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
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docxtamicawaysmith
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
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
More Related Content
Similar to Meeting primary school teachers 14 10 2023 sidi naamane.pdf
Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
These include the past and its relation to the present; the natural world; the ideas, beliefs, and values of our own and other peoples; the dimensions of space and quantity; aesthetics and representation; and so on.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docxtamicawaysmith
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
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
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Meeting primary school teachers 14 10 2023 sidi naamane.pdf
1. Meeting & workshop for Primary School Teachers
Sidi Naamane 24/10/2023
Mr.Samir Bounab (yellowdaffodil66@gmail.com )
Characteristics of Young Learners
Young children, especially those up to the ages of nine and ten, learn in the
following ways
They respond to meaning even if they don‘t understand individual words.
They often learn indirectly rather than directly-that is they take the
information from all sides, learning from everything around them rather than
only focusing on the precise topic they are being taught.
They rely on spoken words and the physical world to convey meaning.
Their understanding comes not just from explanation ,but also from what
they see and hear, and crucially, have a chance to touch and interact with.
They are as well able to work and learn from others.
They find abstract concepts such as grammar rules difficult to grasp. They
learn better through concrete things rather than abstract concepts.
They generally display enthusiasm for learning and a curiosity about the
world around them.
They have a need for individual attention and approval from the teacher.
They respond well to praising.
They are keen to talk about themselves and respond well to learning that
uses themselves and their own lives as main topics in the classroom.
They have a limited attention span; unless activities are extremely
engaging, they can get easily bored, losing interest after ten minutes or so.
They enjoy learning through playing and working together.
They ask questions all the time.
They are very active and imaginative.
They enjoy imitating and are skilfull in listening accurately and mimicking
what they have heard.
(J. Harmer. 2007, The Practice of English Language Teaching, England: Pearson Education
Limited)
Learning styles
Learning/ Perceptual Styles :
Learning/ Perceptual Styles refer to how a person learns, remembers and
understands best. The basic types of learning styles are visual, auditory ,
kinaesthetic and tactile ( VAKT).
Visual : learners who get information best by seeing it. Visual verbal
learners like to see information in the form of words or written language.
Visual non-verbal learners like to see information in graphic form(charts,
tables, graphs, pictures, symbols or graphic organizers.
Auditory: learners who get new information best by listening and hearing.
These learners work well in group settings where vocal collaboration is
present and may enjoy reading aloud to themselves, too.
Kinesthetic: learners who get new information best by doing or moving.
kinesthetic learners are hands-on and thrive when engaging all of their
senses during course work.
Tactile: learners who get new information best by touching and
manipulating objects.
What teaching strategies are good for different learning/perceptual
styles?
Visual :
Visual verbal: Write instructions, questions and answers on the
blackboard. Let learners read silently.
Give learners an example of finished assignments so that they can see
what they should do
Visual non verbal: Show assignments, activities or tasks so learners can
see what to do.
Use visual aids like diagrams, pictures, charts, graphic organizers to
represent information.
Introduce new words and ideas using examples, images ...
Auditory:Read instructions for activities, tests and homework assignments
aloud.
Describe the information on charts, graphs or diagrams.
Ask learners to work in small groups to discuss problems or answers.
Let learners ask and answer questions during lessons or
presentations.
Give an oral summary of important ideas from lessons or readings.
Let learners present and listen to presentations.
Kinesthetic & Tactile :
Use role plays and simulations.
Let learners work with models or different materials.
Visit places connected with the topic.
Organize group or pair work that requires learners to stand up and move
around the classroom.
Classroom Guidelines:
Print rich environment : learners should see age appropriate books and
reading materials, colourful pictures, posters and wall charts. One way to
involve learners and encourage them to learn is to display their works.
The organization of the classroom
The classroom should be organized in a way that facilitates the
teaching/learning process and fosters interaction between learners.
The teaching/learning process could be achieved through which promote
collaboration and exchange of ideas and experience. class-presentation, or
pair and small group work
Teachers need to choose the arrangement that is suitable to the lesson, to
the classroom and to whether the furniture is movable.
