Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
First meeting wih coordinator teachers of the wilaya . The meeting was about unifying the yearly planning , teacher's documents , topics of the meetings and all what deals with teaching English In Algerian Middle Schools
طرائق التعـامل مع التلاميذ المشاغبين
السلام عليكم و رحمة الله تعالى و بركاته
تحية تربوية أخوية أزفها لكم - وبعد -
لقد شد انتباهي مايعاني منه أساتذتنا و معلمونا الأكارم المحترمين في تعاملهم مع الطلبة المشاغبين ،الشئ الذي جعلني أن أضع بين أيديهم خبرتي المتواضعة ،وما وجدته من بحوث ونتاج خبرات أهل الخبرة والإختصاص حول الطرائق التربوية الهادفة للتقليل من ظاهرة التشويش ،بغية جلب إنتباه التلاميذ في الطريق الإيجابي بدل السلبي وتثمين نشاطه الزائد فيما يفيده لا فيما يظره ويعرقل الحصة
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
First meeting wih coordinator teachers of the wilaya . The meeting was about unifying the yearly planning , teacher's documents , topics of the meetings and all what deals with teaching English In Algerian Middle Schools
طرائق التعـامل مع التلاميذ المشاغبين
السلام عليكم و رحمة الله تعالى و بركاته
تحية تربوية أخوية أزفها لكم - وبعد -
لقد شد انتباهي مايعاني منه أساتذتنا و معلمونا الأكارم المحترمين في تعاملهم مع الطلبة المشاغبين ،الشئ الذي جعلني أن أضع بين أيديهم خبرتي المتواضعة ،وما وجدته من بحوث ونتاج خبرات أهل الخبرة والإختصاص حول الطرائق التربوية الهادفة للتقليل من ظاهرة التشويش ،بغية جلب إنتباه التلاميذ في الطريق الإيجابي بدل السلبي وتثمين نشاطه الزائد فيما يفيده لا فيما يظره ويعرقل الحصة
2 generation curriculum & pdp listening lesson planMr Bounab Samir
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
Salam
The ALgerian English Framework (AEF)
The Algerian ENglish Framework or AEF ( what I used to plan in my lesson plans since 2009) is the exit profile of Middle and secondary school profiles in matter of teaching skills
It wil help teachers target their efforts and see their final goals by the end of each Middle and Secondary Schools levels
Good LUck
Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS 1 "Sequence 2" Me & My Family ( part 1)
the sequence is planned with PPU speaking lesson " introducing members of family and PIASP teaching grammar items
good luck
Teaching grammar aeltt meeting algiers may 21 st2016Mr Bounab Samir
Salam,
Here is the work I made in the meeting of AELTT May 21 2016 in Algiers
The meeting was about how to teach " grammar in inducitve and deductive way"
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Thank you
2015 2016 ms4 yearly distribution with new slimming sept 2013Mr Bounab Samir
the MS4 yearly planning planned with the new slimming of the syllabus september 2013 and with the new lessons , project works , integrated situations ......
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
How to adapt the the school manual to the programMr Bounab Samir
how to teach ?
Here are five teaching methods adapting the school manual (or without using it ) to the program & 10 hand outs dealing with how to teach each lesson mentioned in the illustration
by Mr Samir Bounab ( teacher trainer)
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
2 generation curriculum & pdp listening lesson planMr Bounab Samir
Salam,
2 G curriculum & PDP Listening Lesson Plan
Still dealing with how to teach receptive skill listening , which can be tackled through PDP frame work .
The document shows :
1) What is PDP listening ?
2) Why PDP listening frame work?
3) How to teach PDP listening ?
4) Sample activities for pre-listening / during listening / post listening
5) Assessing listening
by
Mr Samir Bounab ( teacher trainer at MONE)
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
Salam
The ALgerian English Framework (AEF)
The Algerian ENglish Framework or AEF ( what I used to plan in my lesson plans since 2009) is the exit profile of Middle and secondary school profiles in matter of teaching skills
It wil help teachers target their efforts and see their final goals by the end of each Middle and Secondary Schools levels
Good LUck
Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS 1 "Sequence 2" Me & My Family ( part 1)
the sequence is planned with PPU speaking lesson " introducing members of family and PIASP teaching grammar items
good luck
Teaching grammar aeltt meeting algiers may 21 st2016Mr Bounab Samir
Salam,
Here is the work I made in the meeting of AELTT May 21 2016 in Algiers
The meeting was about how to teach " grammar in inducitve and deductive way"
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Thank you
2015 2016 ms4 yearly distribution with new slimming sept 2013Mr Bounab Samir
the MS4 yearly planning planned with the new slimming of the syllabus september 2013 and with the new lessons , project works , integrated situations ......
