This document provides guidelines for evaluating lesson plans based on criteria of integration. It outlines a grid for evaluating lesson plans as good, fair or poor based on criteria such as relevance to topic, organization of ideas, and use of linguistic resources. It also defines indicators for each criterion, such as writing according to the communication situation, correct use of tenses, and coherence of ideas. The document recommends not penalizing students for spelling mistakes.
Salam
How to apply CBA " implementation of the 3 IIP"
by : Mr Samir Bounab
One of the questions that teachers have to ask themselves after delivering each lesson is :
"what relation of what I performed with CBA approach?
or
" when were my learners able to " interact ? Interpret ? and produce ?"
The answer is through the 3 IIP ( interact - interpret and produce)
So how can teachers observe the 3 IIP on the field ?
Competency I : Interact orally in English
Learners 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
How the interaction competency can seen ?
With their schoolmates in pairs or groups.
In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) their needs
(4) their interests
Using communication breakdown strategies (mimming, gestures, mother tongue)
Competency II : Interpret authentic documents, oral or written.
Learners 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 .
How is interpret competency observed?
Interact orally or in writing in everyday situations with their teacher / mates
Consult various sources {dictionaries, the media, the internet…}
Competency III : Produce simple messages, oral or written
The learners should be able to express his ideas, organize them according to logic and chronology, take into account syntax, spelling and punctuation for describing, narrating …..
How ?
The learners are suggested a model to follow.
They are given access to new writing strategies.
In situations linked to
(1) the class
(2) the learner’s interests and
(3) the learner’s needs.
With audio-visual support
Using pedagogical recreative activities
With clear and precise instructions
Taking part in groupwork (newspapers, magazines, cartoons, projects …)
By: Mr.Samir Bounab ( Teacher trainer)
Salam
The English Curriculum
Table of Contents
1. Presentation of the Discipline of English
1.1 Goals of English at Middle School 1.2 Contribution of English to the Achievement of Learner’s Global Profile 1.3 Contribution Of English to the Mastery of Other Subjects 2.Components of the Curriculum
2.1 Exit Profiles for English at Middle School
2.1.1 Exit Profile by Key Stage 2.1.2 Cross- Curricular Topics Across the Cycle 3. Middle School Conceptual Framework
3.1 Table of the Conceptual Framework
4. Yearly Syllabuses for Middle School 4.1 Syllabuses Across the Years 4.2 Samples of Situations of Integration
5 .Implementation of the Curriculum 5.1 Recommendations for the Implementation of the Curriculum 5.2 Project –Based Learning 5.3 Recommendations on How to Use Teaching Aids
6. Recommendations and General Guidelines to Stakeholders 6.1 Recommendations to Textbook Writers 6.2 Recommendations to Examination Designers
By Mr Samir Bounab ( teacher trainer at MONE)
the links
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,.......
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.
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)
Salam
How to apply CBA " implementation of the 3 IIP"
by : Mr Samir Bounab
One of the questions that teachers have to ask themselves after delivering each lesson is :
"what relation of what I performed with CBA approach?
or
" when were my learners able to " interact ? Interpret ? and produce ?"
The answer is through the 3 IIP ( interact - interpret and produce)
So how can teachers observe the 3 IIP on the field ?
Competency I : Interact orally in English
Learners 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
How the interaction competency can seen ?
With their schoolmates in pairs or groups.
In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) their needs
(4) their interests
Using communication breakdown strategies (mimming, gestures, mother tongue)
Competency II : Interpret authentic documents, oral or written.
Learners 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 .
How is interpret competency observed?
Interact orally or in writing in everyday situations with their teacher / mates
Consult various sources {dictionaries, the media, the internet…}
Competency III : Produce simple messages, oral or written
The learners should be able to express his ideas, organize them according to logic and chronology, take into account syntax, spelling and punctuation for describing, narrating …..
How ?
The learners are suggested a model to follow.
They are given access to new writing strategies.
In situations linked to
(1) the class
(2) the learner’s interests and
(3) the learner’s needs.
