State of Kuwait

Ministry of Education

Dialogue & Communication

Teacher’s Guide

2009 - 2010

Life Skills

Dialogue &

Communication Authors

Sakina A. Hussein 

  ELT Supervisor General   Helena  AK. Mohammed             ELT Senior Supervisor   Mohamed Nagib Ali             ELT  Supervisor   Nasseema Al Rashid             ELT  Supervisor 

TABLE OF CONTENTS

NO CONTENTS PAGE

I Introduction ٣

II General Goals of Education in Kuwait ٤ -٦

III General Goals of the Course ٧

IV

Course Objectives

Proficiency Goals

- Listening Skill - Speaking Skill - Reading Skill - Writing Skill

Cognitive Goals Affective Goals Language Functions

٧ - ٨

V Content Map

VI Course Description

VII Course Content

VIII Course Duration

IX Assessment

X Units / lessons & Teaching Tips

XI Wordlist

XII References

I. Introduction

It is the aspiration of any civilized society to create learners with diverse, positive

and constructive attitudes towards themselves and their society. To achieve such target,

learners should be equipped with a sense of creativity in both their studies and future

careers. Such goals could only be achieved through developing learners' abilities to take

care of themselves, be able to communicate with others appropriately and make the right

decisions whenever necessary.

It is from this ambition that a need to have a course, which provides learners with

various life skills, arises. The course aims at promoting learners' interpersonal skills that

help them interact with others and expand problem-solving skills that can prevent

conflicts. Besides, it takes learners a step forward in understanding the concept of life

through situations and activities within their lexical, functional and structural repertoire of

the language.

Life skills philosophy (Dialogue and Communication) The perception of education has changed in recent years. It is no longer viewed as a

bridge leading to real life but as a field where the learner interacts with this real life. In

addition, the ultimate goal of the learner which was, merely, to acquire knowledge has

now become a type of favourable behaviour and good practices with the aim of gaining the

ability to convert knowledge and scientific facts into behavioural reality which contributes

to problem solving and leads eventually to the desired development.

This necessitated the addition of a skill-based subject which provides the learner

with some life skills which enable him to withstand the problems encountering him

throughout the course of his life. Therefore, the Ministry of Education thought it vital to

supply the learner with a course entitled "Life Skills- Dialogue and Communication"

which focuses on how to respond to different life situations confidently and successfully,

motivated by an ambition to achieve the best human relations. This course, also aims to

instill and reinforce the positive values towards the learner himself and his society,

consolidating fully the spirit of creativity and innovation in this domain.

"Life Skills – Dialogue and Communication" emphasizes the organization and

integration of competences and the well-construction of their exercises and activities

which will be so closely related to the learner's real life that will motivate him to benefit

from the knowledge he attains at school. Then, he will apply it in his real life transferring

his achievement into the curricular activities he implements under the school supervision.

"Life Skills- Dialogue and Communicating with Others" also aims at building the learners'

personality mentally, physically, emotionally and socially on a solid basis which promotes

the sense of belonging to his homeland.

Vision

Promoting skills which develop creativity, positive communication, psychological

respite, a sense of ambition, confidence, self-respect and respect for others.

Mission

The course aims at creating a Kuwaiti citizen according to educational goals which

support learners' intellectual, physical and psychological growth. It also aims at providing

the learner with skills that allow for independency, an ability to adapt with rapid life

changes and become a responsible person in the society. In addition, it allows for the

conservation of ethics, religious and social values.

II. General Goals of Education in Kuwait

The general educational aims in Kuwait are connected with the nature of the

Kuwaiti society, its philosophy, future prospects, and the contemporary educational trends

to cope with the nature of this change. They are also connected with the needs of the

learners and their characteristics. From this point of view, the Ministry of education has

reached the general principle as an emblem by which the general aims have to abide.

