November 7th 2017

Lycee Omar Racim

Algiers

Mr Samir Bounab

Ex-Teacher trainer at MONE

yellowdaffodil66@gmail.com

What relation do these events have with me ( Mr Samir Bounab)?

Why this meeting?

How do you feel when you hear about new changes in your teaching system?

Teachers & New Changes

K W L

What I know about thesenew changes in oureducational system?

What I want to know about these new changes in our

educational system?

What I learnt about thesenew changes in oureducational system?

out

What do you think about this equation?

Why these changes ?

Why 2nd

generationsyllabus ?

• Rewriting the curriculum for teaching - learning English in Algeria (here after the English programme) meets with the coherent legislative framework regulating our educational system. The Orientation Law on National Education No. 08_04 23 (January 2008) having set four missions to the school: education , training, socialization and qualification , the new English curriculum fully integrates these missions and subscribes to the official educational guidelines .

• The four years of the middle school are important foundation years for the intellectual, emotional , physical and social development of the child. These years will help him* (*he/him are unmarked forms used here to refer to both male and female)to gradually acquire competencies at all levels of school education and to continue learning even after leaving school.

The Orientation Law on National Education No. 08_04 23 (January 2008)

Goals Of EnglishAt Middle School

The teaching of English must meet the following objectives:

• To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication

• To promote universal values

• To develop critical thinking, tolerance and openness to the world

• To contribute to the shaping of a good citizen , aware of the changes and challenges of today and tomorrow

• To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation

• Learning English in the middle school aims at primarily developing communicative competence in English .

• In this curriculum, we are moving from a logic of accumulation of linguistic knowledge and juxtaposition of ideas to a logic of interaction and integration , all within a social constructivist view of learning.

• By focusing on the learner, we have enabled him to be actively involved in deeper cognition, acquisition of knowledge and development of a number of competencies

• Learning English in the middle school aims at primarily developing communicative competence in English .

• In this curriculum, we are moving from a logic of accumulation of linguistic knowledge and juxtaposition of ideas to a logic of interaction and integration , all within a social constructivist view of learning.

• By focusing on the learner, we have enabled him to be actively involved in deeper cognition, acquisition of knowledge and development of a number of competencies

Curriculum?

Exit profile

General aimsvalues

Target competences

Resources

Guidingprinciples Approach

Crosscurriculartopics

Crosscurricularcompetences

CURRICULUM

Assessment

Matrix

• Like other disciplines, teaching -learning English helps the acquisition of values as well as

• crosscurricular (Interdisciplinary/cross-curricular teaching involves a conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously. )competencies.

• These competencies are four in number:

• intellectual• methodological• communicative• personal and social .

• Teaching - learning English supports the socialization of the child essential for his growth.

• Through English, he can prepare for life and open up to the world.

• He can learn how to live together and protect his physical and social environment. Thus mastering this important linguistic tool will enable him to communicate with others and exchange views, ideas, likes and dislikes with classroom peers and English-speaking people at large.

• At the end of compulsory education (16 years old), he will be able to integrate into an academic or professional community , using English for learning and communication .

Values

National Identity

National Conscience

Citizenship

Openness to the World

CORE VALUES OF THE CURRICULUM

• Democratic culture• Civic behaviour• Good conduct• Being loyal towards the institution• honesty• Value of work , efforts and excellence achievement• Tolerance• Modernity and scientific culture• Respecting differences• Cultural awarness,understanding the others• Conflict resolutions• Rights and duties• Collaborative work and social happiness

• By the end of middle school, the learner will be able to:

• interact , interpret and produce oral and written messages/ texts of average complexity, of adescriptive, narrative , argumentative or prescriptive type, using verbal or non-verbal supports (written texts, audio and visual aids) and in meaningfulsituations related to his environment and interests.

How can English help the other subjects and vice versa

English

Arabic ,Tamazight,

French , Biology,

Maths and technology, Social sciences ,

Music,Arts,

Sports,Islamic education,

Civics

English Languages

•An additional language

represents cultural and

intellectual wealth.

