Lesson plan setting aims and objectives

setting aims and objectives

1. Lesson Plan Setting Aims & Learning objectives By Mr Samir Bounab

2. Task 1 : Would you please stand up , move around the room and find some one who Questions Names 1- Is your colleague at ENS training school 2- lives in the West of Algeria   3- Worked or is working as temporary teacher   4- Took part in all Fate Boot webinars 5- Delivered a practical lesson in a training period 6- Is not your Fate Boot mentor 7- Is your online Fate Boot peer 8- Came to this face to face training by bus 9- Missed one module of Fate Training 10- Faced problems in planning lesson  

3. Name of the task Use of the task stage of the lesson use         Name of the task Use of the task stage of the lesson use   mingling      move among and engage with others at a social function.   warmer

4. What is the first teacher’s daily matter before getting in class ?

5. What do Teachers Fear in Their daily Work?

6. Why should a teacher worry about his or her lesson plan?

7. A Lesson is Never Delivered By Experience A Lesson is Never Delivered By Experience

8. A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of students. What is a lesson plan?

9. What should be done before p lanning a 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 analyse their lesson plans before and after teaching . 4.Lesson plans should include specific information. 5.Objectives should concretely state the communicative objectives of the lesson.

10. Before planning, teachers should know what to teach ? . 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 things should a teacher take into account before planning a lesson?

11. What should be included in a lesson plan? 1- Guided Sheet = Lesson Focus : -why ? To show you where to start and how to end and in between you have the resources . 2- what does a guided sheet or a lesson focus contain ? Learning objectives { Function +Grammar} < they must be taken from the latest ministry’s planning learnings .

12. 1.   Which skill(s ) will students mainly practice during this lesson? ( Speaking, listening, reading, writing) . 2 .   Which aspects of language will students focus on? Functions : ( polite requests, apologizing, etc.), Grammar point (s )/Structure/ Language form(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.) 3 . Required Material = Aids = VAKT = “Visual – Auditory - Kinesthetic- Tactile” 4 . Aim of the lesson= General objective = SWBAT = ( students will be able to do ….. < An action, observable , measurable behaviour > Learning objectives

13. Learning objectives What is a Learning Objective ? A learning objective should describe what students will be able to do at the end of the course that they couldn't do before . Learning objectives should be brief, clear, specific statements of what learners will be able to do at the end of a lesson as a result of the activities, teaching and learning that has taken place. They are sometimes called learning outcomes . The Learning objective or objectives that you use can be based on three areas of learning: knowledge, skills and attitudes . Learning objectives define learning outcomes and focus teaching . They help to clarify, organize and prioritize learning . They help you and your students evaluate progress and encourage them to take responsibility for their learning. Why should we use learning objectives?

14. learning objectives vs smart objectives A  learning objective  is a description of what the learner must be able to do upon completion of an  educational  activity . The mnemonic  SMART – “Specific , Measurable, Attainable, Relevant, and Time-bound”— can be used to describe the elements of a well-written  learning objective .

15. How to identify learning objectives? Identify  the noun, or thing you want students to  learn . ... Identify  the level of knowledge you want. ... Select a verb that is observable to describe the behavior at the appropriate level of  learning . ... Add additional criteria to indicate how or when the outcome will be observable to add context for the student.

16. How do you write aims and learning objectives? As part of your planning you need to decide what your students need to be able to DO after they have learned something that you have taught . Beginning your planning with the learning objectives will also help you ensure that your tasks and activities are appropriate and will help your students achieve their objectives . A learning objective must not include the phrases 'to know' or 'to understand' but instead active verbs such as 'state', 'explain', 'outline', 'list' or 'describe '. Know and understand do not specify any overt 'doing' and although knowing and understanding underpin learning. Objectives are always written using active doing verbs . They are statements of what you want your learners to do and should. Avoid using verbs that are difficult to measure objectively .