According to the Document issued (in Arabic) in March 1976 by the Ministry of

Education, the general educational aims in the State of Kuwait are defined as follows:-

"Education aims at giving the students the opportunities to develop

comprehensively, spiritually, mentally and physically to the utmost of their potentialities

according to the principles of Islam, Arab heritage, contemporary culture, the nature of the

Kuwaiti society, its customs, and traditions and implement the spirit of citizenship and

loyalty to the State and The Emir."

Education guarantees equilibrium between self-realization of the students and

preparing them to participate in the welfare of Kuwait, and the Arab Society, as well. In

the light of this, The Ministry of Education general aims in Kuwait are as follows:

1- Having faith in the principles of Islam so that they become a method of thinking and

a way of life which should be incarnated in the individual's behaviour and social

life.

2- Identifying the Arab and Islamic heritage and culture and supporting them.

3- Getting to know the history and development of the Kuwaiti Society and its

traditions.

4- Having a feeling of belongingness to Kuwait, and pride in the Arab and Islamic

world.

5- Strengthening the ties of solidarity, fraternity, and the family spirit among citizens

and getting rid of any racial, tribal, class, religion or regional prejudices.

6- Preparing the individual to lead an effective life in a democratic society, insuring

his dignity and freedom, getting him interested in public affairs, having independent

thinking and the courage to express his opinion, as well as having respect for the

other persons' opinions, the willingness to accept the decision of the group, and

practicing teamwork.

7- Educating individuals to know their rights as well as their responsibilities.

8- Developing the individual's ability for scientific thinking, deep power of

observation, reasoning, investigation, tolerance and relying on proofs and proper

evidence.

9- Developing the individual's ability for creativity, discovery and innovation.

10- Raising the level of the individuals' ambition and giving them the opportunities to

make the most of their potentials and talents for the welfare of the society.

11- Patronizing the gifted and advanced students in all the fields in order to prepare

distinctive leadership who would take the initiative for the progress of the society.

12- Caring for the retarded and the handicapped and developing suitable programs

which fulfill their needs and solve their problems to enable them to become

productive citizens.

13- Bringing up generations capable of taking responsibilities in all various fields and

encouraging individuals to take the initiative, make their own decisions, plan for

their future and depends on their own efforts.

14- Providing the opportunities to train leaders who are competent of bearing the

responsibility of change and development and eliminate all features of

backwardness and stagnation.

15- Providing the Kuwaiti society with the qualified manpower who can take over

necessary responsibilities for development in the various sectors.

16- Preparing individuals for work and appreciation of that work, fellow employees and

colleagues.

17- Having individuals participate, physically and materially in all the service of the

group and the progress of society.

18- Recognizing the human as well as the material resources of the Arab world as a step

towards realizing a complete integration and co-operation among the Arab

countries.

19- Bringing up a strong generation who are ready to sacrifice for their society and have

the skills which enable them to face challenges.

20- Emphasizing the teaching of Islamic Education and Arabic language in addition to

the teaching of foreign languages, social sciences, sciences, arts, and all aspects of

culture in order to enable the individual to make the most of his ability as well as

help build up an advanced and cultured Kuwaiti Society which has strong ties with

its Arab and Islamic Nation on the one hand and the international society on the

other.

III. General Goals of the Course

1. To cater for the needs and tendencies of learners.

2. To respect Islamic values and principles.

3. To make the learning process a comprehensive and progressive one.

4. To modify learners' behaviour.

5. To promote self-learning

6. To discriminate individual differences.

7. To promote respect towards viewpoints, values and feelings of others.

8. To create an appreciation of the value of cooperation.

9. To encourage social interaction.

10. To associate activities with various life experiences.

11. To enhance appreciation of appropriate paralinguistic features.

12. To enhance language skills through e- learning.

IV. Course Objectives

1. Proficiency Goals

A. Listening Skill Upon completion of the course, pupils are expected to be able to…

understand and follow simple instructions and directions. differentiate between some patterns of speech. recognize appropriate paralinguistic features of communication. listen attentively to English material including a poem and conversations. recognize importance of using terms of address and politeness.

