Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
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
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
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
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
How to adapt the the school manual to the programMr Bounab Samir
salam
here is how to adapt the school manual to the program & 10 hand outs about how to teach each lesson conform to the 2G curriculum
by : Mr Samir Bounab ( teacher trainer)
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
Ms2 ms3 ms4 levels official yearly planning & omitted lessonsMr Bounab Samir
Salam,
Here is the MS2 - MS3 & MS4 official yearly planning with the omitted lessons according to the slimming of the syllabus September 2013
NB : The planning is in WOrd Office which may help teachers adapt it according to their names and schools
Good Luck
Mr Samir Bounab ( Teacher trainer at MONE)
Salam
MS2 diagnostic and assessment tasks
Here are some tasks that will help teachers disgnose and assess MS 2 level learners
The tasks deal with 2G MS1 program , teachers may select what suit their learners needs and interests
Teachers have to deal with such tasks during September in order make their learners ready for the MS2 program
Good Luck
By Mr Samir Bounab ( Ex - teacher trainer at MONE)
The links
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
How to adapt the the school manual to the programMr Bounab Samir
salam
here is how to adapt the school manual to the program & 10 hand outs about how to teach each lesson conform to the 2G curriculum
by : Mr Samir Bounab ( teacher trainer)
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
Ms2 ms3 ms4 levels official yearly planning & omitted lessonsMr Bounab Samir
Salam,
Here is the MS2 - MS3 & MS4 official yearly planning with the omitted lessons according to the slimming of the syllabus September 2013
NB : The planning is in WOrd Office which may help teachers adapt it according to their names and schools
Good Luck
Mr Samir Bounab ( Teacher trainer at MONE)
Salam
MS2 diagnostic and assessment tasks
Here are some tasks that will help teachers disgnose and assess MS 2 level learners
The tasks deal with 2G MS1 program , teachers may select what suit their learners needs and interests
Teachers have to deal with such tasks during September in order make their learners ready for the MS2 program
Good Luck
By Mr Samir Bounab ( Ex - teacher trainer at MONE)
The links
ESL Specialist Certification Program (six-course series)
$2,600.00
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
CUSTOMIZE YOUR OWN SCHEDULE: (888) 936-8626
START DATE:
Select Start Date
PURCHASE
OVERVIEW
Developed to WIDA Standards
Course Instructor: Susan Evans
Course Six Course Fast Track Duration: 8-12 months, the student may take up to 3 years to complete
Course Type: Facilitated
PDE Approval Numbers
FINANCING OPTION AVAILABLE: No interest or payments for six months. Approval is in seconds. learn more
Teachers entering the workforce often struggle with how to use a language-focused, quality curriculum that maintains academic rigor and high expectations for English language learners. Participants in this program will learn how to efficiently and effectively instruct English language learners using research-based methodologies regarding language structures, functions, forms, patterns, and conventions of oral and written language in alignment with Pennsylvania’s English Language Proficiency Standards (ELPS) and the Common Core while applying instructional practices that provide students with comprehensible input. Educators exiting this program will also be well-equipped to use data to inform their instruction through the competent implementation of Pennsylvania’s mandated English language proficiency assessments (ACCESS for ELLs and W-APT) as well as formative assessments.
Important: Amid Covid-19, approved by the Pennsylvania Department of Education, all mentoring will be done online until further notice. Each participant will have an eAdviser assigned to them for the duration of the course and as they need assistance throughout the year. Our ESL eAdvisers will support and guide you to meet all homework and in-classroom learning criteria.
ESL PROGRAM SPECIALIST CERTIFICATION IS APPROVED BY THE PENNSYLVANIA DEPARTMENT OF EDUCATION
COURSE DESCRIPTIONS
ESL01 DEVELOPING CULTURAL AWARENESS AND SENSITIVITY | 8 WEEKS
This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. It also includes cultural awareness activities for promoting school staff understanding about other cultures and in comparison to American culture and strategies for working with English Language Learners. Participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate
Within the Comenius project we are working in, we must get familiar with the other countries' educational system; so we want to show our partners ours.