17. The following verbs are difficult to assess and measure and therefore should be used with caution: Be stated clearly Define or describe an action Are * measurable , in terms of time, space, amount, and/or frequency. Be differentiated Examples of Measurable Action Words (examples ) Explain – Demonstrate - Analyze - Formulate - Discuss -Compare Differentiate - Describe - Name - Assess - Evaluate - Identify – Design – Define - List

18. How can I differentiate my learning objectives and make them more demanding and make sure that they are challenging ? You can make your learning objectives difficult, demanding or challenging by changing the active verb that you use (see detailed table below) to a more complex, involve higher order thinking ; or you can add specific conditions or limits . Putting the theory into practice: The following lists and tables contain examples of active verbs which describe the sorts of things you want your students to be able to do and may help you to write useful learning objectives . Set 1: Based on the ‘3 areas of teaching ’ Knowledge Analyse arrange calculate Circle cite classify compare contrast Compare define describe diagram differentiate group identify Interpret itemize label list match name outline plan Record revise select solve State tabulate give examples evaluate recognise

19. Task: Look at the video and fill in the gaps with the right « action verbs  » ……………..

20. ……… evaluation …….. understand understand remember apply evaluate analyzed- create

21. Writing Learning Objectives correctly – checklist!: Does the learning objective reflect a step in achieving an overall lesson aim? Do your lesson activities ensure that students will achieve their objective and your overall aim? Is the learning objective measurable ? Is the learning objective student- centred ? Have you used effective, action verb that targets the desired level of performance?

22. Task : Re-order the statements to write measurable learning objectives Add additional criteria to indicate how or when the outcome will be observable to add context for the student.  “Describe physical appearance” when dealing with verbal or none verbal message . b ) Identify the noun, or thing you want students to learn. Example : body human parts c ) Teachers have to think about their final aim of the lesson when writing their learning objectives D) Select a verb that is observable to describe the behavior at the appropriate level of learning. Example : Describe physical appearance   E)Effective learning objectives use action verbs to describe what you want your students to be able to do by the end of the course or unit.   F) Identify the level of knowledge you want. In Bloom’s Taxonomy, there are six levels of learning. It is important to choose the appropriate level of learning, because this directly influences the type of assessment you choose to measure your students’ learning. Example : to describe human body parts (comprehension level )   G ) Aligning assessments with course expectations is much easier when you have written measurable objectives from the beginning .   H) The best way to approach this is to start by writing Specific , “Measurable, Attainable, Relevant, and Time-bound” objectives . Writing Measurable Learning Objectives

23. Writing Measurable Learning Objectives Teachers have to think about their final aim of the lesson when writing their learning objectives The best way to approach this is to start by writing Specific , “Measurable , Attainable, Relevant, and Time-bound” objectives . Effective learning objectives use action verbs to describe what you want your students to be able to do by the end of the course or unit. Aligning assessments with course expectations is much easier when you have written measurable objectives from the beginning. Identify the noun, or thing you want students to learn. Example : body human parts Identify the level of knowledge you want. In Bloom’s Taxonomy, there are six levels of learning. It’s important to choose the appropriate level of learning, because this directly influences the type of assessment you choose to measure your students’ learning. Example : to describe human body parts (comprehension level) Select a verb that is observable to describe the behavior at the appropriate level of learning. Example : Describe physical appearance Add additional criteria to indicate how or when the outcome will be observable to add context for the student. “Describe physical appearance” when dealing with verbal or none verbal message .

24. Aim  = what you hope to achieve in a teaching session. Objective  = the action(s) you will take in order to achieve the   aim . Goals  are aims or objectives that you would like to achieve within certain time

25. Goals of English at 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 national and 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 source “national curriculum page 4 March 2015

26. Specific = clear , precise and observable . ( use observableperformance verbs Measurable = can be assessed . Attainable = can be achieved by most learners . Realistic =deals with learners' real life situations . Time-bound =the time frame under which the desired behaviour will be achieved. Which words can you form using these letters?