B. Speaking Skill

Upon completion of the course, pupils are expected to be able to…

express their feelings and opinions. use language functions appropriately. participate in conversations and discussions. discuss a project.

C. Reading Skill

Upon completion of the course, pupils are expected to be able to…

read and understand instructions. answer questions related to the text they have read. read a poem , texts and conversations.

D. Writing Skill

Upon completion of the course, pupils are expected to be able to…

complete dialogues. write paragraphs. express opinions.

2. Cognitive Goals

Upon completion of the course, pupils are expected to be able to…

use language functions properly. use proper addressing styles.

3. Affective Goals

Upon completion of the course, pupils are expected to show …

respect for Islamic values and principles. pride in citizenship. respect towards viewpoints, values and feelings of others. appreciation of the value of cooperation. willingness to interact socially. appreciation of appropriate paralinguistic features.

Language Functions

Asking for and giving reasons. Because ...

Describing. Expressing gratitude

Thank you…/ I can't thank you enough…/ I'm grateful… Expressing opinions and comparing things

I agree…/ disagree.../ I see what you mean.../ That's right…/ You are absolutely wrong…./ As far as I'm concerned

Expressing likes, dislikes and emotion I like.../ I don’t like.../ I want to …

Advice Always.../ It's best .../ If I were you…

Obligation / Advice You should..../ shouldn't..../must.......

Expressing approval That’s great!

Giving reasons and offering explanations

VI. Course description

This is a course, which is specially designed for the seventh graders of the

Intermediate Stage in the State of Kuwait. This course is designed to be offered eight

times, one teaching period weekly in the allotted period. (Average teaching period= 40

minutes). It is learner-centered and focuses on effective interactive communication. Thus,

it provides stimulating topics related to learners' environment (interests, needs, and

culture). It includes attractive presentations, authentic material and different classroom

activities throughout.

In a word, the course prepares learners for success in school and in life. The course

includes four units with two lessons each. These units' topics are related to the learner's

experiences. The units are as follows:

1. Constructive dialogues and communication 2. Family role in forming desirable teen behavior 3. Democratic Behaviour 4. e- Learning

VII. Course Content

Life skills course material includes topics related to school work which focus on

building positive skills in the learners and stress upon developing their emotions, values

and goals. The course contains field trips to landmarks and attending school activities, etc.

Teaching Techniques

There should be different teaching styles for every life skill lesson. Multiple teaching styles may include:

1. Discussion Talking builds communication and interpersonal skills that serve learners well

for their whole lives. With guided open-ended discussions, learners determine

their own answers and teach themselves.

2. e- Learning This allows pupils to gather information and follow clues to get knowledge

(Internet / magazines/ newspapers etc...).

3. Self-study The course encourages learners to search on their own and select topics and

information thus enhancing self-studying.

4. Critical thinking Ultimately learners are geared towards acquiring critical thinking skills through

varied competitive tasks and activities.

5. Creativity Being creative is an essential key to developing the whole individual. Pupils

should be encouraged to express themselves with creative writing.

6. Cooperative learning Teaching life skills should be done using friends and classmates. Lessons should

include teacher – pupil / pupil-pupil interaction and team work. This includes

encouraging cooperative learning skills through shared tasks.

7. Worksheets

Doing worksheets together creates a structured learning experience that teachers

and pupils can share. The teacher can design his/ her own worksheets appropriate

to the topic and activity on hand.

8. Vocabulary Lexical items are to be included so as to help pupils to describe and understand

feelings and behaviour which are parts of life skills education.

VIII. Course Duration

The course runs for approximately 8 actual school days that make 8 lesson-periods.