With audio-visual support
Using pedagogical recreative activities
With clear and precise instructions
Taking part in groupwork (newspapers, magazines, cartoons, projects …)
By: Mr.Samir Bounab ( Teacher trainer)
Salam
The English Curriculum
Table of Contents
1. Presentation of the Discipline of English
1.1 Goals of English at Middle School 1.2 Contribution of English to the Achievement of Learner’s Global Profile 1.3 Contribution Of English to the Mastery of Other Subjects 2.Components of the Curriculum
2.1 Exit Profiles for English at Middle School
2.1.1 Exit Profile by Key Stage 2.1.2 Cross- Curricular Topics Across the Cycle 3. Middle School Conceptual Framework
3.1 Table of the Conceptual Framework
4. Yearly Syllabuses for Middle School 4.1 Syllabuses Across the Years 4.2 Samples of Situations of Integration
5 .Implementation of the Curriculum 5.1 Recommendations for the Implementation of the Curriculum 5.2 Project –Based Learning 5.3 Recommendations on How to Use Teaching Aids
6. Recommendations and General Guidelines to Stakeholders 6.1 Recommendations to Textbook Writers 6.2 Recommendations to Examination Designers
By Mr Samir Bounab ( teacher trainer at MONE)
the links
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,.......
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.
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)
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
Salam,
MS1 level ; Sequence 3 - Me & My daily activities ( Part 1)
The Sequence is planned with PPU speaking lessons and PIASP teaching grammar and pronunciation items
Good luck
By Mr Samir Bounab ( teacher trainer at MONE)
the links
Salam , MS1 2 G yearly planning 2016 2017
Here is the 2 generation MS1 yearly planning for the school year 2016 2017
The planning is planned through weeks
Any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
File3 2nd am-health-+file five 1st am adapted -atf & aef.1Mr Bounab Samir
This file is adpated with File five " food" of the MS one level since the slimming of the syllabus June 2008 , so teachers have to teach it before dealing with " healthy food and ideal meal"
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
The accompagnying document March 2015 is the document which explains the National curriculum 2015 ,
Unfortunately the document is in French , we hope to have the English copy soon
Thank You
Mr Samir Bounab ( Teacher Trainer at MONE)
Salam,
Sequence 1 ; 2 first lessons
Here are The 2 first lessons of Sequence 1 "Me & My friends"
The lessons are planned rescpecting the four learning situations where the two first ones have been taken into account " intial problem situation & in put one"
The first lesson is planned using PPU speaking frame work and the second one using PIASP grammar item " punctuation"
any comments are welcome
by : Mr Samir Bounab ( Teacher trainer at MONE)
Salam
2G MS 1 level "My Alphabets"
Here is "My Alphabets power point presentation which contains alphabets flashcards and ABC song
This power point presentation goes witht he VAKT & AIds of the " pre -sequence " - Now we have English " conform to the 2 G program
Thank you
Mr Samir Bounab ( teacher trainer at MONE)
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
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
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
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,.......
7) VARK Learning Styles
8) PIASP inductive grammar and pronunciation teaching method
9) Importance of Using the School Manual
10) Adapting the School Manual
Mr.Samir Bounab (Teacher Trainer)
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)
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
Training Novice teachers
**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
alam
Training Novice teachers
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
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
Very detailed plan of an intervention to help faculty of Higher Education institutions to create or/and redesign their face to face courses into blended or fully online ones. The approach is to coach them, alternate short trainings, pilot the courses or part of them and escalate good practices.
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
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.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
First 2 g meeting and training recap of 1st syllabus generation april5th 2016
1. Criteria of the integration :
Grid for Evaluating The situation of Integration.
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)
Organisati
on
(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)
Criteria Indicators
1. Relevance
' the criterion is
reached when the
student produces the
piece of writing in
accordance with the
situation of
communication
-The student writes the piece of writing according to the
theme
- He uses the appropriate tense or structure
- He uses the vocabulary related to the topic
2. Syntactic coherence
and correct use of
linguistic elements
-Syntactic order
- Correct use of tenses related to the situation of
communication
3.Semantic coherence
- The sentences produced have a meaning. / A logical link
between the sentences.
4.Excellence Good presentation of the paper
Remark
DO NOT PENALISE STUDENTS FOR
SPELLING MISTAKES
By Mr.Samir Bounab ( Teacher Trainer at MONE)
„yellowdaffodil66@gmail.com )
First 2G Meeting &Training
Meeting April 5th
2016 (Medea 2)
By Mr.Samir Bounab
“ yellowdaffodil66@gmail.com”
Competency Based Approach & Integrated Situation.