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
How to adapt the the school manual to the programMr Bounab Samir
how to teach ?
Here are five teaching methods adapting the school manual (or without using it ) to the program & 10 hand outs dealing with how to teach each lesson mentioned in the illustration
by Mr Samir Bounab ( teacher trainer)
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
2 g ms1 level pre-sequence - now we have englishMr Bounab Samir
Salam
2G MS1 level " Pre-Sequence"
Now we have English
The MS1 level "pre-sequence" planned conform to the 2 Generation curriculum with " teaching values & cross curricular competences"
The teaching frame work is PPU one " presentation - practice & use " conform to the " Planning Learning " and training on the 2G curriculum
The lesson plan model is also conform to the one syggested by the ministry with slight modifications to make it conform to CBA and learner centered teaching and of course to the 2G principles
Thank You
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS 1 Sequence 2 "Me & My Family Part 2"
Here is Seq 2 planned with :
- PPU speaking lessons ( introducing members of family - naming jobs ...
- PDP reading lesson ( expressin likes ...
- PIASP teaching grammar and pronunciation items...
By Mr Samir Bounab ( teacher trainer at MONE)
game back to the door , very interesting motivating game that can be done for learners in Middle school in titurial classes TD , it can be used to teach vocabulary, tenses.....
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Salam ,
MS1 level: Sequence 2 " ME & My Family"
This sequence is planned with PPU speaking ( grammar & pronunciation ) lessons and PDP reading frame work + PIASP teaching grammar and pronunciation items
Good Luck
by Mr.Samir Bounab ( Teacher trainer at MONE)
the links
Salam
MS1 level : Test 1 (2nd Term) 2016 2017
The test aims to test :
a) Ask and tell the time
b) Making questions about time
c) sounds : /e/ & /i:/
Good Luck
By : Mr Samir Bounab ( teacher trainer at MONE)
the links
Classroom management : Part 12
****2 Generation Curriculum & Teaching PPU Speaking Lesson***
**Mr Samir Bounab **
===========================================
**To teach “Speaking Lesson (grammar) “ we need PPU frame work:
-->What is PPU? Or 3 PPPs ?
(P) = Presentation
(P) = Practice
(U) = Use “produce”
--> NB: "Use" has wider usage *in and outside* the class than
**Produce** which can occur just in class.
1) Pre stage : This can be "an ice- breaker, warmer or lead in".
2) Presentation :
A/ The teacher : **[decides on the teaching aids to be used]**
Conveys the meaning of new material / language to students (inductively or deductively)
Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice different ways of student participation..........
2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning}
3. Post Stage : **USE** = **Produce** = feed back
For further reading please download the PFD copy
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
Activities should build on previous activities and avoid being repetitive, they should enable learners to engage with and develop their skills, knowledge and understandings in different ways.
Activities help learners to make and sustain the effort of learning. They provide practice in the basic language skills – listening, speaking, reading and writing. They encourage learners to interact and communicate.
Similar to 2 g and input situation meeting & workshop november 22nd 2016 (20)
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2 g and input situation meeting & workshop november 22nd 2016
1. November 22nd 2016
Medea (2)
By
Mr Samir Bounab
Teacher trainer at MONE
yellowdaffodil66@gmail.com
2. Meeting Points
Time Tasks
9:00 • Opening session
9:05 • Review about the last meeting
9:20 • Discussing problems facing teachers
9:30 • Introducing the topic of the day
10:30 • Coffee pause
10:45 • Workshops
11:30 • Delivery of the workshop
12:00 • closure
6. • It's the starting point of your lesson where you
involve your learners from the first moment you
are in class
• you put them in real life situation conform to
the official approach (CBA) which is learner
centered one.
• Using selected aids , you invite your learners to
guess, improsive, deduce....
8. • Problem solving learning situations is very
important since 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.
9. • Planning lessons through problem solving situations necessitates
from the teacher to take into account many important facts:
• Consider and acknowledge the learners abilities and
competences toward the target language .
