This document provides guidance for teaching English to 3rd year primary students in Algeria. It outlines the overall competence goals for students, which include interacting orally, comprehending oral messages, decoding symbols, reading simple messages, and writing letters and sentences. The guidance describes the organization of the curriculum into units and sections, allocating time for teaching, practice, assessment, and remediation. It also provides suggestions for vocabulary, grammar structures, reading skills and handwriting features to target within each section. The document aims to help teachers implement the syllabus effectively in the classroom according to students' age and environment.
Teaching grammar aeltt meeting algiers may 21 st2016Mr Bounab Samir
- Teachers focus more on the structural aspects of grammar lessons rather than functional aspects. They aim to cover grammatical points quickly without fully addressing how grammar functions in communication.
- Some teachers do address the functional aspect but feel rushed to get to the grammatical objective. Effective grammar teaching requires a balance of form and function.
- Approaches like deductive, inductive, and combined methods can be used, with considerations for learner needs, backgrounds, and levels. The teacher's role shifts between approaches, with inductive requiring more active involvement from learners.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
English for Specific Purposes (ESP) refers to teaching English for a particular career or business. ESP is designed to meet the specific needs of learners, uses content related to specific disciplines or occupations, and centers on the language needed for those fields. ESP contrasts with general English by focusing on restricted skills and not following a single methodology. ESP uses authentic materials and self-directed learning with a purpose-related orientation.
Developments in English for Specific Purposes - Chapter 1 & 2Mar Iam
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
Listening: As Comprehension and Acquisition/Sklls and StrategiesMara Gabriel
This document discusses listening as comprehension and acquisition. It defines listening as the ability to accurately receive and interpret messages, which is key to effective communication. Hearing involves perceiving sounds while listening involves understanding. Comprehension refers to understanding, while acquisition is developing new skills. The document outlines types of listening skills like metacognitive, cognitive, and socioaffective strategies. It also discusses top-down listener-based strategies and bottom-up text-based strategies. Finally, it provides some ways to help students listen better in the classroom, like turn and talk activities, note taking, and cooperative learning.
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
Teaching grammar aeltt meeting algiers may 21 st2016Mr Bounab Samir
- Teachers focus more on the structural aspects of grammar lessons rather than functional aspects. They aim to cover grammatical points quickly without fully addressing how grammar functions in communication.
- Some teachers do address the functional aspect but feel rushed to get to the grammatical objective. Effective grammar teaching requires a balance of form and function.
- Approaches like deductive, inductive, and combined methods can be used, with considerations for learner needs, backgrounds, and levels. The teacher's role shifts between approaches, with inductive requiring more active involvement from learners.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
English for Specific Purposes (ESP) refers to teaching English for a particular career or business. ESP is designed to meet the specific needs of learners, uses content related to specific disciplines or occupations, and centers on the language needed for those fields. ESP contrasts with general English by focusing on restricted skills and not following a single methodology. ESP uses authentic materials and self-directed learning with a purpose-related orientation.
Developments in English for Specific Purposes - Chapter 1 & 2Mar Iam
This document discusses the history and development of English for Specific Purposes (ESP). Some key points:
- ESP emerged in the 1960s due to growth in science/technology and use of English as a lingua franca.
- Early ESP focused on English for Academic Purposes (EAP) and English for Science and Technology (EST).
- ESP is defined by the learner's purpose for learning English rather than the type of language. A needs analysis is important.
- ESP teaching involves roles beyond instruction like materials development, collaboration with subject experts, and evaluation.
- Recent trends include mixing approaches and drawing from developments in English language teaching and applied linguistics.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
Listening: As Comprehension and Acquisition/Sklls and StrategiesMara Gabriel
This document discusses listening as comprehension and acquisition. It defines listening as the ability to accurately receive and interpret messages, which is key to effective communication. Hearing involves perceiving sounds while listening involves understanding. Comprehension refers to understanding, while acquisition is developing new skills. The document outlines types of listening skills like metacognitive, cognitive, and socioaffective strategies. It also discusses top-down listener-based strategies and bottom-up text-based strategies. Finally, it provides some ways to help students listen better in the classroom, like turn and talk activities, note taking, and cooperative learning.
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
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
The document provides instructions for filling out a log book to record daily lessons. It states that the log book should be filled out similarly to a daily observation form, but that the observation column is not needed. Each entry should include the title of the lesson, which is the learning objective for the day. It also notes that the aim of each lesson should be an observable and measurable verb. The sample entry shows a lesson on describing physical appearance, including the presentation, practice, and aim, with feedback to describe one's own appearance using adjectives.
Language functions - alexis john b. benedictoAlexisJohn5
This document discusses language functions and forms. Language functions refer to the purposes of communication, such as comparing, persuading, asking questions. Forms are the grammatical structures and vocabulary used to support functions, including verbs, nouns, prepositions. Examples are provided of common language functions in both oral and academic writing contexts. Language functions and forms work together - learners must acquire both to improve proficiency. Teachers should understand the functional and structural demands of tasks to support students' language development.
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
Direct and audiolingual method (jean romo)jean16romo
The direct method focuses on learning a second language naturally without translation. Classroom instruction is exclusively in the target language to develop communicative competence. The teacher encourages direct use of the foreign language and replaces textbooks in early stages, while students learn to think and communicate in the target language. Materials include pictures and images to help students understand meaning.
The audiolingual method trains listening, pronunciation, and writing skills through mechanical habit formation. The teacher controls the direction and monitors performance to develop abilities, while students react to stimuli with little control over learning. Tape recorders and audiovisual tools are central to developing language mastery without textbooks.
TEFL refers to teaching English to students whose first language is not English, which usually occurs in the student's own country within state schools or privately. TEFL teachers may use techniques like visualization and blended learning, which combines face-to-face instruction with online activities and exercises accessed through a Virtual Learning Environment to engage students both inside and outside the classroom.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and vocabulary in meaningful situations using objects, pictures, and actions. Lessons would start with pronunciation and then include drilling, reading, and written exercises on the new structures. The teacher served as a model, and the learner's role was initially to listen, repeat, and respond to commands.
Language Learning Through Tasks & ActivitiesBishara Adam
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
This document provides an overview of teaching English in Algerian middle schools. It discusses competency-based approaches, integrated situations, teaching frameworks like PPU and PDP, the writing process, assessing lesson plans, and the benefits of project work. The key points covered are:
1. A competency-based approach aims to link learning to real-world contexts and allows students to learn how to learn, share, exchange and cooperate.
2. Integrated situations involve students reinvesting their knowledge and skills to produce a final written piece addressing a communication situation.
3. Teaching frameworks like PPU and PDP provide structured methods for presenting new material, practicing it, and putting it to use through
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models, and 2) an analytic-linguistic approach developed later using phonetic tools to analyze and teach sounds explicitly. Subsequent sections outline methods like Audiolingualism and the Communicative Approach, discussing techniques such as minimal pairs, tongue twisters, and using visual aids to teach pronunciation communicatively and improve intelligibility.
