Training Novice teachers
**Teacher ’s documents
**Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
**How to deal with the log book , teacher’s plan book and the board
**Planning lesson
**Teaching Grammar + Pronunciation items
**TD session
**The project work
**Adapting the school manual
**Testing
**Test Report and remedial work
**Opening Session
**Teacher ’s documents
**Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
**How to deal with the log book , teacher’s plan book and the board
This document provides an overview of the key concepts and stages related to the nature, purpose, and development of writing. It begins with definitions of writing and discusses the main purposes and types of writing. It then explains the prerequisites or background knowledge needed for writing, including subject matter, purpose, audience awareness, and language skills. The document also outlines the main developmental stages of writing, including writing readiness, early writing, and developmental writing. It provides details on concepts like spelling, grammar, and sentence construction within these stages. The overall document serves as an introduction to teaching writing skills in the primary ESL classroom.
The document discusses the essential components of an effective lesson plan, including objectives to develop language and life skills, appropriate activities and materials, and the typical stages of a lesson from warm-up to evaluation. It notes that objectives, activities, materials, sequencing, pacing, level of difficulty, individual differences, monitoring, and timing should all be considered when planning a lesson. A sample lesson plan template is provided to help organize these components.
The document describes the 4 stages in the product approach to teaching writing:
1. Familiarization - Students read model texts and the teacher highlights features of the genre.
2. Controlled Writing - Students practice specific features of the genre in isolation, such as language structures.
3. Guided Writing - Students organize their ideas, which is seen as essential. Teachers believe idea organization is important.
4. Free Writing - Students independently apply what they've learned to choose and complete a writing task on their own.
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
This document provides an overview of assessing young learners, including key terms in assessment, areas of assessment, and purposes of assessment. It defines terms like continuous assessment, formative assessment, informal assessment, and peer assessment. It also discusses classroom-based assessment, how learning can be assessed through observation, listening, self-assessment, and more. The document outlines brainstorming purposes and focus of assessment, and acting on assessment evidence. It includes example assessment tasks to practice these concepts.
This document provides an overview of the key concepts and stages related to the nature, purpose, and development of writing. It begins with definitions of writing and discusses the main purposes and types of writing. It then explains the prerequisites or background knowledge needed for writing, including subject matter, purpose, audience awareness, and language skills. The document also outlines the main developmental stages of writing, including writing readiness, early writing, and developmental writing. It provides details on concepts like spelling, grammar, and sentence construction within these stages. The overall document serves as an introduction to teaching writing skills in the primary ESL classroom.
The document discusses the essential components of an effective lesson plan, including objectives to develop language and life skills, appropriate activities and materials, and the typical stages of a lesson from warm-up to evaluation. It notes that objectives, activities, materials, sequencing, pacing, level of difficulty, individual differences, monitoring, and timing should all be considered when planning a lesson. A sample lesson plan template is provided to help organize these components.
The document describes the 4 stages in the product approach to teaching writing:
1. Familiarization - Students read model texts and the teacher highlights features of the genre.
2. Controlled Writing - Students practice specific features of the genre in isolation, such as language structures.
3. Guided Writing - Students organize their ideas, which is seen as essential. Teachers believe idea organization is important.
4. Free Writing - Students independently apply what they've learned to choose and complete a writing task on their own.
This document discusses assessing grammar and vocabulary in language assessment. It covers three main points:
1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
This document provides an overview of assessing young learners, including key terms in assessment, areas of assessment, and purposes of assessment. It defines terms like continuous assessment, formative assessment, informal assessment, and peer assessment. It also discusses classroom-based assessment, how learning can be assessed through observation, listening, self-assessment, and more. The document outlines brainstorming purposes and focus of assessment, and acting on assessment evidence. It includes example assessment tasks to practice these concepts.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Class activities for developing speaking skillsNourin Arshad
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
The document discusses various aspects of writing assessment including: the writing process, purposes and genres of writing, authentic assessment through prompts and rubrics, stages of writing development, monitoring student progress, and strategies like summaries, self-assessment, and peer assessment. Key points include that writing is a process, assessment should be authentic through meaningful prompts and clear rubrics, and strategies like conferencing and sharing rubrics can help connect assessment to instruction.
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
The document discusses different types of assessments and their purposes. It describes formal assessments like standardized tests which are administered in groups, and informal assessments like teacher-made tests and observations which occur naturally in the classroom. Both formal and informal assessments are used to identify student needs, evaluate programs, and document learning. Performance assessments can incorporate elements of both and directly observe desired behaviors. Assessments can be criterion-referenced, comparing students to pre-defined standards, or norm-referenced, comparing students to peers. When assessing English language learners, considerations include identification and placement, challenges, classroom-based methods, and cultural factors.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
Alternative assessments include things like checklists, journals, blogs, videos, portfolios, conferences and self-assessments. They require higher-level thinking and real-world contexts. There are three basic types of assessments: selected response, constructed response, and personal response. Each has strengths and weaknesses for measuring language skills. The presenter emphasizes using different assessments wisely and providing students with feedback.
