Training & Workshop Training & Workshop Integrated Situation Integrated Situation November 11November 11thth ,2014 ,2014MEDEA (2)MEDEA (2)ByByMr.Samir BounabMr.Samir Bounab

Time Tasks

9:00

Opening session – Talk about problems teachers are facing ( briefly & listen to suggestions ) - Presentation of the topic of the day. ( Teaching Writing)

9: 20 - Flashcard about the topic of the day (brainstormin)

9:30 - Power point presentation

9:45 - -Feed back about the presentation

10:00 - Video presentation about writing process

10:30 - -workshop ( plan writing lessons for the 4 levels of Middle School learners)

11:30 - Feed back

12:00 - Closure of the session

At home

In Class

Picture Styles give you great looking “frames” in a single click.

Easiest way to ….

What about the teacher ?

What if my learners can ……..

Can perform such……..

Or this

i will be so pleased to receive your comments

Ouzna Mekkaoui : I think all of them did a good job , knowing that they had one hour for the test. They could not proofread their production . I think that during group work (td) . It would be useful to work on pronouns ( take the last production where the mistake is repeated . Replace the wrong pronoun by the right noun ( antecedent of the pronoun) and give an extra activity related to the redubdant mistake . Another production highlights somethings that requires consolidation: use of modals + verbs . It seems the learner still has problems with verb + infinitive. Anyway , obviously learners have good ideas and for the first test they did well. My advice is that they would keep a portfolio of all their productions from beginning to the end of the year to encourage them to see their progress. At the same time , they can work in groups to redraft , edit their productions collaboratively.They will certainly get motivated.

What is a competency?What is a competency?

• The three competencies to be achieved are:• Interact competence : interactive competence is the ability to use language orally to interact with others in order to create

social relations, express needs, understand and address needs of others and to get things accomplished.• Interpretive competence :Interpretive competence is the ability to understand through reading or listening written and

spoken language and to interpret it appropriately.

• Productive competence

• Productive competence is the ability to produce coherent, elaborate and relevant messages in writing and speaking. It is also to be able to effectively express ideas and organize thoughts appropriately.

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.

I .

{ C o m p o n e n t s o f t h e c o m p e t e n c y } E s t a b l i s h c o n t a c t w i t h h i s v i s - a v i s . S e n d a m e s s a g e R e a c t t o a m e s s a g e n o n - v e r b a l l y . M a i n t a i n a n o r a l i n t e r a c t i o n C o l l a b o r a t e s E v a l u a t e s

I I .

{ C o m p o n e n t s o f t h e c o m p e t e n c y } F i n d s o u t t h e g l o b a l m e a n i n g o f a w r i t t e n t e x t . M o b i l i z e s s t r a t e g i e s t o u n d e r s t a n d a t e x t ; B u i l d s t h e m e a n i n g o f a t e x t s t a r t i n g f r o m e x p l i c i t

i n f o r m a t i o n M o b i l i z e s t h e a l r e a d y a c q u i r e d k n o w l e d g e t o d e v e l o p

h i s l i n g u i s t i c t r a i n i n g d u r i n g t h e i n t e r p r e t a t i o n o f t e x t s . P e r f o r m r e l e v a n t t a s k s . E v a l u a t e s h i s l e a r n i n g .

I I I :

{ C o m p o n e n t s o f t h e c o m p e t e n c y } U s e s a p p r o p r i a t e s t r a t e g i e s . M o b i l i z e s a l l s t r a t e g i e s a t h i s d i s p o s a l t o d e v e l o p h i s l i n g u i s t i c

p r o f i c i e n c y C o n c e i v e s w r i t i n g a s a t o o l f o r l e a r n i n g a n d c o m m u n i c a t i o n A d a p t h i m s e l f t o t h e s i t u a t i o n o f c o m m u n i c a t i o n S t r u c t u r e s h i s t e x t E v a l u a t e s h i s p r o c e s s .

