Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
The Structural Approach to learn English was widely used prior to 1960 in English speaking countries. Its efficacy has been proven by the generation who mastered the rudiments of English with less difficulty. As a result, this generation proceeded to make an impact in the respective fields of endeavour. All this was only possible with the help of the tool of expression, the English language. Mastery of the English language through the Structural Approach enabled them to convey to the world their ideas and ground breaking research flawlessly. It is not enough for one to be possessed with an inquiring spirit. The power to express our convictions makes a difference.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
The Structural Approach to learn English was widely used prior to 1960 in English speaking countries. Its efficacy has been proven by the generation who mastered the rudiments of English with less difficulty. As a result, this generation proceeded to make an impact in the respective fields of endeavour. All this was only possible with the help of the tool of expression, the English language. Mastery of the English language through the Structural Approach enabled them to convey to the world their ideas and ground breaking research flawlessly. It is not enough for one to be possessed with an inquiring spirit. The power to express our convictions makes a difference.
MS four test 2 secnd term 2015 2016
The test aims to test:
1 - predicting using time clause
2- Expressing condition using If type one
3- transforming
4- long vowels
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
The #project work
a) What is a project work?
b) What are the characteristics of a project work ?
c) Why the project work?
d) What are the advantages of the project work?
e) How to organize a project work?
f) How to build a project work?
g) How to present a project work?
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. by "Samir Bounab"
teacher trainer at MONE
(yellowdaffodil66@gmail.com )
Project work is particularly effective in English for Specific
Purposes(ESP)settings because it leads itself easily to
authentic language use, a focus on language at the discourse
rather than sentence level ,authentic tasks , and learner
centeredness.Most importantly , project work leads to
purposeful language use because it requires personal
involvement on the part of the students.
What is project work ?
Project work involves milti-skill activities which focus on a
theme of interest .In project work ,students work together to
achieve a common purpose ,a concrete outcome ,(for
example, a brochure,a bulletin board display , a video , an
article ) .Typically it requires students to work together over
several days or weeks , both inside and outside the classroom
,often in collaboration with speakers of the target language .
DEVELOPPING A PROJECT
Although recommendations as to the best way to develop
projects vary ,most are consistent with eight(8) fundamental
steps described below :
1. Define a theme : In collaboration with students , define a
theme that will amplify the students' understanding of an
aspect of their future work and provide relevant language
practice .
2. Determine the final outcome: Define the final outcome
of the project (for example,a written report ,brochure
,debate,video) and its presentation (collective or
individual) .Agree on objectives for both content and
language .
3. Structure the project : Collectively identify the
information that students will need and the steps they
must take to obtain it (library research, letters,
interviews,etc).Decide on each student's role and put the
students into working groups.
4. Identify language skills and strategies : Integrate
lessons into the curriculum that prepare students for Steps
5.6 and 7.Identify the language skills which students will
need to gather and compile information for their project
.For example , will they need to write letters ?Will they
interview natiove speakers?Determine the skills and
strategies that students will need to compile information
(Step6) .Plan activities to prepare them for these tasks
.Identify the skills and strategies that students will need to
present the final project(Step7) .As they prepare their
presentation, they may need to work on the language
(written or spoken) of formal reporting .
5. Gather information : After students design intruments
for data collection , have them gather information inside
and outside the classroom , individually, in pairs , and in
groups .
6. Compile and analyze information : Students should
compile information they have gathered ,compare their
findings , and decide how to organize them for efficient
presentation.
7. Present final product : Students will present the
outcome of their project work as a culminating activity .
compile /k@m"paIl/ verb [T]
to collect information and arrange it in a book, report,
or list
8. Evaluate the project : In this final phase ,students and
teacher reflect on the steps taken to accomplish their
objectives and the language ,communicative skills , and
information they have acquired in the process .They can
also discuss the value of their experience and its
relationship to future vocational needs .
A SAMPLE PROJECT
To illustrate how these generic steps can be translated into
practice,we outline a project entitled Purchasing a computer" ,
designed by two teachers of business English in Italy .