27. How to implement a lesson plan model sheet ?

28. What is initial problem solving situation? problem solving situation?

29. 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....

30. -CBA is an action-oriented in that it gears language learning to the acquisition of embedded in functions and skills . These will allow the know-how learner to become an effective/competent language problem solver user in real-life situations outside the classroom .

31. 5- How to plan problem solving lesson ? 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 . ( who are my learners?) 2 - Adapt the lesson’s learning objectives to the learners level, abilities , competences, needs and likes 3- Create a climate of communication by inviting the learners to act in reflective thoughts . 4 - The problem exposed must be of some interest to the learners who must have experienced such similar problem situation. 5 - Such problem must be motivating and stimulating to think about the options to solve the problem. 6 - The learner already possesses a minimum of data to deal with the problem exposed . 7 - Help the learner reach the solution in a complete autonomous way where he or she feels responsible about his or her thoughts. 8 - 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 overcome obstacles. Don’t fear group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

32. Be sensitive : when working problems, students are unsure of themselves . This lack of confidence may chain their learning . It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing positive reinforcement to let students know when they have mastered a new concept or skill. Encourage Thoroughness and Patience : Try to communicate that the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

33. 7- Some problem solving classroom activities: Problem solving skills are very important in real life and classroom activities can help a lot in preparing the learner to face such problems in daily life. They do not need to be dull and routine activities ( they depend on the type of the target language tackled) Brainstorming Helping learners to generate as many as possible as idea and elicit them in lists . For example just say the word “ imagine ” and see what happens : Learners may : You have this amount of money What would you do ?

34. May sing this

35. Or may activate such process

36. 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? 2 ) who or what is in the photo? 3) what is happening? What’s the problem ? This is a powerful technic to unify all the ideas Group activities One of the motivating problem solving strategies is group work where learners can express themselves easily ( shy learners can easily share their ideas with their peers) learners may deal with : Brain Purge activity : Many ideas are suggested by all the members of the group about the problem exposed which may save time. Brain sketching: instead the learners interact about their ideas or interpret them in written way , they draw that on paper , each member of the group does that then they share their drawings. Combo Chatter: is process of generating ideas then selecting the best ones and developing them into workable product.

37. The “sentence trigger” = what if… …. ? : helps push the limits of our imagination Mingling: moving around and talking to peers or groups which will oblige learners to take part in discussion about the problem exposed.

38. time Interaction procedure competency Aids & VAKT Time = very important , teachers should set and respect the time allocated for each step or stage of the lesson. Interaction = In order to avoid TTT ( Teacher Talking Time) and splits 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 learning style with the appropriate visual aid that must be used at any stage of teaching.

39. The 3 Stages of a lesson In all lessons there is a pre-stage to teaching: ( icebreakers/  warmers/ lead in ) while lesson which is split into presentation and practice/ others will refer to observation & interpretation / analysis and practice , in case it is a grammar / vocabulary lesson . The post lesson is the productive stage.

40. Teaching Frameworks 4 ps = Preparation – presentation – practice – produce or 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( inductive 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

41. 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.

42. Ice- breaker, warmer and lead in 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 sequence : 1- Icebreakers are discussion questions or activities used to help participants relax and ease into a group meeting or learning situation.. The icebreakers can be used to generate interest in a topic and activate the student ’ s prior knowledge. 2- Lead -ins (topic ) Topic Lead-ins will direct the student into the content that will be taught and encourage the sharing of information and resource. 3- 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 repetition. Sorry fro being a bit long. Why should teacher deal with : Ice breaker , lead in Or warming up ?

43. Teaching Frameworks : 1- How to Teach PPU Warm-up  : The lesson usually begins with a warm-up, built around a visual aid ,  « to expand students ’ vocabulary   »  Students   : T alk about subjects of interest to them . S tudents use the material they have already learned A cquire new vocabulary in a meaningful context U se some of the structures they practiced in the previous lesson . S tudents retrieve and re-use material from previous lessons in a real exchange of ideas . E licit their interest in the present lesson .

