Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Algeria
Opening Session
Teacher s documents
How to deal with the log book , teachers plan book and the board
Planning lesson
TD session
Testing
2. Which word from the word cloud do you see suits you?
2. What is a competency?
It is a "know how" which integrates and mobilizes a number of abilities and knowledge to be efficiently used
in problem solving situations that have never been met before.
How?
With his schoolmates in pairs or groups.
In situation related to
(1) the class room
(2) topics and subjects tackled at school
(3) his needs
(4) his interests
Using communication breakdown strategies (mimming, gestures, mother tongue)
Competency II :
Interpret authentic documents, oral or written.
At the end of the year , the pupil must be able to demonstrate his
understanding or non-understanding of simple texts (short stories,
legends ,fables , tales , songs , games) narrative and descriptive that
match his cognitive level, verbally or non-verbally , with his teacher's
help , using adequate visual and linguistic support .
How ?
Interact orally or in writing in everyday situations.
With his teacher / mates
Consult various sources {distionaries, the media, the
internet}
Competency III :
Produce simple messages, oral or written
By the end of the school year, the learner should be able
to express his ideas, organize them according to logic
and chronology, take into account syntax, spelling and
punctuation for (1) describing (2) narrating
How ?
The pupil is suggested a model to follow.
He is given access to new writing strategies.
In situations linked to (1) the class (2) the pupil's interests and (3) the pupil's
needs.
With audio-visual support
Using pedagogical recreative activities
With clear and precise instructions
Taking part in groupwork (newspapers, magazines, cartoons, projects )
Situation of Integration
This phase is meant to the reinvestment of the resources in
terms of the "knows" and the " know how to do
The activities suggested in the previous phases should be built
up towards the final output and help the pupils to be ready to
produce a piece of writing in accordance with the situation of
communication
Criteria
Good
Criteria
1. Relevance
' the criterion is reached when the
student produces the piece of writing
in accordance with the situation of
communication
Fair
Poor
Indicators
-Syntactic order
- Correct use of tenses related to the situation of
communication
3.Semantic coherence
4.Excellence
Remark
Planning Lesson
Before planning, teachers should know what they are teaching and why.
To show you where to start and how to end and in between you have the
resources .
values:
The assertion of the learners national identity in its three dimensions: Amazigh Arab - Islam - National
conscience - Citizenship - Openness to the world
Aim of the lesson =SWBAT= ( students will be able to do..< An observable behaviour >
time
Interaction
procedure
competency
VAKT
Teaching Frameworks
2- I= Isolation: the focus is temporarily on the grammatical item itself and the aim is :to get
the learner perceive & recognize the grammatical item what it looks like
3- A= Analysis: Here you will try to make ur learners analyze the isolated items the aim is :
to get your learners perceive how it is formed ( structure), how it functions and what it means
and the rule that govern it
4- S= Stating Rule : Here after they analyse you help them to formulate the grammar rule
Writing Process
Process writing consists of the following stage
1-brainstorming
2planning or organizing
3drafting(writing the first draft
4editing
5publishing
Teaching Grammar
1.
A Deductive Approach
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.
1- lesson procedures
2- learner roles
3- teacher roles
4- usage of meta language in the teaching process.
2. The language is taught from the whole to parts so learners understand the
grammar rules and structures firstly.
In contrast
an inductive teaching is based on:
1- The bottom-up theory which accepts the view that language learners tend to focus on parts rather than the whole.
For this reason teaching process begins with a text, audio or visual in a context,
3- In the final stage, they give their own examples. (Block, 2003)
The main role of teacher is to present the new grammar item to the learners.
Second role is to prepare exercises for the students.
grammar rules
themselves.
Applying deductive or inductive approach while teaching grammar depends on student variety in the classroom.
All learners are different and they learn in different ways.
For instance their needs, ages, backgrounds and levels are the factors that are taken into consideration by the
teacher for choosing suitable teaching strategy. To illustrate this, Brown (1994) remarks that adult learners are
tend to deal with the rules when they use target language since their mentality is able to think abstract
items. He has pointed out that deductive teaching is more appropriate for adult learners and meet their
expectations as they give more importance to rules when they use the language so presentation of grammar rules
firstly is more useful for them.
