setting aims and objectives

1. 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

5. What do
Teachers
Fear in
Their
daily
Work?

8. A Lesson
is
Never Delivered
By
Experience

10. 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.

11. 1. Teachers should prepare a lesson plan before teaching.
2. Teachers should consider learners’ abilities, interests, learning
preferences, and the institutional program while planning.
3. 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.

12. • 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.

14. 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

15. 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?

16. 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.

17. 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.

18. 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.

19. 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

20. 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

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

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

27. 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?

28. Task : Re-order the statements to write measurable learning objectives
a) 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

29. 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.

31. 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

34. 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

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

36. How to implement a lesson plan model sheet?

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

38. • 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....

39. -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.

40. 5- How
to plan
problem
solving
lesson?
• Planning lessons through problem solving situations necessitates from the teacher to take into account many
important facts:
1. 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

41. 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.

42. 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 :
What would you do ?

43. May sing this

44. Or may activate such process

45. 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.

46. • 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.

47. 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.

48. 1.In all lessons there is a pre-stage to teaching:
( icebreakers/ warmers/ lead in )
1. 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 .
2.The post lesson is the productive stage.

49. 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

50. 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.

51. 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.

52. • Warm-up : The lesson usually begins with a warm-up, built around a visual aid,
« to expand students’ vocabulary »
•  Students :
• Talk about subjects of interest to them.
• Students use the material they have already learned
• Acquire new vocabulary in a meaningful context
• Use some of the structures they practiced in the previous lesson.
• Students retrieve and re-use material from previous lessons in a real exchange of ideas.
• Elicit their interest in the present lesson.

53. 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,

54. 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.

55. 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.

56. • 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

57. 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

58. 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

59. 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.

60. 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.

61. 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.

62. Sample pre-reading activities:
Using the title, subtitles, and divisions within the text to predict content and
organization or sequence of information
Looking at pictures, maps, diagrams, or graphs and their captions
Talking about the author’s background, writing style, and usual topics
Skimming to find the theme or main idea and eliciting related prior knowledge
Reviewing vocabulary or grammatical structures
Reading over the comprehension questions to focus attention on finding that
information while reading
Constructing semantic webs (a graphic arrangement of concepts or words showing
how they are related)
Doing guided practice with guessing meaning from context or checking
comprehension while reading
Asking the learners to anticipate from a picture or the title .
Introducing the topic through some key words .
Telling a parallel story to introduce some difficult words .
Having the learners predict information constituents .
Review a previous lesson that is thematically or structurally linked to the new one .

63. 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

64. 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

65. 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

66. Teaching Grammar

67. What
abbreviation
word can
you
form from
the
following
letters?

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

69. 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

70. “The inductive method & Bloom Taxonomy

71. 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)

72. 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

73. “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.…

74. 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.

75. 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

76. 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>

77. 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”.

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

79. 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’

82. 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 form: 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

83. 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?

84. • 1-brainstorming
• 2‐planning or organizing
• 3‐drafting(writing the first draft
• 4‐editing
• 5‐publishing

85. 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

86. 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.

87. 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.

88. -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 .

89.  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 .

90. MS1
Me & My family
Sequence Two

91. • 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

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

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

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

99. 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 »

100. • 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………

101. Hang Man Game
FAMILY

102.  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

106. 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

107. 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.

108. 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

110. REFERENCE
Andrews, S. (2007) Teacher Language Awareness. Cambridge: Cambridge University Press
Brown, H.D. (1987) Principles of Language Learning and Teaching. Englewoods Cliffs: Prentice Hall
Brown, H. D. (1994) Teaching by Principles: An Interactive Approach to Language
Pedagogy. Englewood Cliffs : Prentice Hall Regents
Hall, Graham. (2011) Exploring English Language Teaching: Language in Action. the USA: Routhledge
Harmer, J. (1987) Teaching and Learning Grammar. London: Longman
Hinkel, E. and Fotos, S. (2002) New Perspectives on Grammar Teaching in Second Language
Classrooms. New Jersey: Lawrence Erlbaum Associates, Inc
Larsen-Freeman, D. (2003) Teaching Language From Grammar to Grammaring. Canada: Heinle
Nunan, D. (1991) Language Teaching Methodology: A Textbook for Teachers. London: Prentice Hall
International LTD
Nunan, D. (1999) Second Language Teaching&Learning. Boston: Heinle&Heinle Publishers
Rutherford, W. and Smith, M.S. (eds) (1988) Grammar and Second Language Teaching: A Book of Readings.
New York: Heinle&Heinle
Shaffer, C. (1989) A Comparison of Inductive and Deductive Approaches to Teaching
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Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman
Bounab Samir (2011) How to apply Bloom taxonomy in teaching grammar