, students will be evaluated on their pronunciation (sounds) and their use of grammar in both v speaking and writing, including prepositions, adverbs, word order, question formation, SVA and tenses. You can find the rubric for the FLT Review in the section titled 'Prologue to FLT Review' below. The results of the review will be documented in the 'Performance Review' section provided at the beginning of the SAB. Before commencing the review, it is important to familiarize yourself with each student's progress in FLT parameters since the last review or the beginning of the program. Please develop a comprehensive understanding of their strengths and areas for improvement so that you can identify specific areas of opportunity for each student to focus on. These areas could be where they require additional support or where they can further develop their skills. Additionally, before commencing the review, revise the FLT Rubric to ensure that you are well-prepared to complete the investments section of the performance review within the allotted time. Make sure that the rubric aligns with the evaluation criteria and accurately reflects the students' performance. Learning Dashboard The ‘Learning Dashboard’ is located in the SAB immediately following the 'Performance Review' section. Usually, students fill out the Learning Dashboard during the first and last lesson of each module, using it as a journal of their learning desires and to document their learning journey. In this section, students document their learning goals for each module, their plans to accomplish these goals, and also reflect on the extent of their progress towards their stated goals. The Learning Dashboard has been separated from the rest of the SAB to ensure that all information regarding the students' learning journey, plans and investments is consolidated in one place. This provides valuable input when they prepare their Mid-Term Reviews via the DIY report card. When completing the Learning Dashboard, students are expected to be honest and realistic about their language development expectations and to reflect on the efforts they have made to achieve their goals. The facilitators' role is to guide students through this process. Mid Term Progress Reviews and DIY Report Card The students are responsible for conducting their own performance review upon the completion of Module 5 (Mid-Term Progress Review 1) and Module 9 (Mid-Term Progress Review 2) of the Advanced Program. In each module, students articulate their capital developmental expectations (language skills - speaking, reading, writing, and listening strands and non-cognitive skills). Each module prompts students to set targets and develop plans to achieve their expectations. These performance reviews are facilitated through the use of a DIY Report Card. During the performance review, students assess the extent to which they have met their own expectations and evaluate the investments (efforts) they have made to accomplish them. By understanding their current position in their developmental journey, students can refocus their attention on their self-defined priorities and redirect their efforts toward achieving their goals. Furthermore, the performance review process helps students establish new goals to shape their future learning experiences. The DIY Report Card serves as a valuable tool for students to take ownership of their progress and actively engage in self-reflection and goal-setting. By actively participating in the performance review process, students gain a deeper understanding of their strengths, areas for improvement, and the necessary steps to further their personal development within the FEA program. In these student-led lessons, the facilitator's role is to foster an environment that encourages students to authentically document their learning journey. The facilitator supports and guides students throughout the performance review process, ensuring that they feel empowered to reflect on their progress, set meaningful goals, and take ownership of their developmental path. vi Video Submissions In Modules 0, 5, 9, and 14, students are required to record and submit videos to assess and track their progress along the Focused Language Training (FLT) spectrum. These video submissions play a crucial role in evaluating students' spoken language skills and informing the facilitator in formulating focus area assignments. More detailed information regarding this process can be found in the section titled "Prologue to Focused Language Training." During these performance reviews, it is expected that the facilitator has a comprehensive understanding of the FLT Rubric and possesses the ability to apply it proficiently. Additionally, the facilitator must familiarize themselves with student performance data prior to conducting the review. This preparation ensures that the review process is managed efficiently and effectively, allowing for accurate assessments and targeted feedback to support students' language development. Furthermore, the video recordings serve the purpose of documenting the student's progress at key milestones. They provide tangible evidence of how students have advanced during their time with FEA, allowing us to showcase their growth. These videos serve as valuable documentation for students and their parents, validating the time and effort they have dedicated to their language development journey with FEA. It reinforces the notion that their commitment and sacrifices have yielded tangible results and contributed to their personal growth. Certificates and Contest Spreadsheets Digital certificates are awarded to the winners at the conclusion of each module. Please refer to the section on "Contests and Certificates" for a comprehensive list of certificates presented. These certificates are intended to motivate students to engage in friendly competition, fostering improvement in their linguistic and non-cognitive skills. Facilitators are responsible for downloading these certificates onto their computers and promptly presenting them at the conclusion of each contest. They must accurately fill in the names of the winning students and include their digital signatures to authenticate the certificates. The contest scores are recorded and maintained in contest score sheets (M1:5 Elemental Contest.xlsx and M6:9 Scholastic Contest.xlsx). These score sheets are equipped with built-in formulas that enable you to promptly determine the winners once you have entered the data. This streamlined process ensures efficient and accurate declaration of contest winners. Capstone The Advanced Program concludes with the Capstone Module, which serves as an assessment of the skills and attitudes students have developed throughout their time in the program. This module utilizes the case study method, allowing students to showcase their achievements in spoken language, reading, writing, listening, and a range of non-cognitive skills (too many to list here). The Capstone Module is a platform where students actively demonstrate their newly acquired skills. During this module, the facilitator's role is to evaluate and document students' abilities accurately. To fulfill this responsibility effectively, the facilitator must possess a comprehensive understanding of the various rubrics and be capable of applying them effectively. By utilizing the case study method, the Capstone Module provides an opportunity for