How to deal witha problem solving situation of integration (writing process)

1. Training & WorkshopTraining & Workshop
Integrated SituationIntegrated Situation
November 11November 11thth
,2014,2014
MEDEA (2)MEDEA (2)
ByBy
Mr.Samir BounabMr.Samir Bounab

3. Time Tasks
9:00
Opening session
– Talk about problems teachers are facing ( briefly & listen to
suggestions )
- Presentation of the topic of the day. ( Teaching Writing)
9: 20 - Flashcard about the topic of the day (brainstormin)
9:30 - Power point presentation
9:45 - -Feed back about the presentation
10:00 - Video presentation about writing process
10:30 - -workshop ( plan writing lessons for the 4 levels of Middle
School learners)
11:30 - Feed back
12:00 - Closure of the session

5. At home
In Class

6. Picture Styles give you great looking “frames” in a single click.
Easiest way to ….

7. What about the teacher ?

9. What if my learners can ……..

10. Can perform such……..

11. Or this

12. i will be so pleased to receive your comments
Ouzna Mekkaoui : I think all of them did a good job , knowing
that they had one hour for the test. They could not proofread their
production . I think that during group work (td) . It would be useful
to work on pronouns ( take the last production where the mistake is
repeated . Replace the wrong pronoun by the right noun
( antecedent of the pronoun) and give an extra activity related to
the redubdant mistake . Another production highlights somethings
that requires consolidation: use of modals + verbs . It seems the
learner still has problems with verb + infinitive. Anyway ,
obviously learners have good ideas and for the first test they did
well. My advice is that they would keep a portfolio of all their
productions from beginning to the end of the year to encourage
them to see their progress. At the same time , they can work in
groups to redraft , edit their productions collaboratively.They will
certainly get motivated.

16. What is a competency?What is a competency?
• The three competencies to be achieved are:
• Interact competence : interactive competence is the ability to use language orally to interact with others in order to create
social relations, express needs, understand and address needs of others and to get things accomplished.
• Interpretive competence :Interpretive competence is the ability to understand through reading or listening written and
spoken language and to interpret it appropriately.
• Productive competence
• Productive competence is the ability to produce coherent, elaborate and relevant messages in
writing and speaking. It is also to be able to effectively express ideas and organize thoughts
appropriately.
It is a know –how which integrates and mobilizes a number of abilities and
knowledge to be efficiently used in problem solving situations that have
never been met before.

17.        
{ C o m p o n e n t s o f t h e c o m p e t e n c y }
U s e s a p p r o p r i a t e s t r a t e g i e s .
M o b i l i z e s a l l s t r a t e g i e s a t h i s d i s p o s a l t o d e v e l o p h i s l i n g u i s t i c
p r o f i c i e n c y
C o n c e i v e s w r i t i n g a s a t o o l f o r l e a r n i n g a n d c o m m u n i c a t i o n
A d a p t h i m s e l f t o t h e s i t u a t i o n o f c o m m u n i c a t i o n
S t r u c t u r e s h i s t e x t
E v a l u a t e s h i s p r o c e s s .






                   



W i t h h i s t e a c h e r / m a t e s
C o n s u l t v a r i o u s s o u r c e s { d i c t i o n a r i e s , t h e m e d i a , t h e i n t e r n e t … }
           
                             
B y t h e e n d o f t h e s c h o o l y e a r , t h e l e a r n e r s h o u l d b e a b l e t o
e x p r e s s h i s i d e a s , o r g a n i z e t h e m a c c o r d i n g t o l o g i c a n d
c h r o n o l o g y , a n d t a k e i n t o a c c o u n t s y n t a x , s p e l l i n g a n d
p u n c t u a t i o n f o r ( 1 ) d e s c r i b i n g ( 2 ) n a r r a t i n g
H o w ?
T h e p u p i l i s s u g g e s t e d a m o d e l t o f o l l o w .
H e i s g i v e n a c c e s s t o n e w w r i t i n g s t r a t e g i e s .
I n s i t u a t i o n s l i n k e d t o ( 1 ) t h e c l a s s ( 2 ) t h e p u p i l' s i n t e r e s t s a n d
( 3 ) t h e p u p i l ' s n e e d s .
W i t h a u d i o - v i s u a l s u p p o r t
U s i n g p e d a g o g i c a l r e c r e a t i v e a c t i v i t i e s
W i t h c l e a r a n d p r e c i s e i n s t r u c t i o n s
T a k i n g p a r t i n g r o u p w o r k ( n e w s p a p e r s , m a g a z i n e s , c a r t o o n s ,

18. EXIT PROFILE
(Slimming of the Syllabus Mai 2013)
By the end of the year and in meaningful situations
of communication, related to his/her needs,
the learner will be able to :
Interact ,
Interpret oral and written messages
Produce oral and written descriptive,
prescriptive, narrative , and argumentative
texts /messages .
Using audio and visual aids ( ICTs/ Video).

