1st 2G meeting and training This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes? Teachers Vs 1 Syllabus Generation (recap) Approach & method Teacher’s rle vs learner’s role The 3 IIP Situation of integration Lesson plan TD session Project work Adapting the book Evaluation Thank you By : Mr Samir Bounab ( Teacher trainer at MONE)

1. Medea 2 group
By
Mr.Samir Bounab (Teacher trainer at MONE)
yellowdaffodil@gmail.com
First 2G – Second Generation Curriculum – training
Recap of the 1st Generation Syllabus
April 5th 2016

2. Meeting points
Time Tasks
9:OO Opening session
9: 05 Teachers Vs 1 Syllabus Generation (recap)
• Approach & method
• Teacher’s rle vs learner’s role
• The 3 IIP
• Situation of integration
10 :30 Coffee pause
10 : 40 Recap of 1st Generation Syllabus
• Lesson plan
• TD session
• Project work
• Adapting the book
• Evaluation
11:45 Teachers & 2nd Generation curriculum

3. Recap of
the 1st Generation Syllabus

4. • Why
Recap of
the 1st
Generation
Syllabus?
• 5’ reflecttion

5. Teachers & New Changes

6. • What are these changes?
• What relation do these
changes have with 1st
generation syllabus?
• 5’ Reflection
• 2nd Generation curriculum
• 1st Generation syllabus = 95 %
new changes

8. 1st Generation Syllabus:
- When did it start?
- which approach was
adopted?
- How would you define
this approach?
5’ reflection
1. 2003 – 2004
2. C B A = Competency Based
Approach
3. Cognitive socioconstructivist ,learner
center approach (Bloom taxonomy)
4. Learner builds his & her thinking
(constructivism approach ‘Piaget’
5. Autonoumous Learner through PBL
– project based learning-based on
« research-demonstration –
creation »
6. CBA without « project work »
=meaningless

9. Competency Based Approach :
1 It is action-oriented in that it gears language learning to the acquisition of know-how
embedded in functions and skills. These will allow the learner to become an
effective/competent language user in real-life situations outside the classroom.
2 It is a problem-solving approach in that it places learners in situations that test/check
their capacity to overcome obstacles and problems . Languages are learned most effectively
and lastingly when they are used to solve problems through hypothesis testing . Problems
make the learners think and they learn by thinking. They word their thinking in English
while solving the problems.
3 It is social-constructivist in that it regards learning as occurring through social
interaction with other people. In other words, learning is not conceived of as the
transmission of predetermined knowledge and know-how to be reproduced in-vitro (i.e.,
only within the pages of the copybook or the walls of the classroom), but as a creative use
of newly-constructed knowledge through the process of social interaction with other
learners.

10. 4 -Finally, and most importantly, the Competency-Based
Approach is a cognitive approach. It is indeed indebted to Bloom’s
taxonomy .
Bloom has claimed that all educational objectives can be classified
as:
1) “cognitive” : to do with information
2)“affective” : to do with attitudes, values and emotions
3)“ psychomotor” :to do with bodily movements
He has said that cognitive objectives form a hierarchy by which
the learner must achieve lower order objectives before s/he can
achieve higher ones. ( Bloom Taxonomy)

11. CBA approach essentially focus on the student, it is essential to:
1- Respecting the needs and interests of the student and taking into
account his experience,
2- Take account of different learning styles by offering students a variety of
learning situations,
3- Consider language as a means of communication by encouraging
students to use meaningful context
4- Provide communicative information gap activities
5- Tolerate form errors that do not impede the transmission and reception
of the message,
6- Emphasize the importance of an authentic language practice or likely
avoiding monotonous, repetitive exercises,
7- Focus on understanding in relation to production by varying and
increasing listening and reading situations
8- Encourage students to seek meaning through all the statements and
not be limited to isolated words and statements.

12. Competence vs Competency

13. Teacher's rôle
What changes
-A less authoritarian
attitude.
-Openness to
discussion and
negotiation.
-Sensitiveness to
pupils concerns.
In the new approach
-gives guidance and help.
- advises pupils.
- facilitates learning.
- is a co-learner.
- engages the pupils in
tasks
-provides individual
teaching (if necessary).
-develops learner
autonomy
In the old approach
- holds knowledge.
- provides knowledge.
- Is ever-present in the
classroom.
- takes all decisions in class.
- is authoritarian.