students to apply their knowledge and skills in real-world scenarios. This assessment allows students to demonstrate their competence and showcase the growth they have achieved throughout their learning journey. It serves as a culmination of their efforts and provides a comprehensive evaluation of their overall development. vii  An Introduction to Learning Theories Learning theories are models or frameworks that attempt to explain how people learn and acquire new knowledge and skills. These theories are based on empirical research and observations of the learning process, and they provide educators, researchers, and instructional designers with a foundation for developing effective teaching methods and learning environments. Why are learning theories important? Learning theories provide educators with a framework to understand how students learn and the factors that can influence the learning process. By understanding these theories, teachers can design and implement effective teaching strategies that promote student learning and engagement. For example, a teacher who understands the principles of Behaviorism might use positive reinforcement techniques to encourage positive behaviors and to help students develop new skills and knowledge. This might involve providing praise or rewards for desired behaviors, or structuring learning activities in a way that encourages students to learn through repetition (pronunciation drills) and practice. Similarly, if a teacher understands the principles of Constructivism, they may design learning activities that allow students to build on their prior knowledge and experiences and construct new knowledge through active participation and hands-on learning experiences. This might involve collaborative learning activities, project-based learning, or inquiry-based learning, all of which can promote student engagement and deeper understanding. A teacher who understands the principles of Cognitivism might use strategies that help students to organize and make sense of new information, such as providing visual aids or graphic organizers, or using techniques that help students to link new information to existing knowledge. Overall, learning theories can influence teaching strategies by providing educators with a framework for understanding how students learn and by helping them to design and implement effective instructional strategies that are tailored to the needs and characteristics of their students. Behaviorism: Key Features Behaviorism is a theory of learning that emphasizes observable, measurable behavior. It is based on the idea that behavior is shaped by the environment, through the use of reinforcement and punishment. Behaviorists believe that learning occurs through the formation of associations between stimuli and responses. Positive reinforcement involves rewarding a behavior to increase the likelihood of it occurring again in the future (preferred outcome). Negative reinforcement involves removing an aversive stimulus to reduce the likelihood of a behavior occurring again in the future. Example of Behaviorism Let's say a teacher wants to use positive reinforcement to increase the likelihood of a student participating in class discussions. Whenever the student speaks up in class, the teacher provides positive feedback, such as praising the student for their contribution or asking follow-up questions to encourage further discussion. Over time, the student begins to associate participation with positive feedback and is more likely to participate in the future. Constructivism: Key Features Constructivism is a theory of learning that emphasizes the active role of the learner in constructing knowledge based on their experiences and prior knowledge. Constructivists believe that learning involves building on existing knowledge and making connections between new information and prior experiences. viii  Knowledge is not simply transmitted from teacher to learner, but is actively constructed by the learner through a process of meaning-making and reflection. Teachers in a constructivist approach act as facilitators, guiding students to discover knowledge for themselves, rather than simply imparting information. Constructivists emphasize the importance of social interactions in learning, such as collaborative problem-solving and discussion. Assessment in constructivism is often focused on the process of learning, rather than just the end product, and may involve self-reflection, peer evaluation, and feedback. Example of Constructivism Let's say a teacher wants to encourage students to speak more in class discussions. Instead of calling on individual students to answer questions or share their thoughts, the teacher takes a more constructivist approach. The teacher might start by asking students to brainstorm questions or topics related to the current lesson. The teacher then facilitates a class discussion, encouraging students to share their questions and ideas with one another. As the discussion progresses, the teacher asks open-ended questions and provides feedback that helps students build on each other's ideas. The teacher might also introduce different discussion techniques, such as "think-pair-share," where students discuss a question with a partner before sharing their thoughts with the class. Throughout the discussion, the teacher acts as a facilitator, guiding the conversation without dominating it. The teacher may also encourage quieter students to contribute by asking them to build on a previous point or share their own perspective. In this example, the constructivist approach emphasizes the importance of social interactions in learning and encourages students to build their own understanding through discussion and reflection. By creating a supportive and collaborative environment, the teacher helps students feel more comfortable speaking up in class and encourages them to take an active role in their own learning. Cognitivism: Key Features Cognitivism is a theory of learning that emphasizes the role of mental processes in learning, such as perception, memory, and problem-solving. It is based on the idea that learning involves the active processing of information by the learner. Cognitivists believe that learners construct knowledge by organizing and manipulating information in their minds, and that this process involves the use of mental models, schemas, and strategies. Cognitivists emphasize the importance of prior knowledge and the learner's own understanding of the material, as well as the need for active engagement and feedback in the learning process. Assessment in cognitivism is focused on the learner's understanding of the material, often through tests and quizzes that measure knowledge acquisition and retention. Example of Cognitivism Example 1: The teacher can use cognitive strategies to help students overcome obstacles that prevent them from speaking in class. For example, the teacher might encourage students to engage in self-talk, where they mentally rehearse what they want to say before speaking. The teacher may also help students to break down the task of speaking into smaller steps, such as brainstorming ideas or practicing with a partner, to make it feel more manageable. By using cognitive strategies, the teacher helps students to become more aware of their own thought processes and develop greater control over their own learning. This can be especially helpful in