• Adapt the lesson’s learning objectives to the learners level,
abilities , competences, needs and likes
• Create a climate of communication by inviting the learners to
act in reflective thoughts .
• The problem exposed must be of some interest to the
learners who must have experienced such similar problem
situation.
• Such problem must be motivating and stimulating to think
about the options to solve the problem.
• The learner already possesses a minimum of data to deal with
the problem exposed .
10. • Help the learner reach the solution in a complete autonomous
way where he or she feels responsible about his or her
thoughts.
• Put their ideas (solution) into practice and see their validity (
self evaluation)
• Encourage Independence : Have students work
through problems on their own. Ask directing
questions or give helpful suggestions, but provide
only minimal assistance and only when needed to
11. Some problem solving classroom activities:
• Brainstorming : helping learners to generate as many as possible as
idea and elicit them in lists .
• Guessing : using pictures ( generally the ones of the school manuals)
invite the learners to guess and improvise.( teacher may help them to
put their ideas “black on white” by answering specific questions like
: 1) where does the situation take place? who is in the picture ? 3)
what is happening? ( learners will see , think then write short
production )
• What’s the problem ? This is a powerful technic to unify all the
ideas
12. • The is the pivot of
the learning and
teaching process
This initial problem
solving situation
must appear :
1)At the beginning of
the pedagogic
project while
introducing the
project work
2) At the beginning of
each lesson
Competency based approach (CBA)
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.
Installing
resources
phase &
evaluating
resources
It’s the input situation = the lesson
session= learning session which
can be tackled through :
PPU (speaking) + PIASP
grammar teaching item /
Pronunciation teaching item
+ AFL
PDP (listen or read) session
+PIASP grammar teaching
item / Pronunciation
teaching item+ AFL
Tutorial classes session+
AFL
Assessing Integration
session ( criteria /
indicators):
1. Relevence
2. Correct use of the
linguistice resources
3. Coherence
/consistency
4. Excellence
Learning Integration session
It is a writing process session
It is a phase planned in a problem solving
integrated situation ( Criteria of the
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
Evaluation sessions :
a)Assessment of learning
b)diagnostic assessment
c) formative assessment
13.
14. Stages of a lesson
Lesson 3 stages
Pre stage During stage Post stage
15. Pre stage :
• This can be an :
• ice- breaker,
• warmer
• lead in.
• They are nearly the same; there is a slight difference
but all serve one objective is to get the learner ready
and ease for the learning session.
•
16. • Ice breaker :
• Icebreakers are discussion questions or
activities used to help participants relax and
ease into a group meeting or learning
situation.
• The icebreakers can be
used to generate interest in a topic and
activate the student’s prior knowledge.
17. Lead in:
• Lead-ins (topic) will encourage the sharing of
information and resource.
• Topic Lead-ins will direct the student into the
content that will be taught
18. Warmer:
• Warmers are usually fun activities that focus on fluency
practice.
• Ideally, warmers should only last a few minutes, while a
warmer is usually has no direct relationship to the REST of
the lesson,
• a lead-in is a quick preview of the material that will be
covered in class. both lean in and warmer have their
strengths.
• A fun, breezy warmer can add a bit of variety to a lesson,
and might appeal to students who like a change of pace.
• On the other hand, a lead-in is a better choice for a more
cohesive lesson. This is particularly important with
beginning level students, who need a lot of structure and
19.
20. During Stage = Presentation
•
• The teacher : [decides on the teaching aids to be used]
– Conveys the meaning of new material / language to students
(inductively or deductively)
– Gives them the chance to interact with it and to indicate in
some way (not necessarily by producing the language) that they
have understood.
– Provide maximum opportunity to students to speak the target
language by providing a rich environment that contains
collaborative work, authentic materials and tasks, and shared
knowledge.
– Try to involve each student in every speaking activity; for this
aim, practice different ways of student participation
21. – Provide written feedback like "Your presentation was really great. It was a
good job. I really appreciated your efforts in preparing the materials and
efficient use of your voice…“
– Do not correct students' pronunciation mistakes very often while they are
speaking. Correction should not distract student from his or her speech.
– Involve speaking activities not only in class but also out of class; contact other
people who can help.
– Circulate around classroom to ensure that students are on the right track and
see whether they need your help while they work in groups or pairs.
– Provide the vocabulary beforehand that students need in speaking activities.