44. PRESENTATION : The teacher  : [ decides on the teaching aids to be used ] Gives the learners the chance to interact with the new language . 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 ,

45. 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 .

46. USE : 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 .  

47. A Listening lesson plan is made of the following steps : { Pre-listening ( P ) – During / While listening ( D ) – Post- listening ( P ) } Pre - Listening : The teacher builds schema and introduces new language as needed . 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. During pre-listening the teacher may  : Assess students ’ background knowledge of the topic and linguistic content of the text. Provide students with the background knowledge necessary for their comprehension of the listening passage or activate the Existing knowledge that the students possess; Clarify any cultural information which may be necessary to comprehend the passage; Make students aware of the type of text they will be listening to, the role they will play, and the purpose(s) for which they will be listening; Provide opportunities for group or collaborative work and for background reading or class discussion activities

48. Sample pre-listening activities : Looking at pictures, maps, diagrams, or graphs Reviewing vocabulaire or grammatical structures Reading something relevant Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related) Predicting the content of the listening text Going over the directions or instructions for the activity Doing guided practice

49. 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: 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

50. Sample - while - listening - activities   : 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.  

51. 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 listening  Students complete activities that expand on content or language from the text using other skills , i.e. grammar , speaking , writing .

52. A Reading lesson plan is made of the following steps  : { Pre - reading ( P ) – During / While reading ( D ) – Post- reading ( P ) } 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 critique a 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.

53. Sample pre - reading activities : U sing the title, subtitles, and divisions within the text to predict content and organization or sequence of information L ooking at pictures, maps, diagrams, or graphs and their captions T alking about the author ’ s background, writing style, and usual topics S kimming to find the theme or main idea and eliciting related prior knowledge R eviewing vocabulary or grammatical structures R eading over the comprehension questions to focus attention on finding that information while reading C onstructing semantic webs (a graphic arrangement of concepts or words showing how they are related) D oing guided practice with guessing meaning from context or checking comprehension while reading A sking the learners to anticipate from a picture or the title . I ntroducing the topic through some key words . T elling a parallel story to introduce some difficult words . H aving the learners predict information constituents . R eview a previous lesson that is thematically or structurally linked to the new one . A sk pointed questions to whet the pupils ' appetite and raise their motivation.

54. 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 level

55. Post reading phase : 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

56. 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 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 move from 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  

57. Teaching Grammar

58. What abbreviation word can you form from the following letters ? S A P I P It can be: P I A S P So What is PIASP ?

59. PIASP Is an inductive Grammar Teaching Method Conform to CBA approach and Bloom Taxonomy

60. After Performing a PPU or PDP Lesson & Once the learners have acquired the new functional Language learning they need to see the Structural One ( grammar) Learners need to see the Language Form supported in the Functional language learning

61. “The inductive method & Bloom Taxonomy

62. "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- 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- 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- Stating Rule : Here after they analyse you help them to formulate the grammar rule 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) 

63. P = Presentation < Presenting the context in which the grammatical structure 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/she = defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states

64. “ I” = Isolation The focus is temporarily on the grammatical 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. …

65. 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.

66. S = Stating rule Here after they analyse you help them to formulate the grammar rule This is what Bloom called "Creativity " 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 Choose – combine – compose – construct – create – design – develop – do – formulate – hypothesize – invent – make - make up – originate – organize - plan Produce - role play - tell

67. P = Practice (Both methods inductive &deductive) 1- Oral Work = shift to “ PPU lesson ” P= Presentation “ drill ” < Presentation of the new grammar item in a context of communication> P = Guided practice < substitution of the key words > U = Use < free practice or feed back using the new grammar item in a communicative way>

68. P = Practice <Written Work> The practice stage consists of a series of written exercises. Three (3)Type of tasks are 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 ” .

69. Does Teaching grammar in The Algerian English system refer to Inductive method? deductive method? Both of them? None of them?