14. Pupil's rôle
What changes
- learns through what he does
and because he does
things.
- increases his... Intellectual
potential.
- improves his memory.
- has positive attitude.
Towards his/her studies.
- gives meaning to his work.
- participates in his own
learning.
- solves problems.
Works for himself and not
only for the teacher.
- learns to co-operate,
exchange and share
information.
- works autonomously.
- Increases his self- concept.
In the new approach
- wants to know what he
learns.
- is responsible for his own
learning.
Learn better because he acts
upon what he learns.
- builds his own strategies.
- knows the procedures to be
used for work .He acquires
problem-solving skills.
In the old approach
-receives knowledge
- depends on the teacher.
- applies a model.
- He learns only because
he gets marks, because
of examination pressure
or under parental
pressure.

15. What about
the teaching
method?

16. competency
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. The overall aim of teaching CBA in the Middle
School is to install and help learners acquire
and master “3” major competencies.
These broad competencies = “3IIP » are
worded in the syllabus as follows:
- interacting orally in English
- interpreting oral and written texts
- producing oral and written texts

18. Competency I :
Interact orally in English
At the end of the year , the pupil must be
able to use the functional language acquired in
class as well as verbal and non verbal means
to come into contact with his schoolmates
and his teacher

19. How?
With his schoolmates in pairs or groups.
In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) his needs (4) his interests
Using communication breakdown strategies (mimming, gestures,
mother tongue) can:
- Establish contact with his vis-a vis.
- Send a message
- React to a message non-verbally.
- Maintain an oral interaction
- Collaborates
- Evaluates

20. Competency II :
Interpret authentic documents, oral or written.
At the end of the year , the pupil must be able to
demonstrate his understanding or non-understanding of
simple texts (short stories, legends ,fables , tales , songs ,
games) –narrative and descriptive –that match his
cognitive level, verbally or non-verbally , with his teacher's
help , using adequate visual and linguistic support .

21. How ?
• Finds out the global meaning of a written text.
• Mobilizes strategies to understand a text ;
• Builds the meaning of a text starting from explicit
information
• Mobilizes the already acquired knowledge to develop his
linguistic training during the interpretation of texts.
• Perform relevant tasks.
• Evaluates his learning.

22. Competency III : Produce simple messages, oral or written
By the end of the school year, the learner should be able to
express his ideas, organize them according to logic and
chronology, take into account syntax, spelling and punctuation

23. • How ?
• The pupil is suggested a model to follow.
• He is given access to new writing strategies.
• In situations linked to (1) the class (2) the pupil's interests and (3)
the pupil's needs.
• With audio-visual support
• Using pedagogical recreative activities
• With clear and precise instructions
• Taking part in groupwork (newspapers, magazines, cartoons, projects
…)

25. • Situation of Integration
This phase is meant to the reinvestment
of the resources in terms of the
"knows" and the " know how to do " The
activities suggested in the previous
phases should be built up towards the
final output and help the pupils to be
ready to produce a piece of writing in
accordance with the situation of
communication
• It is a writing process
• It is a phase planned in a problem
solving integrated situation

26. • Criteria of the integration :

27. 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)

28. • Planning Lesson
• Teachers should prepare a lesson plan before teaching.
• Teachers should consider learners’ abilities, interests, learning
preferences, and the institutional program while planning.
• Teacher should analyze their lesson plans before and after teaching.
• Lesson plans should include specific information.
• Objectives should concretely state the communicative objectives of
the lesson.

29. • What preparation should a teacher make before planning a lesson?
• Before planning, teachers should know what they are teaching and
why.
• Lessons should focus on helping learners develop communication skills
– not finishing the curriculum, memorizing grammar rules or learning
to transcribe words.
• They should consider learners’ ability, age, learning preferences,
interests, available resources, previously taught information and the
institutional program.

30. • What should be included in a lesson plan?
• 1- Guided Sheet = Lesson Focus :
• To show you where to start and how to end and in between you
have the resources .

31. • 2- what does a guided sheet contain?
• Learning objectives { Function +Grammar}
• < they must be taken from the official syllabus and taking into account“The new
slimming of the syllabus Mai 2013 & the deleted lessons for each level
• Which skill(s) will students mainly practice during this lesson? (Speaking, listening,
reading, writing) PPU or PDP frame works.
• Which aspects of language will students focus on?
• functions (polite requests, apologizing, etc.),
• grammar point(s) (Use and review using a grammar point in discussion
• vocabulary (words, phrases, idioms, etc.), =Vocabulary (related to pre-historic
life in the Sahara),
• pronunciation (phonemes, intonation, etc.)
• Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?
• Required Material or resources = Aids = VAKT =Visual Auditory Kinesthetic Tactile
• Aim of the lesson =SWBAT= ( students will be able to do…..< An observable behaviour >

32. time Interaction procedure competency VAKT
Time = is very important , teachers should master that .
Interaction = In order to avoid TTT ( Teacher Talking Time) and split the role among his or her learners
Procedure = here the teachers plans his or her lesson with different stages & steps.
Competency = Since we are dealing with CBA < Competency Based Approach> teachers must know when his
or her learners perform the
“3IIP”{ Interact – Interpret – Produce}
VAKT = Visual Auditory Kinesthetic Tactile = Teachers must know which kind of aids must be used at
any stage of teaching.
Lesson Plan model sheet

33. • The 3 Stages of a lesson
1.In all lessons there is a prep to teaching
(icebreakers/ warmers/ lead in )
1. While lesson which is split into presentation and practice/
others will refer to observation / analysis and practice , in case
it is a grammar / vocabulary lesson .
2.The post lesson is the productive stage.