– Diagnose problems faced by students who have difficulty in expressing
themselves in the target language
– provide more opportunities to practice the spoken language
– Check Understanding. the teacher should ensure that students understand
what they have to do and are confident with the vocabulary used on the role
play handout before they begin.
– Reduce teacher speaking time in class while increasing student speaking time.
Step back and observe students
– Indicate positive signs when commenting on a student's response
22. What do Students do?
–Talk about subjects of interest to them.
–Students use the material they have already
learned
–Acquire new vocabulary in a meaningful context
–Use some of the structures they practiced in the
previous lesson.
–Students retrieve and reuse material from
previous lessons in a real exchange of ideas.
–Elicit their interest in the present lesson
23. How ?:
• Answering simple Yes/No
• "Wh-questions,
• Pointing or marking correct pictures or replies,
• Ordering pictures ,
• Matching items ,
• Deducing and explaining rules or concepts,
• Creating questions
• Employ dramatization, role-playing, problem-solving,
oral or written reports, discussion, lecturing, grouping,
picture-drawing, showing objects, etc,
24. During Stage : PRACTICE : {engage the students in an interchange
of communication using what they have been learning}
Students work with the material in a controlled context to help them
develop accuracy, confidence and move toward fluency .
– Activities begin as more controlled : « Guided practice »
• Repetition
• Coping
• Info gaps
• Picture card games
• Simple fill-ins (word, dialog, gesture, strategy)
• Activities next move to being freer or more complex :
« Free practice »
• Question-answer exercises where students are restricted to
a particular topic certain vocabulary items.
25. Post Stage : USE = Produce
( feed back)
– Students are required to choose and discriminate among
choices in language within a less controlled context.
– Activities allow for student learning to be demonstrated
as defined by the lesson objective.
– Common activities include role plays personal reactions ,
discussions, values clarification and games.
– Students are given time practice their dialogue (in or out
of class), and create the right mood.
26. 2 Generation Curriculum & PDP
listening Lesson Plan
To teach “Listening Lesson“ we need PDP frame
work:
• What is PDP Listening lesson?
• P = Pre-listening
• D = During listening
• P = Post listening
27. How to teach PDP listening?
• Pre-listening :
•
• The teacher: builds schema and introduces new
language as needed through problem solving
situation .
•
• Use pre-listening activities to prepare students
for what they are going to hear or view.
• The activities chosen during pre-listening may
serve as preparation for listening in several ways.
28. Sample pre-listening activities:
• Students Predict Topic
• Predict Vocabulary
• Vocabulary selection/sort
• Sentence selection
• Get students to read the text first
• Tune in
• Setting the context
Generating interest
Activating current knowledge - what do you know about…?
Acquiring knowledge
Activating vocabulary / language
Predicting content
Pre-learning vocabulary
Checking / understanding the listening tasks
29. During listening :
While-listening activities relate directly to the
text, and students do them during or
immediately after the time they are listening.
Keep these points in mind when planning while-
listening activities:
30. – Three Choices for While-Listening (you should
only do one)
• 1) Listen to Main Idea: This listening is for
understanding the general picture.
• 2) Listen to Specific Events: Good for making
timelines and categorizing. •
• 3) Listen to Details: close activity, multiple
choice questions, etc.
31. – If students are to complete a written task during or immediately
after listening, allow them to read through it before listening
– Keep writing to a minimum during listening. Remember that the
primary goal is comprehension, not production
– Organize activities so that they guide listeners through the
text :Students complete multiple tasks that move from a general
to specific focus in order to deepen their understanding of the
text and develop specific listening / reading skills, such as reading
/ listening for gist or specifics, skimming and scanning ,using
context clues to predict content
– Use predicting to encourage students to monitor their
comprehension as they list
– Give immediate feedback whenever possible
33. More activities for during listening:
• Listening with visuals.
• Filling in graphs and charts.
• Following a route on a map.
• Checking off items in a list.
• Listening for the gist
• Searching for specific clues to meaning.
• Completing cloze (fill-in) exercises.
• Distinguishing between formal and informal registers
34. Post- listening: Use post-listening activities to:
• Check comprehension,
• Evaluate listening skills and use of listening strategies
• Extend the knowledge gained to other contexts.