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
ESP learners are typically adults rather than children who have studied general English and need to develop English skills specific to their field. ESP teachers require knowledge of teaching principles, the subject area, and an awareness of students' existing knowledge. They fulfill multiple roles including course designer, material writer, and administrator to support adult learners' job-related English skills.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
It outlines the objectives and aims of teaching English as a second language to enable students to use the language for further studies and work. It describes the curriculum content including learning outcomes, language content, and educational emphases. The document then provides details of the learning outcomes and language skills to be achieved by students at three different levels, along with examples and activities. It also lists the themes and topics to be covered in Form 1, such as people, environment, social issues, values, health, and technology.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
The document provides instructions for filling out a log book to record daily lessons. It states that the log book should be filled out similarly to a daily observation form, but that the observation column is not needed. Each entry should include the title of the lesson, which is the learning objective for the day. It also notes that the aim of each lesson should be an observable and measurable verb. The sample entry shows a lesson on describing physical appearance, including the presentation, practice, and aim, with feedback to describe one's own appearance using adjectives.
Language functions - alexis john b. benedictoAlexisJohn5
This document discusses language functions and forms. Language functions refer to the purposes of communication, such as comparing, persuading, asking questions. Forms are the grammatical structures and vocabulary used to support functions, including verbs, nouns, prepositions. Examples are provided of common language functions in both oral and academic writing contexts. Language functions and forms work together - learners must acquire both to improve proficiency. Teachers should understand the functional and structural demands of tasks to support students' language development.
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
Direct and audiolingual method (jean romo)jean16romo
The direct method focuses on learning a second language naturally without translation. Classroom instruction is exclusively in the target language to develop communicative competence. The teacher encourages direct use of the foreign language and replaces textbooks in early stages, while students learn to think and communicate in the target language. Materials include pictures and images to help students understand meaning.
The audiolingual method trains listening, pronunciation, and writing skills through mechanical habit formation. The teacher controls the direction and monitors performance to develop abilities, while students react to stimuli with little control over learning. Tape recorders and audiovisual tools are central to developing language mastery without textbooks.
TEFL refers to teaching English to students whose first language is not English, which usually occurs in the student's own country within state schools or privately. TEFL teachers may use techniques like visualization and blended learning, which combines face-to-face instruction with online activities and exercises accessed through a Virtual Learning Environment to engage students both inside and outside the classroom.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and vocabulary in meaningful situations using objects, pictures, and actions. Lessons would start with pronunciation and then include drilling, reading, and written exercises on the new structures. The teacher served as a model, and the learner's role was initially to listen, repeat, and respond to commands.
Language Learning Through Tasks & ActivitiesBishara Adam
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
This document provides an overview of teaching English in Algerian middle schools. It discusses competency-based approaches, integrated situations, teaching frameworks like PPU and PDP, the writing process, assessing lesson plans, and the benefits of project work. The key points covered are:
1. A competency-based approach aims to link learning to real-world contexts and allows students to learn how to learn, share, exchange and cooperate.
2. Integrated situations involve students reinvesting their knowledge and skills to produce a final written piece addressing a communication situation.
3. Teaching frameworks like PPU and PDP provide structured methods for presenting new material, practicing it, and putting it to use through
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models, and 2) an analytic-linguistic approach developed later using phonetic tools to analyze and teach sounds explicitly. Subsequent sections outline methods like Audiolingualism and the Communicative Approach, discussing techniques such as minimal pairs, tongue twisters, and using visual aids to teach pronunciation communicatively and improve intelligibility.
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
The document discusses two language teaching methods: Suggestopedia and Grammar Translation. It provides a lesson plan example of teaching the story "The Condor Who Fell In Love" using each method. The Suggestopedia method involves relaxed reading of the story in the target language while listening to music. Comprehension is developed through exposure rather than translation. The Grammar Translation method involves identifying vocabulary and translating sentences word-for-word into the student's native language using dictionaries.
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
The Direct Method summarized in 3 sentences:
The Direct Method teaches language through demonstration and action without translation, using the target language exclusively in the classroom. It focuses on oral communication skills and inductive grammar learning, emphasizing correct pronunciation and spontaneous use of the language. While motivating for oral skills, it may lack development of reading and writing abilities.
ESP learners are typically adults rather than children who have studied general English and need to develop English skills specific to their field. ESP teachers require knowledge of teaching principles, the subject area, and an awareness of students' existing knowledge. They fulfill multiple roles including course designer, material writer, and administrator to support adult learners' job-related English skills.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
It outlines the objectives and aims of teaching English as a second language to enable students to use the language for further studies and work. It describes the curriculum content including learning outcomes, language content, and educational emphases. The document then provides details of the learning outcomes and language skills to be achieved by students at three different levels, along with examples and activities. It also lists the themes and topics to be covered in Form 1, such as people, environment, social issues, values, health, and technology.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document provides the yearly learning plan for English language for the first year of middle school in Algeria. The plan aims to help learners develop oral and written communication skills. It includes three main learning sequences over the academic year. The first sequence focuses on introducing oneself and exchanging personal information. The second sequence involves introducing one's family and sharing family profiles. The third sequence will be about describing daily routines and schedules. Each sequence breaks down the learning objectives, resources, activities and estimated time to ensure learners meet the overall competency goals.
This document provides an overview of strategies and concepts for preparing for the TEXES EC-6 Generalist/ESL exam. It discusses key language concepts such as syntax, lexicon, semantics, and pragmatics. It also covers theories of first and second language acquisition including the Input Hypothesis. Sheltered Instruction Observation Protocol (SIOP) and the Cognitive Academic Language Learning Approach (CALLA) are teaching models described. The document provides examples of practice questions similar to those on the exam.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
This document provides an outline for a course on teaching English in elementary grades. It discusses various topics that will be covered in the course, including perspectives on first and second language acquisition, methods for teaching language skills like listening, speaking, reading and writing, and developing vocabulary and comprehension skills. The course aims to teach strategies and techniques for addressing specific language skills and assessing ESL students. It will cover developing lesson plans and using literature and technology in ESL instruction.
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
The document provides curriculum specifications for the English language syllabus for Form 5 in Malaysia. It outlines four key areas:
1) Learning outcomes and specifications for the three areas of language use - interpersonal, informational, and aesthetic. The interpersonal section focuses on developing conversational skills.
2) Contexts for teaching include topics like careers, environment, social issues, health, and science & technology.
3) Objectives are to develop students' ability to converse, obtain and share information, read for enjoyment, and develop moral values.
4) Considerations for teaching emphasize planning integrated lessons around topics, focusing on learner needs, repetition to reinforce learning, and evaluation.
This document provides curriculum specifications for teaching English to Form 5 students in Malaysia. It outlines learning outcomes, language content, and considerations for teaching. The learning outcomes focus on using English for interpersonal, informational, and aesthetic purposes. Examples of contexts for teaching include careers, the environment, social issues, health, and science/technology. The objectives are to enable students to have conversations, obtain and present information, read for enjoyment, and develop moral values. The document provides guidance on language skills, grammar, vocabulary, and emphasizes learner-centeredness and real-world application.
This document provides an overview of the Conversational English II course. The course aims to develop students' oral communication skills in English through activities like role-plays, debates, and presentations. Students will learn theories of oral communication and analyze speech acts. They will also learn how to design and assess speaking lessons for primary students. The course will be assessed through exams, oral performances, and self-evaluations. Students are expected to actively participate in all activities and develop their English speaking proficiency to a B2/B2+ level.