On the other hand young learners are successful in exploring grammar structures from the examples rather than
learning them deductively since they are more likely to learn by doing because grammar rules are complex and
abstract for them .
According to Brown (1994: 351) There may be some occasional moments, of course, when a
deductive approach -or a blend between the two- is indeed more appropriate.
For example, to teach the simple past tense, the teacher begins:
Step 1: A conversation with a student. The teacher asks a student to tell his last summer holiday.
Step 2: Student answers by using simple present tense as he has no information about past tense.
Step3: Later, teacher corrects him by using past tense.
Step 4 :Then, student repeats the correct sentence.
Step 5: After that teacher writes the past forms of some verbs on the board to make learners practice.
In this process grammar is taught by using a deductive and an inductive approaches at the same time
It is deductive by the aspect of writing the past forms of the verbs on the board,
It is also inductive since students practice the past tense by giving their own examples (Brown,1994)
Furthermore,
It has been stated that it is highly probable to teach grammar by
combination of deductive and inductive teaching.
What is
PIASP ?
P=
Presentation
< Presenting the context in which the grammatical structure / pronunciation item
appears >
Aim: To get the learner see the structure- its form and meaning-in contest.
I =Isolation
Aim
A= Analysis
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.
S = Stating rule
P= Practice
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.
b) Enhancing motivation
The tutorial classes : What is it? Why ? when? For whom? How? How often? For
whom? Where?
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
Emphasizes on the strong points of the learners and weak ones that
prevents them from progressing.
Equips the learners with methodological strategies in their work.
Evaluates in continuous way the progress of the learners as well as the
degree of their participation and contribution during each TD
Evaluate the procedure used
A weekly group session will enable to adapt the learning process to students needs.
Group work therefore will allow to reinforce language practice.
Learners will have the necessary support so that their outcomes match the curriculum
expectations. The teacher will plan language skills and knowledge oriented activities that
take into consideration Individualised Instruction .
In a group work class learners can develop their skills independently. They take
responsibility in small group tasks. They work collaboratively and develop a positive attitude
to learning.
Suggested
Mixed ability grouping enables learners to cope with real life working
context , where people of different abilities work together. It has ,
therefore the advantage of a social inclusion and equal opportunities2
This kind of grouping requires a diagnostic test. For the time being it will
comply to the national exam type in English, the current written test.
The shortcoming of such diagnostic test is that it is not really accountable
for being organized after a long summer holiday .It is based on academic
achievement only. It would be better to take into account teachers
evaluations of previous learners attainment of the last school year, in
foreign languages.
The advantage of such grouping is that it enables the teacher to organise
the courses and plan activities according to learners needs.
Initial evaluation
Detailed evaluation
In use evaluation
Communicate
Aims
Teachable
Available
Levels
Your impression
Students interact
Tried and tested
Erica
and
Lara
E nough
If positive apply
/ too much?
If negative apply
Leave out
Amend
Replace
Adapt
LARA
Or apply SARS
S= Select
A= Adapt
R= Reject
S= Supplement
Testing
Standartized tests
3- What solutions do
you suggest to get
better results?
Test anxiety
Time management
What is
testing?
5 reflection
Testing Vs
Assessment?
5 reflection
Yet tests are powerful educational tools that serve at least four functions
:
Why
testing?
First, tests help you evaluate students and assess whether they are
learning what you are expecting them to learn.
Second, well-designed tests serve to motivate students
5
reflection
Third, tests can help you understand how successfully you are
presenting the material.
Recommendati
ons to
examination
designers
10- Are these activities repetitive ?creative?11-Do they require the learner to find answers in the text or to deduce them from the
context?
12- Do the vocabulary- related activities appear in a meaningful context?
13- Do the grammar related activities appear in a meaningful context?
14- Do the pronunciation activities appear in a meaningful context?
15- Do the activities allow for the use of critical thinking or are they merely referential ?
16- Are the activities assessing the writing skill in accordance with the exit profile? Are
they meaningful for the student?