• A post-listening activity may relate to a pre-listening
activity
• A post-listening activity must reflect the real-life uses to
which students might put information they have gained
through listeningStudents complete activities that
expand on content or language from the text using other
skills
• , i.e. grammar, speaking, writing
35. • Assessing listening: Issues in listening assessment
• Validity: To what degree does it accurately measure
what you want to measure?•
• Reliability : To what degree is it dependable?•
• Authenticity: To what degree is it representative of
real-life language use?•
• Feed back: To what degree does it provide useful
feedback for the learner and influence the teaching
process?
(Brown and Abeywickrama, 2010
36. PDP Reading Lesson Plan
To teach “ The receptive skill Read Lesson“ we
need PDP frame work:
• P = Pre-Reading
• D = During Reading
• P = Post Reading
37. • Reading is an interactive process that goes on between the reader
and the text, resulting in comprehension
• Reading is an activity with a purpose. A person may read in order to
gain information or verify existing knowledge, or in order to critique
a writer’s ideas or writing style
• A person may also read for enjoyment, or to enhance knowledge of
the language being read.
• The text presents letters, words, sentences, and paragraphs that
encode meaning.
• The reader uses knowledge, skills, and strategies to determine what
that meaning is
• In the case of reading, this means producing students who can use
reading strategies to maximize their comprehension of text, identify
relevant and non-relevant information, and tolerate less than word-
by-word comprehension.
38. Pre-Reading
• Recent research brought to light a new lesson format
that gave due importance to pre-reading activities.
• It was found that what is done before reading, is very
beneficial for understanding the text.
• This preparation work is what helps students get
connect the new information to what they already
know.
• This new format suggests that 50-60% of the lesson
should be spent on pre- reading activities
40. SQ3R
• SQ3R: Reading strategy where students Survey, Question,
Read, Recite, Review. Use this sampleSQ3R Reading Guide.
• Survey—Have students preview the title, pictures, graphs,
or captions, then read the first and last paragraph of the
article. Make a list below of the main points or objectives
you find.
• Question—Have students write questions based on their
survey of the text.
• Read—Have students read and answer the questions their
wrote down as they a read.
• Recite—Have students look over their questions and be
able to recite the answers without looking them up.
• Review—Have students summarize what they wrote.
41. • More Pre-Reading Activities:
• Using the title, subtitles, and divisions within the text to predict
content and organization or sequence of information
• Looking at pictures, maps, diagrams, or graphs and their captions
• Talking about the author’s background, writing style, and usual topics
• Skimming to find the theme or main idea and eliciting related prior
knowledge
• Reviewing vocabulary or grammatical structures
• Reading over the comprehension questions to focus attention on
finding that information while reading
• Constructing semantic webs (a graphic arrangement of concepts or
words showing how they are related)
• Doing guided practice with guessing meaning from context or
checking comprehension while reading
42. • Asking the learners to anticipate from a picture or the title
• Introducing the topic through some key words .
• Telling a parallel story to introduce some difficult words .
• Having the learners predict information constituents .
• Review a previous lesson that is thematically or structurally linked to the new one .
• Ask pointed questions to whet the pupils' appetite and raise their motivation
• Oral Discussion or a short written activity
• Brainstorming the theme
• Playing music to set the tone
• Eliciting vocabulary around the theme
• Doing an enactment around the theme
• Asking a thought-provoking question
• Asking lead-in questions
• Showing a short YouTube clip or a scene from a movie
• Cartoon, riddle, joke
• Thinking about the title
43. During Reading Stage
"During" reading activities help students make connections, monitor
their understanding, generate questions, and stay focused
While-reading activities:
• MCQ
• True / false / not mentioned.
• Table filling
• Matching pair activities
• Sentence completion .
• Open ended comprehension questions graded from :
• a) Reference questions : where the answer are explicitly given in the
text
• b) Inference questions :where the pupils have to read between the
lines to find the answers .
• C) Evaluation questions : although these questions are too difficult at
this
44. • N.B : Examiner Guide = BEM Guide Typology
( September 2013) (Teachers should integrate the
different tasks planned in the guide each time they
plan their lessons < The BEM paper is elaborated
according to the BEM guide typology)
45. Post reading phase
• Post-reading activities help students understand texts further,
through critically analyzing what they have read.
• Post-reading activities
• The role of the teacher here is that of evaluator .He checks that the
objectives set , that is the activities set in the reading phase have
been done to his satisfaction .These activities are corrected .
• This is also an opportunity to diagnose more common mistakes and
offer remedial works to the hole class for mistakes made by all .There
may also be follow up written or oral activities :
• The learners can ask each other questions on the passage
• They can imagine a different ending orally , to pave the way to
written expression .