•The linguistic system of

English is put into

perspective and compared

with the other languages of

the learner

• Communication with

others in an international

language which can be

used to acquire all areas of

knowledge

•The Algerian learner of English

uses/transfers his previous

knowledge of Arabic and French ,

such as the techniques and strategies

of reading (decoding) and writing

(encoding) to learn English

• The rich and complex sound system

of Arabic and Tamazight can facilitate

the acquisition of the English sound

system

•The knowledge of French , a

European language using Latin script

for writing can facilitate the

acquisition of English alphabet and

English writing conventions

English Biology

• Background knowledge of scientific

methods of learning and inquiry

(observation, analysis , demonstration,

synthesis)can foster rigor and rationality in

learners

• Scientific topics such as: anatomy, botany,

zoology, medicine, food and hygiene , etc.

are all re-discovered /re-learned through

English

• Drawings, figures, charts, tables,

statistics, etc

• Exact science, computing science

• Rigour of scientific approach, abstract and

logical reasoning, hypothesis making and

testing, deductive and inductive reasoning,

demonstration , etc.

• Technological knowledge and skills of ICT

• English is an excellent

language for the

acquisition of scientific

and technical

knowledge and

research

• English is a suitable

language for technical

terminology because of

its conciseness and

capacity to express

ideas clearly and

rigorously.

•English terms are used in all

scientific domains ( eg:

medicine-doppler , scanner,

laser , irm, etc. )

•English concepts allow for

concrete and precise

descriptions of scientific

phenomena

• English is used as a

universal language for

Internet communication

worldwide ( email / web /

blog / tweet / facebook, etc )

Scientific rigour,

logic, capacity of

making

hypotheses,

demonstration and

abstraction, use of

graphs, tables,

statistic. The use

of rationality, the

data processing

skills

English Maths and Technology

• Developing communication

skills in English enables the

learner to open to the world

and broaden his horizons,

deepen his knowledge of

English-speaking

communities , and

understand their culture and

social behaviours

•Accessibility to information

and resources centers,

databases, archives , etc .for

research and publication at

an international level

Chronology

( knowledge of history ) ,

facts and opinions

Concepts of space and

time and location,

understanding of maps

(geography)

Knowledge of other

peoples , civilizations and

cultures (sociology,

anthropology, social

psychology)

English Social science

English Music, Arts, Sports

•Sounds, rhythm,

harmony,

aesthetics,

•Drawing and

design, creativity

•Sense of effort and

fair play, teamwork ,

sharing , individual

and collective

responsibility

•Using English songs ,

old and new, is highly

motivating for the

acquisition of musical

competencies

• All sports terminology

is in English ( match,

corner , penalty , goal,

etc) which can also

motivate learners to

practice sports

English Islamic Education

•Openness to other

cultures and religions

•Understanding and

acceptance of others,

•Solidarity Respect for

difference

•Shared universal

values

•Sense of effort , hard

work and involvement

•Values such as solidarity

, honesty Learn to listen

to others , care and

share, help others, be

tolerant, respect others

•be open to dialogue

•a sense of belonging to a

community

English Civics

•Understanding of

concepts like

citizenship ,

participatory

democracy, freedom

of expression , civil

society, and ‘living

together’

•Acquisition of civic

behaviour

•Knowledge of our

society, its values and

behaviours; compare

with values and

behaviours of other

societies

•Knowledge of our

institutions; compare

with other institutions

Current programme Vs

New curriculum

The current programme

• 1) No curricular

notion

• 2) Programme

oriented vision

• 3) No exit profile of

the cycle

• 4)No global notion

• 5)The programmes

were written by year

• 6)There is no

contribution of

English to the exit

profile

The

Curricular

Approach

The new curriculum

1. There is an exit profile of the cycle

2. There is a visible articulation between the years and levels

3. Introduction of a matrix as a conceptual framework

4. Introduction of domains 5. Interaction with other

subjects 6. A new paradigm , learning

how to learn in its practical aspect

7. Teachers competences8. Orientations and

recommendations for all the stakeholders

Entry only by competences

No conceptual framework

Entry by situations

Introduction of the global sequence

Translation of the curriculum using

teachers competences

Integrative learning

What is a Cross-curricular Competency?