70. La grammaire   : La grammaire est présentée de façon simple dans un contexte de communication significatif afin que les apprenants l’utilisent efficacement. Ils doivent connaitre les formes grammaticales de base (verbe, nom, adjectif, préposition, adverbe, etc  …) et être capables de les utiliser dans des structures grammaticales appropriées afin d’atteindre les objectifs visés. La grammaire est enseignée de façon implicite : il n’y a donc pas d’explication théorique. La présentation graphique sous forme de tableau et diagramme permettra de présenter les points nouveaux de manière claire et rapide. Apprendre la grammaire signifie utiliser des outils grammaticaux dans un contexte de communication et non pas les connaître de manière théorique . « source: doc d’accompagnement Mars 2015 - pages 12& 13’ The 2G C ur riculum and teaching grammar

71. Let’s see another learning objective from MS3 program «  Expressing ability & inability using the grammar item «  the model – can - » which is a pre-requisite ( learners already saw it in MS2 level ) The teacher introduces the rule : Affirmative fo rm : Subject + can + verb (infinitive) + object Example : Omar can speak English Negative form : Subject + cannot ( can’t ) + verb ( infi ) + object Example : Learners cannot be absent at schoo Interrogative form : Can + Pron + Verb ( inf ) + object + ? Example ; Can I go out ? Activity 1: Give the right form of the verb in brackets Learners ( can / speak ) ……………….. Arabic It – can / rain ) …………………… today Participants ( can / use) ……………………… mobile phones Activity 2: Turn int the negative form Elephants can fly Learners can arrive late to school It can snow in summer Activity3: Re-writs into the interrogaitve form : I can ride a bicycle She can cook traditional dishes They can play chess

72. So : what strategy was used to teach the «  grammar item – can - ? Which one is « inductive and which one is deductive   »? Which one is the best for you as teachers to apply in your classroom ?

73. 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

74. 1 .: getting started is the most difficult task in writing. With the help of brainstorming we make it less painful for the students . in the brain storming stage,the students starts thinking about the topic given. This may be done as a whole class activity or in groups so the students benefits from each other as well.the teacher writes on the board every idea that comes from the students without eliminating any. To initiate thinking and generate possible writing topics,it s important for students to explore ideas for writing topics using a variety of pre‐writing strategies,such as the following : word map *viewing media such as pictures,movies, and television *interviewing a person knowledgebale about the topic *engaging in peer or teacher_student discussion *reading about and researching the topic *free writing *listing *reflecting upon personal experience *examing writing models *role playing *asking the Ws..who,what,where ,when and why

75. 2‐ planning stage : once the ideas are put randomly on the board,it is now time to eliminate some and organize the rest of the ideas as « main support » ; in other words, plan the writing. 3‐ drafting ( writing the first draft) : by looking at the plans, the students start writing their essays.they may change the order of their main supports,or re_arrange their minor supports.if you have read myths about people writing a perfect essay on their first try, it is time to face the truth : there is always a mistake either in the organization or in the grammar or the choice/form of the vocabulary.this leads us to editing. 4‐ Editing :what is the editing stage ? The editing stage is when you check your essay for mistakes and correct them. Editing steps : * grammar and spelling : ‐check your spelling ‐check your grammar. ‐read your essay again ‐make sure each sentence has a subject ‐«make sure your subject and verb agree with each other ‐make sure that each sentence makes sense. * style and organization : ‐make sure your essay has an introduction. ‐check that you have a thesis statement that identifies the main idea of the essay. ‐.check that all your paragraphs follow the paragraph format ‐see if your essay is interesting.

76. 5‐ Editing : what is the publishing stage ? The publishing stage is when you produce a final copy of your essay to hand in. make a paper copy of your essay ‐read to group ‐hand in your work to your teacher. planning stage drafting Editing publishing publishing steps : ‐ ask them for hints on how to improve your writing.

77. -Teaching and learning through problem solving situations has been introduced in the Algerian teaching system since 2003 when the Ministry of National Education opted for the Competency Based Approach .