• They can retell the passage from a different character's point of view
.
46. • They can learn how to summarize the passage orally first then written .
• Summary Writing : Ask students to write a summary of the main points of a text or
passage.
• Outlining : Writing outlines is also a good way to organize and remember concepts.
The emphasis here should be on how students see the relationships between ideas
being presented
• Ask students to choose 10-15 words from the text. You can provide categories for
the words e.g. the most interesting words / the most important words / key words
related to the topic. Students then write a text using the words. This text could be a
story, poem, news report, summary, etc.
• Ask students to say which part of the text is the most important/interesting and
which part is not interesting or key
• Graphic organizer : What does a graphic organizer look like?
‘A graphic organizer (also known as a concept map, mind map or relationship chart)
is usually a one-page form with blank areas for learners to complete with ideas and
information which are connected in some way.’ (Darn, 2008)
47. Graphic organizers…
• can help convey large chunks of information concisely;
• encourage strategic thinking: describing, comparing and
contrasting, classifying, sequencing, identifying cause and effect,
decision making, etc;
• can be used to aid reading comprehension – students can
brainstorm around a topic, summarize texts, etc – as well as other
learning activities, such as organizing and storing vocabulary,
planning research, writing projects, etc;
• are easy to use with all levels and ages;
• are non-linear and thus allow for multiple connections between
ideas
48. Reading Aloud in the Classroom
•
– Students do not learn to read by reading aloud.
– A person who reads aloud and comprehends the
meaning of the text is coordinating word recognition
with comprehension and speaking and pronunciation
ability in highly complex ways. Students whose language
skills are limited are not able to process at this level.
– In addition, reading aloud is a task that students will
rarely, if ever, need to do outside of the classroom
– It does not test a student’s ability to use reading to
accomplish a purpose or goal.
49. • There are three (3) ways to use reading aloud productively in the
language classroom.
• Read aloud to your students as they follow along silently. You have
the ability to use inflection and tone to help them hear what the
text is saying. Following along as you read will help students move
from word-by-word reading to reading in phrases and thought units,
as they do in their first language.
•
• Use the “read and look up” technique. With this technique, a
student reads a phrase or sentence silently as many times as
necessary, then looks up (away from the text) and tells you what the
phrase or sentence says. This encourages students to read for ideas,
rather than for word recognition.
•
• However, reading aloud can help a teacher assess whether a student
is “seeing” word endings and other grammatical features when
reading
51. THE MAIN APPROACHES TO TEACH
GRAMMAR
In the case of grammar teaching there are two main approaches. These are
THE MAIN APPROACHES TO TEACH GRAMMAR
In the case of grammar teaching there are two main approaches. These are
deductive approach and inductive approach. Not with standing the
fact that deductive and inductive approaches have the common goal of teaching
grammar they seperate from each other in terms of way of teaching.
52. 1. A Deductive Approach
Deductive teaching is a traditional approach in which information about
target language and rules are driven at the beginning of the class and
continued with examples.
The principles of this approach are generally used in the classes where the
main target is to teach grammar structures. For instance, these principles are
convenient for the classes that grammar transtlation method is
applied(Nunan,1991).
According to Thornbury’s three bacic principles a deductive lesson starts
with :
1. presentation of the rules by the teacher.
2. Secondly teacher gives examples by highlighting the grammar
structures.
3. Then students make practise with the rules and produce their own
examples at the end of the lesson (Thornbury, 1999).
53. 2. An Inductive Approach
Nunan (1999) identifies inductive approach as a process where
learners discover the grammar rules themselves by examining the
examples.
In a inductive approach it is also possible to use a context for
grammar rules. That is to say, learners explore the grammar rules
in a text or an audio rather than isolated sentences.
Thornbury (1999) notes that in an inductive approach learners are
provided with samples which include the target grammar that
they will learn. Then learners work on the examples and try to
discover the rules themselves. When students obtain the grammar
rules and they practice the language by creating their own examples.
54.
55. PIAsp is teaching method I use to teach grammar and pronunciation items conform to CBA
and Bloom taxonomy ; P= Presentation<Presenting the context in which the structure
appears>
(For example using the script page 170 -where the time conjunctions- where they are written
in bold (I wish all the scripts were elaborated like that this will facilitate the teachers' work to
apply PIASP)
so you ask your learners to read the script in order to make them notice the words written in
bold ( so here your learners will deal with the first Bloom's taxonomy category (knowledge =
defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes,
reproduces, selects, states.) where they will define and identify the conjunctions since they
have seen some of them before .