• or “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge applied in appropriate contexts for successful living and learning applied across all subject/discipline areas

• A student-centred approach• Personalized learning• Provide consistency across subject/discipline areas and in

assessing and reporting• Think critically• Manage information• Create opportunities• Demonstrate good communication skills and work

cooperatively with others• Demonstrate global and cultural

understanding

Why a Cross-curricular Competency?

Why this

cross curricul

artopics?

• To enable the work with:

• the pedagogic project as didactiunit (Number of sequences= Number of session= number of tasks and activities )

• Learning sequence

• Learning session( 4 learningsituations)

Competency Focus

ME

• School ( school things / language command/ school activities)

• ( Name/ age / hometown/phone number/ eating habits / clothes, body)

• Parents and siblings (jobs / age/ hobbies)

MY WORLD

• My school

• Hobbies at school

Rights and duties at school( in class)

THE WORLD

• People

• Countries

• Nationalities

Cross-Curricular Topics Across the Cycle

ME

MY WORLD

THE WORLD

What does this illustration stand for?

The 4 LEARNING SITUATIONS

What is the role of the learners?

The learner is the pivot of the learning and teaching process

• The learner is the pivot of the learning and teaching process

This initial problem

solving situation

must appear :

1)At the beginning of

the pedagogic

project while

introducing the

project work

2) At the beginning of

each lesson

Competency based approach (CBA)

is a problem-solving approach in

that it places learners in situations

that test/check their capacity to

overcome obstacles and problems .

Languages are learned most

effectively and lastingly when they

are used to solve problems through

hypothesis testing . Problems make

the learners think and they learn by

thinking. They word their thinking in

English while solving the problems.

Installing

resources

phase &

evaluating

resources

It’s the input situation = the lesson

session= learning session which

can be tackled through :

PPU (speaking) + PIASP

grammar teaching item /

Pronunciation teaching item

+ AFL

PDP (listen or read) session

+PIASP grammar teaching

item / Pronunciation

teaching item+ AFL

Tutorial classes session+

AFL

Assessing Integration

session ( criteria /

indicators):

1. Relevence

2. Correct use of the

linguistice resources

3. Coherence

/consistency

4. Excellence

Learning Integration session

It is a writing process session

It is a phase planned in a problem solving

integrated situation ( Criteria of the

integration)

This phase is meant to the reinvestment

of the resources in terms of the "knows"

and the " know how to do " The

activities suggested in the previous phases

should be built up towards the final

output and help the pupils to be ready to

produce a piece of writing in accordance

with the situation of communication

Evaluation sessions :

a)Assessment of learning

b)diagnostic assessment

c) formative assessment

The projet work

•The project work:

The project is thus a speaking or writing production that learners realize in

groups of four students maximum. It must be presented at the end of several learning

grouped sequences (Pedagogic Project) . It must be motivating for all learners.

Guidance will be given to them as and learning. The choice of project is done

according to the range of communicative tasks related to their accessibility to

students.

Production must come from the group , or the group members according to their

level of study

Source : Document d’accompagnement Mars 2015 ( pages 16-17-18 & 20)

Why project work?"One of the major advantages of project work is that it makes school more like real life. It's an in-depth investigation of a real-world topic worthy of children's attention and effort."-EDUCATION RESEARCHER SYLVIA CHARD

- Competency Based Approach without project work in meaningless

What is initial problem solvingsituation?

• 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, improsive, deduce....

Why problem Solving Situation?

• Problem solving learning situations is very important since it places learners in situations that test/check their capacity to overcome obstacles and problems .

Languages are learned most effectively and lastingly when they are used to solve problems through hypothesis testing .

Problems make the learners think and they learn by thinking. They word their thinking in English while solving the problems.

• Planning lessons through problem solving situations necessitates from the teacher to take into account many important facts:

• Consider and acknowledge the learners abilities and competences toward the target language .

• Adapt the lesson’s learning objectives to the learners level, abilities , competences, needs and likes

• Create a climate of communication by inviting the learners to act in reflective thoughts .