Establishing rules and routines
This ensures a positive learning experience because learners will acquire
habits that make work easy for both teachers and learners and thus
achieve the learning objectives and the instructional goals.
So, right from the beginning of the year, teachers should discuss the
classroom with the learners along with the consequences of good
behaviors and misbehaviors. The teacher may post these rules on the
classroom walls.
Classroom language
Establishing rules and routines goes hand in hand with adopting simple and
everyday language. This might include useful phrases or expressions like
greeting and saying good bye, asking for permission, thanking, apologizing,
saying one‘s name, age, asking questions when they don‘t understand, etc.
Span of attention
The young learners‘ span of attention varies according to their age.
Children generally have a short attention span. Some children may fall
outside of that spectrum. Consequently, teachers should make sure there is
a variety of activities, i.e., changing activity every ten minutes or so, to cater
for different learning styles and to avoid boredom.
Instruction giving:
The instruction should be simple, brief and accurate. Teachers should
explain, demonstrate illustrate the instructions, and check their
understanding. Young learners do not learn simply by being told what to do.
In addition, teachers are advised to pause after they give any instruction,
i.e. a wait time/think time is necessary for learners. It is also essential to
monitor learners‘ work and provide them with enough time to carry out the
activity
Teaching strategies
Teachers are expected to bring to their classes a wide range of age
appropriate learning strategies to make learning fun and effective like using
2. audio visuals aids (songs, videos, realia, pictures, diagrams, etc...), games,
role plays, drilling in chorus and individually, cooperative learning, etc.
Inclusive education
All pupils even those with special needs have the right to an education that
is appropriate to their needs. The aims of education for pupils with special
needs are the same as for the other pupils. They are granted full access to
education so as they can pursue their dreams and contribute to the
development of the community.
Framing of the Syllabus
. The exit profile:
1. The global competence: defines concisely what is expected from
learners and what they are able to do, according to their age, needs and
immediate environment, at the end of the year, the key stage or the cycle to
ensure the vertical coherence in the curriculum
2. Values: The purpose of education is to transmit the values that a society
has chosen for itself.
-Values common to all its members: political and social, cultural and
spiritual whose objective is to consolidate the national unity.
-Individual values: emotional and moral values, aesthetic values and
humanist values opening onto the universal.
According to the Orientation Law, the missions of school in terms of
spiritual and civic values are:
1.Assertion of the Algerian personality and consolidation of the unity
of the nation through the promotion and preservation of the national
values.
2.Training on citizenship, promoting and developing human
resources;
3.Openness to the world;
4.Reaffirmation of the principle of democratization.
Cross-Curricular Competences:
The cross-curricular competences complement each other and are of four
different types: intellectual, methodological, communicative and personal
and social. Furthermore, learning situations very often draw on these
competences synchronously.
a- Intellectual: refers to the basic competences (using information,
exercising critical thinking, solving problems and using creativity) that can
be mobilised as resources in the development of competences.
b- Methodological: is the combination of skills and procedural knowledge
that are mobilized to solve problem situations, to adapt procedures to the
resolution of specific situations, or to develop new procedures to solve new
situations.
c- Communicative: concerns all areas of communication, expression and
verbal and non-verbal interaction. Languages and the various conventional
languages are considered to support the development of communicative
competences.
d- Personal and social: these are all the integrative skills that can mobilise
the individual and/or collective resources of a group to carry out a project.
Domains: There are four domains: oral comprehension, oral production,
written comprehension and written production.
C. Target competences: There are four target competences. They serve
the global competence. Each one is composed of three components:
knowledge, skills and attitudes.
D. Resources: They are of two types:
1- Linguistic resources: they include key vocabulary and lexis, grammar
and pronunciation.
2- Cross-curricular resources: They are segments of each of the cross-
curricular competences, intellectual, methodological, communicative and
personal and social, used in interaction with each other to contribute to the
structure of the learner‘s skills and attitudes in a certain learning situation or
for specific instructional purposes
Oral comprehension :
Comprehend oral messages and identify the meaning of words in
familiar context using paralinguistic features
The learner can:
1. recognise the meaning of words and expressions.
2. use the context and paralinguistic features to deduce the
meaning of words and expressions.