The Aim here is to make the learners see the structure (form & meaning) in context.
2- 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 and this goes also with the second
category of Bloom's taxonomy ( comprehension where your learners will be able to infer,
interpret, paraphrase, predict, rewrite, summarize,.
3- 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.This has a great link with the fourth category Analysis" ( Blomm's Taxonomy) where
your learners will be able to nalyzes, breaks down, compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects,
56. 4- Stating Rule :
Here after they analyse you help them to formulate the grammar rule .And this what Bloom
called "Synthesis" where the learners are able to Build a structure or pattern from diverse
elements. Put parts together to form a whole, with emphasis on creating a new meaning or
structure through the following key words "reconstruct, relate, reorganize, revise, rewrite,
summarize, tell, write.
5- Practice: This is achieved through three (3) type of tasks
a- Based form task: Mechanical manipulation < focus only on the form >
b- Meaning based task: Focus is on meaning
c- Communicative based task: ( emphasis is on transmitting message)
So this last stage has a great link with what Bloom named Application: Use a concept in a new
situation or unprompted use of an abstraction. Applies what was learned in the classroom into
novel situations in the work place.
So the PIASP is the ideal way to teach grammar item according to Bloom's Taxonomy .
59. Introducing tutorial classes (TD) In
Middle school
( circulaireministerielle N° 1313 du 30/06/2013)
• The tutorialclasses :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 .
60. 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
61. 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 relfexion for the
learners.
62. TD & Suggested types for grouping students :
• 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
opportunities 2
-It is necessary to have a balanced number of different levels in
each group
- The weaker learners will have more practice
- It enables teachers to engage the talented ones to support the
weaker classmates once he/she has finished the assigned task.
- It enables to foster the development of co-operative skills
63. 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.
64. • The advantage of such grouping is that it enables the
teacher to organise the courses and plan activities
according to learners’ needs.
• It enables to raise learner achievement, better scores in
tests .
• It also allows students to gain confidence and take risks,
in terms of attitude to learning : being in nearly similar
attainment category prevents inhibition and
negativefeeling due to pressure of brighter students
• Finally it can lessen behaviour problems
65. • TD needs progression to
follow the learners’ progress
since Td is tackle each week
in groups and after 15 days to
fulfill a complete session
• TD is planned as any lessson
which must be conform to:
• Exist profile mentionned in
the syllabus
• CBA & Bloom Taxonomy
66. TD Progression Sheet
Level : Term :
Project :
Session
Objective = learning objective
mentioned in the syllabus
( function + grammar)
where learners show
weaknesses
Resources = language form or
grammar that supports the
function
Communicative tasks = all
the type
commnicative
information gap
activities
Cross curricular
competencies = any
competences
that learners
already acquired
in other subjects
and help
teaching English
= how can the
other subjects
help teaching
and learning
English
68. Q :Do
your
learners
learn in
the
same
way?
5 minutes
discussion
Learning Styles:
• children learn in one of three ways: visually,
auditorily, or kinesthetically
• learning style weaknesses:
• Children with auditory weaknesses have trouble
following spoken directions and rely on visual
cues,
including watching others, to understand what to do.
• Children with visual weaknesses have a hard time
remembering locations and may appear
disorganized or disoriented when gathering or
putting away materials.
• Children with kinesthetic weaknesses have trouble
learning things through sense of touch
69. Q: What
sort of
mistakes do
your
learners
make in
class?
5 minutes
discussion
• Pronunciation
• Grammar
• Spelling
• Numbers
• Colors
• Intonation
• Questions
• Punctuation
• Capitalization
• Written expression
• Project work
70. Q: What
typology of
tasks do you
suggestr to
deal with Td to
remediate your
learners’
weaknesses?
5 minutes
discussion
• Meaningful and manipulative language
activities
1-Project work
2- Role play and simulations
3-Survey/ questionnaire
4-Interview
5-Listing /categorizing
6-Information gap
7-Cloze test/gap filling
8-Matching/ jigsaw
9-Problem solving activities
10-Games
11-Selecting material
12-Songs
13-Story telling
14-Information transfer
15-Transformation