• The problem exposed must be of some interest to the learners who must have experienced such similar problem situation.

• Such problem must be motivating and stimulating to think about the options to solve the problem.

• The learner already possesses a minimum of data to deal with the problem exposed .

• Help the learner reach the solution in a complete autonomous way where he or she feels responsible about his or her thoughts.

• Put their ideas (solution) into practice and see their validity ( self evaluation)

• Encourage Independence : Have students work through problems on their own. Ask directing questions or give helpful suggestions, but provide only minimal assistance and only when needed to

Where to use initial problem solvingsituations ?

This initial problem solving situation must appear :1)At the beginning of the pedagogic project while introducing the project work2) At the beginning of each lesson3) In the situation of integration

Some problem solving classroom activities:

• Brainstorming : helping learners to generate as many as possible as idea and elicit them in lists .

• Guessing : using pictures ( generally the ones of the school manuals) invite the learners to guess and improvise.( teacher may help them to put their ideas “black on white” by answering specific questions like : 1) where does the situation take place? who is in the picture ? 3) what is happening? ( learners will see , think then write short production )

• What’s the problem ? This is a powerful technic to unify all the ideas

2nd learning situationphase for :Installing resources phase & evaluating resources

It’s the input situation = the lesson session= learning session which can be tackled through : • PPU (speaking) + PIASP grammar

teaching item / Pronunciation teaching item + AFL

• PDP (listen or read) session +PIASP grammar teaching item / Pronunciation teaching item+ AFL

• Tutorial classes session+ AFL

3rd learning situation=situation of integrationLearning Integration sessionIt is a writing process sessionIt is a phase planned in a problem solving integrated situation ( Criteria of the integration)This phase is meant to the reinvestment of the resources in terms of the "knows" and the " know how to do " The activities suggested in the previous phases should be built up towards the final output and help the pupils to be ready to produce a piece of writing in accordance with the situation of communication

Assessing Integration session ( criteria / indicators):RelevenceCorrect use of the linguistice resourcesCoherence /consistencyExcellence

Stages of a lesson

3 stages

Pre stage During stage Post stage

Pre stage :

• This can be an :

• ice- breaker,

• warmer

• lead in.

• They are nearly the same; there is a slight difference but all serve one objective is to get the learner ready and ease for the learning session.

•

• Ice breaker :

• Icebreakers are discussion questions or activities used to help participants relax and ease into a group meeting or learning situation.

• The icebreakers can beused to generate interest in a topic and activate the student’s prior knowledge.

Lead in:

• Lead-ins (topic) will encourage the sharing of information and resource.

• Topic Lead-ins will direct the student into the content that will be taught

Warmer:

• Warmers are usually fun activities that focus on fluency practice.

• Ideally, warmers should only last a few minutes, while a warmer is usually has no direct relationship to the REST of the lesson,

• a lead-in is a quick preview of the material that will be covered in class. both lean in and warmer have their strengths.

• A fun, breezy warmer can add a bit of variety to a lesson, and might appeal to students who like a change of pace.

• On the other hand, a lead-in is a better choice for a more cohesive lesson. This is particularly important with beginning level students, who need a lot of structure and

During Stage = Presentation

• The teacher : [decides on the teaching aids to be used]

– Conveys the meaning of new material / language to students (inductively or deductively)

– Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood.

– Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

– Try to involve each student in every speaking activity; for this aim, practice different ways of student participation

– Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…“

– Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.

– Involve speaking activities not only in class but also out of class; contact other people who can help.

– Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

– Provide the vocabulary beforehand that students need in speaking activities.

– Diagnose problems faced by students who have difficulty in expressing themselves in the target language

– provide more opportunities to practice the spoken language

– Check Understanding. the teacher should ensure that students understand what they have to do and are confident with the vocabulary used on the role play handout before they begin.

– Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students

– Indicate positive signs when commenting on a student's response

What do Students do?