situations ix  where students may feel overwhelmed or unsure of themselves, such as when speaking in front of a group. By providing targeted support and guidance, the teacher helps students to build their confidence and become more effective communicators. Example 2: Let's say a teacher wants to help students develop their critical thinking skills through reading. The teacher might begin by asking students to identify the main characters, plot points, and themes of the text. The teacher would then guide students in developing their own interpretations of the text, encouraging them to draw on their own experiences and prior knowledge. The teacher might also introduce various reading strategies, such as highlighting and note-taking, to help students organize and retain information. The teacher would then provide feedback and corrective guidance to help students refine their understanding of the material. Throughout the learning process, the teacher would emphasize the importance of active engagement and reflection, encouraging students to ask questions, make connections, and draw their own conclusions about the text. By providing a supportive and interactive learning environment, the teacher helps students to construct their own understanding of the material, while also developing important cognitive skills that can be applied to future learning experiences. BDA Approach & Cognitivism The Before-During-After (BDA) reading strategy is an effective way to build critical thinking skills through reading within the context of cognitivism. The BDA strategy encourages active engagement with the text by breaking the reading process into three stages: 1. Before reading: In this stage, students activate their prior knowledge and make predictions about the text. Teachers can guide students to identify what they already know about the topic, create questions they hope to answer while reading, and identify any unfamiliar words or concepts. 2. During reading: In this stage, students focus on comprehension and analysis of the text. Teachers can encourage students to take notes, summarize key points, and make connections between the text and their prior knowledge. 3. After reading: In this stage, students reflect on what they have read, evaluate their own understanding, and draw conclusions about the text. Teachers can guide students to analyze the text, identify its central ideas, and evaluate its significance. By using the BDA strategy, students can build their critical thinking skills by engaging with the text in a structured and deliberate way. Teachers can encourage students to think about the purpose of the text, consider multiple perspectives, and evaluate the validity of arguments. The BDA strategy also helps students recognize the role of prior knowledge in comprehension and develop strategies for monitoring their own understanding. x  Student Participation Guidelines In a language development setting, good facilitators are able to motivate their students to actively participate in class as well as group discussions. In-class participation builds confidence and is a measure of their engagement with the learning process. Apart from being an active listener, a student who is engaged, is willing to communicate his/her ideas and have them critiqued by his/her teacher and peers. He/she is more likely to continue his/her learning journey till the end of the FEA program. If you are able to create a learning environment where all students are provided equitable opportunities to participate, you will find your classrooms full, average percentage high and with minimal dropouts, consequently, minimizing the work that you need to do to call and retain students. GUIDELINES FOR STUDENTS PARTICIPATION IN CLASS: Below are some best practises to help you improve participation rate in your classroom: 80:20 Participation: Language can only be developed by practicing the four strands. At FEA, we simply encourage students to translate their existing knowledge into English by providing them with an immersive and safe environment. An FEA facilitator is expected to maintain an 80 (student participation): 20 (facilitator cues) participation ratio in his/her class using various techniques. The Popcorn method is a useful tool that helps create an environment for discussion by eliminating the facilitator from the center of discussions. In the popcorn method, each student can identify his/her peer as the next person who will contribute his/her views to the discussion. It can also be used by the leaders to support and provide opportunity to shy students who are hesitant to be part of the discussions. Equitable participation: Your class will have a mix of both extroverts and introverts. The extroverts will be quick on the draw and eager to answer every question while the introverts will try and hide behind their shadows. As an excellent facilitator, you will have to be patient with shy students and encourage and motivate them to speak. Shy students need support in the form of extra time and cues to articulate their thoughts. Keep overactive students in check: One of the main reasons for a facilitator not being able to provide all students an opportunity to participate is the presence of overactive students who hog all the sound-bites and they do not provide introverted students with an opportunity to get a leg-in. As an FEA facilitator, it is your duty to keep extroverted students in check and to provide equitable opportunity to everyone. Cold Calls and Warm Calls: Cold calls is a method where non-participative students are directly asked by the facilitator to respond to a question or to add his/her view to the views of his/her peers. Ample opportunities are given to the shy students to contribute using scaffolding techniques. Warm calls are a technique where students are informed in advance that they will be required to put forth their views to a specific question or participate in a particular discussion. To help you execute the cold calling and warm calling techniques, it will be useful if you create a list of students who you would like to hear from before the start of every class. If any of these students raises his/her hand or expresses his/her interest to participate in classroom discussion, you should be able to prioritize their responses. Probing Questions: A good facilitator is one who is able to use probing techniques to make the students' thinking visible. He/she asks open-ended questions and encourages students to put forth their views. A good facilitator knows that there is no one right answer to any question and asks students to justify their responses using logical reasoning and evidence. It is important that as an FEA facilitator, you follow the “No child left behind” policy. Which means that you need to ensure that each student is engaged and participating in the learning process every single day. STRATEGIES FOR ENHANCING CLASS PARTICIPATION: In a classroom, students participation can be structured in three ways: 1. Whole Group discussion: A whole class discussion involves the participation of all students in the class. As a facilitator, you must: xi  Monitor the extroverted students to ensure that they do not hijack the discussion. Pay attention to the details of the discussion and ensure that it does not go off topic and is completed in time. Be skilled in steering the conversations towards a logical conclusion using probing techniques and leading questions. Be able to ensure that the students who do not contribute ideas are listening actively and encouraged to put their views forward. 