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
------------------------------------------------------------------------------------------------------------------------------------------
Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
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
A Strategic Approach: GenAI in EducationPeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Ms2 planning learning 2017 2018
1. REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE
Ministère de l’Education Nationale
INSPECTION GENERALE DIRECTION DE L’ENSEIGNEMENT FONDAMENTAL
LES PLANS ANNUELS
ANGLAIS
ANNEES :2
L’enseignement moyen
Septembre 2017
2. INTRODUCTION
Dans le cadre de la rentrée scolaire 2017-2018, l’inspection générale met à la disposition des inspecteurs et des enseignants des outils de
travail sous forme de plans pédagogiques annuels. Ces outils complètent les supports de référence officiels qui sont déjà utilisés dans les
cycles primaire et moyen. Conformément à l’esprit et à la dynamique des réformes pédagogiques actuelles, ils visent à faciliter la lecture,
la compréhension et l’exécution des programmes dans le but d’améliorer la qualité de l’enseignement. Ces planifications ont pour visée,
également, d’unifier le mode de structuration des contenus lors de l’élaboration des séquences d’apprentissage dans l’esprit de ce que
recommandent les nouveaux programmes et les orientations des documents d’accompagnement. D’un point de vue méthodologique, ces
outils de planification pédagogique permettront d’asseoir une représentation commune du parcours d’apprentissage dans les séquences à
travers les étapes de contextualisation des enseignements-apprentissages dans le cadre de situations de départ, d’installation, de
mobilisation et d’intégration des ressources à des fins de transfert des compétences dans les situations de la vie.
Ces documents de travail complémentaires sont présentés ainsi :
- plans annuels de construction des apprentissages ;
- plans annuels de l’évaluation pédagogique ;
- plans annuels du contrôle continu.
Les différents plans sont conçus de façon à articuler de manière cohérente les dimensions liées à la préparation des apprentissages, à
l’évaluation pédagogique et au contrôle continu. Il est attendu des inspecteurs qu’ils accompagnent les professeurs, notamment les
enseignants débutants, dans la mise en œuvre effective de ces plans dans les classes d’anglais.
3. Methodological note
The results of the national consultation on evaluation presented at the national conference held on 29th April 2017, highlighted the
need to review the current evaluation practices. A necessity reinforced by the field follow-up reports of the inspectors, which revealed
imbalances in the implementation of the curricula due to ineffective reading and associated interpretations. This fact has prompted the
General Inspectorate of Pedagogy to provide practitioners with tools that illustrate the vision, dispel misinterpretations and allow for
educational performance improvement, which is one of the axes of the reform namely the training of trainers and professionalization of
the main actors of the education system.
The tools designed by the General Inspectorate of Pedagogy include: the annual learning plan, the annual pedagogic assessment plan and
the annual continuous assessment plan for each of the subjects of primary and middle school education in the key stages concerned by
the implementation of the re-written curriculum.
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global
competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and
written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its
general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration
and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated
time to devote to the learning section to ensure an adequate implementation of this latter.
2- The annual pedagogic assessment plan
The annual pedagogic assessment plan is a plan that synchronizes with the learning implementation process and verification of the
competency development. It starts from the target competency, which is framed by standards that include the three following aspects:
knowledge, methodology and values. These standards allow for both learning assessment and assessment of the learner’s effort and offer
opportunity to provide learners with objective and constructive feedback.
4. PLANNING LEARNING
(2AM)
Exit Profile: Key Stage 2/ MS2
GLOBAL COMPETENCE/EXIT PROFILE: At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts of
descriptive, narrative and prescriptive type, using written, visual or oral support, in meaningful situations of communication related to his environment and interests.
The learner can:
-Understand messages consisting of formulaic phrases and simple sentences related to frequently used expressions related to familiar topics or situations (personal, shopping,
local places).
-Communicate limited information in simple every day and routine situations by using memorised phrases and formulaic language.
-Use selected simple structures correctly but still systematically produce basic errors
VALUES
National identity: The learner can
describe lifestyles, eating habits, dressing
habits and dwellings of Algeria
National conscience: He is keen on
communicating about outstanding
Algerian figures
Citizenship: He demonstrates a civic
behaviour, conscious of his rights and
duties as well as those of others.