The document discusses various aspects of writing assessment, including evaluating more than just mechanics and grammar, capturing the writing process, and using assessments to help teachers identify areas where students struggle. It also covers purposes and genres of writing, the writing process, writing across curriculums, and methods for assessing student writing including holistic scoring, primary traits, analytic scoring, writing conferences, checklists, summaries, dialogue journals, learning logs, and surveys.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
First meeting wih coordinator teachers of the wilaya . The meeting was about unifying the yearly planning , teacher's documents , topics of the meetings and all what deals with teaching English In Algerian Middle Schools
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Class activities for developing speaking skillsNourin Arshad
This document discusses class activities for developing speaking skills. It identifies four types of activities: drills, performance activities, participation activities, and observation activities. It provides examples for each type, including drills that involve repetition of phrases, student speeches, discussions on topics, and students observing something and presenting a summary. Commonly used activities discussed are short speeches, gap activities, role plays, and discussions, along with examples of how they work.
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
The document discusses various aspects of writing assessment including: the writing process, purposes and genres of writing, authentic assessment through prompts and rubrics, stages of writing development, monitoring student progress, and strategies like summaries, self-assessment, and peer assessment. Key points include that writing is a process, assessment should be authentic through meaningful prompts and clear rubrics, and strategies like conferencing and sharing rubrics can help connect assessment to instruction.
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
The document discusses different types of assessments and their purposes. It describes formal assessments like standardized tests which are administered in groups, and informal assessments like teacher-made tests and observations which occur naturally in the classroom. Both formal and informal assessments are used to identify student needs, evaluate programs, and document learning. Performance assessments can incorporate elements of both and directly observe desired behaviors. Assessments can be criterion-referenced, comparing students to pre-defined standards, or norm-referenced, comparing students to peers. When assessing English language learners, considerations include identification and placement, challenges, classroom-based methods, and cultural factors.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
Alternative assessments include things like checklists, journals, blogs, videos, portfolios, conferences and self-assessments. They require higher-level thinking and real-world contexts. There are three basic types of assessments: selected response, constructed response, and personal response. Each has strengths and weaknesses for measuring language skills. The presenter emphasizes using different assessments wisely and providing students with feedback.
The document discusses various aspects of writing assessment, including evaluating more than just mechanics and grammar, capturing the writing process, and using assessments to help teachers identify areas where students struggle. It also covers purposes and genres of writing, the writing process, writing across curriculums, and methods for assessing student writing including holistic scoring, primary traits, analytic scoring, writing conferences, checklists, summaries, dialogue journals, learning logs, and surveys.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
This document provides strategies for activating prior knowledge and building background information for students. It discusses brainstorming, photography studies, previews and predictions, literary maps, and word squares as techniques. The strategies aim to stimulate students' thinking about topics and help them make connections and inferences about characters and events. Activating background knowledge helps students better understand and engage with new information.
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
First meeting wih coordinator teachers of the wilaya . The meeting was about unifying the yearly planning , teacher's documents , topics of the meetings and all what deals with teaching English In Algerian Middle Schools
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
- 2) To promote national and universal values
– 3) To develop critical thinking, tolerance and openness to the world
-4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
- 5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ 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 )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
7) VARK Learning Styles
8) PIASP inductive grammar and pronunciation teaching method
9) Importance of Using the School Manual
10) Adapting the School Manual
Mr.Samir Bounab (Teacher Trainer)
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ 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 )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
Training & workshop lesson plan medea ocotber 21st 2014 Mr Bounab Samir
A training and workshop was held on planning middle school lesson plans. The agenda included an opening session, powerpoint presentation, feedback discussion, workshop to plan four levels of lessons, further feedback, and a closing session. The document also included lessons on delivering lessons through experience, the components of an effective lesson plan including objectives, procedures and competencies, and frameworks for teaching listening, reading, grammar and writing. Key aspects of each stage of a lesson such as pre, during and post activities were also outlined.
The document provides an agenda and materials for a teacher preparation workshop focusing on the Reading Instruction Competence Assessment (RICA) exam, including an overview of the exam format and content areas, activities to review the competencies assessed, and practice for the essay portions. Presenters provided information on test-taking strategies and common instructional approaches for different types of students. Participants engaged in group work to review competencies and practice writing sample responses.
The document summarizes a presentation on preparing for the RICA exam. It includes an agenda covering an overview of the exam format and content domains, test-taking strategies, and practice with sample exam questions. Participants engaged in introduction activities and reviewed the competencies covered in each domain, with a focus on competencies 1-3 related to planning reading instruction, assessment, and phonological awareness.
The document provides guidance for English language teachers on lesson planning. It discusses key concepts in lesson planning such as objectives, materials, activities and assessment. It provides examples of different parts of a lesson including warm-up, presentation, practice and production. It also outlines principles for planning such as variety, flexibility and considering the needs of students, school and community. Guidelines are given for developing clear instructions and checking student comprehension.
Integrating receptive and productive skills in a readingAzam Almubarki
This document discusses several topics related to teaching English as a second language including:
1. Integrating receptive (listening, reading) and productive (speaking, writing) skills in an ESL reading lesson.
2. Factors that influence teachers' perceptions and evaluations of student writing errors, such as their training and expectations of students.
3. An error analysis study of writing by Saudi ESL students which found common errors in verb tense, word order, agreement, and other areas. The study concluded these errors should be addressed to improve teaching.