2. Small-Group discussion and Briefing: A small group discussion: Provides students more opportunities to participate and gather information from their peers Encourages students who are hesitant are more likely to open up and put forth their views Can be used as a tool to provide shy students the opportunity to practice in a small group setting before presenting to a larger one You should assign a group leader/TOTD who can maintain and oversee discussions, ensuring equitable participation. PARTICIPATION INDEX: Each lesson will provide its own unique opportunities of classroom interactions. For your benefit, we have calculated the discussion time for each lesson, based on which we have prescribed the numbers of participation opportunities each student will have in that lesson. For eg. 40 min of discussion time 60 min of discussion time 80 min of discussion time At an 80:20 ratio, students should At an 80:20 ratio, students should At an 80:20 ratio, students should contribute 32 minutes of the contribute 48 minutes of the contribute 64 minutes of the discussion. discussion. discussions. Half the class should contribute Each student should contribute at Each student should contribute at once and rest should contribute least two times. least three times. twice. Research suggests that an average person can speak 100-130 words per minute which is adequate for a student to articulate his/her thoughts. Encourage students to think before they speak and to make the best possible impact in the time available to them. For each lesson, we have assigned an icon that prescribes the number of times each student should participate. These emojis appear in each lesson of your FRB. Description of the icons is as follows: Each student will contribute to the discussion at least once for approximately 1 minute. Each student will contribute to the discussion at least twice for a talk time of 2 minutes. Each student will contribute to the discussion at least 3 times for a talk time of 3 minutes. Participation in small group discussions is above and beyond this index and is based on equitable distribution of stage time. This will indicate the equitable participation during the small group discussions. xii STUDENT PARTICIPATION TRACKER: We advise the use of participation slips to track the number of times each student participates in classroom discussions. At the beginning of each class, provide each student with three participation slips with his/her name written on it. After a student has contributed meaningfully to the discussion, the student will hand back his/her participation slip to you. By the end of the class, each student should have handed back a minimum number of slips as indicated by the number of fingers on the top right corner of the lesson. Please do not take back a participation slip if a student has provided one word answer or provided short-word phrases. Use probing techniques to help students contribute meaningfully to discussions so that they can hand back the requisite number of the participation slips for that lesson. xiii  Questioning Techniques Questioning techniques are methods used to ask questions in order to facilitate learning and encourage critical thinking. Some common questioning techniques (with example questions)that teachers and instructors can use to engage learners and facilitate learning: 1. Open-ended questions: What do you think about this topic? How would you describe this concept? Can you give an example of when you encountered this problem? 2. Closed-ended questions: What is the capital of India? Who was the first person to land on the Moon? What is the formula for water (H2O)? 3. Probing questions: Can you explain that a little more? What specifically did you mean by that? How does this relate to what we just discussed? 4. Reflective questions: What was your experience like? How did you feel during that process? What did you learn from that experience? 5. Leading questions: Do you think that it's fair to assume that...? Don't you think that it would be better if we...? Wouldn't you agree that...? 6. Hypothetical questions: What do you think would happen if...? How would things be different if...? If you had to make a decision in that situation, what would you do? Follow-up Questions Follow-up questions are a powerful tool for teachers to clarify student understanding, foster critical thinking, and promote active learning in the classroom. These questions are designed to encourage students to expand on their initial answers and explore the reasoning behind their thinking. By asking follow-up questions, teachers can create a supportive and engaging learning environment that encourages students to engage in thoughtful and meaningful discussions. Here are some tips on how to effectively use follow-up questions in the classroom: 1. Focus on understanding: Follow-up questions should be used to gain a better understanding of what students are thinking and to help them clarify their answers. For example, if a student answers a question with “I think it’s because of X”, a teacher could ask “Can you explain why you believe X is the reason?” 2. Encourage critical thinking: Follow-up questions should encourage students to think critically and examine their opinions. For example, for a student response, a teacher could ask “What makes you believe that? Have you considered other possible answers or reasons?” xiv 3. Be specific: Effective follow-up questions are specific and focused on a particular aspect of the student’s answer. For example, if a student gives a general answer, a teacher could ask “Can you give me an example to better understand your perspective?” 4. Listen actively: Teachers should actively listen to student answers and be aware of the body language and tone of voice used. This helps to build rapport and trust with students, which can encourage them to be more forthcoming with their thoughts and ideas. 5. Encourage elaboration: Follow-up questions should encourage students to elaborate on their answers and provide more detail. For example, if a student answers a question with a one-dimensional answer, a teacher could ask “That’s one perspective, have you considered other factors that may have influenced the outcome?” 6. Be flexible: Follow-up questions should be flexible and adaptable to the needs of individual students and the overall learning objectives of the class. Teachers should be prepared to adjust their follow-up questions based on the responses they receive and the needs of the class as a whole. 7. Create a supportive environment: Follow-up questions should be used to create a supportive and engaging learning environment where students feel comfortable sharing their thoughts and ideas. Teachers should strive to create a safe and inclusive classroom culture where students are encouraged to participate in discussions and ask questions. In conclusion, follow-up questions are a powerful tool for teachers to promote active learning and critical thinking in the classroom. By using these questions effectively, teachers can create a supportive and engaging learning environment where students are encouraged to participate in meaningful discussions and explore the reasoning behind their thinking. xv  Creating SMART Goals for Success SMART goals are a powerful tool for setting and achieving academic and professional objectives. The acronym stands for Specific, Measurable, Achievable, Relevant, and Time-bound, and by following these criteria, students can increase their chances of success in achieving their goals. Here's how to create SMART goals for academic or professional success: 1. Specific: The goal should be clear, concise, and well-defined. The answer to the question “What do I want to accomplish?” and “Why is it important?” should be evident in the goal. For example, instead of saying “I want to improve my public speaking skills”, a specific goal could be “I want to give a 30-minute presentation without referring to notes by the end of the quarter.” 