34. • Teaching Frameworks
• 4 ps= Preparation – presentation – practice – produce / 3 ps= presentation – practice – produce
• PPU = Presentation – practice – Use /ju:s/ < Speaking ( grammar ) lesson>
• PDP = Pre( reading/listening) During (reading/listening ) Post ( reading /listening)
• PIASP( grammar or pronunciation item) P= presentation / I= Isolation / A = Analysis/ S= Stating rule /
P= Practice (Oral or Written = 3 type of tasks < 1- based form 2- Meaning based 3- communicative
based
• Teaching Writing= writing process= Problem solving integrating situation= a- Brainstorming b-
planning or organizing c- drafting d- editing e- publishing

35. • Why PPU and PDP frame works
• Allegement du programe Mai 2013: The New Slimming of the syllabus
• Au-delà de l’objectif de lecture ( reading skill) le recours à l’interprétation
de textes doit servir au développement des deux autres compétences
communicatives ( interaction/production), d’où possibilité de ‘PDP’ leçon,
• et d’acquisition de connaissances linguistiques , d’où possibilité de ‘PPU’
leçon & PDP frame work

36. • "How to apply Bloom's taxonomy in a grammar lesson?Using the PIASP teaching method.
• 1-P= Presentation <Presenting the context in which the structure appears>
• 2- I= Isolation: the focus is temporarily on the grammatical item itself and the aim is
:to get the learner perceive & recognize the grammatical item what it looks like
• 3- A= Analysis: Here you will try to make ur learners analyze the isolated items the
aim is : to get your learners perceive how it is formed ( structure), how it functions and
what it means and the rule that govern it
• 4- S= Stating Rule : Here after they analyse you help them to formulate the grammar
rule

37. • P= Practice <Written /Oral Work>
• The practice stage consists of a series of exercises. Three (3)Types of tasks may be included
• a- Based form task: Mechanical manipulation < All the learners have to do is to
produce the Correct form . They get practice is SAYING or WRITING
• The new structure( manipulation of the written and spoken Form)but do
not use it to express meaning. Focus is on Form only>
b- Meaning based task: Focus is on meaning. This time the production Of
the correct forms involves meaning as well and cannot be done without
Comprehension(they cannot be done through mere mechanical
manipulation)
c- Communicative based task: (emphasis is on transmitting message ) The
target structure is used “To say” and “do things”.

38. • 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

39. • Assessing The Lesson Plan
• After writing the lesson plan teachers should check to be sure that it is well planned.
• Teachers may check that the lesson communicates objectives to the learners, that it is
well sequenced, has a balance of teacher and learner-centered activities, etc.
• After teaching the lesson, teachers should make notes on the lesson plan about what
was effective, what was not effective and strategies to make the lesson more effective
next time they teach it.
• Then they should file the lesson for future reference.

40. • The Project Work
• What is project work ?
• Project work involves multi-skill activities which focus on a theme of
interest .In project work ,students work together to achieve a common
purpose ,a concrete outcome ,(for example, a brochure, a bulletin board
display , a video , an article ) .Typically it requires students to work
together over several days or weeks , both inside and outside the
classroom ,often in collaboration with speakers of the target language

41. • Why project work ?
The benefits of a project work .
• Fostering learner autonomy .
• Independent and collaborative learning
• Exercise choice
• Write up reports
• Make decisions
• Collect data
• Plan their work
• Discuss with their group members the information to look for

42. • b) Enhancing motivation
• Introduce novelty in the language classroom by
changing routine
• rom passive recipients, learners start to play an
active role
• Since project work is achievement –oriented ,
learners will feel a sense of achievement ,
crucial to boosting confidence and motivation

43. • Introducing tutorial classes (TD) In Middle school
( circulaire ministerielle N° 1313 du 30/06/2013)
• The tutorial classes : What is it? Why ? when? For whom? How?
How often? For whom? Where?
•
TD Tutorial means . TD is a teaching method that allows pupils to
apply theoretical knowledge in the form of exercises. It usually take
place in small numbers to facilitate the teacher's help .