3. be an attentive listener.
Oral production: Interact orally in communicative situations related to the
learner’s daily concern and interests using simple words and expressions.
The learner can:
1. identify simple words and expressions to interact orally.
2. use simple words and expressions to interact orally.
3. respect the interlocutor.
Written comprehension: Decode symbols, read simple messages of
about 30 words and understand the meaning of words and structures using
graphophonic knowledge and visuals.
The learner can:
1. identify reading basics and decoding strategies.
2. use reading basics and decoding strategies.
3. show respect to his peers‘ readings.
Written production:(Most of the time, the domains are integrated)
Write letters, words and simple sentences using correct handwriting and
punctuation.
The learner can:
1. Recognize the features of writing letters (sizing, spacing and
alignment).
2. Use features of writing letters correctly.
3. Respect the features of writing letters
TEACHING SKILLS
I Listen and Repeat 35 mn
‘Listen & Repeat’ is an essential step towards improving the listening skill of
young learners, their pronunciation and their learning of new vocabularies.
During this session,
The teacher uses topic appropriate visual aids (video, realia,
pictures, etc...).
The teacher is the model; he either reads (models) the words or
phrases using his voice or plays the audio and the learners repeat.
The teacher may ask simple questions that require short answers to
ensure understanding without reference to any written form.
How to demonstrate phonemic awareness?
Learners can demonstrate phonemic awareness in several ways ,
including:
1. Isolating phonemes: Learners identify specific sounds at the beginning,
middle, and end of words.
Example:- Teacher: what is the first sound in the word dog?
-Learners: /d /
2. Blending phonemes: students blend phonemes to form real words.
Example:- Teacher: what word is made from /b/, /a/, /t/ ?
-Learners : bat
Mr.Samir Bounab (yellowdaffodil66@gmail.com
3. 3. Segmenting words into phonemes: Learners break a word into
individual sounds by counting the sounds or by moving a marker for each
sound.
Example:-Teacher : How many sounds are there in ‗bake‘?
-Learners : 3
Adding phonemes: Learners make new words by adding sounds to a word.
Example:-Teacher: What word do you make when you add a /b/ to the
beginning of the word ring?
-Learners: bring
4. Deleting phonemes: Students identify the word that remains when a
phoneme is removed or deleted.
Example:-Teacher: What word is left when we drop the /s/ from the word
spot?
-Learners: pot
5. Substituting phonemes: Learners make a new word by replacing a
specified phoneme with another.
Example:-Teacher: Say the word bag. Now change the /b/ to an /r/. What is
the new word? -Learners: rag
How to teach phonemic awareness
Procedure :
1. The teacher needs to choose topic appropriate pictures or very short
texts / dialogues to practice language.
2. Learners listen to the short text, which is supported by pictures to
engage learners and trigger their imagination.
3. The teacher can either read the story or play an audio. When reading,
the teacher needs to pronounce words clearly and adjust the speed to
learners, exaggerate body gestures, face learners and avoid any
distractors.
4. The teacher may ask simple questions that require short answers to
ensure understanding without reference to any written form.
5. The teacher allows choral then individual repetition (drilling).
Using visuals
In addition to audios, teachers use visual aids to ensure understanding and
save both time and efforts. Visuals are valuable and purposeful pedagogical
tools for young learners.
a) Visuals show situations from real life.
b) They engage learners and help them understand visualize key concepts.
c) They encourage learners to think about the words they are reading or
hearing.
d) They reveal the representations and perceptions of the learner and reduce
teacher‘s talking time.
I Sing and Have Fun & I Listen and Repeat
Procedure:
Teachers deal with the song as follows:
1. Introduce the song telling one interesting fact about it, using visuals.
2. The teacher displays pictures to make learners memorise the new words
easily.
3. Sing the whole song to the class (or use CD/ smartphone, …)
4. Sing the song or play it, one more time. Have students listen to the rhythm
and different pitches.
5. Have the students sing the whole song with you (don‘t expect perfection)
6. Let the students have the opportunity to sing the song without the teacher
while they are singing walk around and listen to the voices of individual
students to hear the different pitches.
www. eduref.org
I Read and Discover 45 mn
There are five key components of reading for every child:
1. Phonemic awareness: is the ability to hear, identify and manipulate these
individual units of sound ( oral practice).