This document outlines the steps in designing an English language teaching course, including analyzing learner needs, establishing goals and objectives, planning the syllabus, designing course units, and evaluating the course. It discusses factors to consider such as learner age and interests, societal relevance, methodology, and class size. When planning lessons, the document recommends specifying goals and objectives, preparing materials, sequencing activities with variety and pacing, accounting for difficulty and individual differences, and balancing teacher and student talk. Guidelines are provided for adapting lessons to curricula, institutional constraints, and evaluating student understanding.
First 2 g meeting and training recap of 1st syllabus generation april5th 2016Mr Bounab Samir
This document provides guidelines for evaluating lesson plans based on criteria of integration. It outlines a grid for evaluating lesson plans as good, fair or poor based on criteria such as relevance to topic, organization of ideas, and use of linguistic resources. It also defines indicators for each criterion, such as writing according to the communication situation, correct use of tenses, and coherence of ideas. The document recommends not penalizing students for spelling mistakes.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
TSL3143 Topic 3a Principles in Curriculum DesignYee Bee Choo
The document discusses several principles of curriculum design including selection, grading, sequencing, staging, and recycling. It explains how educational objectives and content are chosen and organized from broad aims and goals down to specific learning outcomes. Examples are also provided to illustrate how these principles can be applied when designing lessons, such as by including different learning activities and forms of assessment that provide feedback to students.
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
This document discusses differentiating instruction for students. It begins with a questionnaire asking teachers to reflect on resources they have used and ranked in order of importance. It then provides details on creating a learning object for an inquiry focus. It discusses differentiated instruction as adapting to student interests, preferences and readiness. Examples are given of differentiating instructional approaches and environmental differentiation. Teachers are asked to consider factors for providing texts at different levels to students. Analogies are suggested as a way to help students understand different text forms. Time is provided for independent work on creating learning objects.
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
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 )
Discoveries and innovations Words stress & If type 1 function...Mr Bounab Samir
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.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Training Novice teachers Meeting points
• Teacher ’s documents
• Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation
curriculum)
• How to deal with the log book , teacher’s plan book and the board
• Planning lesson
• Teaching Grammar + Pronunciation items
• TD session
• The project work
• Adapting the school manual
• Testing
• Test Report and remedial work
3.
4. 1. What words can you read in the following word cloud?
2. Which word from the word cloud do you see suits you?
3. Why did you choose to be a teacher?
4. How was your first contact with your learners?
5. Are you happy to be a teacher? Why .
6. If you had to choose between teaching and another job
,will you opt for teaching again? Why
5. Approach & Method
• Competency Based Approach & Integrated Situation.
• 1. What is a competency-based- approach?
• It is an approach aiming at establishing a link between the
learning acquired at school and the context of use outside the
classroom.
• This approach enables the learner to learn how: to learn, to
share, to exchange and to cooperate with others
6. 2. What is a competency?
It is a "know –how" which integrates and
mobilizes a number of abilities and knowledge
to be efficiently used in problem solving
situations that have never been met before.
7. Competency I : Interact orally in English
At the end of the year , the pupil must be able to use
the functional language acquired in class as well as
verbal and non verbal means to come into contact
with his schoolmates and his teacher
8. How?
With his schoolmates in pairs or groups.
In situation related to
(1) the class room
(2) topics and subjects tackled at school
(3) his needs
(4) his interests
Using communication breakdown strategies
(mimming, gestures, mother tongue)
9. Competency II :
Interpret authentic documents, oral or written.
At the end of the year , the pupil must be able to demonstrate his
understanding or non-understanding of simple texts (short stories,
legends ,fables , tales , songs , games) –narrative and descriptive –that
match his cognitive level, verbally or non-verbally , with his teacher's
help , using adequate visual and linguistic support .
10. How ?
Interact orally or in writing in everyday situations.
With his teacher / mates
Consult various sources {distionaries, the media, the
internet…}
11. Competency III :
Produce simple messages, oral or written
By the end of the school year, the learner should be able
to express his ideas, organize them according to logic
and chronology, take into account syntax, spelling and
punctuation for (1) describing (2) narrating
12. • How ?
• The pupil is suggested a model to follow.
• He is given access to new writing strategies.
• In situations linked to (1) the class (2) the pupil's interests and (3) the
pupil's needs.
• With audio-visual support
• Using pedagogical recreative activities
• With clear and precise instructions
• Taking part in groupwork (newspapers, magazines, cartoons, projects …)
•
13. • Situation of 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
15. Criteria Good Fair Poor
Criteria Indicators
1. Relevance
' the criterion is reached when the student
produces the piece of writing in accordance
with the situation of communication
-The student writes the piece of writing according to
the theme
- He uses the appropriate tense or structure
- He uses the vocabulary related to the topic
2. Syntactic coherence and correct use of
linguistic elements
-Syntactic order
- Correct use of tenses related to the situation of communication
3.Semantic coherence
- The sentences produced have a meaning. / A logical link between the
sentences.
4.Excellence Good presentation of the paper
Remark DO NOT PENALISE STUDENTS FOR SPELLING MISTAKES
16. • Planning Lesson
• Teachers should prepare a lesson plan before teaching.