The document provides curriculum specifications for teaching English in Form 1 of Malaysian secondary schools. It aims to extend students' English proficiency for everyday use, further studies, and future careers. The curriculum focuses on developing skills in three areas: interpersonal communication, accessing and presenting information, and appreciating literature. It outlines learning outcomes specifying skills to be achieved at basic, moderate, and advanced levels. Examples of activities are also provided to help teachers plan and deliver lessons effectively. The curriculum emphasizes thinking skills, ICT skills, moral values, and citizenship to prepare students for a changing world.
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Assistant: What size pizza would you like?
Customer: A medium pizza please.
Assistant: What toppings would you like on your pizza?
Customer: Pepperoni and mushrooms please.
Assistant: Okay, a medium pepperoni and mushroom pizza. Anything else?
Customer: No, that's all. How much will it be?
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Customer: Delivery please. What's your delivery time?
Assistant: We aim to deliver within 30 minutes. What address would you like it delivered to?
Customer: 123, Jalan
The document provides curriculum specifications for teaching English in Form 1 of Malaysian secondary schools. It aims to extend students' English proficiency for everyday use, further studies, and future careers. The curriculum focuses on developing skills in three areas: interpersonal communication, accessing and presenting information, and appreciating literature. It outlines learning outcomes specifying skills to be achieved at basic, moderate, and advanced levels. Examples of activities are also provided to help teachers plan and deliver lessons effectively. The curriculum emphasizes thinking skills, ICT skills, moral values, and citizenship to prepare students for a changing world.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
This document provides an overview of developing listening and speaking skills in the primary ESL classroom. It begins by comparing the KBSR and KSSR syllabi in Malaysia and identifying listening and speaking as core skills. Various techniques for teaching listening and speaking are then discussed, including identifying the top-down and bottom-up processes in listening, selecting appropriate activities based on student level, and designing principles for listening techniques. A range of activity types are suggested, from interactive to those focusing more on bottom-up or top-down skills. The document emphasizes the importance of authentic materials, motivating students, and explicitly teaching listening strategies.
The document provides an overview of the structure and approach used in the English B1.1 textbook series. It contains three main sections:
1. It describes the student-centered approach of the series, which aims to tap into students' multiple intelligences through a variety of activities.
2. It outlines the theoretical foundations of the series, which are based on task-based learning, cooperative learning, cross-curricular studies, and a cross-cultural approach.
3. It explains the components and lesson planning approach of the series, which follows a predictable structure of warm-up, presentation, practice, and application stages to integrate language skills and encourage problem-solving.
This document provides an overview of the English B1.1 textbook series for high school students. It describes the series' objectives to introduce English through a variety of activities tapping into students' lives and interests. Each book contains 6 language units focusing on listening, speaking, reading, writing and developing vocabulary and grammar skills. The series also promotes students' cognitive and social development through collaborative projects and information gap activities. It is designed based on theories of multiple intelligences and task-based learning to engage students through real-life language tasks while also providing focused grammar instruction. Cooperative learning forms the basis of many activities to develop students' interaction skills. Cross-curricular activities further expose students to various topics from other subject areas.
This document provides information on an English conversation course offered at Universidad Tecnologica de Pereira. The course aims to develop students' conversational competence and metacognitive skills in English. It will focus on spoken interaction, social situations requiring conversation skills, and teaching speaking methodologies. Students will practice conversations through activities and presentations. Evaluation will consist of formative, summative, and self-assessment, including exams, in-class work, and reflection on learning. The course aims to prepare autonomous, respectful, and active English language teachers.
Similar to الدليل الديداكتيكي للغة الإنجليزية للسنة الثالثة.pdf (20)
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
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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
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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 )
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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)
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*= 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
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task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
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telling the time
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writing the time in letters
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a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
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*=*=* 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 )
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This document discusses word stress rules in English and provides examples of activities to identify stressed syllables in words. It also discusses types of compound words and where stress is placed. There are examples of identifying stressed syllables in words ending in certain suffixes like "-ic", "-tion", "-sion", "-cy", "-ty", "-phy", "-gy", and "-al". The document provides a letter asking for advice about whether to help family financially or pursue becoming a doctor. It provides exercises on verbs, nouns, adjectives and a reading comprehension passage on the impact of science.
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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
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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الدليل الديداكتيكي للغة الإنجليزية للسنة الثالثة.pdf
1. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 0
ضض
الشعبيت الديمقراطيت الجسائريت الجمهىريت
People’s Democratic Republic of Algeria
الىطنيت التربيت وزارة
Ministry of National Education
للبرامج الىطني المجلس
CNP
2022
DIDACTIC GUIDE OF ENGLISH
FOR 3rd
YEAR
PRIMARY EDUCATION
2. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 1
Contents
– Presentation 03
– Time allocation 03
– Framing of the Syllabus 03
– 3rd
Primary School Syllabus 05
– Topics 09
General Classroom Guidelines 10
– Planning Learning 10
– The Sequence 10
– The Section 10
– The Section Components 11
– The Learning Situation 18
– Formative Assessment Tools 23
– Planning Learning Canvas 25
Basic Notions 27
– Characteristics of Young Learners 27
– Characteristics of Child Growth 27
– Learning Styles & Multiple Intelligences 28
Further Reading 31
Glossary 35
3. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 2
Presentation
This didactic guide is exclusively meant to help the users (inspectors, teachers and heads) to
implement the contents of the syllabus in the classroom practice in terms of what the learners
should know and are able to do. It aims at making the components readable, accessible, usable
and transferable. These criteria should by no means be neglected while developing workshops
for the different stakeholders. The presentation of the 3rd
Primary Education Syllabus will get
you acquainted with the notions of domains, competences, components of the competences,
the resources and the cross- curricular resources.
A thorough reading will help you understand the framing. The guide does provide users with
concepts related to pedagogy, didactics, assessment for learning, and the characteristics of
young learners and the strategies through which they learn English effectively in Primary
Education.
Time Allocation:
Level Yearly timing Weekly timing Annual amount
3rd
year primary education
28weeks 1h30 /week 42 hours
Table1: Time Allocation
N.B. The time allotted for assessment and remediation is four (04) weeks.
Framing of the Syllabus
It is worth to introduce a terminology related to the components of the 3rd
Primary Education
Syllabus to facilitate its readability.
A. Exit profile: What the learners are able to do at the end of the key stage (3rd
and 4th
year
Primary Education) according to their age, needs and immediate environment.
B. Global Competence: What the learners are able to do at the end of year 3 primary school
according to their age, needs and immediate environment.
C. Value: A value is a demonstration of an attitude in a given context. It aims to internalize
social norms in individuals to help them display acceptable social behaviors.
D. Cross-Curricular Competences: The cross-curricular competences are of various types,
highlighting different facets of the capacity to act effectively: intellectual,
methodological, personal and social, and communication-related. They complement
4. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 3
each other, so that when one of them is applied, it generally opens doors to the others.
- Intellectual: use information; solve problems; exercise critical thinking; use
creativity.
- Methodological refers to adopting effective work methods, using information and
communications technologies.
- Communicative refers to establishing the purpose of the communication;
selecting its mode; and carrying it out.
- Personal and social: to interact with an open mind in various contexts; to
contribute to team efforts; to use teamwork effectively.
E. Domains: There are four main domains: oral comprehension, oral production, written
comprehension and written production.
F. Target competences: There are four target competences. They are derived from the
global competence. Each target competence is composed of three components: knowledge,
skills and attitudes.
G- Resources: There are two types.
1-Linguistic resources: They deal with lexis, grammar and pronunciation. These
resources are used to develop one of the competence components related to
knowledge.
