Supporting oral language:

1. Each class teacher introduces 5 terms and provides help for essential stage to acquire new vocabulary
• Encouraging interaction in the newly provided scientific terms and learning how to read them.
• Divide Words in prefixes and suffixes and use word walls or t charts for that.
• Reading some of the chapter paragraphs to implement the use of new words in written sentences.
• Provide active participation through shifting, so all students in turn participate and learn the linguistics of words.

2. Teacher uses the important content from each lesson and incorporates it in a number of spoken and written activities, like:
• Listening to how the students speak while answering activity questions and re-adjust their pronunciation.
• Role model presentations to show how students can present scientific topics to each other.
• Use Narrated video for scientific experiments or topics that contains a lot of terminologies with highlighting the keywords.
• Use word games at end of the chapters which readily encourages spelling check and oral interaction of words.
• Using summary and article writing after partnering and reflection which in turns promote sentences structures development and oral interaction.
• Paraphrase any nonadjustable oral communication and show facial expressions for any misunderstood parts.

Teacher assessment to oral proficiency level:

Teacher can assess the student progress in oral language to decide the student’s proficiency by letting the student go through words reading loudly in reading exercises or separately. This process can be a measuring tool to know the student progress and his/her ability to connect the meaning to the content learned. Focusing on communication and giving errors less attention will encourage students to communicate and use the language. In turn teacher can use modelling to