• Teachers should consider learners’ abilities, interests, learning preferences, and
the institutional program while planning.
• Teacher should analyze their lesson plans before and after teaching.
• Lesson plans should include specific information.
• Objectives should concretely state the communicative objectives of the lesson.
17. • What preparation should a teacher make before planning a lesson?
• Before planning, teachers should know what they are teaching and why.
• Lessons should focus on helping learners develop communication skills – not
finishing the curriculum, memorizing grammar rules or learning to transcribe
words
• They should consider learners’ ability, age, learning preferences, interests,
available resources, previously taught information and the institutional program.
18. • What should be included in a lesson plan?
• 1- Guided Sheet = Lesson Focus :
• To show you where to start and how to end and in between you have
the resources .
19. • 2- what does a guided sheet contain?
• Learning objectives { Function +Grammar}
• < they must be taken from the official syllabus and taking into account“The new slimming of the syllabus Mai 2013 &
the deleted lessons for each level
• Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing) PPU or PDP
frame works.
• Which aspects of language will students focus on?
• functions (polite requests, apologizing, etc.),
• grammar point(s) (Use and review using a grammar point in discussion
• vocabulary (words, phrases, idioms, etc.), =Vocabulary (related to pre-historic life in the Sahara),
• pronunciation (phonemes, intonation, etc.)
• Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?
• Required Material or resources = Aids = VAKT =Visual Auditory Kinesthetic Tactile
• values: The assertion of the learner’s national identity in its three dimensions: Amazigh – Arab - Islam - National conscience -
Citizenship - Openness to the world
• Cross curricular competences ; Intellectual competency-Methodological competency- Communicative competency- Personal and social competencies
• Aim of the lesson =SWBAT= ( students will be able to do…..< An observable behaviour >
20. time Interaction procedure competency VAKT
Time = is very important , teachers should master that .
Interaction = In order to avoid TTT ( Teacher Talking Time) and split the role among his or her learners
Procedure = here the teachers plans his or her lesson with different stages & steps.
Competency = Since we are dealing with CBA < Competency Based Approach> teachers must know when his
or her learners perform the
“3IIP”{ Interact – Interpret – Produce}
VAKT = Visual Auditory Kinesthetic Tactile = Teachers must know which kind of aids must be used at
any stage of teaching.
Lesson Plan model sheet
21. • The 3 Stages of a lesson
1.In all lessons there is a prep to teaching
(icebreakers/ warmers/ lead in )
1. While lesson which is split into presentation and practice/
others will refer to observation / analysis and practice , in case
it is a grammar / vocabulary lesson .
2.The post lesson is the productive stage.
22. • Teaching Frameworks
• 4 ps= Preparation – presentation – practice – produce / 3 ps= presentation – practice – produce
• PPU = Presentation – practice – Use /ju:s/ < Speaking ( grammar ) lesson>
• PDP = Pre( reading/listening) During (reading/listening ) Post ( reading /listening)
• PIASP( grammar or pronunciation item) P= presentation / I= Isolation / A = Analysis/ S= Stating rule /
P= Practice (Oral or Written = 3 type of tasks < 1- based form 2- Meaning based 3- communicative
based
• Teaching Writing= writing process= Problem solving integrating situation= a- Brainstorming b-
planning or organizing c- drafting d- editing e- publishing
23. • Why PPU and PDP frame works
• : The New curriculum 2015
• Au-delà de l’objectif de lecture ( reading skill) le recours à l’interprétation
de textes doit servir au développement des deux autres compétences
communicatives ( interaction/production), d’où possibilité de ‘PDP’ leçon,
• et d’acquisition de connaissances linguistiques , d’où possibilité de ‘PPU’
leçon & PDP frame work
24. • "How to apply Bloom's taxonomy in a grammar lesson?Using the PIASP teaching method.
• 1-P= Presentation <Presenting the context in which the structure appears>
• 2- I= Isolation: the focus is temporarily on the grammatical item itself and the aim is
:to get the learner perceive & recognize the grammatical item what it looks like
• 3- A= Analysis: Here you will try to make ur learners analyze the isolated items the
aim is : to get your learners perceive how it is formed ( structure), how it functions and
what it means and the rule that govern it
• 4- S= Stating Rule : Here after they analyse you help them to formulate the grammar
rule
25. • Writing Process
Process writing consists of the following stage
• 1-brainstorming
• 2‐planning or organizing
• 3‐drafting(writing the first draft
• 4‐editing
• 5‐publishing
26.
27. THE MAIN APPROACHES TO TEACH GRAMMAR
In the case of grammar teaching there are two main approaches. These are
deductive approach and inductive approach.
Not with standing the fact that deductive and inductive approaches have the
common goal of teaching grammar they separate from each other in terms of way
of teaching.
28. 1. A Deductive Approach
Deductive teaching is a traditional approach in which information about target
language and rules are driven at the beginning of the class and continued with examples.
The principles of this approach are generally used in the classes where the main target is
to teach grammar structures. For instance, these principles are convenient for the classes
that grammar transtlation method is applied(Nunan,1991).
According to Thornbury’s three bacic principles a deductive lesson starts with :
1. presentation of the rules by the teacher.