2- Cross-Curricular Resources: They are set in an intellectual, methodological,
communicative, personal and social order to contribute to the structure of the learner's
personality and attitude. They complement each other to develop a specific learning
competence which is related to a specific domain.
Primary School Syllabus
5. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 4
KEY STAGE 1 YEAR3
Exit
Profile
Global
competence
Interact orally, comprehend oral messages and identify the meaning of words, decode symbols, read simple messages and write
letters, words and simple sentences.
Values
National Identity The learner is proud of being Algerian, Muslim, Arab and Amazigh.
National Conscience S/he respects her/his nation‘s constant fundamental tenets.
Citizenship S/he demonstrates respect towards others.
Openness to the World
S/he Exchanges and communicates with friends from English-speaking countries to widen her/ his
friendship.
Cross-
curricular
competences
Intellectual
Competence
The learner can
discover the relationship between the context, paralinguistic features and the meaning of words and
expressions.
discover the importance of words and chunks used in oral interaction.
demonstrate understanding of the strategies of decoding symbols.
demonstrate understanding of the features of writing.
Methodological
Competence
The learner can
make use of the context and paralinguistic features to identify the meaning of words and expressions.
exploit the linguistic repertoire and paralinguistic features to interact orally.
employ the strategies of decoding symbols as required.
implement the features of writing letters appropriately.
Communicative
Competence
The learner can:
react to verbal and non-verbal messages to show understanding
select the appropriate words and chunks to interact orally.
communicate the decoding strategies to peers.
achieve readability through the appropriate use of the features of writing.
Personal and Social
Competence
The learner can:
respond to oral messages.
consider speech acts when interacting.
consider the strategies of decoding symbols to achieve others‘ understanding.
value others‘ writings.
6. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 5
Domains
Target Competence
Components of the
Competence
Resources
Cross-Curricular
Resources
Timing
Oral
comprehe
nsion
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.
Supports: Videos, songs, cartoons,
posters, pictures, short stories, etc.
Key Vocabulary
Words and chunks related to the learners‘
interests, immediate environment and
needs.
Salutations.
Numbers (0-10)
Days of the week
Family members, friends, and mates.
Languages.
Colours.
School things.
School subjects.
Home (flat/ house...).
Toys.
Pets.
Adjectives
Lexis related to parties
Grammar
Oral formulaic expressions and chunks
related to the learners‘ interests,
immediate environment and needs.
The imperative (classroom
commands)
Contracted forms of to be and to have:
(‘m=am, ‘s=is/has, ‘re=are, ‘ve=have)
Present simple (To be / to have / to
Intellectual
-Discover the relationship
between the context,
paralinguistic features and the
meaning of words and
expressions.
Methodological
-Make use of the context and
paralinguistic features to
identify the meaning of words
and expressions.
Communicative
-React to verbal and non
verbal messages to show
understanding.
Personal and Social
-Respond to oral messages.
29h
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.
Intellectual
-Discover the importance of
words and chunks used in oral
interaction.
Methodological
-Exploit the linguistic
repertoire and paralinguistic
features to interact orally.
Communicative
-Select the appropriate words
and chunks to interact orally.
Personal and Social
-Consider speech acts when
interacting.
7. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 6
live / to love...)
Statements
Questions:
*Wh-questions (how ,what, where,
when)
*yes/no questions
Prepositions:
*time: in, on
*location: in, next to / opposite
Articles (a, an)
Pronouns
Written
comprehens
ion
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.
Supports: Videos, songs, cartoons,
posters, pictures, short stories, etc.
-Words, expressions and short texts.
Phonics (Sound and Spelling)
- sounding letters of the alphabet
- sounding numbers
-vowel sound/i/ in ‗live, in..‘
- consonant sound discrimination:
-vowel sound /æ/-/ɒ /-/e/-ʌ
Capitalization / Punctuation
Capital letters:
-Beginning of sentences, names of people,
places and languages, days of the week
personal pronoun subject ‗I/
Punctuation:
-Full stop, question mark, comma,
apostrophe in contracted forms.
Intellectual
-Demonstrate understanding of
the strategies of decoding
symbols.
Methodological
-Employ the strategies of
decoding symbols as required.
Communicative
-Communicate the decoding
strategies to peers.
Personal and Social
-Consider the strategies of
decoding symbols to achieve
others‘ understanding.
8 h
8. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 7
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.
Handwriting
Fine motor skills through geometric
lines and shapes.
Numbers as numerals.
Script/print style
Script lower case/Script upper case
Numbers
script handwriting practice at letter
and short word/sentence/text levels
Punctuation
English question mark (?)
English comma (,)
Intellectual
-Demonstrate understanding of
the features of writing.
Methodological
-Implement the features of
writing letters appropriately.
Communicative
-Achieve readability through
the appropriate use of the
features of writing.
Personal and Social
-Value others‘ writings.
5 h
My Project : My Pictionary
9. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 8
TOPICS AND COMMUNICATIVE OBJECTIVES
TOPICS COMMUNICATIVE OBJECTIVES
ME, MY FAMILY AND
MY FRIENDS
- Greeting people/Leave taking
- Introducing oneself, family, friends
- Saying numbers
- Asking about age and place of residence
MY SCHOOL
- Naming school objects
- Naming colours
- Asking about and locating school objects
- Naming days of the week
- Asking about school timetable
MY HOME
- Naming rooms
- Asking about their location
- Locating people inside a house
- Following instructions
MY PLAYTIME
- Naming and asking about favourite toys
- Identifying toys
- Asking about colours
MY PETS
- Naming pets
- Describing pets: identifying their size and parts
- Asking and giving information about pets
MY FANCY
BIRTHDAY
- Naming objects and foods related to birthday celebration
- Naming different face parts
- Expressing offers and thanks
- Responding to offers and thanks
- Expressing wishes, feelings and emotions
- Following instructions
Table2: Topics and Communicative Objectives
10. الوطنية بيةرتال وزارة
امجربلل الوطين اجمللس
Didactic Guide of English for 3rd
year Primary Education 9
General Classroom Guidelines
1. Planning Learning:
A learning plan is an action plan that defines how learning objectives can be achieved. It
ensures clarity so that the progress is orderly and efficient.
Learners have English class twice a week. The amount of time and effort required to complete
a particular section depends on level, language background. Each section requires 3 hours of
study over a period 2 weeks.
a. The Learning Sequence:
There are is one learning sequence along the 3rd Year Primary Education. It includes six (06)
unit. Each unit is dealt with through 2 sections.
At the end of the each 03 units, there is a phase of 3hours for assessment, remediation and
standardization.
Units 1,2 and 3 Pause Units 1,2 and 3 Pause
6 sections Assessment,
Remediation &
standardization.
6 sections Assessment,
Remediation &
standardization.
18 hours 18 hours
Table3: The Learning Sequence
b. The section:
A section includes 4 sessions of 45 minutes each. In each session, there is either one or 2
learning objectives to be achieved through a set of tasks.