2. Measurable: The goal should have quantifiable criteria that allows individuals to track their progress and measure their success. For example, in the goal above, the measure of success is giving a 30-minute presentation without referring to notes. 3. Achievable: The goal should be realistic, considering available resources and abilities. It’s important to set a goal that can be achieved with effort and dedication. 4. Relevant: The goal should align with the individual’s values, priorities, and long-term plans. It should be something that the student is motivated to pursue and that has personal significance. 5. Time-bound: The goal should have a specific deadline, which provides a sense of urgency and helps students stay focused and on track. Help your students become proficient at creating SMART goals for leading successful lives. Monitoring progress of SMART Goal To ensure that you are making progress towards your goals, it is important to regularly monitor the progress of your SMART plan. Here are a few tips on how to do that effectively: A. Set up a tracking system: To monitor progress, you need a system in place to collect and organize data related to your learning outcomes. This could be a simple spreadsheet or a more advanced learning management system. Choose a system that works for you, and make sure it is updated regularly. B. Define key performance indicators (KPIs): Identify the specific metrics that you will use to track progress towards your learning outcomes. These KPIs should be closely tied to the objectives outlined in your SMART plan. For example, if your goal is to improve your grades, your KPI might be your percentage in the final term exams. C. Schedule regular check-ins: It is important to regularly review the progress of your SMART plan, so schedule regular check-ins, such as weekly or monthly, to review your KPIs and ensure that you are on track to meet your goals. D. Make adjustments as needed: If you are not making the progress you expected, it may be necessary to make adjustments to your plan. Consider factors such as changes in your study habits or the course material, and revise your plan accordingly. E. Celebrate successes: Don't forget to celebrate your successes along the way. Achieving milestones, no matter how small, is a great way to stay motivated and on track. By following these steps, students can effectively monitor the progress of their SMART plan and ensure that they are making progress towards their learning outcomes. Monitoring progress is an ongoing process, so work with them to be flexible and adjust their approach as needed. xvi  Prologue to Focused Language Training Non native speakers of the English language are usually handicapped by regional influences (Mother tongue influences) in the way English is spoken. Common errors in spoken English are usually observed in the following four distinct categories: A. Pronunciation (eh/ae, oh/aw, ae/ai , ih/ee). B. Common grammatical errors (Word order, Articles, Prepositions - to/ for, statement/ question, -ing errors, Adverbs, Subject Verb Agreements) C. s/sh and j/z/zh sounds. D. Tenses (Simple, continuous and perfect) These errors will be addressed during the advanced program in the following manner: Module 1 to 4 Module 5 to 9 Module 10 to 14 A. Pronunciation (eh/ae, oh/aw, A. Pronunciation (s/sh and j/z/zh A. Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee) sounds) ae/ai, ih/ee) B. Common grammatical errors B. Tenses B. Pronunciation (s/sh and j/z/zh sounds) C. Common grammatical errors D. Tenses Pronunciation Guide Sounds Sample words eh | ae Red, Bed, September, Help, Delhi | Rad, Bad, Bank, Fantastic, Dally oh | aw Only, Note, Goat, Low, boat | On, Not, Got, Law, Bought ae | ai Rad, Bad, Bank, Fantastic, Dally | Take, Face, Late, Name, Wait Ih | ee Is, River, Live, Sit, Hit | Keys, Beach, Leave, Seat, Heat s | sh Sip, Sue, Mess, Sun, Sell | Ship, Shoe, Mesh, Shun, Shell j | z Jest, Major, Jug, Just, Magic | Zest, His, Rise, Praise, Wisdom zh Measure, Vision, Casual, Treasure, Genre The following instructions have been designed to assist you in diagnosing and correcting the common errors made by the students in your class. Please be advised that different groups of students (classes) may have different needs and therefore the diagnosis needs to be customized for each individual class. All facilitators are requested to follow the following process to help their students become better speakers of the English language. xvii  When What How MO: Day 1- 6 Familiarize yourself Record your observations on the feedback Recording with common errors Template provided. (frequently errors) made by students in his/her class. M1: Day 1 - M2: Day 3 Daily observations of Specific and individualized observations to be written students discussions on post it notes and shared with students. (full class/small group) M2: Day 4 - 8 Review 1 (*) Record progress in SAB - Performance Review and provide the rating on the progress on a scale of 1 to 4. Students should also record their progress in the fields assigned to them. M3: Day 1 - M4: Day 3 Daily observations of Specific and individualized observations to be written students discussions on post it notes and shared with students. (full class/small group) M4: Day 4 - 6 Review 2 (*) Record progress in SAB - Performance Review and provide the rating on the progress on a scale of 1 to 4. Students should also record their progress in the fields assigned to them. M5: Day 1 - M7: Day 5 Daily observations of Specific and individualized observations to be written students discussions on post it notes and shared with students. (full class/small group) M7: Day 6 - 7 Review 3 Record progress in SAB - Performance Review and provide the rating on the progress on a scale of 1 to 4. Students should also record their progress in the fields assigned to them. M8: Day 1 - M9: Day 3 Daily observations of Specific and individualized observations to be written students discussions on post it notes and shared with students. (full class/small group) M9: Day 4-7 Review 4 Record progress in SAB - Performance Review and provide the rating on the progress on a scale of 1 to 4. Students should also record their progress in the fields assigned to them. M10: Day 1 - M14: Day Daily observations of Specific and individualized observations to be written 5 students discussions by on post it notes and shared with students. Assist the Teachers of the day Teachers of the Day to share the specific and (full class/small group) individualized feedback. M15: Day 1-5 Final Review Record progress in SAB - Performance Review and provide the rating on the progress on a scale of 1 to 4. Students should also record