78. Project work : - Teacher introduces the project work, what to do , how to do it and when to deliver it ? - Learners will make “ Family Tree ” project work - The work will be individual work ( since each learner will talk about his or her family members) - Teachers supervises the learners’ works during the TD sessions and offers help - Learners deliver their projects a week before the exams , present it in front their mates. - Teacher corrects the project works , then asks the learners to preserve that in their portfolio .

79. MS1 Me & My family Sequence Two

80. Teacher introduces the project work, what to do , how to do it and when to deliver it ? Learners will make “ Family Tree” project work The work will be individual work ( since each learner will talk about his or her family members ) There is ONE (1) project work per term .Here t he project work is from Sequence 2 ,but the tasks seen in Sequence One can be used in the project . Teachers supervises the learners’ works during the TD sessions and offers help Learners deliver their projects a week before the exams , present it in front their mates. Teacher corrects the project works , then asks the learners to preserve that in their portfolio . Introducing Project work

81. « PPU » The teaching modality or teaching framework is : P= Presentation P= Practice U= Use

82. Warmer : The teacher greets his/ her learners and welcomes them then invites them to play

83. Teacher can use variety of games or activities as warming upwhich aim just to make the learners at ease to learn

84. Task : A guessing game .( teacher must not write the title of the sequence and the books must be shut ) Hang Man Game Instruction : Give the correct letter to form the right word Learning objective: «  Learners will be able to – Guess and identify the topic of the lesson  » Time: «  5 to 10 minutes » Skill : « oral »  Aids : «  white board and marker »

85. He asks the learners to guess the letter of the word , each time they fail to guess the correct letter he draws a part of the man , if they find the word the game is over , if they fail the man is hanged. The teacher writes some letters of the expected word …… F …… a …… m… i ……l…y………

86. Hang Man Game FAMILY

87. Learning objective : Name jobs Task : Role playing Instruction : Look at the pictures, repeat and play role with your colleague Time : “15 to 20 minutes” skill : “oral” Visual aids : Flash cards showing members of family

88. Use learners are asked to make sentences introducing their family members ( homework ) Leanring objective : Name one’s members of family Skill : written Time : 10 to 15 minutes Collaborative learning : individual work

89. A sample of PDP reading lesson Pre , During ,Post / PDP This lesson framework helps teachers plan and deliver effective listening, video and reading lessons. The framework is based on research and using it helps ensure learners are motivated, engaged and active before, while and after (pre, during and post – PDP) listening to, watching or reading a text. The stages of the framework are: — Pre : learners prepare to listen: Ø they talk about their knowledge or and experience with the topic of the listening or reading Ø they understand the meaning of key vocabulary in the text Ø they understand what they will listen or read for in the text before they begin working with it Ø they can make predictions about what the text will be about. During : learners focus their attention on the listening or reading text and complete tasks which develop and deepen their understanding of the text progressively (i.e., from simpler and more general to more complex and more specific). They can also do tasks that help them develop specific listening and reading (interpretive competencies). — Post : learners extend and integrate the understanding and knowledge they gained from working with the listening or reading text into other areas or contexts.

90. Sample Activities Pre Word splash · Match vocabulary to pictures · Categorise vocabulary under headings · Predict from a headline, title, group of words, pictures, etc · Arrange pictures in the order to be confirmed or changed after listening to, reading the text · Talk about the main topic(s) During Listen / read and draw · Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset ?” · Listen / read and arrange pictures or events in order · Listen / read and find the mistakes · Listen / read and answer detail questions such as “who is Omar?” What is Meriem doing ? · Listen / read and point · Complete a grid /table. Post Discussion questions · Role-plays · Project (ex. Create a ___) · Discuss a topic, the issue or the information in the text · Complete and discuss a noticing task such as “Find all of the verbs in the present tense” or “Underline the parts of the questions that make them polite .” · Speculate about the people in the text

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