2. Secondly teacher gives examples by highlighting the grammar structures.
3. Then students make practise with the rules and produce their own examples at the
end of the lesson (Thornbury, 1999).
29. 2. An Inductive Approach
Nunan (1999) identifies inductive approach as a process where learners discover the
grammar rules themselves by examining the examples.
In a inductive approach it is also possible to use a context for grammar rules. That is to say,
learners explore the grammar rules in a text or an audio rather than isolated sentences.
Thornbury (1999) notes that in an inductive approach learners are provided with samples
which include the target grammar that they will learn. Then learners work on the
examples and try to discover the rules themselves. When students obtain the grammar rules
and they practice the language by creating their own examples.
30.
31. THE MAIN DIFFERENCES BETWEEN A DEDUCTIVE AND AN INDUCTIVE
APPROACH IN GRAMMAR TEACHING
• A deductive and an inductive approach basically differentiate in:
• 1- lesson procedures
2- learner roles
3- teacher roles
4- usage of meta language in the teaching process.
32. A deductive approach is based on
1. the top-down theory which the presentation and explanation of grammar rules
take the presence over teaching.
2. The language is taught from the whole to parts so learners understand the
grammar rules and structures firstly.
33. In contrast
an inductive teaching is based on:
1- The bottom-up theory which accepts the view that language learners tend to focus on parts rather than the whole.
For this reason teaching process begins with a text, audio or visual in a context,
2- Secondly learners work on the material to find the rules themselves ,
3- In the final stage, they give their own examples. (Block, 2003)
34. • The role of the learner
• In a deductive approach learners are passive recipients when teacher elicits the rule on the board.
However,
• In an inductive approach they are active as they are responsible for exploring the rules themselves.
That is to say,
• While the process of learning is experimental in inductive approach it is more traditional and descriptive in
deductive approach. more profound knowledge of language as learners study cognitively in order to discover the
rules.
• It has been pointed out that when learners take place in the learning process actively so as to discover the
rules they develop their autonomy which makes them good language learner (Hinkel and Fatos, 2002).
35. The role of the teacher
One another significant difference is the role of the teacher.
In a deductive teaching teacher is the authority in the classroom.
The main role of teacher is to present the new grammar item to the learners.
Second role is to prepare exercises for the students.
Teacher is the organiser and controller of the classroom.
36. In an inductive teaching teacher behaves as:
a guide and helper while students study the grammar rules
themselves.
It appears that while deductive approach is teacher-centered and
traditional, inductive approach is student-centered.
37. Applying deductive or inductive approach while teaching grammar depends on student variety in the classroom.
All learners are different and they learn in different ways.
For instance their needs, ages, backgrounds and levels are the factors that are taken into consideration by the
teacher for choosing suitable teaching strategy. To illustrate this, Brown (1994) remarks that adult learners are
tend to deal with the rules when they use target language since their mentality is able to think abstract
items. He has pointed out that deductive teaching is more appropriate for adult learners and meet their
expectations as they give more importance to rules when they use the language so presentation of grammar rules
firstly is more useful for them.
On the other hand young learners are successful in exploring grammar structures from the examples rather than
learning them deductively since they are more likely to learn by doing because grammar rules are complex and
abstract for them .
38. COMBINATION OF DEDUCTIVE AND INDUCTIVE APPROACHES
The comparison of these two approaches is the topic which has commonly discussed teachers but there is no
certain answer for the question that which is more useful in teaching grammar.
The reason why there is no definite response for this question is the diversity in teaching and learning settings.
Today one another issue discussed by teachers is the applicability of combination of deductive and inductive
approaches in one grammar session
• Each method is based on different teaching approaches ,
• For example, while grammar translation method is based upon deductive teaching
• Direct method relies on inductive teaching.
• According to Andrews (2007), the audio- lingual method could be condisered as a method where the grammar
is taught both deductively and inductively.
• To illustrate this, in the audio- lingual method drills are used the basis of learning process. Pupils are
engaged with drills until they learn by heart them. During this process they are not provided any information
about grammar structures.
• However, the main objective of this method is to be able to speak accurately in target language. Thus, in spite of
the fact that drills are taught inductively, learners need to memorize grammar items in order to speak accurately
39. According to Brown (1994: 351) “ There may be some occasional moments, of course, when a deductive
approach -or a blend between the two- is indeed more appropriate”.
For example, to teach the simple past tense, the teacher begins:
Step 1: A conversation with a student. The teacher asks a student to tell his last summer holiday.
Step 2: Student answers by using simple present tense as he has no information about past tense.
Step3: Later, teacher corrects him by using past tense.
Step 4 :Then, student repeats the correct sentence.
Step 5: After that teacher writes the past forms of some verbs on the board to make learners practice.
In this process grammar is taught by using a deductive and an inductive approaches at the same time
• It is deductive by the aspect of writing the past forms of the verbs on the board,
• It is also inductive since students practice the past tense by giving their own examples (Brown,1994)
40. Furthermore,
• It has been stated that it is highly probable to teach grammar by
combination of deductive and inductive teaching.
• It is more intensifier for as pupils’ attention is both directed to grammar
rules and meaning at the same time (Mac Whinney, 1997 cited in Larsen-Freeman, 2003).