:

A t t h e e n d o f t h e 1 s t A M , t h e p u p i l m u s t b e a b l e t o u s e t h e f u n c t i o n a l l a n g u a g e a c q u i r e d i n c l a s s a s w e l l a s v e r b a l a n d n o n v e r b a l m e a n s t o c o m e i n t o c o n t a c t w i t h h i s s c h o o l m a t e s a n d h i s t e a c h e r

H o w ? W i t h h i s s c h o o l m a t e s i n p a i r s o r g r o u p s . I n s i t u a t i o n r e l a t e d t o

( 1 ) t h e c l a s s r o o m ( 2 ) t o p i c s a n d s u b j e c t s t a c k l e d a t s c h o o l ( 3 ) h i s n e e d s ( 4 ) h i s i n t e r e s t s

U s i n g c o m m u n i c a t i o n b r e a k d o w n s t r a t e g i e s ( m i m i n g , g e s t u r e s , m o t h e r t o n g u e ) :

.

A t t h e e n d o f t h e y e a r , t h e p u p i l m u s t b e a b l e t o d e m o n s t r a t e h i s u n d e r s t a n d i n g o r n o n - u n d e r s t a n d i n g o f s i m p l e t e x t s ( s h o r t s t o r i e s , l e g e n d s , f a b l e s , t a l e s , s o n g s , g a m e s ) – n a r r a t i v e a n d d e s c r i p t i v e – t h a t m a t c h h i s c o g n i t i v e l e v e l , v e r b a l l y o r n o n - v e r b a l l y , w i t h h i s t e a c h e r ' s h e l p , u s i n g a d e q u a t e v i s u a l a n d l i n g u i s t i c s u p p o r t . H o w ?

I n t e r a c t o r a l l y o r i n w r i t i n g i n e v e r y d a y s i t u a t i o n s . W i t h h i s t e a c h e r / m a t e s C o n s u l t v a r i o u s s o u r c e s { d i c t i o n a r i e s , t h e m e d i a , t h e i n t e r n e t … }

B y t h e e n d o f t h e s c h o o l y e a r , t h e l e a r n e r s h o u l d b e a b l e t o e x p r e s s h i s i d e a s , o r g a n i z e t h e m a c c o r d i n g t o l o g i c a n d c h r o n o l o g y , a n d t a k e i n t o a c c o u n t s y n t a x , s p e l l i n g a n d p u n c t u a t i o n f o r ( 1 ) d e s c r i b i n g ( 2 ) n a r r a t i n g

H o w ? T h e p u p i l i s s u g g e s t e d a m o d e l t o f o l l o w . H e i s g i v e n a c c e s s t o n e w w r i t i n g s t r a t e g i e s . I n s i t u a t i o n s l i n k e d t o ( 1 ) t h e c l a s s ( 2 ) t h e p u p i l ' s i n t e r e s t s a n d

( 3 ) t h e p u p i l ' s n e e d s . W i t h a u d i o - v i s u a l s u p p o r t U s i n g p e d a g o g i c a l r e c r e a t i v e a c t i v i t i e s W i t h c l e a r a n d p r e c i s e i n s t r u c t i o n s T a k i n g p a r t i n g r o u p w o r k ( n e w s p a p e r s , m a g a z i n e s , c a r t o o n s ,

p r o j e c t s … )

EXIT PROFILE (Slimming of the Syllabus Mai 2013)

By the end of the year and in meaningful situations of communication, related to his/her needs, the learner will be able to :

Interact ,Interpret oral and written messages Produce oral and written descriptive, prescriptive, narrative , and argumentativetexts /messages . Using audio and visual aids ( ICTs/ Video).

Guide BEM October 2007Guide BEM October 2007

Situation of integration (Target situation)

authentic documents

a set of instructions

adapted to the level

of the pupil

in accordance with the pedagogical objectives

in accordance with the context of work

integrates the knows ,skil ls;

att i tudes

conveys posit ive values

in accordance with the target

competence

signif icant

should be within reach

readable formulation

motivating

formulation rather than a question

il lustrat ions

realist ic practicetakes into account the local means

should be within a situation of

communication

2. The instruction should reflect the situation of integration characteristics:

– Task – Resources– Problem solving situation

2.Formulation characteristics (Clarity of the formulation

• the problem solving situation is stated in a conversational tone ( use of the subject pronoun ‘you’ to engage the context of

communication. • Avoid using questions rather opt for statement of key elements to

include in the production• State clearly the linguistic resources on which the learners will be

assessed.