their progress in the fields assigned to them. (*) The progress review of struggling students should be scheduled at the back end to provide them with more practice time. xviii FLT Rubric Class Participation Excellent Good Satisfactory Needs Improvement Criteria (4) (3) (2) (1) The student The student The student participates The student rarely participates actively participates regularly, but may participates or is Frequency and consistently occasionally, but occasionally have consistently throughout the class often has periods of periods of disengaged. period. disengagement. disengagement. The student offers The student offers The student offers The student offers insightful and relevant and contributions that Quality of contributions that thoughtful appropriate are mostly on topic, Contribution are off-topic or not contributions that contributions that but may be s relevant to the class add to the class enhance the class superficial or not discussion. discussion. discussion. well thought-out. xix Response to feedback: Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1) The student demonstrates a The student consistently The student has a generally The student demonstrates a Attitude consistently positive and open demonstrates a negative attitude positive attitude towards negative attitude towards towards attitude towards feedback, towards feedback, actively feedback, but may at times be feedback, being defensive, Feedback acknowledging its value and being rejecting or ignoring constructive defensive or dismissive. dismissive, or non-responsive. receptive to constructive criticism. criticism. The student consistently puts in The student puts in some effort to The student puts in limited or The student puts in little or no sustained and proactive effort to implement the feedback received, inconsistent effort to implement effort to implement the feedback Effort implement the feedback received, but may not consistently follow the feedback received, or does so received, or actively resists demonstrating a strong through or fully commit to in a superficial or ineffective making any changes or commitment to improvement. improvement. manner. improvements. The student consistently reflects The student reflects on the The student reflects on the The student does not reflect on the deeply and thoughtfully on the feedback received, but may not feedback received, but the feedback received, or does so in a feedback received and its Reflection fully understand its implications reflection may lack depth or cursory or incomplete manner, implications, and develops clear or develop clear and actionable clarity, and plans of action may and does not develop any plans of and actionable plans of action to plans of action. be too broad or not actionable. action. address it. Vocabulary Building: Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1) The student is able to use new The student is able to use some The student is unable to The student is able to use new Vocabulary vocabulary words appropriately new vocabulary words remember and use new vocabulary words appropriately and retention most of the time, but may appropriately, but has difficulty vocabulary words appropriately consistently over time. struggle with some words. remembering others. over time. xx  Building Student Vocabulary Having a rich vocabulary is important for personal growth, effective communication, and success in various domains of life. Some of the ways in which vocabulary benefits are through improved communication (making it easier to express ourselves to convey thoughts and ideas), enhanced cognitive abilities (Studies have shown that vocabulary size is positively correlated with general intelligence, problem-solving skills and critical thinking), improved reading comprehension and increased opportunities in personal and professional lives. Keeping the benefits in mind, it is important for us to encourage students to learn new vocabulary and use these newly learnt words in speech. This can be done through several methods: Provide opportunities for practice: Create situations where students can use the new words in conversation, such as group discussions, debates, or role-plays. Encourage verbal repetition: Encourage students to repeat the new words multiple times, both in isolation and in sentences. Create a positive atmosphere: Encourage and praise students when they use new words correctly and provide constructive feedback when necessary. Lead by example: Use the new words yourself in conversation and correct students when they use them incorrectly. As a facilitator it is important that you yourself continue to build your own vocabulary and find opportunities to use the vocabulary builder words in your classroom. To be able to assign contest points for vocabulary usage, you would need to devise a method of identifying words used from the Vocabulary Builder. xxi  Pronunciation Drill - Ready Reckoner Pronunciation drills are an integral part of Focused Language Training (FLT) and are designed to improve students' pronunciation. Certain lessons include a list of commonly mispronounced words in the Student Activity Book (SAB). Facilitators are also encouraged to identify words mispronounced by their students and add them to the list. Facilitators should take every available opportunity to encourage students to become independent learners and ask them to practice their pronunciation after class, especially on days when no word drill is prescribed in the FRB. We recommend dedicating the first (Step 0 - Welcome) or last (wrap-up) five minutes of class for the self directed pronunciation drill. Lesson # Type Facilitator Led TOTD Led After Class M0:D1 - M0:D2 - M0:D3 - M0:D4 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M0:D5 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M0:D6 - M1:D1 Pronunciation (eh/ae, ✓ ✓ oh/aw, ae/ai, ih/ee) M1:D2 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M1:D3 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M1:D4 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M1:D5 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M1:D6 - M1:D7 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M1:D8 - M2: D1 - M2: D2 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M2:D3 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M2:D4 - M2: D5 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M2:D6 Pronunciation (eh/ae, ✓ ✓ oh/aw, ae/ai, ih/ee) xxii M2:D7 - M2:D8 - M3: D1 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M3: D2 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M3: D3 - M3: D4 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M3: D5 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M3: D6 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M4: D1 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M4: D2 - M4: D3 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M4: D4 - M4: D5 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M4: D6 Pronunciation (eh/ae, ✓ oh/aw, ae/ai, ih/ee) M5: D1 - M5: D2 s/sh & j/z/zh sound ✓ M5: D3 s/sh & j/z/zh sound ✓ M5: D4 - M5: D5 s/sh & j/z/zh sound ✓ M5: D6 - M5: D7 s/sh & j/z/zh sound ✓ M5: D8 - M6: D1 s/sh & j/z/zh sound ✓ M6: D2 - M6: D3 s/sh & j/z/zh sound ✓ M6: D4 s/sh & j/z/zh sound ✓ M6: D5 - M6: D6 - M7: D1 - M7: D2 - M7: D3 s/sh & j/z/zh sound ✓ M7: D4 s/sh & j/z/zh sound ✓ M7: D5 s/sh & j/z/zh sound ✓ xxiii  M7: D6 - M7: D7 - M8: D1 s/sh & j/z/zh sound ✓ M8: D2 - M8: D3 s/sh & j/z/zh sound ✓ M8: D4 s/sh & j/z/zh sound ✓ M8: D5 s/sh & j/z/zh sound ✓ M8: D6 s/sh & j/z/zh sound ✓ M8: D7 - M9: D1 s/sh & j/z/zh sound ✓ M9: D2 M9: D3 s/sh & j/z/zh sound ✓ M9: D4 All sounds ✓ M9: D5 All sounds ✓ M9: D6 All sounds ✓ M9: D7 All sounds ✓ M9: D8 All sounds ✓ Important Note for Trainers: The trainers should make sure that all facilitators know how to pronounce the words in the given word list correctly. How to administer the pronunciation drill To run a pronunciation drill, follow these steps: 1. Choose a list of words that your learners need to practice pronouncing. 