– Talk about subjects of interest to them.– Students use the material they have already

learned– Acquire new vocabulary in a meaningful context– Use some of the structures they practiced in the

previous lesson.– Students retrieve and reuse material from

previous lessons in a real exchange of ideas.– Elicit their interest in the present lesson

How ?:

• Answering simple Yes/No • "Wh-questions, • Pointing or marking correct pictures or replies, • Ordering pictures ,• Matching items ,• Deducing and explaining rules or concepts, • Creating questions• Employ dramatization, role-playing, problem-solving,

oral or written reports, discussion, lecturing, grouping, picture-drawing, showing objects, etc,

During Stage : PRACTICE : {engage the students in an interchange of communication using what they have been learning}

Students work with the material in a controlled context to help them develop accuracy, confidence and move toward fluency .

– Activities begin as more controlled : « Guided practice »

• Repetition

• Coping

• Info gaps

• Picture card games

• Simple fill-ins (word, dialog, gesture, strategy)

• Activities next move to being freer or more complex : « Free practice »

• Question-answer exercises where students are restricted to a particular topic certain vocabulary items.

Post Stage : USE = Produce

( feed back)

– Students are required to choose and discriminate among choices in language within a less controlled context.

– Activities allow for student learning to be demonstrated as defined by the lesson objective.

– Common activities include role plays personal reactions , discussions, values clarification and games.

– Students are given time practice their dialogue (in or out of class), and create the right mood.

2 Generation Curriculum & PDP listening Lesson Plan

To teach “Listening Lesson“ we need PDP frame work:

• What is PDP Listening lesson?

• P = Pre-listening

• D = During listening

• P = Post listening

How to teach PDP listening?

• Pre-listening : •

• The teacher: builds schema and introduces new language as needed through problem solving situation .

•

• Use pre-listening activities to prepare students for what they are going to hear or view.

• The activities chosen during pre-listening may serve as preparation for listening in several ways.

Sample pre-listening activities:

• Students Predict Topic

• Predict Vocabulary

• Vocabulary selection/sort

• Sentence selection

• Get students to read the text first

• Tune in

• Setting the contextGenerating interestActivating current knowledge - what do you know about…?Acquiring knowledgeActivating vocabulary / languagePredicting contentPre-learning vocabularyChecking / understanding the listening tasks

During listening :

While-listening activities relate directly to the text, and students do them during or immediately after the time they are listening. Keep these points in mind when planning while-listening activities:

– Three Choices for While-Listening (you should only do one)

• 1) Listen to Main Idea: This listening is for understanding the general picture.

• 2) Listen to Specific Events: Good for making timelines and categorizing. •

• 3) Listen to Details: close activity, multiple choice questions, etc.

– If students are to complete a written task during or immediately after listening, allow them to read through it before listening

– Keep writing to a minimum during listening. Remember that the primary goal is comprehension, not production

– Organize activities so that they guide listeners through the text :Students complete multiple tasks that move from a general to specific focus in order to deepen their understanding of the text and develop specific listening / reading skills, such as reading / listening for gist or specifics, skimming and scanning ,using context clues to predict content

– Use predicting to encourage students to monitor their comprehension as they list

– Give immediate feedback whenever possible

Sample -while-listening- activities :

• Information Transfer: Learners

• Evaluating

• Prediction

• Completion

• Making Inferences

• Correction:

• Questions: ( reference & auxiliary questions)

• Application

• Imagine

• Language Focus:

• Compare and Contrast: *

• Ordering:

• Learners Matching :

More activities for during listening:

• Listening with visuals.• Filling in graphs and charts.• Following a route on a map.• Checking off items in a list.• Listening for the gist • Searching for specific clues to meaning.• Completing cloze (fill-in) exercises.• Distinguishing between formal and informal registers

Post- listening: Use post-listening activities to:

• Check comprehension,

• Evaluate listening skills and use of listening strategies

• Extend the knowledge gained to other contexts.

• A post-listening activity may relate to a pre-listening activity

• A post-listening activity must reflect the real-life uses to which students might put information they have gained through listeningStudents complete activities that expand on content or language from the text using other skills

• , i.e. grammar, speaking, writing

• Assessing listening: Issues in listening assessment

• Validity: To what degree does it accurately measure what you want to measure?•

• Reliability : To what degree is it dependable?•

• Authenticity: To what degree is it representative of real-life language use?•

• Feed back: To what degree does it provide useful feedback for the learner and influence the teaching process?