Term Weeks

Unit

Lesson Activity Book Page

1 - 4

1 2

1-2 1-2

3 -11

12 - 18

T

erm

P

eri

od

5 - 8

3 4

1-2 1-2

19 -24 25 - 31

IX- Assessment

Grade Skills

Grade in words

Daily Participation ( Listening ,Speaking, Reading & Writing)

* Grade in words: Excellent/ Very Good/ Good/ Average/ Weak

X. Units / lessons & Teaching Tips

UNIT ONE

CONSTRUCTIVE DIALOGUE

AND

COMMUNICATION

Unit One Constructive Dialogue & Communication

Lesson One        Communicating With Members Of the Family 

Objectives

By the end of the lesson learners are expected to be able to:

Write words related to the main theme

Write a short paragraph about “ Grandpa”

Listen and read a poem.

Answer questions related to the poem.

Discuss some sayings related to family

Teaching Tips

Discuss the topic through Q/A technique eliciting as many related words as possible ………………………..

- How often do you talk to your grandpa? - What do you learn from your grandpa? - What does he tell you?

Emphasize the importance of family relationships; and how young people should respect the elders.

Explain the task, let students write words related to the headword as indicated in the graphic organizer (activity 1) Have students work in groups, each member of the group writes a sentence

using one of the words they wrote then check their work collectively. Ask students to look at the picture in (activity 2) and tell what it represents to

them. Read the quotations and choose one or two to talk about. Encourage them to

express themselves. ( activity 2 ) Ask students to look at the picture and the poem ( activity 3 ) , let them tell what

kind of text it is “ accept Arabic” if they don’t know “poetry” Read the poem aloud as students listen and read it. Ask for their opinion of the poem. In groups let them answer the questions.

Unit One

Constructive Dialogue & Communication

Lesson Two        Communicating With Others 

Objectives By the end of the lesson learners are expected to be able to:

Choose the most suitable response to stimuli provided

Practise using polite request / answer

Re-arrange events of a story

Answer comprehension questions related to a story

Teaching Tips

Ask students to try to elicit the meaning of the picture in ( activity 1 )

- What are these people doing?

Put students in some situations and see how they are going to respond. In pairs, ask students to read the situations silently then choose the most suitable

response ( activity 1 ) Ask students to act out the situations practicing the language used. Discuss the picture in ( activity 2 ) and listen to pupils comments.

Prompting Questions:

- Where is the woman? - What is she doing? - What is she carrying in her hand?

Ask students to read the events of the story, line by line. Tell them that the first and the last sentences are done for them. students can work in groups to re-order the events of the story.

Check the correct order and then let some of the students read the story after re-ordering the events.

Ask students what they have learned from the story (a moral lesson). Talk to students about mother’s day and their feelings towards their mothers.

Write a pre-reading question on the board and ask pupils to skim the passage to find the answer.

Ask students to read the passage again and answer the questions given below the passage.

Activity (2) Key Answer

( 6 ) Inside the handbag, the storekeeper found a purse.

( 2 ) She wanted to buy some bread and butter.

( 9 ) The old woman was very happy when she got her handbag back, and thanked the

storekeeper and the policeman.

( 8 ) A policeman thanked him and promised to give it back to the old woman.

( 1 ) Yesterday afternoon, an old woman went into a store in Kaifan.

( 7 ) The next day, he took the handbag to the police station.

( 4 ) She left the store and forgot her handbag.

( 3 ) She looked at everything on the shelves but she didn't find any bread or butter.

( 5 ) The storekeeper saw the handbag on one of the shelves.

UNIT TWO

Family Role in Forming

Desirable teen behaviour

Unit Two

Family role in forming desirable teen behavior

Lesson One        How To Treat Others With Respect 

Objectives At the end of the lesson the learner will learn to …

respond to certain situations.

read and match.

write a paragraph expressing proper behaviour towards the elderly

Teaching tips

1. Hold a discussion on the importance of treating people with respect. Allow students to Discuss what the word respect means to them . Discuss some related proverbs- you may have them written on the OHP transparencies. Treat others the way you would like to be treated Listen to others when they speak Value other people's opinions Don't talk about people behind their backs. 2. Present the following new vocabulary: “respect, insult, treat, culture, value, appreciate, admire” at this stage.

