1) Why 2G curriculum? 2) what is the 2G curriculum 3) What is teaching English integrating the core values? 4) What are the cross curricular competences ? 5) What are the 4 learning situations? 6) How to adapt a learning session adapting the school manual sections or rubrics ? 7) How to teach the situation of integration adapting the school manual sections ( I learn to integrate & I think and write) for further reading please log in to the following PDF links Thank you Mr.Samir Bounab ( Teacher trainer)

1. 1. Why The 2 generation curriculum ?
Loi d’orientation sur l’éducation nationale N° 08 - 04 du 23 janvier 2008 which
established these changes
2. What is the 2 generation curriculum ?
1st
generation syllabus ( Competency Based Approach CBA :A problem solving socio
cognitive constructivist approach ) + Project work
learner centered teaching ( planning and teaching according to the learners’ needs, likes
and interests +
Presentation – practice – Use (PPU) to teach Speaking lesson ( communicative
grammar)& pronunciation
Pre(listening/reading) – During(listening/reading) – Post (listening/reading)
PIASP : to teach Inductive grammar & pronunciation items
Situation of integration
Project work (final production of a didactic unit)= CBA without project work is
meaningless
+
Values : teaching-learning English integrates core values such as (page 5 of National
Curriculum May 2015) :
The assertion of the learner’s national identity in its three dimensions
National conscience
Citizenship
Openness to the world +
Cross curricular competences : A cross-curricular competency or “ Know how to
learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and
applied to a particular context for successful learning and living. They are developed by every
student, in every grade and across every subject/discipline area.
1. Intellectual competency
2. Methodological competency
3. Communicative competency
4. Personal and social competencies +
How can English help the other subjects and vis versa? Teaching-learning English
contributes to the acquisition of other disciplines and benefits from them in many ways:
(pages 6 & 7 of the National Curriculum May 2015)
Mr Samir Bounab (Yellowdaffodil66@gmail.com )
2 Generation Curriculum

2. 1) Initial problem solving 2) Input situation 3) situation of integration 4) Evaluation situation
I.1st Situation : Initial problem solving situation : Since the approach itself is Problem solving
approach the work must be initiated and tackled in a problem solving situations .i.e : the learners must
work in a problem solving situation climate which makes them challenged and motivated all the time to
take part in the learning process .
II. 2nd Situation : Input situation = the learning session = the lesson ( installing resources
phase) through problem solving situation and take many frame works types.
1- Presentation – Practice – Use ( produce) = PPU frame work + PIASP teaching grammar or pronunciation
method
2- Pre reading – during reading – post reading = PDP Read frame work + Teaching grammar or pronunciation
item using PIASP
3- Pre –listening – during listening – post listening = PDP listening frameworks + Teaching PIASP grammar /
pronunciation
III. 3rd
Situation : Situation of integration( 2 sessions ) Learning Integration + Assessing integration:
The “5” characteristics of the integration : 1) Statement of problem situation 2) task 3) Length
4) audience 5) objective
1) Learning situation : It is a writing process session .It is a phase planned in a problem solving integrated
situation ( Criteria of the integration)
This phase is meant to the reinvestment of the resources in terms of the "knows" and the " know how to
do " The activities suggested in the previous phases should be built up towards the final output and help
the pupils to be ready to produce a piece of writing in accordance with the situation of communication
The situation of integration = teaching writing which can be taught through the following process :
Brainstorming – planning – drafting – editing – publishing
Or
Pre writing : brainstorming / During writing : eleciting learners’ idea – selecting learners’ ideasn –
fleshing out selected idea / post writing : Assessing
2) Assessing Integration : Assessing Integration session ( criteria / indicators):
1- Relevence
2- Correct use of the linguistice resources
3- Coherence /consistency
4- Excellence
IV. 4th
Situation :Evaluation sessions ( planned and evaluated according to the examiner guide September 2013) :
a)Assessment of learning b)diagnostic assessment c) formative assessment

3. Mr Samir Bounab (yellowdaffodil66@gmail.com )
How to plan a learning Session adapting the school manual Sections
Teachers must teach about the book ( the curriculum & support document )and not the book (avoid to be
slave of the book) , the book must be adapted to the lesson plan and not the opposite.
Teachers need to check the learning objectives and linguistic resources from the curriculum, the support
document & the yearly planning .
Teachers need to scan the Sequence in order to know the number of learning objectives , linguistic
resources and all the needed visual aids which will determine the number of sessions or lessons and the
objective if each session (Sequence Plan )
The project work : It must be introduced at the beginning of the « padagogic project ( which is set of
number of sequences) » and followed during the learning sequences specially in TD sessions where the
teacher supervises , guides and helps the learners to achieve it . Sufficient time must be allocated to the
project round up
A guided sheet or lesson focus must be done where all the features of the lesson are listed : “ the input (
type of frame work : ppu – pdp ….- communicative competence ( SWBAT) – domain – initial problem
solving – resources acquisition : function – grammar – vocabulary related to – VAKT + Aids + VALUES +
Cross Curricular competences .
The session or lesson or input session can be : ( PPU speaking lesson + PIASP teaching grammar/
pronunciation item + practice of this grammar/ pronunciation item ) / ( PDP listening / Reading lesson +
PIASP teaching grammar/ pronunciation item + practice of this grammar/ pronunciation item )
How to adapt the school manuals sections to the lesson ?
Presentation – practice – Use ( PPU speaking lesson)+ PIASP grammar (to be checked
from my grammar tool section)
Pre – listening – during listening – post listening (PDP listening) )+ PIASP grammar (to be
checked from my grammar tool section)
PPU teaching pronunciation lesson
PIASP teaching pronunciation item
Written Consolidate after PPU , PDP or PIASP lessons
PDP read + PIASP teaching grammar item (to be checked from my grammar tool section)

4. Mr Samir Bounab (yellowdaffodil66@gmail.com )
Learning integration Assessing Integration
Brainstorming(Using learning strategy Knowledge
– Skills – Attitudes KSA chart – planning –
drafting- editing – publishing
( criteria of evaluation pages 51 -52 – 53 & 54 of
the National Curriculum May 2015)
The sections “ I learn to integrate + I think and write” are followed by “ Assessing integration” which is
very important where learners need to be assessed in an individual way and the New evaluation grid must
be applied ( Relevance - Correct use of the linguistice resources - Coherence /consistency –Excellence)
to help learners gain confidence that they can score at this ( hard) task.
- Summative Assessment Section (learners can auto evaluate themselves which wil hel p the
teacher remedy the weaknesses noticed and deal with them in TD sessions)
The tasks can be used in TD sessions to remedy any weaknesses noticed during the
lessons
By : Mr Samir Bounab
( teacher trainer at MONE)

5. Yellowdaffodil66@gmail.com