44. • Rational of TDs in Middle school
•
Activities in TDs:
- Shows an extra value to learning operation
- Aims at improving the quality of learning
- It’s a mean and another path to “ reinforce – deeper and last the
learning operation .
- It’ new occasion for the leaner to acquire new learning strategies.
- Promotes healthy environment for individual teaching and learning
according to each learner needs and put into action a pedagogy of
differentiation
- Develops motivation and reflexion of the learners
- it’s a chance to take part in dialogues and take part in active
exchanges

45. • - The Role of the teacher:
•
Prepares and organizes the progress of the TD activities. The teacher
conceives them using situations that interest every leaner.
Gives opportunity to his or her learners to interact and work in
homogeneous small groups.
•
Emphasizes on the strong points of the learners and weak ones that
prevents them from progressing.
Equips the learners with methodological strategies in their work.
Evaluates in continuous way the progress of the learners as well as the
degree of their participation and contribution during each TD
Evaluate the procedure used

46. • To remember : In TDs we have to avoid :
-Spend the time copying.
-Marking TD
-Re-teach or spend too much time making review
-Answer the learners one by one
-Don’t give enough time for reflexion for the learners.

47. • RATIONALE FOR GROUP WORK IN ENGLISH COURSES
A weekly group session will enable to adapt the learning process to students’ needs.
Group work therefore will allow to reinforce language practice.
Learners will have the necessary support so that their outcomes match the curriculum
expectations. The teacher will plan language skills and knowledge oriented activities that take
into consideration Individualised Instruction .
In a group work class learners can develop their skills independently. They take responsibility
in small group tasks. They work collaboratively and develop a positive attitude to learning.

48. • Type one :Mixed ability groups
•
Mixed ability grouping enables learners to cope with real life working
context , where people of different abilities work together. It has ,
therefore the advantage of a social inclusion and equal opportunities2
Suggested types for grouping students :

49. • Type two:setting according to achievements:
•
This kind of grouping requires a diagnostic test. For the time being it will
comply to the national exam type in English, the current written test.
• The shortcoming of such diagnostic test is that it is not really accountable
for being organized after a long summer holiday .It is based on academic
achievement only. It would be better to take into account teachers
evaluations of previous learners’ attainment of the last school year, in
foreign languages.
The advantage of such grouping is that it enables the teacher to organise
the courses and plan activities according to learners’ needs.

50. • Group work objectives throughout the middle school cycle:
Four aspects are to be considered to plan a group work syllabus
1- Communicative competency and interaction
2-Language skills
3-Learning strategies
4- Social skills ( personal and interpersonal)

51. • Typology of tasks and activities
•
-Product and process oriented tasks:
-Meaningful and manipulative language activities
-Project work
-Role play and simulations
-Survey/ questionnaire
-Interview
-Listing /categorizing
-Information gapCloze test/gap filling
-Matching/ jigsaw
-Problem solving activities
-Games
-Songs
-Story telling
-Information transfer
-Transformation

52. • Advantages of using text books :
• They are useful learning aid to the learners
• They can identify what should be taught and the order it should be treated
• They can indicate what methods should be used
• They can provide attractively and economically most of the material needed
• They can serve the teacher a lot
• They are indispensible to the teacher who comments on the language may be
insecure
• They are indispensible for teachers who are untrained
•

53. • TEXT BOOK EVALUATION
• EVALUATION : Three stages process
• Initial evaluation
• Detailed evaluation
• In use evaluation

54. • Apply the C A T A L Y S T  catalyst stands for 8 outers
• Communicate
• Aims
• Teachable
• Available
• Levels
• Your impression
• Students interact
• Tried and tested

55. Erica and Lara

56. • If positive apply
• E nough / too much?
• Right format / level ?
• Integrated ?
• Communicative ?
• Appropriate ?

57. • If negative apply  LARA
• Leave out
• Amend
• Replace
• Adapt

58. • Or apply « SARS »
• S= Select
• A= Adapt
• R= Reject
• S= Supplement

59. 1. Test and exams are planned according the
examiner guide 2013
2 ) the typology is : text + 6 activities +
written expression ( situation of integration)
3) The evaluation is done through :
- test report
- remedial work
• How do you plan
your test and
exams?
What about
evaluation?
Testing &
Evaluation

60. • Resources:
• Program Anglais 2003
• Slimming of the syllabus 2008
• BEM guide October 2007
• Allegement document September 2013
• BEM guide October 2007
• How to teach PPU & PDP ‘ (Mr.Samir Bounab)
• Rational for group work in English courses (Mrs.Ouzna Mekkaoui i.e.m)

61. Mr.Samir Bounab (Teacher trainer at MONE)
yellowdaffodil66@gmail.com