2. Phonics: is the process of matching the sounds of spoken English with
individual letters or groups of letters. It is referred to as the alphabetic
principle.
3. Fluency: is recognizing the words in a text rapidly and accurately and
using phrasing and emphasis in a way that makes what is read sound
like spoken language.
4. Vocabulary: The more words learners know, the better they become at
reading and understanding the texts.
5. Reading comprehension: is the culmination of the reading process and
the ultimate goal of learning to read. The purpose of mastery of each of
the previous skills is to enable comprehension.
Procedure
The objective of ‘I Read and Discover’ is to focus on the target phonic(s) in
the section using decoding strategies. Learners discover how letters are
pronounced in a context.
Decoding words goes through the following steps:
-Segmentation: Learners put their fingers under the word and move from
the left to the right. They separate the sounds in the word to recognize
individual sounds and understand the relationship between letters and
spoken sounds (phonics) and create phonemic awareness, emphasizing the
beginning and ending sounds.
-Blending: Learners put the sounds together in a word, giving special
attention to vowels in
this stage example short /i/ and short /e/ as in /pit/ and /pet/.
Chunking: Learners recognize familiar word parts (chunks) to help them
pronounce a
word.
-Sight words: Sight words are words like ‗come, does, or who’ that do not
follow the rules
of spelling. Decoding these words can be very difficult for young learners. At
this stage, learners are not supposed to tackle these words.
-Present meaning: make sure learners understand the meaning of each
word they read, using the context, drawings, pictures, miming, etc. Checking
the understanding of meanings
should be frequent
. Another way to develop the reading skill is to cut out simple cards and
write a word containing three sounds on each one (e.g.: van, sat, dig,
top, sun, fin, pot). Invite learners to choose a card, and then read the word
together. Hold up three fingers Ask them to say the first sound they hear
in the word, and then the second, and then the third.
Read and Enjoy 45 mn :This session is devoted to reading through games
to make learners better readers.
1. It helps them enrich their stock of vocabulary, develop their spelling and
writing skills and their pronunciation. Games and fun activities are a
vital part of teaching English as a foreign language.
2. They liven up the lesson and ensure that learners leave the classroom
wanting more.
3. They help learners to increase self-confidence by forgetting about the
stress of giving accurate answers.
4. They motivate and engage them through competition.
5. They also add to the effectiveness of teaching. ―Games introduce an
element of competition into language learning which can help create a
purposeful use of language‖ (Prasad 2003).
Mr.Samir Bounab (yellowdaffodil66@gmail.com
4. 6. Teachers should explain the rules and illustrate them before starting
any game
7. The game should focus on learning, practising and reviewing
previously taught items.
8. The game should involve a friendly competition.
9. The game should involve and interest all learners.
I Read and Write
Learners have learnt to form lower-case letters correctly, now they can
move to the following step which is joined handwriting (cursive).
They may copy written recording (the date, copies of very short written
texts from the board/ textbook, work cards, etc.) correctly.
Learning to join letters for handwriting enables children to develop a
speedy, fluid and legible handwriting style.
This session includes completing a form after having read the very short
text in session 2 ‘ IRead and Discover’. The form –they have to complete-
must be be related to the topic around which the section is revolving.
For instance, the learners may be asked to design a family tree when
introducing family members and to complete an ID card when introducing a
friend .
Procedure
Learners refer to the very short text read in session 2.
Learners may be asked to read the text aloud ( a few reading times would
be enough).
Teacher introduces the form and makes sure the learners are familiar with
its components.
Learners select appropriate words/ expressions to complete the form.
Learners should be trained to copy words and short sentences in joined
handwriting along the teaching/learning process.
Teachers are the models in class; they should have good writing habits.
Young children are not always aware that writing starts from the top left
corner and finishes at the bottom right.
The rules must apply to both-teachers and learners.
If teachers write anyhow, learners will replicate them. Children are
good imitators.