Table4: The Section
Section
Session 1
45mn
Lesson I Sing and Have Fun 10 mn
Lesson I Listen and Repeat 35mn
Session 2
45mn
Lesson I Read and Discover 45mn
Session 3
45mn
Lesson I Read and Write 35mn
Lesson I Sing and Have Fun 10mn
Session 4
45mn
Lesson I Play Roles 45mn
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Didactic Guide of English for 3rd
year Primary Education 10
The Section Components:
The Learners should go through each session as follows:
I sing and Have Fun 10 mn
It is the starting activity of any teaching/learning section and it must be
purposeful. As young learners are full of vitality, songs are valuable
pedagogical tools. They increase learners‘ enjoyment of learning a
foreign language and maintain motivation. ‗Songs can help young
learners improve their listening skills and pronunciation, therefore
potentially helping them to improve their speaking skills. Songs can also be useful tools in the
learning of vocabulary, sentence structures, and sentence patterns‘ (Murphey, 1992).
Using Songs effectively to Teach English to Young Learners
Using Songs effectively:
Songs should be/comprise simple, easy vocabulary, short and related to the topic dealt
with, consisting of monosyllabic words, many of which are repeated several times, the
phrases are short with relatively long pauses between each one .
Teachers deal with one song in every two sections as follows:
Gather the learners into the large group area
Introduce the song.
Tell the students one interesting fact about it.
Sing the whole song to the class (or use CD/ smartphone, …)
In a large group discussion, talk about the song.
Sing the song or play it, one more time. Have students listen to the rhythm and
different pitches.
Have the students sing the whole song with you (don‘t expect perfection)
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
N.B.
Have students sing the same song in session 3.
The same song is to be set along the whole unit.
12. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 11
I Listen and Repeat 35 mn
The teacher needs to choose topic appropriate pictures or very short
texts / dialogues to practice language items such as colours, clothes,
animals, a house, etc…
Phase1 (1ST
listening): Learners listen to the short text which is
supported by pictures once to engage learners and trigger their imagination/ achieve harmony
between what is said and the learners‘ imagination. The teacher can either read the story or
play a CD, a Smartphone, etc. When reading, the teacher needs to pronounce words clearly
and adjust the speed to learners, exaggerate body gestures, face learners and avoid any
distractors.
Phase2 (listening for a purpose): The learners carry out activity/activities to ensure
understanding.
The teacher deals with visuals as follows:
They are displayed to learners as much time as needed for the purpose of giving
learners the opportunity to process and reflect on what they see.
The teacher describes the picture (pronounces words clearly and adjusts the speed to
learners).
The teacher repeats because learners need a lot of listening before being able to learn
English we teach them.
Teachers should allow choral then individual repetition.
Learners may be asked to draw/sketch the pictures.
Visuals: Whether comic strips or pictures/images or props, or GIFs -can be either small or
enlarged formats-and short videos or puppets for demonstration are valuable and purposeful
pedagogical tools. They represent/show situations from real life. They engage learners and
help them understand key concepts and visualize them. They also encouragelearners to think
about the words they are reading or hearing. They reveal the representations and perceptions
of the learner and reduce teacher‘s talking time.
Suggested Game: Do this if you hear...
Ask the pupils to put their hand on their head if they hear a certain sound in a word, for
example ‗s‘. Slowly say the following words, and after each word, confirm whether it has
the‗s‘ sound: bin, bet, cat, sit, sun, banana, Sam, sing.
13. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 12
I Read and Discover45 mn
Reading is one of the most important skills. It is not a skill that comes
naturally; it‘s a learning journey. Children need essential components
of reading to become self-confident and fluent readers. Reading can
be developed and acquired through fun and word games especially for
this age range.
There are five key components of reading for every child:
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.
Phonemic awareness: is the ability to hear, identify and manipulate these individual units
of sound.(lessons are oral)
Vocabulary: The more words we know, the better we become at reading and
understanding the texts that we read.
Fluency: There is a range of different skills that build reading fluency in young children.
These include strong phonic decoding skills, an expanding bank of high frequency words
recognised at sight, and the amount of time that children spend reading books at an
appropriate level. The more children read, the better they are at understanding and reading
with speed and accuracy. Fluency enables readers to quickly span the gap between
recognising a word and understanding its meaning.
Reading comprehension: It 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.
https://readingeggs.co.za/articles/2016/06/10/five-components-of-reading/
To achieve complementarity between the activities in the teaching/learning section, teachers
use songs/ chants, or simple word cards. Children hear sounds and syllables in words.
Clapping rhythmically together and read words or recite songs in unison is an effective way to
build phonemic awareness. This playful and bonding activity is a fantastic way for learners
to develop the literacy skill successfully.
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
14. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 13
Ask them to say the first sound they hear in the word, and then the second, and then
the third.
This simple activity builds essential phonics and decoding skills (helping children learn how
to sound out words). The teacher should focus on the sound each letter makes, more so than
letter names.
From reading to reading comprehension:
To achieve the comprehension of a reading passage (a very short one in our case) for young
learners, they go through different steps:
Step1: Teach the sounds of individual letters
Recognize individual sounds and understanding the relationship between letters and spoken
sounds (phonics) and create phonemic awareness. (see above)
Emphasize the beginning and ending sounds.
Step2: Teach whole words
-Recognize whole words using the sound-symbol relationships.
-Give special attention to vowels in this stage especially short /i/ and short /e/ as in /pit/ and
/pet/.
Step3: Present meanings
-Make sure learners understand the meaning of each word they read.
-Use drawings, pictures, miming, etc.
-Check the understanding of meanings frequently.
Step 4: Put words in contexts
-Encourage learners to put each word in context is a powerful strategy that helps them
demonstrate a mastery of reading and language usage.
I Read and Write
In the process of acquiring writing, learners need first to match the
sounds of spoken English with individual letters or groups of letters,
identify and manipulate these individual units of sounds (phonics and
phonemic awareness). Acquiring writing goes through different
stages:
15. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 14
Stage 1: Single letter and number formation
We believe that learners are good at handling a writing tool (pen/pencil). They can use the
tripod grip and are developing gross and fine motor skill. In this perspective, drawing helps
learners in acquiring a good handwriting.
We teach letter formation in groups and families rather than in alphabetical order because
they have a designated start point and a set of directional pushes and pulls of the pencil to
reach the designated finish point. This consequently helps to limit letter reversals such as ‗b‘
and ‗d‘.
Once the letters/numbers can be formed, the child can then focus on size and accuracy. The
size and accuracy of the letter/number shape increase as the child‘s gross and fine motor
skills develop.
For a good handwriting style, learners need to know how to form the letters correctly, i.e.
recognize the features of writing letters: sizing, spacing and alignment.
Learners start with lower-case letters, and then capital letters.
Learning the correct lower-case letter formation makes the transition from single letter
formation to joined letter handwriting much easier.
Stage 2 – Joined handwriting
Since the child‘s fine motor skills develop, they enable her/him to form more refined versions
of the letters/numbers using lined paper. Once, learners have learnt to form lower-case letters
correctly, they can move to the following step which is joined handwriting.
Learning to join letters for handwriting enables children to develop a speedy, fluid and legible
handwriting style.
N.B.
Capital letters are introduced through both handwriting and their semantic function as
initials indicating proper nouns (names of people, places, languages, days and months,
etc.).
In handwriting practice, the learners should be aware of the differences in the direction of
writing and position on the line of some punctuation marks:
)؟ — English question mark (?)
،) — English comma (,)
16. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 15
Tips to Teaching Writing:
1. Teacher modelling of the correct formation, sizing and placement of letters. For
early learners, copying a letter from a correct model is helpful (Graham, 2010).
2. Teacher explanations on how to form letters and words must accompany the
modeling.