20. Guide BEM October 2007Guide BEM October 2007
Situation of integration
(Target situation)
authentic documents
a set of instructions
adapted to the
level
of the pupil
in accordance with the
pedagogical objectives
in accordance with
the context of work
integrates the
knows ,skills;
attitudes
conveys
positive
values
in accordance with
the target
competence
significant
should be within reach
readable
formulation
motivating
formulation rather
than a question
illustrations
realistic practice
takes into account
the local means
should be within a
situation of
communication

21. 2. The instruction should reflect the situation of integration
characteristics:
– Task
– Resources
– Problem solving situation
2.Formulation characteristics (Clarity of
the formulation
• the problem solving situation is stated in a conversational tone
( use of the subject pronoun ‘you’ to engage the context of
communication.
• Avoid using questions rather opt for statement of key elements to
include in the production
• State clearly the linguistic resources on which the learners will be
assessed.
Sample sheet for situation of integrationSample sheet for situation of integration

23. 4 AM SITUATIONS of INTEGRATION
All situations of integration focus on productive competency in writing to prepare the
students to the BEM exam
FILE TWO TOPIC Expectations and Challenges
STATEMENT ONE /
You have just received your friend’s invitation to his party. But you are not free that day.
Write a letter of apology to him/her and explain why you were not able to attend her/his party.
Use the suitable modal verbs
Imagine that you are member of the world wild life organization. You are convinced that
many animals are in danger of extinction because of Man. Write a ten rule charter to ensure the
protection of wild animals to convince people to care for the environment.
 You have probably seen the science fiction movie ‘star War’ or read about it. The NASA is
trying to invent a new generation of robots .From the text you have read in class and your
knowledge about robots be inventive and write a newspaper article on what these robots
will/may /might be able to do.

24. An Integration Model Sheet

26. MS3 level

28. Criteria Good Fair Poor
 Relevance (2points)
• Topic (1pt) « all the ideas are
related to the topic»
• Format (1pt) : « correct »
(2points)
• Topic (0.5pt)
‐ Some ideas are related to the topic (
at least 4)
• Format (0.5pt) :
‐correct
(1pt)
• Topic
‐ Very little reference to the topic (
1 or 2 sentences)
• Format:
Correct /incorrect
(0.5 pt)
 Organisation
(2points)
‐ Ideas well
Organized
‐ topic sentences/
‐ supporting sentences
conclusion
‐ sentences are linked correctly
(2points)
‐ Some Ideas are well
organized
‐ No topic sentence (no)
conclusion
‐ Topic sentences/ no
conclusion
‐ Some sentences are linked
correctly
( 1 point )
‐ Ideas are not well
organised difficult to
follow
‐ No topic sentence
‐ No conclusion
‐ Sentences are not linked
correctly
( 0.5 point)
 Linguistic Resources
( 2 points)
Correct use of (tense)/ verb
form/ link words
vocabulary varied
( 2 points)
‐ Correct use of (tense) / verb form
‐ Use of 3 link words
‐ Vocabulary not varied
‐ 3 mistakes are accepted
( 1 point)
‐ incorrect use of (tense)/ verb
form
‐ no link words
‐ vocabulary (very) limited
‐ more than 6 mistakes
( 0.5 pt)

31. JIMMY EDWARDS ‘ Video presentation : Stages of writing process
1. Prewriting:
understanding the topic - organizing ideas
thinking about ideas - providing a topic
brainstorming - extending ideas - planning

32. 2. Drafting
finding the language to express - structuring ideas .
moving the pen on paper without hesitation .
3. Revising
Revising what you have done - Changing the dead words .
Ordering words , sentences – Editing .
4. Proofreading
practicing spelling - Punctuation – capitalization .
grammar - Cohesive devices .
5. Final draft
Publishing to someone ,who reads, corrects, praises ,and Giving a
sandwich .

33. The Writing Process 2

34. Click a picture, and then click the
Format Picture tab to create your
own frames and make picture
corrections such as adjusting
contrast and brightness or cropping
the picture for just the right look.
Writing Process
Process writing consists of the following stage :
1 brainstorming‐
2 planning or organizing‐
3 drafting(writing the first draft)‐
4 editing‐
5 publishing‐
1. brainstorming :getting started is the most dif
ficult task in writing.with the help of
brainstorming we make it less painful for the st
udents . in the brain storming stage,the
students starts thinking about the topic given.
This may be done as a whole class activity or
in groups so the students benifits from each oth
er as well.3the teacher writes on the board
every idea that comes friom the students witho
ut eliminating any.
To initiate thinking and generate possible writi
ng topics,it s important for students to
explore ideas for writing topics using a variety
of pre writing strategies,such as the‐
following :
*word map
*viewing media such as pictures,movies, a
nd television
*interviewing a person knowledgebale abo
ut the topic
*engaging in peer or teacher_student discu
ssion
*reading about and researching the topic
*free writing
*listing
*reflecting upon personal experience
*examing writing models
*role playing
*asking the Ws..who,what,where ,when an
d why. What do u wa

35. 2planning stage : once the ideas are put randomly on the board,it is now
time to eliminate
some and organize the rest of the ideas as « main support » ; in other wo
rds, plan the
writing.
3‐
drafting (writing the first draft) : by looking at the plans, the students
start writing their
essays.they may change the order of their main supports,or re_arrang
e their minor supports.if you have read myths about people writing a
perfect essay on their first try, it is time to face the truth : there is alw
ays a mistake either in the organization or in the grammar or the choi
ce/form of the vocabulary.this leads us to editing.
4‐Editing :what is the editing stage ?
The editing stage is when you check your essay for mistakes and correct
them.

36. * Proofreading :grammar and spelling :
‐check your spelling
‐check your grammar.
‐read your essay again
‐make sure each sentence has a subject
‐«make sure your subject and verb agree with e
ach other
‐make sure that each sentence makes sense
* Editing : style and organization :
‐make sure your essay has an introduction.
‐
check that you have a thesis statement that id
entifies the main idea
of the essay.
‐.check that all your paragraphs follow the pa
ragraph format
‐see if your essay is interesting.
Editing steps :

37. 5‐publishing : what is the publishing stage ?
The publishing stage is when you produce
a final copy of your essay to hand in.
*publishing steps :
‐make a paper copy of your essay
‐read to group
‐hand in your work to your teacher.
‐
ask them for hints on how to improve yo
ur writing.

41. Medea (2) group Thanks You
For Your attention