43. P = Presentation
< Presenting the context in which the grammatical structure / pronunciation item appears
>
Aim: To get the learner see the structure- its form and meaning-in contest.
so here your learners will deal with the first Bloom's taxonomy
category .
knowledge < Learners recall knowledge: where they will define
and identify the structure seen before .
• The Learner will do that if he = defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls, recognizes, reproduces,
selects, states
44. I =Isolation
The focus is temporarily on the grammatical/ pronunciation .item itself.
Aim : get the learner perceive & recognize the grammatical item what it
looks like .
This goes also with the second category of Bloom's taxonomy
Comprehension: where your learners will be able to infer, interpret,
paraphrase, predict, rewrite, summarize.…
45. A= Analysis
Here you will try to make your learners analyse the isolated
items.
Aim: To get the learner perceive how they are formed,how they
function and what they mean,in short what rules govern
them.The objective is that the learner should understand the
various aspects of the structure.
This has a great link with the fourth category Analysis" ( Bloom's Taxonomy)
where your learners will be able to: analyse, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates, selects, separates.
46. S = Stating rule
Here after they analyse you help them to formulate the grammar
/ pronunciation rule
And this what Bloom called "Synthesis" where the learners are
able to Build a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new
meaning or structure through the following key words
"reconstruct, relate, reorganize, revise, rewrite, summarize, tell,
write.
47. P= Practice <Written /Oral Work>
The practice stage consists of a series of exercises. Three (3)
Types of tasks may be included
a- Based form task: Mechanical manipulation
< All the learners have to do is to produce the
Correct form . They get practice is SAYING or WRITING
The new structure( manipulation of the written and spoken Form)but do
not use it to express meaning.
Focus is on Form only>
b- Meaning based task: Focus is on meaning. This time the production Of the
correct forms involves meaning as well and cannot be done without
Comprehension(they cannot be done through mere mechanical
manipulation)
c- Communicative based task: (emphasis is on transmitting message ) The
target structure is used “To say” and “do things”.
48. • Assessing The Lesson Plan
• After writing the lesson plan teachers should check to be sure that it is well planned.
• Teachers may check that the lesson communicates objectives to the learners, that it is
well sequenced, has a balance of teacher and learner-centered activities, etc.
• After teaching the lesson, teachers should make notes on the lesson plan about what
was effective, what was not effective and strategies to make the lesson more effective
next time they teach it.
• Then they should file the lesson for future reference.
49. • The Project Work
• What is project work ?
• Project work involves multi-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
50. • Why project work ?
The benefits of a project work .
• Fostering learner autonomy .
• Independent and collaborative learning
• Exercise choice
• Write up reports
• Make decisions
• Collect data
• Plan their work
• Discuss with their group members the information to look for
51. • b) Enhancing motivation
• Introduce novelty in the language classroom by
changing routine
• rom passive recipients, learners start to play an
active role
• Since project work is achievement –oriented ,
learners will feel a sense of achievement ,
crucial to boosting confidence and motivation
52. • Introducing tutorial classes (TD) In Middle school
•
( circulaire ministerielle N° 1313 du 30/06/2013)
• The tutorial classes : What is it? Why ? when? For whom? How? How often? For
whom? Where?
•
TD Tutorial means . TD is a teaching method that allows pupils to apply
theoretical knowledge in the form of exercises. It usually take place in small
numbers to facilitate the teacher's help .
53. • Rational of TDs in Middle school
•
Activities in TDs:
- Shows an extra value to learning operation
- Aims at improving the quality of learning
- It’s a mean and another path to “ reinforce – deeper and last the
learning operation .
- It’ new occasion for the leaner to acquire new learning strategies.
- Promotes healthy environment for individual teaching and learning
according to each learner needs and put into action a pedagogy of
differentiation
- Develops motivation and reflexion of the learners
- it’s a chance to take part in dialogues and take part in active
exchanges
54. • - The Role of the teacher:
•
Prepares and organizes the progress of the TD activities. The teacher
conceives them using situations that interest every leaner.
Gives opportunity to his or her learners to interact and work in
homogeneous small groups.
•
Emphasizes on the strong points of the learners and weak ones that
prevents them from progressing.
Equips the learners with methodological strategies in their work.
Evaluates in continuous way the progress of the learners as well as the
degree of their participation and contribution during each TD
Evaluate the procedure used
55. • To remember : In TDs we have to avoid :
-Spend the time copying.
-Marking TD
-Re-teach or spend too much time making review
-Answer the learners one by one
-Don’t give enough time for reflexion for the learners.
56. • RATIONALE FOR GROUP WORK IN ENGLISH COURSES
A weekly group session will enable to adapt the learning process to students’ needs.
Group work therefore will allow to reinforce language practice.
Learners will have the necessary support so that their outcomes match the curriculum
expectations. The teacher will plan language skills and knowledge oriented activities that take
into consideration Individualised Instruction .
In a group work class learners can develop their skills independently. They take responsibility
in small group tasks. They work collaboratively and develop a positive attitude to learning.
57. • Type one :Mixed ability groups
•
Mixed ability grouping enables learners to cope with real life working
context , where people of different abilities work together. It has ,
therefore the advantage of a social inclusion and equal opportunities2
Suggested types for grouping students :
58. • Type two:setting according to achievements:
•
This kind of grouping requires a diagnostic test. For the time being it will
comply to the national exam type in English, the current written test.