3. The introduction of letters of the alphabet in formation groups rather than in
ABC order. This method removes the chance for the visual confusion of letters that
are closely positioned within the alphabet (b/d and p/q). This means letters can be
taught in the following groups:
anticlockwise letters (a, c, d, g, q, e, o, f, s)
clockwise letters (m, n, r, x, z, h, k, p)
the i family letters (i. t, l, j)
the u family letters (u, y, v, w, b)
Regardless of what order letters are chosen to be taught, it is important that
students know the names of individual letters and the sounds that can represent
each one. (Graham, 2010).
Linking handwriting to other skills so that it is meaningful rather than just skill
and drill.
17. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 16
Games and Activities– Alphabetical Awareness
There is a great deal to know about letters. Letters have shapes, direction and names, and
they represent sounds. Learning the names and sounds of letters is an important first step,
and learning about how letters make syllables helps pupils to view the writing system as a
series of patterns that are organised at a syllable level.
What’s next?
The teacher says a series of four or five letters and the pupils have to say which letter comes
next. Example: D E F G? (H)
Clap clap
The teacher tells the pupils what they will be expected to do when the music stops
(example: “When the clapping stops, you will trace the letter ‘a’ where I tell you‖).
The teacher then starts clapping his/her hands. When the teacher stops clapping, he/she gives
an instruction (example: ―Trace the letter ‗a‘ in the air!‖ or ―Trace the letter ‗a‘ on your leg!‖).
Pass the pencil
The teacher distributes five pencils around the room. The teacher then sings a song, or beats a
drum, or plays music on the radio while the pupils pass the pencil amongst themselves. When
the music stops, the pupils with a pencil in their hand must answer a question from the
teacher.
Guess my sound
The teacher says several words that have a common syllable (beginning, middle or end) and
the pupils must identify the syllable and say the syllable, say the letters that make it, and
write the syllable.
Change that letter
The teacher gives a word and asks the pupils to change a letter: either the first letter (cat =
bat), the last letter (cat = cab), or the middle letter (cat = cut).
18. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 17
Letter picture match
The teacher chooses a key word that begins with a specific letter and the pupils match pictures
of things that begin with that letter.
Example: the letter F as in FISH: fork, foot, fire, fence, five, fan, four....
I sing and Have Fun
The same song is to be set again for the purpose of creating a lively
atmosphere, learning vocabulary, improving pronunciation and developing
the listening skill.
N.B.
Have students sing the same song in session 1.
I Play Roles
Role-play is a form of drama. It is the act of imitating the character and
behavior of someone who is different from yourself, as a training exercise.
Thus, learners take on another person‘s role to use language authentically in a
situation similar to his/her real life – for example, greeting, introducing
oneself...The learners either choose a scene from the text they read and perform a dialogue or
play out a dialogue they listened to.
c. The Learning Situation:
Learners are put in a ‗problem solving situation’ related to the global competence and thus to
the 4 target competences. The problem solving situation involves 04 different tasks which
aim at assessing the attainment of the 04 target competences. These tasks are tackled
separately in sessions/ lessons that correspond to each target competence.
It is dealt with at 3 different stages:
Stage1: It is dealt with at the beginning of the sequence, that is to say; the beginning of the
year: It is called the ‗initial situation’ and is dealt with through 04 different tasks which are
tackled separately in sessions/ lessons that correspond to each target competence.
19. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 18
Stage2: During the first pause (after 3 units), the same situation is set to check progress using
a grid of evaluation.
Stage3: It is dealt with during the second pause (at the end of the sequence). The learners are
trained to learn to integrate in groups and then individually. A global situation of
integration should be set to check whether or not the global competence is attained.
1. Initial Situation: At the beginning of the year, learners of third 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 answer
some questions about a very short oral text.
b- In a situation related to oral production, the learners may be asked to introduce
themselves.
c- In a situation related to Written comprehension, the learners may be asked to read the
content of the last page of the textbook or any other text related to the target
competence and do a task ( Matching, reordering, puzzle game…)
d- In a situation related to written production: the learners may be asked to
write/reproduce letters and words from the whiteboard/ coursebook or any other
document taking into account writing features.
N.B.
The tasks mentioned above should not take 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.
Ultimately, these demands put learners in situations which they are unable to
overcome because they do not possess the required resources and skills. Teachers may as well
invite a learner from a higher level and ask him to perform the situations mentioned above in
front of the absolute beginners so as to generate motivation.
The teachers discuss what happened, explain to their learners that by the end of the
school year they will improve and will be able to handle the tasks successfully.
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Didactic Guide of English for 3rd
year Primary Education 19
N.B.
The same tasks are set during the first pause to check progress and adjust learning through
remediation and standardization.
A grid of evaluation must be elaborated .
2. 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.
3. Situation of integration: A global situation (a set of tasks) that is meant to serve the 04
target competences is set and dealt with individually.
N.B.
Other tasks are set during the second pause to check progress and adjust learning through
remediation and standardization.
A grid of evaluation must be elaborated (see page 21).
The Problem Solving Situations
Initial Situation
_Individual work
Learning to integrate
-Group work
-Individual work
Situation of integration (Assessment)
_Individual work
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Didactic Guide of English for 3rd
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Table5: The 03 Situations
Units Sections Sessions Lessons Timing
UNIT
1
ME,
MY
FAMILY
AND
MY
FRIENDS
Initial Situation ( Oral comprehension) Task 1
Initial Situation ( Oral production) Task 2
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
Initial Situation ( Written comprehension) Task 3
I Read and Discover 45mn
Initial Situation ( Written production) Task 4
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
Pause1 : ASSESSMENT / REMEDIATION & STANDARISATION
-The same tasks is set to check progress using a grid of evaluation.
Task 1- Task 2- Task 3- Task 4
3 hours
Pause2 : ASSESSMENT / REMEDIATION & STANDARISATION
3 hours
Learning to integrate Integration
Group work
To set the same initial
situation (same tasks)
for the sake of checking
progress.
Task 1- Task 2- Task
3- Task 4
Individual work
To set a different
situation (tasks) for the
sake of checking
progress.
Individual
work:
To set a global
situation for the
sake of checking
progress and
adjusting
learning.
22. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 21
Learners’ Performance Grid of Evaluation
Domain Criteria Full Mastery Partial Mastery Minimum Mastery
Oral
comprehension
Understand the
general meaning of
an oral message and
identify the meaning
of words in familiar
context.
Understands the
general meaning of
an oral message and
identifies the
meaning of words in
familiar context.
Understands part of
the general meaning
of an oral message
and find difficulties
to identify the
meaning of some
words in familiar
context.
Finds difficulties to
understand the
general meaning of
an oral message and
to identify the
meaning of words in
familiar context.
Oral
production
Interact and
communicate orally
in communicative
situations related to
the learner‘s daily
concern and
interests.
Interacts and
communicates
orally in
communicative
situations related to
his/her daily
concern and
interests.
Interacts orally but
finds difficulties to
communicate in
communicative
situations related to
his/her daily
concern and
interests.
Finds difficulties to
interact orally and to
communicate in
communicative
situations related to
his/her daily
concern and
interests.
Written
comprehension
Read simple
messages of about
30 words,
understand the
meaning of words
and structures and
pronounce sounds
and words correctly.
Reads simple
messages of about
30 words,
understands the
meaning of words
and structures and
pronounces sounds
and words correctly.