1. What is a competency-based- 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.
2. What is a 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.
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
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)
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 .
How ?
Interact orally or in writing in everyday situations.
With his teacher / mates
Consult various sources {distionaries, the media, the
internet…}
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 for (1) describing (2) narrating
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 …)
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
2. 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
WWhhyy PPPPUU aanndd PPDDPP ffrraammee wwoorrkkss??
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 lin- guistiques , d‟où possibilité
de „PPU‟ leçon
PPU & PDP frame work
""HHooww ttoo aappppllyy BBlloooomm''ss ttaaxxoonnoommyy iinn aa ggrraammmmaarr lleessssoonn??UUssiinngg tthhee
PPIIAASSPP tteeaacchhiinngg mmeetthhoodd..
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
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)
WWrriittiinngg PPrroocceessss
PPrroocceessss wwrriittiinngg ccoonnssiissttss ooff tthhee ffoolllloowwiinngg ssttaaggee
1-brainstorming
2‐planning or organizing
3‐drafting(writing the first draft
4‐editing
5‐publishing
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.
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 .
Why project work ? The benefits of a project work .
a) 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
Planning Lesson
1. Teachers should prepare a lesson plan before teaching.
2. Teachers should consider learners‟ abilities, interests, learning
preferences, and the institutional program while planning.
3. Teacher should analyze their lesson plans before and after
teaching.
4. Lesson plans should include specific information.
5. Objectives should concretely state the communicative
objectives of the lesson.
WWhhaatt pprreeppaarraattiioonn sshhoouulldd aa tteeaacchheerr mmaakkee bbeeffoorree ppllaannnniinngg aa lleessssoonn??
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.
What should be included in a lesson plan?
11-- GGuuiiddeedd SShheeeett == LLeessssoonn FFooccuuss ::
TToo sshhooww yyoouu wwhheerree ttoo ssttaarrtt aanndd hhooww ttoo eenndd aanndd iinn bbeettwweeeenn
yyoouu hhaavvee tthhee rreessoouurrcceess ..
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.
1. Which skill(s) will students mainly practice during this
lesson? (Speaking, listening, reading, writing) PPU or PDP
frame works.
2. 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.)
3. Is there an aspect of culture in this lesson that needs to be
clarified? If so, what is it?
4. Required Material or resources = Aids = VAKT =Visual
Auditory Kinesthetic Tactile
5. Aim of the lesson =SWBAT= ( students will be able to
do…..< An observable behaviour >
Lesson Plan model sheet
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.
TThhee 33 SSttaaggeess ooff aa lleessssoonn
1.In all lessons there is a prep to teaching ( icebreakers/ games/ warmers/
lead in
2. 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 .
3.The post lesson is the productive stage.
By Mr.Samir Bounab ( Teacher Trainer at MONE)
„yellowdaffodil66@gmail.com )
3. 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)
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
Advantages of using text books :
i. They are useful learning aid to the learners
ii. They can identify what should be taught and the order it should be
treated
iii. They can indicate what methods should be used
iv. They can provide attractively and economically most of the
material needed
v. They can serve the teacher a lot
vi. They are indispensible to the teacher who comments on the
language may be insecure
vii. They are indispensible for teachers who are untrained
TEXT BOOK EVALUATION
EVALUATION : Three stages process
1) Initial evaluation / Detailed evaluation / In use evaluation
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
Erica and Lara
Potential approaches include
If positive apply
E nough / too much?
Right format / level ?
Integrated ?
Communicative ?
Appropriate ?
If negative apply LARA
o Leave out
o Amend
o Replace
o Adapt
Or apply « SARS »
S= Select
A= Adapt
R= Reject
S= Supplement
By Mr.Samir Bounab ( Teacher Trainer at MONE)
‘yellowdaffodil66@gmail.com )
b) Enhancing motivation
Introduce novelty in the language classroom by changing
routine
From 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
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 .
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
- 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
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.
RATIONALE FOR GROUP WORK IN ENGLISH
COURSES (by Madam Ouzna Mekaoui)
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 planlanguage 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.
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 opportunities2
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.