1. Students agree to compile information about four
computers models in order to recommend which system
their school should purchase .
2. Students decide on the final outcome : sibgroups will
report on the information they have gathered at a
computer trade fair and recommend a purchase .The
whole class will then decide which computer to buy
.Together they will write a formal recommendation and
submit it to the head administrator of their school .
4-
,5,6 and 7 .Students will review advertissements
promoting different computer models and brands to
discover the criteria used in comparing computers
.Students will survey school personnel to determine
how the new computer will be used .They will inquire
about such criteria as memory ,warranty,software
compatibility , maintenance ,and cost .Studens will
decide how to obtain information about four computers
on the market (trade magazine, promotional literature ,
computer trade show ) and summarize the materials
they have accumulated .Students will prepare an oral
presentation that summarize their findings and
concludes with a recommendation to be submitted to
the school administration .
In the process of completing the project , students may
need To practise those language skills and strategies
that they determined to be important at different
stages.Students will read a passage that compares
computer models.They will practise skimming and
scanning for key information from manufactures about
their products .Students will rehearse the formal oral
presentaton of a product comparison using a visual
aid .
8. The teacher and students will enumerate the steps
they compted , consider what they achieved in the
process , and discuss the problems they encountered .
CONCLUSION
ESP teachers can break with routine by spending a
week or more doing something besides grammar drills
and technical reading .The benefits of project work
also include improved student motivation and
enhanced awareness of their language needs ,
integrated skillls practrice , ands a more stimulating
and stisfying learning and teaching experience .
Article by Ken Sheppard and Fredricka L.Stoller
[U.S.A , 1995]
Forum Magazine'October2002'
Document N°2 about "Project work"
Introduction :
Teaching English with the projects approach a double
effect objective : first it's an approach to promoting
indirect teaching in English , and second it's a method
of teaching in itself .
In the following the project approach in English , it is
not the research findings that counts , as much as the
English discourse and the interaction of the learners
to complete the assignment
2. .
What is a project ?
The project is the final production of the file .It
facilitates language learning by setting tasks that
require learners to work on their own .
Learners collect information from a variety of sources
that will result in authentic output so that learners
could produce a research report , a thesis or a model
in form of : recipe book , a brochure , posters that
will serve authentic communicative and learning
purposes .
The advantages of doing projects in the classroom
It's an appoach in which indirect teaching is employed
.Through this approach we aim to :
Students make their own choices about what
they do
Motivate learners abilities and skills .
Put in use the language acquisitions .
Give the learners the satisfaction of seeing a
concrete product that they have produced .
Be cooperative and sharing views and
problems , respecting each other's feelings , point
of view and developing group work and social
skills .
In the other hand :
Project encourage cooperation and sharing
They promote learner's independence
Project work is topic- based
It involves research / questionnaires
They lead to a presentation
They involve different skills .
They may be very creative and include artwork
They cater for different learning styles and
personalities
They require use of all language skills .
How to plan a project
Every project involves various activities and should be
planned as follow :
1. Preparation : It's a talk about the topic in which the
teacher presents the project and motivates the learners .
The learners , by their turns may ask for further
information .
2. Planning : At this stage , the learners have come to a
decision confirmed by the teacher .The planning goes
through these aspects :
a) Identifying sources
b) Determining the mode for collecting and
analysing information
c) Deciding on the presentation technique
d) Establishing evaluation procedures
e) Assigning individual tasks to team members in
cases of collaborative efforts .
3. Here the learners collect materials and information from
books ,journals , libraries , maps , internet , magazines or
resource persons and work individually or in groups .The
teacher himself is a source of information .
4. Timing : A certain amount of time is put aside for the
project with a deadline , when the project work will be
ready .This depends on how much time is available
.We don't want a project going too long as much may
lose interest and momentum .
5. Language : The language that is produced is not
controlled , but the students should have had input on
the kind of language that the project needs
For example : news stories often use a lot of passive
e.g . The jewellery store was broken into and ten
diamond rings were stolen .