Reads some simple
messages of about
30 words,
understands the
meaning of some
words and structures
and pronounces
some sounds and
words correctly.
Finds difficulties to
read simple
messages of about
30 words, and to
understand the
meaning of most of
the words and
structures and
mispronounces most
of the sounds and
words.
Written
production
Write correctly and
appropriately letters,
words and simple
sentences using
correct handwriting
and punctuation.
Writes correctly and
appropriately letters,
words and simple
sentences using
correct handwriting
and punctuation.
Writes correctly and
appropriately most
of the letters, words
and simple
sentences using
correct handwriting
and punctuation.
Find difficulties to
write correctly and
appropriately letters,
words and simple
sentences using
correct handwriting
and punctuation.
Table6: Learners‘ Performance Grid of Evaluation
23. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 22
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.
“The goal of formative assessment is to monitor student learning to provide ongoing
feedback that can be used by instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
Help students identify their strengths and weaknesses and target areas that need work.
Help teachers recognize where students are struggling and address problems
immediately.
Formative assessments are generally low stakes, which means that they have low or no
point value.
cmu.edu
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.
24. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 23
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. By documenting student performance over time, portfolios are a
better way to crosscheck student progress than just one measure alone. Portfolios can
include:
o Samples of students‘ handwriting.
o Re-ordered short stories images.
o Tasks sheets.
o Drawings representing student content knowledge.
o Teacher descriptions of student accomplishments, such as performance on oral
tasks.
o Checklists.
o Drafts related to the initial situation.
25. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 24
Planning Learning Canvas
Units Sections Sessions Lessons Timing
UNIT 1
ME, MY
FAMILY AND
MY FRIENDS
Initial Situation ( Oral comprehension)
Initial Situation ( Oral production)
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
Initial Situation ( Written comprehension)
I Read and Discover 45mn
Initial Situation ( Written production)
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
UNIT 2
MY
SCHOOL
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
I Sing and Have Fun 10 mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
UNIT3
MY HOME
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
I Sing and Have Fun 10 mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
Pause1 :
ASSESSMENT / REMEDIATION & STANDARISATION
3 hours
26. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 25
Table7: Planning Learning Canvas
UNIT 4
MY
PLAYTIME
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
I Sing and Have Fun 10 mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
UNIT 5
MY PETS
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
UNIT 6
MY FANCY
BIRTHDAY
I Sing and Have Fun 10 mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
I Sing and Have Fun 10mn
I Listen and Repeat 35mn
I Read and Discover 45mn
I Read and Write 35mn
I Sing and Have Fun 10mn
I Play Roles 45mn
Pause2 :
ASSESSMENT / REMEDIATION & STANDARISATION
3 hours
Learning to integrate Integration
Group work:
To set the same tasks of
the initial situation for
the sake of checking
progress.
Individual work:
To set different tasks
related to the global
competence for the sake
of checking progress.
Individual work:
To set a global situation
for the sake of checking
progress and adjusting
learning.
27. الوطنية بيةرتال وزارة
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Didactic Guide of English for 3rd
year Primary Education 26
Basic Notions
1. Characteristics of English Young Learners
1.1 Child Growth and Development (7 to 11):
Children in the concrete operational stage, ages 7 to 11, develop the ability to think logically
about the physical world. Middle childhood is a time of understanding concepts such as size,
distance, and constancy of matter, and cause and effect relationships. A child knows that a
scrambled egg is still an egg and that 8 ounces of water is still 8 ounces no matter what shape
of glass contains it.
Child Growth and DevelopmentParis, Ricardo, Rymond, and Johnson, College of the Canyons
1.2 How Young Learners Learn:
Young children, especially those up to the ages of nine and ten, learn differently from older
children, adolescents and adults 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.
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 find abstract concepts such as grammar rules difficult to grasp.
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 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.
Teachers of young learner….. need good oral skills in English since speaking and listening
are the skills which will be used most of all at this age. The teacher’s pronunciation really
matters here, too, precisely because, as we have said, children imitate it so well.
(J. Harmer, p. 83)
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Didactic Guide of English for 3rd
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1.3 What a classroom for young children should look like:
-Bright and colorful, with windows.
-With enough room for different activities to be taking place.
Allowing work in groups in different parts of the classroom and changing activity
every ten minutes or so.
Mamixing play and learning in an atmosphere of cheerful and supportive harmony.
J. Harmer, (2007).The Practice of English Teaching. p. 83
2. Learning Styles & Multiple Intelligences
2.1 Learning Styles
The basic types of learning are visual, auditory kinaesthetic and tactile. However, every
student may have a combination of learning styles and strategies or only one dominant way of
foreign language assimilation.
-Visual ;Visual learners are better able to retain information when it presented to them in
graphic depiction, such as arrows, charts, diagrams, symbols and more to emphasize
specific design elements, visual learners thrive with clear pictures for information.
-Auditory: Auditory refers to as aural learners, auditory learners prefer listening to
information that is presented to them vocally. These learners work well in group settings
where vocal collaboration is present and may enjoy reading aloud to themselves, too.
-Kinesthetic: Taking a physical active role, kinaesthetic learners are hands-on and thrive
when engaging all of their senses during course work. These learners tend to work well in
scientific studies due to the hands-on lab component of the course.
-Tactile: Students like to experience the world and act out event. To remember a phone
number for example, tactile learners may remember the pattern, of their fingers as they press
the number of a phone. They are good at sports. They can’t sit still for long. They are not
good at spelling. They don‘t have the skill of handwriting and like role-play
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2.2 Multiple Intelligences:
Sample activities addressing ‘Multiple Intelligences’
Intelligence
Type
Capability and
Perception
Sample Activities
Verbal/Linguistic
words and
language,
speak on a
subject,
write a speech
Let‘s talk.
Let‘s write.
Write the questions.
You want to make a cake.
Write what you need and what you don‘t need?
Name the game pieces.
Say what you do and what you don‘t do yourself?
Logical-
Mathematical
logic and
numbers, create a
process
Number the parts.
Put the sentences in order.
Do you know any words with two meanings in
English?
Do the puzzle.
Unscramble the sentences.
Choose the right answer.
Recognize the beginning sound of each word
Musical
music, sound,
rhythm
Let‘s sing.
Listen to the numbers and sing.
Chant.
Bodily-
Kinesthetic
body movement
control, touch and
feel
Clap once for each syllable.
Give commands and do the action.
Let‘s act. Let‘s play.
Walk, run, jump.
Visual-Spatial
images and space,
design a table
Draw gifts.
Match the sentences.
Join the dots to help the animal find its home.
Make the same picture and color.
Listen and draw hands on the clock.
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Didactic Guide of English for 3rd
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Interpersonal
other people's
feelings,
communication,
team work.
Work in pairs, ask and answer.
Talk to your family members and write their opinions.
Do you know a riddle?
Ask your friend. Interview your grandparents to find
out more about them
Intrapersonal
self-awareness,
self-discovery
Write about what you want to be in future.
Describe yourself (How do you look like?).
Write fruits and vegetables you like the most.
Naturalist
natural
environment
Look outside the classroom window.
What‘s the weather like?
Table8: Sample activities addressing ‗Multiple Intelligences‘
Tips for Teaching Children:
Praise and encourage children for trying and when successful.
Praise with words and through gestures.
Try to link lessons with children‘s experiences and everyday life.
