Training & Workshop February 18th ,2014BerrouaghiaBy Mr.Samir Bounab

Time Tasks

9:00

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

9: 20 - Power point presentation ( talking about the problem that learners face to write

9:30 - Alan’s presentation

10:00 - Feed back about the presentations

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

11:30 - Feed back

12:00 - Closure of the session

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

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.

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.

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. 

      

 

                                                                              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 .

      

 

                                                                              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 .

      

 

                                                                              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   … )    

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