3. Students read and respond to certain situations . ( Task 1 ) , then check their answers collectively. 4. In pairs allow students to attempt ( Task 2) 5. In groups, allow students to write a short paragraph about how to treat old people. (Task 3) 6-The best written composition can be read out aloud.

Lesson Two        Respect and Tolerance  

 Objectives

At the end of the lesson the learner will learn to:

respond to picture prompts.

respond to situations.

answer questions related to a story

Teaching Tips

1. Hold a discussion telling students that conflict is a normal part of life. We all have occasional conflicts, even with people we love. But we shouldn't let little conflicts turn into big fights, especially violent ones.

2. Ask students these questions: - Have you ever gotten into a fight because you were upset about something? - What happened? - How did you feel afterward? - What did you learn from that? Here are some rules for keeping conflicts from getting out of control. • Tell the other person what's bothering you - but do it nicely. • Listen to the other person. • No name-calling or insults.

• No hitting.

3. Introduce the following words at this stage ( behavior, violence , hurt , fight,

argue, apologize)

4. Show pictures ( Task 1) and ask students which behaviour is preferable then

discuss their responses.

5. In groups, students read and discuss (Task 2) and then, complete the missing

parts.

6. Ask students in groups to decide upon some class rules to prevent violence

Allow some time then check answers collectively. (Task 3)

 

 

UNIT THREE  

DEMOCRATIC BEHAVIOUR

Lesson One        A good listener  Objectives

At the end of the lesson the learner will learn to…

Answer questions after listening to a conversation respond to situations express opinions and explain his/ her reasoning

Teaching Tips

1. Hold a general discussion about who is a good listener. Allow enough time to list qualities that distinguish a good listener. Elicit as many words and phrases as possible.

(attentive / caring/ well-being/ convince/ understanding) 2. Tell students that they have to list as many adjectives as possible for good listeners.

Write them on the board. 3. Students listen to the dialogue then answer the questions in their workbooks. (Task 1)

Check answers. 4. Divide students into small groups and ask them to discuss their responses to the

statements in (Task 2). Tell them to use the words introduced earlier. Explain task at hand then, as a class, go through each point asking for someone who (relatively) strongly agrees to explain his or her point of view. Do the same for someone who (relatively) strongly disagrees with the statement.

5. Make sure to suggest standard formulas for stating one's opinion (i.e. In my opinion,

Do you really think that ..., As far as I'm concerned, etc.) 6-Allow students time to read and respond to situations in task (3 ) using the language of

opinion.

Transcript Task (1) Ali : Why are you upset Ahmad? Ahmad : My dad told me not to surf the internet for a long time. Ali : That's OK! It is for your good Ahmad. Ahmad : But, I love playing internet games and chatting with my friends Online! Why doesn't he understand that! Adel : I think your father is right. You are always online and we rarely see you. Ahmad : But he has no right to forbid me from doing what I like best! Ali : Ahmad, I think your fathers' interest is your well-being. You

should listen to him. Adel : Why don't you talk to him and maybe you will get to a solution. Ahmad : I guess you are right. Maybe I can convince him of allowing me to play for a couple of hours a day.

Lesson Two         Accepting others' views 

Objectives

At the end of the lesson the learner will learn to…

discuss different points of view read a text for details write to express and justify opinions answer questions related to a reading text

Teaching Tips

1. Hold a discussion about the concept of points of view. Give examples: Two people can see the same TV programme or film but will have different ideas or viewpoints about it. It depends on how one "sees" things based on their experiences, beliefs, likes or dislikes. Introduce new vocabulary (accept/ views/ vote/ agree/ disagree/as far as I belief/ think) 2. Review language used when expressing opinions, disagreeing, making comments on other person's point of view and giving reasons and offering explanations. 3. Task ( 1 ) can be done as a cooperative activity. Explain the task at hand then allow students to do it. Go around listening and offering help when needed. 4. Allow students to share information regarding Task (1) orally. 5. Give enough time for students, in groups, to compare their notes, and then ask them to write a short paragraph expressing their opinion and offering their reasons. (Task 2) 6. Set the scene for the reading text topic, and then ask students to read it and answer the questions. (Task 3)