Project can be presented as :
Wall displays
Posters
Magazines
Newspapers
Books
Radio broadcast
Tv programmes
Film
Documentary
Teacher's role :
A successful project depends mostly on the teacher.Teachers
should act as counsellors and guide the learners to sources
of information.They should .
Motivate and encourage the learners until the project is
achieved .This help can be linguistic like helping get the
grammar right or practical like supplying stationery ;
To help the learner performing a sucessful project work , the
teacher guides the learner by ticking the following elements
while preparing his project .This guide (plan) is categorised
as follow :
a) Organization :
My report is sequenced in a logical way
My introduction is exciting and inviting
My ideas flow well and are clearly connected to one another
I have a satisfying conclusion
b) Fluency :
My sentences begin in different ways .
My sentences build upon the ones before
My sentences are of different lengths
The meaning of each of my sentences is clear
My sentences flow from one another
There are no run-on sentences
There are no sentences fragments
c) Ideas :
I used brainstorming and a concept map or outline to
organize ideas
My ideas are logically related to one another
Ideas are written in my own words
I understand my topic
My report is clear and focused .I stay on topic
My details give the reader important information
I have listened to suggestions from the teacher or peer writers
d) Word choice :
Every word seems just right .
I used a lot of descriptive words(adjectives and adverbs)
My words paint pictures in the reader's mind
I used synonyms to add variety
I use new spelling words
I use the right action word form with my nouns
I use the dictionary to spell words I don't know .
e) Conventons :
My letters are written clearly
I leave white spaces between my words
My sentences go from left to right .
f) Punctuation:
I use a full stop at the end of each sentence.
I use a question mark at the end of each question;
I use an exclamation point at the end of each exclamation.
I use commas between words in a list
g) Capitalization :
I use both capital and lower case letters.
I use a capital letter to start the first word of a sentence
I use a capital letter to start names of people , pets, and places
After the learner gets his project ready, a checklist is to be
ticked to evaluate his own work himself.
Some elements of this list can be dropped or more detailed
can be added according to the learnern's level needs.
- 2 –
3. The zoo – a wall display
Animals are a topic often found in course books and children
generally are interested in the animal world.
Tell your class they are going to create a zoo .The zoo will be
a display on the classroom wall .Children can either work
ontheir own or with a partner (even younger children
sometimes prefer working alone and some are distressed if
they they cannot work with their friend)
Each child or pair of children can choose an animal and they
have a few days to research this animal – they have to find out
at least 5 interesting facts .They can find out the information
by reading books either in English or mother tongue, they
could look at the internet (if this available) or they can ask
other people like their family.
You can do the presentation preparation in two stages .In one
lesson the children can prepare the writing part – a short
paragraph about their animal .It's a good idea to allow for
redrafting so that the final result is as well-written as possible
.In the next lesson (or for homework) , they can draw a picture
of their animal or find a picture or pictures in magazines and
cut them out .The final stage will be to mount the text and
picture –this can be done on pieces of coloured card to
different areas of the zoo and as a class decide where all the
different animals should go .The children can be encouraged
to say which animals would like to live near each other .And
finally , the class can decide on a name for the zoo and write
thisup at the top of the display .Other students and parents can
be invited in to see the zoo.
Alternative topics that can have similar project work done by
the class are :
A street of shops with each child choosing a shop
designing it and labelling the contents .Later they can act out
role plays of people visiting their shops.
Sports, pop or film stars .
Food
Countries
Famous people
Topics :
Any topic you are studying can lend itself to project work .For
example if you are doing Monsters, you could get the children
to do any of these mini-projects :
Research famous monsters like Yeti, Loch Ness monster
Design and make a monster mask and then create a little
sketch.
Design a monster poster
Interview with a monster
Write a monster story as a class .
Or Food
Design a pizza
Cooking competition – make a dis hand get the class to taste
it and award point .
Research food around the world
Design a menu of the student's favourite foods or an alien
planet menu
Restaurant role plays .