• The shortcoming of such diagnostic test is that it is not really accountable
for being organized after a long summer holiday .It is based on academic
achievement only. It would be better to take into account teachers
evaluations of previous learners’ attainment of the last school year, in
foreign languages.
The advantage of such grouping is that it enables the teacher to organise
the courses and plan activities according to learners’ needs.
59. • Group work objectives throughout the middle school cycle:
Four aspects are to be considered to plan a group work syllabus
1- Communicative competency and interaction
2-Language skills
3-Learning strategies
4- Social skills ( personal and interpersonal)
60. • Typology of tasks and activities
•
-Product and process oriented tasks:
-Meaningful and manipulative language activities
-Project work
-Role play and simulations
-Survey/ questionnaire
-Interview
-Listing /categorizing
-Information gapCloze test/gap filling
-Matching/ jigsaw
-Problem solving activities
-Games
-Songs
-Story telling
-Information transfer
-Transformation
61. • Advantages of using text books :
• They are useful learning aid to the learners
• They can identify what should be taught and the order it should be treated
• They can indicate what methods should be used
• They can provide attractively and economically most of the material needed
• They can serve the teacher a lot
• They are indispensible to the teacher who comments on the language may be insecure
• They are indispensible for teachers who are untrained
•
62. • TEXT BOOK EVALUATION
• EVALUATION : Three stages process
• Initial evaluation
• Detailed evaluation
• In use evaluation
63. • Apply the C A T A L Y S T catalyst stands for 8 outers
• Communicate
• Aims
• Teachable
• Available
• Levels
• Your impression
• Students interact
• Tried and tested
70. 1-Why are teachers of
English blamed for bad
results?
2- What are the causes of
such weak results?
3- What solutions do you
suggest to get better
results?
71. It is the “thing” or “product”
that measures a particular
behavior or set of objectives.
http://www.speechandlanguage.com
73. Why
testing?
5’
reflection
Yet tests are powerful educational tools that serve at least four functions :
First, tests help you evaluate students and assess whether they are
learning what you are expecting them to learn.
Second, well-designed tests serve to motivate students
Third, tests can help you understand how successfully you are
presenting the material.
Finally, tests can reinforce learning by providing students with
indicators of what topics or skills they have not yet mastered and
should concentrate on
74. Recommendatio
ns to
examination
designers
- When developing tests/ examinations, designers must consider the
following questions:
1- Are the exams in accordance with the exit profile of middle school
education?
2- Do they contain the three competencies (interact, interpret,
produce)?
3-Do they contain the values set out in the curriculum (identity,
national consciousness, citizenship, openness to the world)?
4- Do they reflect the crosscurricular competencies (intellectual,
methodological, communicative, personal and social)?
5- Are the activities in accordance with the concept matrix of the
curriculum in terms of global competencies, content , resources and
descriptors?
6- Are there more grammar exercises than communicative activities?
7-Are the themes and the vocabulary of the official curriculum
represented?
8-Do the assessment objectives match the learning objectives?
9-Do the reading comprehension activities measure the learner’s
understanding of the text and/or his general knowledge?
75. 10- Are these activities repetitive ?creative?-
11-Do they require the learner to find answers in the text or to deduce them from the context?
12- Do the vocabulary- related activities appear in a meaningful context?
13- Do the grammar –related activities appear in a meaningful context?
14- Do the pronunciation activities appear in a meaningful context?
15- Do the activities allow for the use of critical thinking or are they merely referential ?
16- Are the activities assessing the writing skill in accordance with the exit profile? Are they
meaningful for the student?
17- Does the task at hand correspond to his level of proficiency or is it beyond his cognitive
abilities?
18- Are the tasks communication- oriented ?
19- Do the BEM questions cover an important part of the curriculum?
20- Are the targeted competencies assessed objectively?
21- Are the assessors aware of the rubrics used by the designers of exams?
22- Do they use assessment criteria (relevance, correct use of language, coherence and
development) and indicators to measure students ‘ production?
23- Are they aware of the four levels of mastery of competencies (maximum, minimum, partial or
lack of mastery)
24 -Do they use these criteria when they assess the work of learners?
Curriculum of English for Middle School Education May 2015
76. when designing national examinations for the middle school, it is important
to:
a) target the learner’s exact level of performance.
b) Examinations must reflect the difficulty levels described by the descriptors
in the curriculum.
c) Inspectors should supervise and assist teachers while designing assessment
tools which are conform to the BEM examination materials.
d) It is evident that the assessment of learning should focus on what was
taught in class and based on explicit descriptors .
e) In addition, the situations should be close to what was done in class in
order not to confuse the learner, and must be varied; they should test
listening and reading comprehension,
speaking and written expression as well as the language skills (grammar,
vocabulary, pronunciation )
Source: Curriculum of English for Middle School Education May 2015
In conclusion
77. Construction of Effective Exams
Prepare new exams each time you teach a course. Though it is time-consuming to develop tests, a past exam may not reflect changes in how you
have presented the material or which topics you have emphasized in the course. If you do write a new exam, you can make copies of the old
exam available to students.