17- Does the task at hand correspond to his level of proficiency or is it beyond his
cognitive abilities?
18- Are the tasks communication- oriented ?
19- Do the BEM questions cover an important part of the curriculum?
20- Are the targeted competencies assessed objectively?
21- Are the assessors aware of the rubrics used by the designers of exams?
22- Do they use assessment criteria (relevance, correct use of language, coherence and
development) and indicators to measure students production?
23- Are they aware of the four levels of mastery of competencies (maximum, minimum,
partial or lack of mastery)
24 -Do they use these criteria when they assess the work of learners?
Curriculum of English for Middle School Education May 2015
Multiple-choice tests. Multiple-choice items can be used to measure both simple knowledge and complex concepts. Since
multiple-choice questions can be answered quickly, you can assess students' mastery of many topics on an hour exam. In
addition, the items can be easily and reliably scored. Good multiple-choice questions are difficult to write-see "MultipleChoice and Matching Tests" for guidance on how to develop and administer this type of test.
True-false tests. Because random guessing will produce the correct answer half the time, true-false tests are less reliable
than other types of exams. However, these items are appropriate for occasional use. Some faculty who use true-false
questions add an "explain" column in which students write one or two sentences justifying their response.
Matching tests. The matching format is an effective way to test students' recognition of the
relationships between words and definitions, events and dates, categories and examples, and so on.
Types of Tests
See "Multiple-Choice and Matching Tests" for suggestions about developing this type of test.
Essay tests. Essay tests enable you to judge students' abilities to organize, integrate, interpret material, and express
themselves in their own words. Research indicates that students study more efficiently for essay-type examinations than for
selection (multiple-choice) tests: students preparing for essay tests focus on broad issues, general concepts, and
interrelationships rather than on specific details
Short-answer tests. Depending on your objectives, short-answer questions can call for one or two sentences or a long
paragraph. Short-answer tests are easier to write, though they take longer to score, than multiple-choice tests. They also
give you some opportunity to see how well students can express their thoughts, though they are not as useful as longer
essay responses for this purpose. See "Short-Answer and Essay Tests" for detailed guidelines
Problem sets. In courses in mathematics and the sciences, your tests can include problem sets. As a rule of thumb, allow
students ten minutes to solve a problem you can do in two minutes. See "Homework: Problem Sets" for advice on creating
and grading problem sets.
Oral exams. Though common at the graduate level, oral exams are rarely used for undergraduates except in foreign
language classes. In other classes they are usually time-consuming, too anxiety provoking for students, and difficult to score
unless the instructor tape-records the answers.
5 reflection
Format of:
tests & exams
Part One :
< 14 points>
A/ READING COMPREHENSION
(7points)
B / Mastery of Language
points)
(7
The text
The activites
Lexis
4 words in all the text
[The words spread all over the whole
text].
The words given must have at least
4 possible answers for each word.
The words given in lexis should be
re-invested likely in the written
Expression
ACTIVITY 1 : Mechanic/Morphology
tasks
(word formation / punctuation)
ACTIVITY 2 : Syntax
OBS : Not forbidden to give 2 syntax
activities
ACTIVITY 3 :
Pronunciation
must be:
Related Topically to the text .
Not taken from the text
Well worded
Well written
Contains topic task person addressed to
Hints : must not be
- questions .
- nouns
- verbs
- prepositions
Example(hints):
-
Write about :
No
Examiners
Guide
Typology
September 2013
Examiner guide
2013 typology
lexis
Mastery of
language
pronunciatio
n
Typical correction
What should teachers
do after delivering
a test
or
exam?
5 reflection
section
Typical correctio
scoring
Respect the
examiner
guide scoring
scale
Resources:
Allegement document September 2013
BEM guide October 2007
How to teach PPU & PDP (Mr.Samir Bounab)
Rational for group work in English courses (Mrs.Ouzna
Mekkaoui i.e.m)
3- Google Images.
4- From the hard copy book Tools for Teaching by Barbara
Gross Davis; Jossey-Bass Publishers: San Francisco, 1993