The document outlines an 11-step process for integrating and assessing integration in two sessions: 1) A brainstorming stage where learners view pictures/videos and describe what they see to introduce the topic before the teacher provides an introduction. 2) A planning stage where learners use graphic organizers like tables to elicit their ideas about writing on the topic. 3) Between sessions, learners draft writing selecting ideas for their own situation. 4) An assessing integration session where the teacher reads drafts, some learners read theirs, and the best is written on the board for proofreading and copying with adaptations.

1. The integration is tackled in two sessions :
A) Learning integration B) Assessing integration
1) use the appropriate pictures of videos (the material chosen must serve the 4 values to make the lesson conform
to the 2G program ) to make your learners guess the topic they will deal with BRAINSTORMING STAGE ( for you as a
teacher on your lesson plan this will be your "initial problem solving situation ") , for your learners it will be just a task ;
look at the picture and try to describe it .
2) The time they write the description ( here you make them work in pair, group or individual depends on you and it
has nothing to do with the objective of the lesson , here you aim to develop your learners' personal competences . ) so the
time they interpret the photo , you write the integration , the introduction which must include the five characteristics as I
mentioned previously
3) You come back to your learners and see what they described , here , you accept all the answers ( never say to any
of your learners you are WRONG / try to create a climate of challenge , you will certainly have different opinions , so try to
make them vote who has the right opinion, report their interpretation on the board .
4) Now invite them to check what they guessed by showing them the introduction of you integration and what they
will write about , explain each of the characteristics ( learners must know the five characteristics of their integration to
make them aware about what they will write about ) once you explained it , here the learners who gave false interpretations
will be convinced and accept the facts ( teacher may reward the ones who gave right answers ) ;once finished with this
Brainstorming stage , invite them to the next stage , the planning stage .
5) The planning stage is the stage where the learners ELICIT their ideas , and this is done using a graphic designer (
teachers can use the Knowledge , skills , attitudes -KSA- ) or use any graphic designers ( Teachers must know that KSA
table is not a must to be used in each writing process ,it's just a graphic designer to help learners organize their ideas ) ,
Teachers may train their learners to use easy table where they elicit all the features of their writing foe example , they will
write about their past holidays , so the production will certainly with ( date - mean of transport- souvenirs...... ( inviting the
learners to work in group must be be designed by the teacher who has to determine the role of each group member and not
let them alone , if it is pair he or she must well select who works with whom in order to develop personal competences of
the learners )
6) Learners are invited to correct the PLANNING stage on the board , where learners ELICIT all their idea about the
topic they will write about . , they read the corrected task and copy down , ( the 1st
session stops here)
7) The drafting stage is done as homework where learners will SELECT the from the elicited ideas to write about
their own and personal situation .
8) Assessing integration session : learners are required to show their homework and the teacher has to read ONE
BY ONE each of the learners draft productions ( This will give great confidence to the learners to see their teacher
considering what they wrote about .
9) The teachers invites some of the learners to read their productions and agrees with the learners whose best one is to
be written on the board
10) The learners copies his or her production ( skipping a line ) to enable proofreading stage ( learners generally
make the same mistakes so it's the best occasion to correct that all together )
11) Learners copy down the corrected production but adapting it according to their own situations “ publishing stage
“ .
Thank you
Mr Samir Bounab ( teacher trainer)