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
Mr Samir Bounab
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
What is initial problem solving situation?
speaking. Correction should not distract student from his or her speech.
It's the starting point of your lesson where you involve your learners from the
Involve speaking activities not only in class but also out of class; contact
first moment you are in class
other people who can help.
you put them in real life situation conform to the official approach (CBA)
Circulate around classroom to ensure that students are on the right track
which is learner centered one.
and see whether they need your help while they work in groups or pairs.
Using selected aids , you invite your learners to guess, improsive, deduce....
Provide the vocabulary beforehand that students need in speaking
Planning lessons through problem solving situations necessitates from the
activities.
teacher to take into account many important facts:
Diagnose problems faced by students who have difficulty in expressing
themselves in the target language
provide more opportunities to practice the spoken language
Help the learner reach the solution in a complete autonomous way where he
Check Understanding. the teacher should ensure that students understand
or she feels responsible about his or her thoughts.
what they have to do and are confident with the vocabulary used on the role
Put their ideas (solution) into practice and see their validity ( self evaluation)
play handout before they begin.
Encourage Independence : Have students work through problems on their
Reduce teacher speaking time in class while increasing student speaking
own. Ask directing questions or give helpful suggestions, but provide only
time. Step back and observe students
minimal assistance and only when needed to
Some problem solving classroom activities :
Indicate positive signs when commenting on a student's response
What do Students do?
Brainstorming : helping learners to generate as many as possible as idea
Talk about subjects of interest to them.
and elicit them in lists .
Guessing : using pictures ( generally the ones of the school manuals) invite
Students use the material they have already learned
Acquire new vocabulary in a meaningful context
the learners to guess and improvise.( teacher may help them to put their ideas
Use some of the structures they practiced in the previous lesson.
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
Students retrieve and reuse material from previous lessons in a real
will see , think then write short production )
exchange of ideas.
Elicit their interest in the present lesson
Whats the problem ? This is a powerful technic to unify all the ideas
The input Situation & teaching frameworks
How ?
PPU & PDP frameworks
Pre stage :
Answering simple Yes/No
This can be an :
"Wh-questions,
ice- breaker,
Pointing or marking correct pictures or replies,
warmer
Ordering pictures ,
lead in.
Matching items ,
They are nearly the same; there is a slight difference but all serve one
Deducing and explaining rules or concepts,
objective is to get the learner ready and ease for the learning session.
Creating questions
Ice breaker :
Employ dramatization, role-playing, problem-solving, oral or written reports,
Icebreakers are discussion questions or activities used to help participants
discussion, lecturing, grouping, picture-drawing, showing objects, etc,
relax and ease into a group meeting or learning situation.
During Stage : PRACTICE : {engage the students in an interchange of
The icebreakers can beused to generate interest in a topic and activate the
communication using what they have been learning}
students prior knowledge.
Lead-in:
Students work with the material in a controlled context to help them
Lead-ins (topic) will encourage the sharing of information and resource.
develop accuracy, confidence and move toward fluency .

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

What is PPU? Speaking (communicative grammarlesson)

P= Presentation
P= Practice
U = Use
NB: Use has wider usage in and outside the class than Produce which can
occur just in class

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

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 context
Generating interest
Activating current knowledge - what do you know about?
Acquiring knowledge
Activating vocabulary / language
Predicting content
Pre-learning vocabulary
Checking / 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?
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 critique a writers
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 nonrelevant information, and tolerate less than word-by-word comprehension.
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 prereading 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.
SurveyHave 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.
QuestionHave students write questions based on their survey of the text.
ReadHave students read and answer the questions their wrote down as
they a read.
ReciteHave students look over their questions and be able to recite the
answers without looking them up.
ReviewHave 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 authors 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

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 students 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 move from word-byword 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
A Deductive Approach
a traditional approachut 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 Thornburys 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).
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 di
PIASP Teaching Method
So What is PIASP ?
PIAsp is teaching method I use to teach grammar and pronunciation items
conform to CBA and Bloom taxonomy ; P= Presentation<Presenting the
context in which the structure appears>
(For example using the script page 170 -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)
e 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.
e 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,.
lv3- 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 .
W Tutorial Classes (TD)
Tutorial Classes = One to One Teaching method = Remedial Work
For Whom?
ob 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

Rational of TDs in Middle school

Activities in TDs:

Shows an extra value to learning operation

Aims at improving the quality of learning

Its 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

its a chance to take part in dialogues and take part in active

exchanges

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

Dont give enough time for relfexion for the learners.

TD & Suggested types for grouping students
tain t 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 opportunities 2
-It is necessary to have a balanced number of different levels in each group
- The weaker learners will have more practice
- It enables teachers to engage the talented ones to support the weaker
classmates once he/she has finished the assigned task.
- It enables to foster the development of co-operative skills
Type two: setting according to achievements:
h 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.
e The advantage of such grouping is that it enables the teacher to organise
the courses and plan activities according to learners needs.
It enables to raise learner achievement, better scores in tests .
It also allows students to gain confidence and take risks, in terms of attitude to
learning : being in nearly similar attainment category prevents inhibition and
negativefeeling due to pressure of brighter students
Finally it can lessen behaviour problems
TD needs progression to follow the learners progress since Td is tackle each
week in groups and after 15 days to fulfill a complete session
TD is planned as any lessson which must be conform to:
Exist profile mentionned in the syllabus
CBA & Bloom Taxonomy

Learning Styles:
children learn in one of three ways: visually, auditorily, or
kinesthetically
learning style weaknesses:
Children with auditory weaknesses have trouble following
spoken directions and rely on visual cues,

including watching others, to understand what to do.

Children with visual weaknesses have a hard time
remembering locations and may appear disorganized or
disoriented when gathering or putting away materials.
Children with kinesthetic weaknesses have trouble learning
things through sense of touch
Mistakes that learners do :
Pronunciation
Grammar
Spelling
Numbers
Colors
Intonation
Questions
Punctuation
Capitalization
Written expression
Project work

Typology of tasks and activities

Meaningful and manipulative language activities
1-Project work
2- Role play and simulations
3-Survey/ questionnaire
4-Interview
5-Listing /categorizing
6-Information gap
7-Cloze test/gap filling
8-Matching/ jigsaw
9-Problem solving activities
10-Games
11-Selecting material
12-Songs
13-Story telling
14-Information transfer
15-Transformation
16- Presentation of a group work/ poster

By
Mr Samir Bounab
Yellowdaffodil66@gmail.com