(Brown and Abeywickrama, 2010

PDP Reading Lesson Plan

To teach “ The receptive skill Read Lesson“ we need PDP frame work:

• P = Pre-Reading

• D = During Reading

• P = Post Reading

• Reading is an interactive process that goes on between the reader and the text, resulting in comprehension

• Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critiquea writer’s ideas or writing style

• A person may also read for enjoyment, or to enhance knowledge of the language being read.

• The text presents letters, words, sentences, and paragraphs that encode meaning.

• The reader uses knowledge, skills, and strategies to determine what that meaning is

• In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.

Pre-Reading

• Recent research brought to light a new lesson format that gave due importance to pre-reading activities.

• It was found that what is done before reading, is very beneficial for understanding the text.

• This preparation work is what helps students get connect the new information to what they already know.

• This new format suggests that 50-60% of the lesson should be spent on pre- reading activities

Sample pre-reading activities

• Expectation Outline

• Knowledge Rating

• KWHL Chart

• KWL Chart

• Possible Sentences

SQ3R

• SQ3R: Reading strategy where students Survey, Question, Read, Recite, Review. Use this sampleSQ3R Reading Guide.

• Survey—Have students preview the title, pictures, graphs, or captions, then read the first and last paragraph of the article. Make a list below of the main points or objectives you find.

• Question—Have students write questions based on their survey of the text.

• Read—Have students read and answer the questions their wrote down as they a read.

• Recite—Have students look over their questions and be able to recite the answers without looking them up.

• Review—Have students summarize what they wrote.

• More Pre-Reading Activities:

• Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information

• Looking at pictures, maps, diagrams, or graphs and their captions

• Talking about the author’s background, writing style, and usual topics

• Skimming to find the theme or main idea and eliciting related prior knowledge

• Reviewing vocabulary or grammatical structures

• Reading over the comprehension questions to focus attention on finding that information while reading

• Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related)

• Doing guided practice with guessing meaning from context or checking comprehension while reading

• Asking the learners to anticipate from a picture or the title

• Introducing the topic through some key words .

• Telling a parallel story to introduce some difficult words .

• Having the learners predict information constituents .

• Review a previous lesson that is thematically or structurally linked to the new one .

• Ask pointed questions to whet the pupils' appetite and raise their motivation

• Oral Discussion or a short written activity

• Brainstorming the theme

• Playing music to set the tone

• Eliciting vocabulary around the theme

• Doing an enactment around the theme

• Asking a thought-provoking question

• Asking lead-in questions

• Showing a short YouTube clip or a scene from a movie

• Cartoon, riddle, joke

• Thinking about the title

During Reading Stage "During" reading activities help students make connections, monitor

their understanding, generate questions, and stay focused

While-reading activities:

• MCQ

• True / false / not mentioned.

• Table filling

• Matching pair activities

• Sentence completion .

• Open ended comprehension questions graded from :

• a) Reference questions : where the answer are explicitly given in the text

• b) Inference questions :where the pupils have to read between the lines to find the answers .

• C) Evaluation questions : although these questions are too difficult at this

• N.B : Examiner Guide = BEM Guide Typology

( September 2013) (Teachers should integrate the different tasks planned in the guide each time they plan their lessons < The BEM paper is elaborated according to the BEM guide typology)

Post reading phase

• Post-reading activities help students understand texts further, through critically analyzing what they have read.

• Post-reading activities

• The role of the teacher here is that of evaluator .He checks that the objectives set , that is the activities set in the reading phase have been done to his satisfaction .These activities are corrected .

• This is also an opportunity to diagnose more common mistakes and offer remedial works to the hole class for mistakes made by all .There may also be follow up written or oral activities :

• The learners can ask each other questions on the passage

• They can imagine a different ending orally , to pave the way to written expression .

• They can retell the passage from a different character's point of view.

• They can learn how to summarize the passage orally first then written .