2. Say each word slowly and clearly, emphasizing the correct pronunciation. 3. Have your learners repeat the word after you, trying to mimic your pronunciation as closely as possible. 4. Repeat this process several times, focusing on any words that your learners struggle with. 5. Once your learners are comfortable with the pronunciation of the words, you can have them practice saying the words in sentences or in conversation to reinforce their pronunciation skills. Remember to be patient and encouraging, and to provide plenty of opportunities for your learners to practice their pronunciation. xxiv  Common Grammatical Errors - Ready Reckoner During discussions with trainers, we have identified high-impact grammatical errors commonly made by FEA students during communication. The Advanced program proactively addresses these errors through the Focused Language Training (FLT) program, incorporating them into bite-sized learning instances throughout the curriculum. The table below illustrates the distribution of grammatical concepts across Modules 1 to 9. In each lesson, an extra benefit activity includes a quiz focused on the identified grammar concept. While the concepts are explained in the classroom as needed, it is the responsibility of the students to complete the quizzes at home. Facilitators are expected to remind and encourage students to complete the quizzes during the last 5 minutes of the lesson (Wrap-up step) and through regular WhatsApp messages. Module No Focus Area 1 Prepositions 2 Adverbs 3 Word Order and Question Formation 4 Articles and Subject Verb Agreements 5 Simple Tenses 6 Simple and Continuous Tenses 7 Simple and Perfect Tenses 8 Tenses (Simple, continuous and present perfect) 9 Tenses (Simple, continuous and present perfect) xxv  Contest - Ready Reckoner Mod Weekly Points Contest Points Bonus Points Attendance 5 pts MOOC 5 pts 1 Enthusiastic participation in FLT* 5 pts Elocution Speech 30 pts Master Teacher 5 pts Learning & using new words from vocabulary builder 5 pts Attendance 5 pts MOOC 5 pts Master Teacher 5 pts Wordsmith Writing 2 Enthusiastic participation in FLT 5 pts Questioning Skills Contest 18 Pts Learning & using new words from (M2:D1) 1 pts vocabulary builder 5 pts Listening Contest Position Points 1 25 2 18 Attendance 5 pts 3 15 MOOC 5 pts 4 12 3 Enthusiastic participation in FLT 5 pts 5 10 Master Teacher 5 pts Learning & using new words from 6 8 vocabulary builder 5 pts 7 6 8 4 9 2 10 1 11 - 20 0 Attendance 5 pts MOOC 5 pts (Reading Score + 4 Enthusiastic participation in FLT 5 pts Listening Score) /4 Master Teacher 5 pts Learning & using new words from Max Points 25 vocabulary builder 5 pts Attendance 10 pts MOOC 10 pts Writing 18 pts 5 Enthusiastic participation in FLT 10 pts Master Teacher 5 pts Speaking 20 pts Learning & using new words from vocabulary builder 10 pts Attendance 5 pts 6 Assignment / MOOC 5 pts Presentation 30 pts Master Teacher 5 pts Enthusiastic participation in FLT 5 pts Attendance 5 pts Story / Scene / Adv 7 Extra Benefit Daily Task 5 pts Master Teacher 5 pts Writing 30 pts Enthusiastic participation in FLT 5 pts Attendance 5 pts Writing 18 pts 8 Extra Benefit Daily Task 5 pts Master Teacher 5 pts Listening (Quiz) 15 pts Enthusiastic participation in FLT 5 pts xxvi  Script Writing 30 pts Skit Presentation 30 pts Attendance 5 pts 9 Extra Benefit Daily Task (7pg+/d) 5 pts The presentation and Master Teacher 5 pts Enthusiastic participation in FLT 5 pts writing points will be averaged for a max of 30 points In M0:D6, students are notified that the weekly points would be in effect throughout the Elemental Cup. Please keep working with the students so that these habits become a trait. *Actively engages in pronunciation drills, avoids mouthing or mumbling words, and works to correct identified sound swaps. xxvii  Contests and Certificates The following digital certificates are awarded to the winners at the end of every module. These certificates are meant to motivate students to compete amongst themselves and in the process improve their linguistic and non cognitive skills. Facilitators are expected to download these certificates onto their computers and award them promptly at the culmination of each contest, filling in the winning students name and adding their digital signatures. Mod # Contest Name Certificates awarded Cup Elocution Contest - Winner (Team) 1 The Elocution Contest Master Teacher Award - Module 1 The Wordsmith Writing Wordsmith Contest - Winner (Team) 2 Contest Master Teacher Award - Module 2 The All Ears Listening All Ears Contest - Winner (Team) 3 Contest Master Teacher Award - Module 3 Elemental Cup Page Turner Contest - Winner (Team) (Team) 4 The Page Turner Contest Master Teacher Award - Module 4 Crescendo Contest - Winner (Team) Master Teacher Award - Module 5 5 The Crescendo Contest Language Wizard Certificate - Greenhorn Class King Class Queen Soliloquy Contest - Winner (Team) 6 The Soliloquy Contest Master Teacher Award - Module 6 Denouement Contest - Winner (Team) 7 The Denouement Contest Master Teacher Award - Module 7 SunoGraphy Contest - Winner (Team) 8 The SunoGraphy Contest Scholastic Cup Master Teacher Award - Module 8 (Team) Goosebumps Contest - Winner (Team) Master Teacher Award - Module 9 Language Wizard Certificate - 9 The Goosebumps Contest Journeyman Mr. Scholastic Ms. Scholastic xxviii  Module O: Day 1: Know your Capitals Lesson Duration: 100 min Teaching Duration: 90 min Synchronous Asynchronous Extra benefit 80 min 10 min NA Whole Class Discussion Small Group Discussion Facilitator Feedback 80 min (100%)/ 64 min (80%) NA 5 min REQUIREMENT FOR COMPUTER RESOURCES No requirement to use computers. Please discuss with your parallel facilitator and conduct your class in the room that does not have computers. Vocabulary Builder: Assessment of the Day: N/A Lesson number in LMS Groundwork for Focused Language Training: 250 Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee) Common grammatical errors (Prepositions, Adverb, Word order and Articles) s/sh/j/zh sounds Tenses. Important considerations during facilitator training The facilitator should understand and appreciate: best practices before, during and after lessons (Prelude to Advanced Program) the implementation of Focused Language Training (Prologue to Focused Language Training) student participation techniques (Student Participation Guidelines) Material Required: Chart paper in format given in Part A of the Facilitator Resource Section appended to the wall adjacent to the whiteboard. Chart paper in format given in Part B of the Facilitator Resource Section. Pre-requisites: Compulsory Facilitators should read and be familiar with the contents of pages i - xxviii for guidance on the structure of the advanced program and best practices for engaging students. Important Information: While students are speaking, pay attention to their language parameters identified for FLT and record any errors observed, such as common grammatical errors, pronunciation issues (eh/ae, oh/aw, ae/ai, ih/ee, s/sh, j/z/zh sounds), and tense mistakes. Document these errors in the Feedback Recording Chart attached to the wall beside the whiteboard. 