1. Overview of the Pedagogical
Guidelines
Mate Day,
Agadir, June 7th, 2005.

2. Outline
 Theoretical framework
 Teaching practices: Language components
and skills
 Classroom management
 Project work
 Assessment
 Bibliography

3. I. Standards
 Definition:
« specify what students should know and be
able to do (content), what they might be
asked to do to give evidence of standards
(performance), and how well they must
perform (proficiency). “

4. Standards
Rationale:
- »as rigorous goals for teaching and
learning »
- «ensure that our schools offer students the
opportunity to acquire the knowledge and
skills necessary for success.”

5. Standards vs Curriculum?
 Standards define « broad perspectives »
 Curriculum: lessons, materials, techniques;
i.e. « details of the day-to-day schooling »

6. Applications of standards
through the curriculum
 Ability to think
 Skill in communication
 Production of quality work
 Connections with the community

7. Standards: Background
 Research in ESL: « Standards for Foreign
Language Learning: Preparing for the 21st
Century” (general outline)
 Moroccan educators (performance
standards to support each content standard)

8. Standards: Key notions
 Communication
 Cultures
 Connections
 Comparisons
 Communities

9. Standards: samples
 Interpersonal:Conversation
-Content Standard: Students will understand and interpret
a language other than their own in its written and spoken
form on a variety of topics.
-Rationale: Students should develop strong listening and
reading skills to interpret the concepts, ideas, and opinions
expressed by members of other cultures through their
media and their literatures. This standard focuses on
increasing the level of understanding as students listen
to, read, or view materials in a new language

10. Standards: samples (2)
 Culture practices:
-Content Standard:Students will demonstrate an
understanding of the relationship between the
practices and perspectives of the cultures studied.
-Rationale: To fully understand another
culture, students need to develop an awareness of
another people‟s way of life, of the patterns of
behaviour that order their world, and of the
traditional ideas, attitudes, and perspectives that
guide their behaviours.

11. Syllabus for Level 2
 Listening
 Speaking
 Reading
 Writing
 Themes and topics
 Functions
 Structural content

12. II. Skills: a. Reading
Rationale:
 as a „skill in its own right‟;
 as life requirement;
 in relation to writing;
 as exam requirement

13. Reading: Competencies
 Macro-competencies (global):determining
the organization of a text, recognizing the
function of a text, undertaking project work
related to the theme of a text, . . .
 Micro-competencies (sub-competencies):
scanning, skimming, inferencing, evaluating
information, . . .

14. Teaching reading: steps
 Pre-reading: previewing title, semantic
mapping, picture stimulus, . . .
 While-reading: identifying text organization/
function, „word-attack‟ skills, . . .
 Post-reading: oral/written follow-
up, summary, debate, project work, . . .

15. II. Skills: b. listening
 The teaching context
 Interrelated with speaking
 Aims and competencies: communicative,
cultural, strategic, methodological

16. Teaching listening
 As a complex skill
 Types of activities
 Outcomes
 Requirements

17. Methodology: suggested procedure
1. Preparation
2. Presentation
3. Listening
4. Checking
5. Re-listening
6. Follow-up

18. II. Skills: c. speaking
 Rationale:
”Success (in language learning ) is
measured in terms of the ability to carry out
a conversation in the (target) language “
Nunan 1991 .

19. Types of tasks
 Prononciation exercises;
 Dialogues : dialogue completion, jumbled
exchanges, dialogue recital / rehearsal,
 Responding to teacher questions /
comprehension q.
 Role-plays : situational cues, functional
cues, free role play; role cards,
 Songs / poems recital, . . .

20. Procedure
1. Prepare
2. Present
3. Practice
4. Evaluate
5. Expand

21. II. Skills: d. writing
 Rationale: producing pieces of written
discourse
 Competencies: generating , organizing
ideas; planning; exploring materials
(magazines, . . .) ; . . .
 Discourse forms: Journals, e-
mails, letters, anecdotes, . . .

22. Main Stages
 Pre-writing
 Writing
 Follow-up

23. Grammar
 Rationale: descriptive vs generative
grammar; usage vs use,
 Objectives: generate instances of correct
usage, manifest knowledge of the language
system, . . .

24. Approach
 Combination of inductive and deductive
 Competency-based approach (ref. charter)

25. Competency-based approach
 Definition:
« In ESL a competency is a task-oriented
goal written in terms of behavioural
objectives… It is not what the students know
about language, but what they do with the
language.”
(Nunan 1988 : 34)

26. Bissonnette and Richard‟s model
 Level one: skill/‟what to do‟ level: enables the
learner to reproduce and explain the content (e.g
a grammatical rule) in his own words.
 Level two: capability/‟when and how level‟: the
learner should be able to determine when why or
how to use the material.
 Level three: : Competency/ “mastery” level. This
level is characterized by the successful, frequent
and automatic use of the material, be it a structure
or whatever.

27. Steps
 Specify objectives in behavioral terms
 Skill level: presentation/comprehension
check
 Capability level: practice/production
 Competency level: use/application
 Evaluation: checkist criteria:
automaticity, authenticity, contextualization,
skills integration

28. Functions
 Rationale: CBI „learners should be able to
use the target language in their actual and
foreseeable social, vocational and academic
situations‟
 Types: greeting, asking for
permission, expressing ability, possibility, . .
.

29. Methodology
1. Preparation
2. Presentation
3. Receptive practice
4. Productive practice
5. Recycling

30. Classroom management
 Definition: „Classroom management refers to the
ways in which student behaviour, movement, and
interaction during a lesson are organized by the
teacher to enable teaching to take place more
effectively. Classroom management covers a wide
range of areas including managing pair and group
work, handling transitions, giving instructions, and
dealing with disruptive behaviour.‟

31. Classroom Management
 Managing pair work
 Managing group work
 Teacher and learner roles

32. Project work
 Definition
 Major benefits
 Projects presentation
 Project work topics

33. Continuous Assessment
 Aims
 Rationale
 Test specifications

34. Bibliography
 Testing
 Learning theory
 Language teaching methods