Make up test items throughout the term. Don't wait until a week or so before the exam. One way to make sure the exam reflects the topics
emphasized in the course is to write test questions at the end of each class session and place them on index cards or computer files for later
sorting. Software that allows you to create test banks of items and generate exams from the pool is now available.
Cull items from colleagues' exams. Ask colleagues at other institutions for copies of their exams. Be careful, though, about using items from tests
given by colleagues on your own campus. Some of your students may have previously seen those tests.
Consider making your tests cumulative. Cumulative tests require students to review material they have already studied, thus reinforcing what
they have learned. Cumulative tests also give students a chance to integrate and synthesize course content
Prepare clear instructions. Test your instructions by asking a colleague (or one of your graduate student instructors) to read them.
Include a few words of advice and encouragement on the exam. For example, give students advice on how much time to spend on each section or
offer a hint at the beginning of an essay question or wish students good luck
Put some easy items first. Place several questions all your students can answer near the beginning of the exam. Answering easier questions helps
students overcome their nervousness and may help them feel confident that they can succeed on the exam. You can also use the first few
questions to identify students in serious academic difficulty.
Challenge your best students. Some instructors like to include at least one very difficult question–though not a trick question or a trivial one–to
challenge the interest of the best students. They place that question at or near the end of the exam.
Try out the timing. No purpose is served by creating a test too long for even well-prepared students to finish and review before turning it in. As
a rule of thumb, allow about one-half minute per item for true-false tests, one minute per item for multiple-choice tests, two minutes per
short-answer requiring a few sentences, ten or fifteen minutes for a limited essay question, and about thirty minutes for a broader essay
question. Allow another five or ten minutes for students to review their work, and factor in time to distribute and collect the tests. Another rule
of thumb is to allow students about four times as long as it takes you (or a graduate student instructor) to complete the test.
78. Types of Tests
Multiple-choice tests. Multiple-choice items can be used to measure both simple knowledge and complex concepts. Since
multiple-choice questions can be answered quickly, you can assess students' mastery of many topics on an hour exam. In
addition, the items can be easily and reliably scored. Good multiple-choice questions are difficult to write-see "Multiple-
Choice and Matching Tests" for guidance on how to develop and administer this type of test.
True-false tests. Because random guessing will produce the correct answer half the time, true-false tests are less reliable
than other types of exams. However, these items are appropriate for occasional use. Some faculty who use true-false
questions add an "explain" column in which students write one or two sentences justifying their response.
Matching tests. The matching format is an effective way to test students' recognition of the
relationships between words and definitions, events and dates, categories and examples, and so on.
See "Multiple-Choice and Matching Tests" for suggestions about developing this type of test.
Essay tests. Essay tests enable you to judge students' abilities to organize, integrate, interpret material, and express
themselves in their own words. Research indicates that students study more efficiently for essay-type examinations than for
selection (multiple-choice) tests: students preparing for essay tests focus on broad issues, general concepts, and
interrelationships rather than on specific details
Short-answer tests. Depending on your objectives, short-answer questions can call for one or two sentences or a long
paragraph. Short-answer tests are easier to write, though they take longer to score, than multiple-choice tests. They also
give you some opportunity to see how well students can express their thoughts, though they are not as useful as longer
essay responses for this purpose. See "Short-Answer and Essay Tests" for detailed guidelines
Problem sets. In courses in mathematics and the sciences, your tests can include problem sets. As a rule of thumb, allow
students ten minutes to solve a problem you can do in two minutes. See "Homework: Problem Sets" for advice on creating
and grading problem sets.
Oral exams. Though common at the graduate level, oral exams are rarely used for undergraduates except in foreign
language classes. In other classes they are usually time-consuming, too anxiety provoking for students, and difficult to score
unless the instructor tape-records the answers.
80. All test and exams must be
planned according to:
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94. Lexis
4 words in all the text
[The words spread all over the whole
text].
The words given must have at least “4”
possible answers for each word.
The words given in lexis should be re-
invested “likely” in the written
Expression”
99. It must be:
o Related Topically to the text .
o Not taken from the text
o Well worded
o Well written
o Contains “ topic – task – person addressed to”
o Hints : must not be - questions .
- nouns
- verbs
- prepositions
Example(hints): - Place ( abroad / Algeria….
- Time ( holidays…..
- Stay ( how long / hotels…..)
The instruction must be : “ Write about :” No “ Use these hints”
Students are free to Not use the given hints
The ( corriger) must be conform to the BEM one.
100.
101.
102.
103.
104.
105.
106.
107. What should teachers
do after delivering
a test
or
exam?
5’ reflection
section Typical correctio scoring
Take into account all
th possible , logical
answers
Respect the
examiner guide
scoring scale
gather data using
an evaluation sheet
lesson where
the weaknesses seen in the
Evaluation sheet are taken into account
108.
109. • Resources:
• Allegement document September 2013
• BEM guide October 2007
• How to teach PPU & PDP ‘ (Mr.Samir Bounab)
• Rational for group work in English courses (Mrs.Ouzna
Mekkaoui i.e.m)
• 3- Google Images.
From the hard copy book Tools for Teaching by
Barbara Gross Davis; Jossey-Bass Publishers: San
Francisco, 1993