1  Modular Goals: AC EC SC The facilitator will get an opportunity to motivate/create a buzz for the Advanced program by sharing the unique structure of the curriculum. 🤝 Students will receive an overview of the skills they will develop during their learning journey in the Advanced Level. 🤝 Focused Language Training: This module will provide the facilitator with an opportunity to observe and record students' spoken language skills in order to prepare for the phase-wise focused language training of the curriculum. Please observe and record errors on the following topics: 1. Pronunciation (eh/ae, oh/aw, ae/ai, ih/ee) 2. Common grammatical errors (Word order, Articles, Prepositions - to/ for, statement/ question, -ing errors, Adverbs) 3. s/sh and j/z/zh sounds. 4. Tenses (Simple, continuous and perfect tenses) Lesson Objectives: AC EC SC Students will reflect on their learning journey in the intermediate program and their implementation of the skills they have learned. 🎓 🎯🤝 Students will know their learning journey through the advanced level and the impact the program will have in developing their Academic, Employment and Social 🎓 🎯🤝 Capitals. Students will become aware of the skills they will develop in the first 5 modules. Steps Facilitators’ action(s) Step 0 Welcome students 5 min Step 1 (AS) Ask students to read the ‘Modular Goals’ silently in SRB Part A. As they read the modular 5 min goals, ask them to pay close attention to the highlighted keywords and consider the value of TTE: 10 min the skills they will practice in relation to their own personal goals. Inform students that this module will finish in 6 days. Ask the students to read the ‘Lesson Objectives’ in SRB Part A. As they read the objectives, ask them to pay close attention to the highlighted keywords and to consider the value of today's lesson towards the achievement of their personal goals. Step 2 (S/W) Ask students if they know the meaning of Charade. Take a few responses. If students do not 20 min know the meaning, ask them to use the laptops / their phones to look up the meaning of the TTE: 30 min word. Once students have ascertained that it is a game, inform students that they will play this fun game and will have to act out their favorite activity/hobby. Explain the game and set the ground rules. (E.g. the student who is acting out the word is not allowed to speak.) Each student will have only 1 minute to guess. The student who correctly guesses the hobby/activity first will be awarded 5 points. Keep track of the points earned by each student. The student with the most points at the end of the game wins. 2 Step 3 (S/W) Ask students to open M0:D1 of their SABs and reflect and write in SAB Part A one lesson 25 min from Intermediate where they had the most fun and one lesson that contributed the most TTE: 55 min towards their growth. Inform them that this is an individual exercise, and they should write about their own experiences. After students have completed the exercise, ask the (5 min): 1. What made these lessons fun? Take as many responses as you can. Encourage silent students to participate. Let students have fun with their answers. Next, ask (15 min): 2. What made these lessons useful? Take 2-3 responses. Follow- up Question: How are you implementing the learnings from these lessons? Note for the facilitator: Take your time, don’t finish this early. Give students an opportunity to think and express themselves. Probe further by asking students to provide anecdotal evidence. Probe quiet students while making them feel comfortable. Praise students for the time and efforts they are investing in their personal growth. Debrief: Reiterate that something is ‘useful’ only if it is actually used. Emphasize that concepts / skills they are not actively practicing cannot be classified as useful. Continue with the discussion by asking students to share how they have implemented the learnings from their favorite lessons. They should also mention benefits they have received academically, socially or at their place of work from those learnings. Step 4 (S/W) Write the following questions on the whiteboard. Ask students to fill SAB Part B (3 min). 15 min TTE: 70 min What are your expectations from the advanced program? What skills do you wish to develop? Why are these skills important? After students have completed the exercise, have them discuss their responses (5 min): Note for the facilitator: Students may provide answers looking through a microscopic lens (Eg. They may respond that they wish to learn grammar). Paraphrase their response and clarify that they want to improve their English communication - speak or write better. Make notes of students’ responses on the whiteboard. Encourage shy students to participate in the discussions. After students have responded, inform them that the advanced program seeks to add value in the following forms (2 min): Develop skills that will help them academically (we will refer to these benefits as Academic Capital). Develop skills that will help them make better career decisions and/or perform better at their workplace (we will refer to these benefits as Employment Capital). Develop skills that will help them expand their social network (we will refer to these benefits as Social Capital). Referencing the skills written on the whiteboard, ask students to identify if the listed skills will add Academic Capital, Employment Capital and/or Social Capital. Encourage students to make as many connections as they can (5 min). Note for the facilitator: It is possible for one skill to impact more than one capital. Step 5 (S/W) Ask students to read the objectives of the first 5 Modules (The Elemental Contest) from SRB 15 min Part B. Build excitement while discussing each objective. TTE: 85 min Learning Reflection: Once the students have read the objectives, ask them to share what investments they are willing to make to benefit from the program and the capitals they would like to develop? Encourage students to link their answers to their own personal lives or actions they have taken/can take. Ask probing questions to understand the student's perspective. 3  Note for the facilitator: You may need to explain that investments refer to what students bring to the table (e.g. Time, effort, etc.) Some students may not be able to put forth their views clearly, ask them to paraphrase or provide more information to clarify their thinking. Some statements you could use are “I don't quite follow you. Can you paraphrase your thinking in a different way?” Examples of probing questions: What makes you say that? (designed to probe into the thinking behind the answer) Can you say more about that? (designed to have students think and provide more details). What does this mean to you? (to encourage students to identify priorities) What sacrifices will you need to make? Note for the facilitator: Before the start of this step, stick a chart paper on the whiteboard (see Part B of the Facilitator Resource section at the end of this lesson). While students share their responses