Use group or paired work so that children can learn from their classmates.
Read out what you have written on the board.
Face the class when speaking.
Speak clearly and loudly but don‘t shout.
Try to ensure children practice their skills using different materials, for
example, reading words on flashcards, writing words, reading words in books.
Check the children‘s understanding before moving on to a new topic.
Encourage children to watch and listen to their peers.
Make sure you have the class attention when teaching.
Encourage the child to use a pointer or their finger when reading to help them
keep their place.
Furhter Reading
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Teaching English through Games
Games and fun activities are a vital part of teaching English as a foreign language. Games
will liven up your lesson and ensure that your students will leave the classroom wanting more.
Games can be used to warm up the class before your lesson begins, during the lesson to give
students a break when you‘re tackling a tough subject, or at the end of class when you have a
few minutes left to kill. There are literally hundreds, probably thousands, of games that you
can play with your students.
This list of seven classic EFL games every teacher should know will help get you started and
feeling prepared. Having these up your sleeve before stepping into the classroom will ensure
your lessons run smoothly, and, should things get a little out of control, you‘ll be able to pull
back the attention of the class in no time.
Want to jump right into the list? Here are the top seven games we think your students will
love:
1. Board Race
Most EFL teachers use this game in the classroom. Board Race is a fun game that is used for
revising vocabulary, whether they are words from the lesson you‘ve just taught or words from
a lesson you taught last week. It can also be used at the start of the class to get students active.
It is a great way of testing what your students already know about the subject you‘re about to
teach.
Why use it? Revising vocabulary
Who it's best for: Appropriate for all levels and ages.
How to Play:
Split the class into two teams and give each team a colored marker.
If you have a very large class, it may be better to split the students into teams of 3 or 4.
Draw a line down the middle of the board and write a topic at the top.
The students must then write as many words as you require related to the topic in the
form of a relay race.
Each team wins one point for each correct word. Any words that are unreadable or
misspelled are not counted.
2. Simon Says
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This is an excellent game for young learners. Whether you‘re waking them up on a Sunday
morning or sending them home on a Thursday afternoon, this one is bound to get them excited
and wanting more.
Why use it? Listening comprehension; Vocabulary; Warming up
Who it's best for: Young learners
How to Play:
o Stand in front of the class (you are Simon for the duration of this game).
o Do an action and say Simon Says [action]. The students must copy what you do.
o Repeat this process choosing different actions - you can be as silly as you like and the
sillier you are the more the children will love you for it.
o Then, do an action but this time say only the action and omit ‗Simon Says‘. Whoever does
the action this time is out and must sit down.
o The winner is the last student standing.
o To make it harder, speed up the actions. Reward children for good behavior by allowing
them to play the part of Simon.
3. Word Jumble Race
This is a great game to encourage team work and bring a sense of competition to the
classroom. No matter how old we are, we all love a good competition and this game works
wonders with all age groups. It is perfect for practicing tenses, word order, reading.
Why use it? Grammar; Word Order; Spelling
Who it's best for: Adaptable to all levels/ages.
How to Play:
o Write out a number of sentences, using different colors for each sentence. I suggest having
3-5 sentences for each team.
o Cut up the sentences so you have a handful of words.
o Put each sentence into hats, cups,boxes or any objects you can find, keeping each separate.
o Split your class into teams of 2, 3, or 4. You can have as many teams as you want but
remember to have enough sentences to go around.
o Teams must now put their sentences in the correct order.
o The winning team is the first team to have all sentences correctly ordered.
4. Hangman
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This classic game is a favorite for all students but it can get boring quite quickly. This game is
best used for 5 minutes at the start to warm the class up or 5 minutes at the end if you‘ve got
some time left over. It works no matter how many students are in the class.
Why use it? Warming up / winding down class
Who it's best for: Young learners
How to Play:
o Think of a word and write the number of letters on the board using dashes to show many
letters there are.
o Ask students to suggest a letter. If it appears in the word, write it in all of the correct
spaces. If the letter does not appear in the word, write it off to the side and begin drawing
the image of a hanging man.
o Continue until the students guess the word correctly (they win) or you complete the
diagram (you win).
5. Pictionary
This is another game that works well with any age group; children love it because they can get
creative in the classroom. Pictionary can help students practice their vocabulary and it tests to
see if they‘re remembering the words you‘ve been teaching.
Why use it? Vocabulary
Who it's best for: All ages; best with young learners.
How to Play:
o Before the class starts, prepare a bunch of words and put them in a bag.
o Split the class into teams of 2 and draw a line down the middle of the board.
o Give one team member from each team a pen and ask them to choose a word from the bag.
o Tell the students to draw the word as a picture on the board and encourage their team to
guess the word.
o The first team to shout the correct answer gets a point.
o The student who has completed drawing should then nominate someone else to draw for
their team.
o Repeat this until all the words are gone - make sure you have enough words that each
student gets to draw at least once!
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6. The Mime
Miming is an excellent way for students to practice their tenses and their verbs. It's also great
for teachers with minimal resources or planning time, or teachers who want to break up a
longer lesson with something more interactive. It's adaptable to almost any language point
that you might be focusing on.
This game works with any age group.To keep them engaged, relate what they will be miming
to your groups' personal interests as best as possible.
Why use it? Vocabulary; Speaking
Who it's best for: All ages; best with young learners.
How to Play:
Before the class, prepare pictures of the learnt vocabulary - like family members,
pets…etc - and put them in a bag.
Split the class into two teams.
Bring one student from each team to the front of the class and one of them chooses an
picture from the bag.
Have both students mime the key word to their team.
The first team to shout the correct answer wins a point.
Repeat this until all students have mimed at least one picture/one key word.
7. Hot Seat/Back to the Board
This game is always at the top of the list when students are asked what they want to play..Hot
Seat allows students to build their vocabulary and encourages competition in the classroom.
They are also able to practice their speaking and listening skills and it can be used for any
level of learner.
Why use it? Vocabulary; Speaking and Listening
Who it's best for: All ages and levels
How to Play:
o Split the class into 2 teams or more if you have a large class.
o Elect one person from each team to sit in the Hot Seat, facing the classroom with the board
behind them.
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o Write a word on the board. One of the team members of the student in the hot seat must
help the student guess the word by describing it. They have a limited amount of time and
cannot say, spell or draw the word.
o Continue until each team member has described a word to the student in the Hot Seat.
Source:https://www.gooverseas.com/blog/10-best-games-esl-teachers#paragraph-item-41683
Glossary:
Fine motor skills involve small muscles working with the brain and nervous system
to control movements in areas such as the hands, fingers, lips, tongue and eyes.
(Eating, writing, manipulating objects and getting dressed).
Gross motor skills are foundational skills that involve bigger movements using large
muscle groups - arms, legs, feet and trunk- to move the body. Children learn to
develop and use gross motor skills to move with balance, coordination, ease and
confidence.
Learning sequence refers to the organization and presentation of activities of a
teaching-learning period in a complete structure, carried out by both teachers and
pupils, with the aim of creating situations that enable to develop meaningful learning.
Letter reversals: refers to reversing letters in reading or writing such as forming a
letter ‗b’ as a letter ‗d‘ or letter ‗p’ as a letter ‗q‘.
Paralinguistic features refer to times when we convey meaning without using verbal
language: using tone of voice, pitch, facial expressions, gestures, proximity, posture
and echoing.