The work of the teacher on the board must at all times be an
example of correct,
The Problem Solving Situations
Types of Situations
4. Initial Situation:
At the beginning of the year, learners of fourth year primary school are
put into four problem situations; each one corresponds to one of the
target competences. These situations are presented as follows:
a. In a situation related to oral comprehension, the learners may be
asked to identify the meaning of sentences in a very short oral text.
b. In a situation related to oral production, the learners may be asked to
interact orally using simple words, expressions and sentences.
c. In a situation related to written comprehension, the learners may be
asked to read a text of about 40 words.
In a situation related to written production, the learners may be asked
to fill in a form with specific details using correct handwriting.
The tasks mentioned above should not exceed 5 minutes as the
objective behind is to motivate the learners and stimulate their
curiosity to learn and discover. The answers of the learners should be
recorded or kept in order to be used during the pauses to check the
learners’ progress towards the target competences.
Learning to Integrate
a. Learning to integrate in groups: The same tasks (related to the 4
domains) are set to check the learners‘ progress. The learners should
compare their present response with the previous one (the response
related to the initial situation).
b. Learning to integrate individually: Other tasks (related to the 4
domains) are set to check the learners‘ ability to integrate individually.
6. Situation of integration
A global situation (a set of different tasks) that is meant to serve the 04
target competences is set and dealt with individually. Other tasks are
set during the last pause (individual learning to integrate & integration)
to check progress and adjust learning through remediation and
standardization.
Assessment
Assessment is the ongoing process of gathering evidence of what
each student actually knows, understands, and can do to increase their
learning and development.
Diagnostic Assessment
Diagnostic assessment can help identify students‘ current knowledge
of a subject, their skill sets and capabilities, and to clarify
misconceptions before teaching takes place. Knowing students‘
strengths and weaknesses can help teachers plan what to teach and
how to teach it.
Formative Assessment:
It refers to a wide variety of tools that teachers use to conduct in-
process evaluations of students‘ learning progress during a lesson,
section, or unit. Formative assessment helps teachers identify
learners‘ strengths and weaknesses so that adjustments can be made.
Formative Assessment Tools When we think of assessment, we often
think about tests. But good assessment is much more than tests - it‘s a
chance to discover what our students understand so that we can help
them learn and grow.
Nonverbal Assessment: This type of assessment is very useful with the
young learners. It helps teachers to determine whether the individual
truly understands concepts by asking him to physically demonstrate
his understanding of words and text through physical demonstration
or the creation of a visual representation such as a drawing or a model.
Emoji self /peer Assessment: This technique involves the students to
assess themselves or their peers by showing the appropriate emoji
that reflects their performance in a given task.
K-W-L Chart The K-W-L chart: is a simple way to ask questions
concerning "who" and "what" questions. The K category asks the
learners to state what they knew before they began the course to check
their pre-requisites. The W section provides learners with the
opportunity to state what they want to know or gain from the
instruction provided. The L category provides students with an area to
state what they have learned in the class.
Think- Pair :– Share Students do the task individually (think). Then,
they pair up with a classmate and discuss their answers (pair).Finally,
they discuss their answers in groups (share).
Portfolio assessments Portfolios :are practical ways of assessing
student work throughout the entire year. With this method, you can
systematically collect descriptive records of a variety of student work
over time that reflects growth toward the achievement of the objectives
set before. Portfolios include information, sample work, and
evaluations that serve as indicators for student performance.
Mr.Samir Bounab (yellowdaffodil66@gmail.com
5. By documenting student performance over time, portfolios are a better
way to crosscheck student progress than just one measure alone.
Portfolios can include:
Samples of students‘ handwriting.
Re-ordered short stories images.
Tasks sheets.
Drawings representing student content knowledge.
Teacher descriptions of student accomplishments, such as
performance on oral tasks.
Checklists.
Drafts related to the initial situation
Summative assessment takes place after the learning has been
completed and provides information and feedback that sums up the
teaching and learning process.
Typically, no more formal learning is taking place at this stage.
Learners usually receive a score or a mark from this kind of testing.
Source : Didactic Guide 2023
Mr.Samir Bounab (yellowdaffodil66@gmail.com