Openness to the world : He is eager to
know about the lifestyles ,eating habits,
dressing habits, and dwellings of other
countries who use English for
communication
CROSS-CURRICULAR COMPETENCES
1.Intellectual competency/The learner can:use his critical thinking skills when gathering information for learning and project work*
understand and interpret verbal and non-verbal messages* solve problem situations using a variety of communication means* show creativity
when producing oral and written messages*he can show some degree of autonomy in all areas of learning
2.methodological competency / The learner can: work in pairs or in groups*use strategies for listening and interpreting oral discourse* develop
effective study methods , mobilize his resources efficiently and manage his time rationally* information and communication technology whenever
he needs it for learning and research* evaluate himself * evaluate his peers
3.communicative competency/The learner can: he can use drama and role-play to communicate appropriately* he can use information and
communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures* he can use
information and communication technology such as blogs , websites page , forums of discussion , to interact with learners of other cultures* he
can process digital data
4.personal and social competencies /The learner: is aware of his role and others' role in the development of projects* is keen in promoting the
work of his peers*respects our national values and behaves consistently* is honest and accountable for his work and respects others work*
asserts his personal identity and behaves with self-
confidence*He socializes through oral or written exchanges*he develops attitudes of solidarity
Domains Oral- Written – Both
Target competencies
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be able to interact
and produce short and simple descriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will
be able to interpret short and simple descriptive messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will
be able to produce short and simple written descriptive messages/texts .
5. Learning
Sequences
Topics Projects Planning Learning Estimated time
Sequence1
MEANDMYFRIENDS
My Family
Profile
Situation1: Starting off / Initial situation
9 weeks
For both
sequences 1
and 2
Example: You have read an advertisement. Actors and actresses aged from 14 to 20 are needed for an Algerian show. One of your
classmates likes the offer. Help her / him write an e-mail to apply for this job..
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation Communicative Tasks
Describing physical
appearance
*Describing daily and
free time activities
*Describing and
locating places
*Reading and
interpreting a house
plan
*Recording daily a
ctivities on a schedule
*Describing family
relationships
*Expressing likes and
dislikes
*Expressing abilities
and inabilities
*Expressing cause or
reason
*The simple present tense
for description
*Adjective for
description(colour, height,
build, hairstyle, beauty and
physical attraction)
*Possessive pronouns for
description
*Location markers
(prepositions and adverbs)
for description
*“Can” for ability
*“Can’t for inability
*Cause and reasons( why,
because)
* Lexis related to topics (
physical appearance ,
routine, activities,….)
Pronunciation of
/l/ and / l/
*Pronunciation of
/r/
*Silent “r”
- Interview
- Role play
- Daily schedule
- Guessing game
- Family tree
- Songs
Situation3: Integration ( Learning to integrate - situation of integration)
You are entering a national competition organised by the Algerian Ministry of National Education for middle school students about the
“Best Personal Profile” written in English. Competitors are required to upload their profiles to the website of the Algerian Ministry of
National Education before December 20th
.
The first three winners will be offered a four-week English language course in London next summer
6. Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
Sequence 2
ME,ANDMY
SHOPPING
My
Classmates’
Shopping
Habits
Situation1: Starting off / Initial situation
9 weeks
For both
sequences 1 and
2
Example: It is Akram’s birthday. His mother wants to make a big birthday cake .She asks Akram to buy the ingredients she needs. Help
Akram to write his shopping list and show him the way to the supermarket
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives
Grammar Lexis Pronunciation
Communicative
Tasks
Describing shopping items
*Expressing quantity
*Asking information about
shape , size, quantity,
weight, colour and price
*Devising a neighbourhood
street map
*Locating and showing the
way to amenities
Many, much, some, any
*How many….?
*How much… ?
*What size are you?
*What is your size?
*What is the size of …?
*How big is …?
*What shape is …?