• Summary Writing : Ask students to write a summary of the main points of a text or passage.

• Outlining : Writing outlines is also a good way to organize and remember concepts. The emphasis here should be on how students see the relationships between ideas being presented

• Ask students to choose 10-15 words from the text. You can provide categories for the words e.g. the most interesting words / the most important words / key words related to the topic. Students then write a text using the words. This text could be a story, poem, news report, summary, etc.

• Ask students to say which part of the text is the most important/interesting and which part is not interesting or key

• Graphic organizer : What does a graphic organizer look like?‘A graphic organizer (also known as a concept map, mind map or relationship chart) is usually a one-page form with blank areas for learners to complete with ideas and information which are connected in some way.’ (Darn, 2008)

Graphic organizers…

• can help convey large chunks of information concisely;

• encourage strategic thinking: describing, comparing and contrasting, classifying, sequencing, identifying cause and effect, decision making, etc;

• can be used to aid reading comprehension – students can brainstorm around a topic, summarize texts, etc – as well as other learning activities, such as organizing and storing vocabulary, planning research, writing projects, etc;

• are easy to use with all levels and ages;

• are non-linear and thus allow for multiple connections between ideas

Reading Aloud in the Classroom

•

– Students do not learn to read by reading aloud.

– A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level.

– In addition, reading aloud is a task that students will rarely, if ever, need to do outside of the classroom

– It does not test a student’s ability to use reading to accomplish a purpose or goal.

• There are three (3) ways to use reading aloud productively in the language classroom.

• Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students movefrom word-by-word reading to reading in phrases and thought units, as they do in their first language.

•

• Use the “read and look up” technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition.

•

• However, reading aloud can help a teacher assess whether a student is “seeing” word endings and other grammatical features when reading

•

What about teaching grammar

& pronunciation?

THE MAIN APPROACHES TO TEACH

GRAMMAR

In the case of grammar teaching there are two main approaches. These are

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 seperate from each other in terms of way of teaching.

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).

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.

What abbreviation word can you form from the following letters?

PIAsp is teaching method I use to teach grammar and pronunciation items conform to CBAand Bloom taxonomy ; P= Presentation<Presenting the context in which the structure appears>(For example using the script page 170 of MS 4 school manual -where the time conjunctions-where they are written in bold (I wish all the scripts were elaborated like that this will facilitate the teachers' work to apply PIASP)

so you ask your learners to read the script in order to make them notice the words written in bold ( so here your learners will deal with the first Bloom's taxonomy category (knowledge = defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.) where they will define and identify the conjunctions since they have seen some of them before .The Aim here is to make the learners see the structure (form & meaning) in context.

2- 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 and 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,.

3- 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.This has a great link with the fourth category Analysis" ( Blomm's Taxonomy) where your learners will be able to nalyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

4- Stating Rule :Here after they analyse you help them to formulate the grammar 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.

5- Practice: This is achieved through three (3) type of tasks

a- Based form task: Mechanical manipulation < focus only on the form >

b- Meaning based task: Focus is on meaning

c- Communicative based task: ( emphasis is on transmitting message)

So this last stage has a great link with what Bloom named Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

So the PIASP is the ideal way to teach grammar item according to Bloom's Taxonomy .

Planning Lesson• Teachers should prepare a lesson plan before teaching.

“ A lesson is never delivered by experience”• 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.

• 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.

• 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 .

• 2- what does a guided sheet contain?• Communicative competence/ SWBAT/ aim

• Which skill(s) will students mainly practice during this lesson? (Speaking, listening, reading, writing) PPU or PDP frame works.

• Which “domain” ( oral / read/written) • Initial problem solving situation • Installing resources: 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 • Aim of the lesson =SWBAT= ( students will be able to do…..< An observable

behaviour >• Values • Cross curricular competencies

time Interaction procedure competency VAKT + AIDS

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 = learning style that your learners prefer and help them learn easily

AIDS = Visual Auditory Kinesthetic Tactile = Teachers must know which kind

of aids must be used at any stage of teaching.

Lesson Plan

model sheet

Mr Samir Bounab

yellowdaffodl66@gmail.com