UNIT FOUR  

E-LEARNING

Unit Four

E- Language

Lesson One         Families in Other Countries 

Objectives By the end of the lesson learners are expected to be able to:

Search a topic on the Internet

Talk about families in other countries

Guess words that belong to certain categories

Re-order words to form meaningful sentences

Spell words correctly

Teaching Tips

Discuss the importance of e-learning and e-language with students. If possible, take them to the computer lab in your school. Make sure there is an internet connection . If the internet connection is not available in your school ask students to surf the internet at home a day or two before they come to school and prepare themselves for the tasks assigned.

Ask students if they have tried any of the search engines like “ goggle – yahoo- ask jeeves”. Ask them these questions:

- Do you use the Internet to search for information? - What do you do to search for information? What search engines did you use? - What did you search for?

Emphasize the importance of family relationships; and how young people should respect the elders.Ask students to use a search engine “Google” and let them find about families in other countries (Task 1). You may give them some headings to search for: * Accepted and unaccepted behavior * Sharing time together

* respecting other family members

Give students the name of the following site / www.manythings.org / ,let them check their vocabulary , grammar , and sentence patterns.( Activity 2 )

Move around to see how they respond to the instructions. Check their answers regularly. Individually students should try to create e-cards following the given

instructions ( Task 3 )

Unit Four

E- Language Lesson Two                   Interactive Learning  

Objectives By the end of the lesson learners are expected to be able to:

re-order words to form meaningful sentences spell words correctly recognize the correct time summarize a story using some graphic organizers

Teaching Tips

Ask students to surf the internet and go through the following site “ www.go4english.com”

Talk to your class about the importance of reading and ask them: -Do you like reading? Which books do you like to read? Who is your favourite writer?

Talk to them about “Go4 English” website and how to look for the suitable stories and explain the task to them “ Task 2”

Let your class discover the other areas in the website which have the following items:

- a- Re-ordering words to form good sentences , - b- Memory games - c- telling the time - d- Spell words correctly.

*or more games 1) telling the time 2) seven wonders 3)Time verbs 4) Spelling wonders

Ask pupils to surf the following site :

www.woodlands-junior.kent.sch.uk/interactive/

Give them an idea about “proverbs” Task 3 and choose some good examples from Arabic and let them remember some traditional Kuwaiti Proverbs.

Explain the matching game and what students are supposed to do. Let them discuss some of the proverbs and ask them whether they have

something similar in Arabic.

XI-Word List

UNIT lesson

New Words

One

remain – inheritance – – expect Unit One

Two

shoulder - prosper - storekeeper - suffer – pile -behaviour

One respect - insult - treat - culture - value - appreciate - admire

Unit Two

Two

behavior ,violence - fight - argue - apologize – flap up/down - clucking noises – a trick - spider

One

attentively/ forbid/ agree/disagree/ solution/ caring/ social background - well being – understanding

Unit Three

Two

accept/vote/ / point of view

One

surf - click - icon - website - Unit Four

Two

proverb – curiosity – curious

XII. References • English language Curriculum Document For the Primary Stage in the State of

Kuwait. , June 1998. • English Language Teaching Objectives, Syllabus, and Guidelines, 1990. • www.onestopenglish.com

• www.exchanges.state.gov

• www.creativeactivities.com

• www.ericdigest.com

• www.go4english.com

• www.abcenglish.com

• www.rhschool.com

• www.elanguages.org

• www.kidsgen.com/moral_stories/index.htm

• www.dimdima.com/khazana/stories/showstory.asp?q_cat=Moral+Stories

• http://e-language.wikispaces.com/drills

• http://www.esl-lab.com/