A display or presentation on healthy eating
Children keep a food diary and make a poster on what they
have eaten all week .
Surveys or questionnaires of likes / dislikes of the class
presented as graphs or reports.
Write a song about food .
Older Students :
As students get older , more independent and used to doing
projects there can be less input from teachers .But often it is
more convenient and effective to give students a framework
for project work .
Bellow are some ideas for more structured projects I have used
with students .An example of a project is a class newspaper.
News paper publication :
Background : After studying English language newspaper or
looking at television news stories onTV channels , students
are encouraged by their teacher to create their own newspaper
.
Making choices : They organise themselves into groups and
decide which part of the paper they are going to produce .One
group may be involved in creating the crossword, another with
writing some news or sports items , yet another with writing
the horoscopes .The topics can be light – hearted or serious
,real or imaginary –it's up to the students to decide .
Presentation : Students have to work together to organize
who does what and what the final result will look like .When
I have done this , the students took over a wall in the
classroom and displayed their newspaper there so other
students and parents could come in and see it . They could
have used the school photocopier to make copies and
distribute it .
Common reasons why teachers might avoid project work
There isn't enough time
Time is always an issue in the classroom .We never seem to
have enough and there are so many other things to do .But a
lot of work on projects can be done outside classroom time .
Homework is often done quickly or badly if students are not
motivated .If your students are interested inthe project and
want the final presentation of their ideas to be good , they wull
spend more time outdside the classroom on it .Class time will
not be wasted on projects as the work the children are doing
is very valuable for their language development they are
using English to be creative and communicative and often
stretch themselves to try to produce an excellent end result .
Children speak a lot in their mother tongue :
Of course they will use a certain amount of their own language
especially if they are lower level , but they are thinking about
English and their final presentation of the project will be in
English .
You can equip children with the classroom language they need
for projects and encourage them to use it by putting it up
around the class so they can refer to it . E.g . " where are the
scissors ?" Shall we put this here?"
It can get very noisy :
Set rules before doing the project work and make it clear to the
students that excess noise is not allowed .Have good signals
for getting children to stop talking and pay attention to you
.For example, stand in the centre of the room with your hands
in the air and wave .As the children notice you they must do
the same until everyone is standing quietly waving looking at
you .It's much better than shouting and once the children get
into the routine , it is a quick and effective way of quietening
down the room .We can easily tell what is good noise and
what is excess noise and we should encourage our students to
tell the difference too .
It 's hard to plan what children need to do a project
successfully :
Try using a grid like this to analyse what you need before the
project .It can also be a good way of assessing the project for
yourself after it is done to help you be better prepared next
time .
Teacher doesn't know what skills are being practised :
Try this grid to analyse the project , again ,before and after .It
can help you see the value of the project and you can better
explain it to the parents and your colleagues , too .
Some problems facing teachers while dealing with project
work:
Crowded classes : It's hard to organize a sucessful group in
such classes.
Too much written work to be corrected, presented and
discussed in the classroom.
Bad equipped classrooms for language teaching.
ask Resources
Needed
Language
functions
Language
Structures
Lexical
sets
Language
skills
task Intellectu
skills
Motor
skills
Social
skills
Learner
Independe
skills
Emotional/personal
development
outcomes
4. Some suggestions :
As we are facing problems while achieving our tasks ,and
in order to get as good project work as possible ; we
suggest the following :
Making a list of the project subjects at the beginning of the
school year.
Split the class onto groups (4- 5)
Let the students decide which subjects they might
choose
Each project is to be done by three or four groups
each time to avoid boredom and the other groups would
take their turns after.
To encourage learners in performing good projects
work, the teacher may give a reward by additional pôints
to their final mark and this may differ from a work to
another.
Organize a wall
display in the class at the end of each term and the best
project work is selected for projects exhibition by the end of
the year to which parents can invited. "this work was done
by some teachers at Blida"
– 3 –
By Mr Samir Bounab (Teacher Trainer at MONE)
Yellowdaffodil66@gmail.com