Sample sheet for situation of integrationSample sheet for situation of integration

4 AM SITUATIONS of INTEGRATION 

All situations of integration focus on productive competency in writing to prepare the students to the BEM exam

FILE TWO                                                                      TOPIC     Expectations and ChallengesSTATEMENT  ONE /You have just received your friend’s invitation to his party. But you are not free that day. Write a letter of apology to him/her and explain why you were not able to attend her/his party. Use the suitable modal verbs 

Imagine that you are member of the world wild life organization. You are convinced that many animals are in danger of extinction because of Man. Write a ten rule charter to ensure the protection of wild animals to convince people to care for the environment.

 You have probably seen the science fiction movie ‘star War’  or read about it. The NASA is trying to invent a new generation of robots .From the text you have read in class and your knowledge about robots be inventive and write a newspaper article on what these robots will/may /might be able to do. 

An Integration Model Sheet

MS3 level

Criteria  Good Fair Poor

Relevance (2points) 

• Topic (1pt)  « all the ideas are related to the topic» 

• Format (1pt) : « correct  »    

(2points) 

• Topic (0.5pt)   

‐ Some ideas are related to the topic ( at least 4) 

• Format (0.5pt) :  ‐correct (1pt)  

• Topic   

‐ Very little reference to the topic ( 1 or 2 sentences) 

• Format:       Correct / incorrect  

(0.5 pt) 

Organisation    (2points) 

‐ Ideas well Organized 

‐ topic sentences/  

‐ supporting sentences conclusion 

‐ sentences are linked correctly  

(2points) 

‐ Some Ideas  are well organized  

‐ No topic sentence (no) conclusion 

‐ Topic sentences/ no conclusion 

‐ Some sentences are linked correctly  (  1  point )  

‐ Ideas  are not well organised  difficult  to follow 

‐ No topic sentence  

‐ No conclusion 

‐ Sentences are not linked correctly  

  

 ( 0.5 point) 

Linguistic Resources  ( 2 points) 

 Correct use of (tense)/  verb form/  link words 

vocabulary varied    

( 2  points) 

‐ Correct use of (tense) /  verb form  

‐ Use of 3 link words  

‐ Vocabulary not varied 

‐ 3 mistakes are accepted            ( 1 point) 

‐ incorrect use of (tense)/  verb form  

‐ no link words 

‐ vocabulary (very) limited 

‐ more than 6 mistakes ( 0.5 pt) 

 

JIMMY EDWARDS ‘ Video presentation : Stages of writing process

1. Prewrit ing:

understanding the topic - organizing ideas          

thinking about ideas     -  providing a topic

brainstorming              - extending ideas      - planning 

2. Drafting

finding the language to express - structuring ideas .

moving the pen on paper without hesitation .

3. Revising

Revising what you have done - Changing the dead words .

Ordering words , sentences – Editing .

4. Proofreading

practicing spelling - Punctuation – capitalization .

grammar - Cohesive devices .

5. Final draft

Publishing to someone ,who reads, corrects, praises ,and Giving a

sandwich .

The Writing Process 2

Click a picture, and then click the Format Picture tab to create your own frames and make picture corrections such as adjusting contrast and brightness or cropping the picture for just the right look.

Writing Process Process writing consists of the following stage : 1 brainstorming‐ 2 planning or organizing ‐3 drafting(writing the first draft) ‐4 editing ‐5 publishing ‐

1. brainstorming :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 benifits from each other as well.3the teacher writes on the board every idea that comes friom 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. What do u wa

2planning 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.

* Proofreading :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

* Editing : 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.

Editing steps :

5‐publishing : what is the publishing stage ?

The publishing stage is when you produce a final copy of your essay to hand in. *publishing steps : ‐make a paper copy of your essay ‐read to group ‐hand in your work to your teacher. ‐ask them for hints on how to improve your writing.

Medea (2) group Thanks You For Your attention