*Cardinal and ordinal
numbers
*The imperative
*Basic lexis ( words and
expressions/ formulaic
language) : polite forms /
greetings../ preferences
*Pronunciation of
/l/ and / l/
*Pronunciation of
/r/.
*Silent “r”
- Interview
- Role play
- Location Map
- Guessing game
- Songs
Situation3: Integration ( Learning to integrate - situation of integration)
Sandra your English friend wants to know about shopping in Algeria. Write her an email to give her information about shopping malls ,
supermarkets, street markets and traditional craft shops in the place where you live. Tell her also about how Algerian teenagers dress
and what they usually eat. Then, ask her questions about shopping in England and what English teenagers wear and eat . Attach to you
email a street map showing the shopping amenities in your neighbourhood and the location of your home.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
7. Sequence 3
MEANDMYHEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
Situation1: Starting off / Initial situation
6 weeks
Example: In a forum of discussion, you read Mona’s message asking for help. She suffers from obesity . She weighs 98 kilos. She
feels tired and sick. Write a reply to Mona and help her lose weight.
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives
Grammar Lexis Pronunciation
Communicative
Tasks
Expressing obligation
*Giving advice and
recommendations
*Planning a healthy
balanced meal
*Planning a healthy weekly
diet
*“Have to” (interrogative
and affirmative forms)
*“Have got to”
*“Must” with the 3 forms
* “Should” / “Shouldn’t”
*The imperative
*Lexis related to
shopping, food, health...
*Basic lexis
( words and expressions/
formulaic
language) : polite forms /
greetings…
Pronunciation of
must : /məst/,
/mʌst/ and /mʌsnt/
*Pronunciation of
“should: /ʃəd/,
/ʃʊd/
*Pronunciation of
“shouldn’t”:
/ʃʊdnt/
*Pronunciation of
“sh”:/ʃ/
*Pronunciation of
“ch”: /tʃ/
- Shopping list
- Bills
- Leaflets
- maps
- Poster
- Information panels
- Charters
Situation3: Integration ( Learning to integrate - situation of integration)
Nacer,my Tunisian friend, is overweight wants to kow what kind of diet my dietitian recommends because he knows I have the same
problem.I’m going to send him a detailed email in which I explain my doctor’s dietary advice and recommendations about food and
exercise. I’m also going to send him a weekly diet plan and a typical daily menu as attached documents.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
8. Sequence 4
MEANDMYTRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
Memorable
Holiday
Report
Situation1: Starting off / Initial situation
5 weeks
Example: In the international” travel forum” of tripadvisor.com website, you read a message of a tourist from England . He wants to visit
Algeria. Think of a nice place you visited and write some information about it. Turn these information into a travel brochure to be posted
in the “ travel forum “.
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation Communicative Tasks
*Describing amenities and
places of interest
*Describing environmental
sites
*Reading and interpreting
a map
*Planning and interpreting
itineraries
*Simple future tense with
the 3 forms
*“be going to” for future
activities with the 3 forms
*Past simple tense with
the 3 forms
*( regular and irregular
verbs)
*Demonstratives :
this/these, that/those
*Word formation with
“tion”
*Adjectives ending
with”y”
*Lexis related to topics
Basic lexis
( words and expressions/
formulaic language) :
polite forms / greetings../
*Word formation
*Pronunciation of
“will”- “ ‘ll”-
“won’t”:
*/wil/,/l /wəʊnt/
*Pronunciation of
“ed”: /id/,/t/,/d/
*Pronunciation of
“th”:/ θ/, / ð/
Pronunciation of
“tion “/ʃən/
- Information panels
notices
- Brochure for holidays
- Map route
- Information transfer
( from weather forecast
symbols to text)
- Poster
- Pictionary
Situation3: Integration ( Learning to integrate - situation of integration)
Andrew Williams, your Australian friend is going to visit Algeria next summer. I’ll be his guide. So, I organise a three-day tour for him to
visit the most interesting places in the region where I live (museums, parks, forests, mountains, old medinas, souks, “ksours”, traditional
craft shops, etc.).I prepare a detailed itinerary of this tour using a map of my region with the necessary map icons. Then, I sent him this
itinerary and the map by email.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences