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Gives them the chance to interact with it and to indicate in some way (not
Mr Samir Bounab
necessarily by producing the language) that they have understood.
Provide maximum opportunity to students to speak the target language by
providing a rich environment that contains collaborative work, authentic
materials and tasks, and shared knowledge.
Try to involve each student in every speaking activity; for this aim, practice
different ways of student participation
Provide written feedback like "Your presentation was really great. It was a
good job. I really appreciated your efforts in preparing the materials and
efficient use of your voice
Do not correct students' pronunciation mistakes very often while they are
What is initial problem solving situation?
speaking. Correction should not distract student from his or her speech.
It's the starting point of your lesson where you involve your learners from the
Involve speaking activities not only in class but also out of class; contact
first moment you are in class
other people who can help.
you put them in real life situation conform to the official approach (CBA)
Circulate around classroom to ensure that students are on the right track
which is learner centered one.
and see whether they need your help while they work in groups or pairs.
Using selected aids , you invite your learners to guess, improsive, deduce....
Provide the vocabulary beforehand that students need in speaking
Planning lessons through problem solving situations necessitates from the
activities.
teacher to take into account many important facts:
Diagnose problems faced by students who have difficulty in expressing
themselves in the target language
provide more opportunities to practice the spoken language
Help the learner reach the solution in a complete autonomous way where he
Check Understanding. the teacher should ensure that students understand
or she feels responsible about his or her thoughts.
what they have to do and are confident with the vocabulary used on the role
Put their ideas (solution) into practice and see their validity ( self evaluation)
play handout before they begin.
Encourage Independence : Have students work through problems on their
Reduce teacher speaking time in class while increasing student speaking
own. Ask directing questions or give helpful suggestions, but provide only
time. Step back and observe students
minimal assistance and only when needed to
Some problem solving classroom activities :
Indicate positive signs when commenting on a student's response
What do Students do?
Brainstorming : helping learners to generate as many as possible as idea
Talk about subjects of interest to them.
and elicit them in lists .
Guessing : using pictures ( generally the ones of the school manuals) invite
Students use the material they have already learned
Acquire new vocabulary in a meaningful context
the learners to guess and improvise.( teacher may help them to put their ideas
Use some of the structures they practiced in the previous lesson.
black on white by answering specific questions like : 1) where does the
situation take place? who is in the picture ? 3) what is happening? ( learners
Students retrieve and reuse material from previous lessons in a real
will see , think then write short production )
exchange of ideas.
Elicit their interest in the present lesson
Whats the problem ? This is a powerful technic to unify all the ideas
The input Situation & teaching frameworks
How ?
PPU & PDP frameworks
Pre stage :
Answering simple Yes/No
This can be an :
"Wh-questions,
ice- breaker,
Pointing or marking correct pictures or replies,
warmer
Ordering pictures ,
lead in.
Matching items ,
They are nearly the same; there is a slight difference but all serve one
Deducing and explaining rules or concepts,
objective is to get the learner ready and ease for the learning session.
Creating questions
Ice breaker :
Employ dramatization, role-playing, problem-solving, oral or written reports,
Icebreakers are discussion questions or activities used to help participants
discussion, lecturing, grouping, picture-drawing, showing objects, etc,
relax and ease into a group meeting or learning situation.
During Stage : PRACTICE : {engage the students in an interchange of
The icebreakers can beused to generate interest in a topic and activate the
communication using what they have been learning}
students prior knowledge.
Lead-in:
Students work with the material in a controlled context to help them
Lead-ins (topic) will encourage the sharing of information and resource.
develop accuracy, confidence and move toward fluency .
Topic Lead-ins will direct the student into the content that will be taught
Warmer:
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
To teach The receptive skill Read Lesson we need PDP frame work:
P = Pre-Reading
D = During Reading
P = Post Reading
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 writers
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 nonrelevant information, and tolerate less than word-by-word comprehension.
Recent research brought to light a new lesson format that gave due
importance to pre-reading activities.
It was found that what is done before reading, is very beneficial for
understanding the text.
This preparation work is what helps students get connect the new information
to what they already know.
This new format suggests that 50-60% of the lesson should be spent on prereading activities
Sample pre-reading activities
Expectation Outline
Knowledge Rating
KWHL Chart
KWL Chart
Possible Sentences
SQ3R
SQ3R: Reading strategy where students Survey, Question, Read, Recite,
Review. Use this sampleSQ3R Reading Guide.
SurveyHave students preview the title, pictures, graphs, or captions, then
read the first and last paragraph of the article. Make a list below of the main
points or objectives you find.
QuestionHave students write questions based on their survey of the text.
ReadHave students read and answer the questions their wrote down as
they a read.
ReciteHave students look over their questions and be able to recite the
answers without looking them up.
ReviewHave students summarize what they wrote.
More 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 authors 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 .
saying. Following along as you read will help students move from word-byword 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
What about teaching grammar & pronunciation?
THE MAIN APPROACHES TO TEACH GRAMMAR
A Deductive Approach
a traditional approachut target language and rules are driven at the
beginning of the class and continued with examples.
The principles of this approach are generally used in the classes where
the main target is to teach grammar structures. For instance, these
principles are convenient for the classes that grammar transtlation method
is applied(Nunan,1991).
According to Thornburys three bacic principles a deductive lesson
starts with :
1. presentation of the rules by the teacher.
2. Secondly teacher gives examples by highlighting the grammar
structures.
3. Then students make practise with the rules and produce their own
examples at the end of the lesson (Thornbury, 1999).
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 di
PIASP Teaching Method
So What is PIASP ?
PIAsp is teaching method I use to teach grammar and pronunciation items
conform to CBA and Bloom taxonomy ; P= Presentation<Presenting the
context in which the structure appears>
(For example using the script page 170 -where the time conjunctions- where
they are written in bold (I wish all the scripts were elaborated like that this will
facilitate the teachers' work to apply PIASP)
e so you ask your learners to read the script in order to make them notice the
words written in bold ( so here your learners will deal with the first Bloom's
taxonomy category (knowledge = defines, describes, identifies, knows, labels,
lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.)
where they will define and identify the conjunctions since they have seen some
of them before .
The Aim here is to make the learners see the structure (form & meaning) in
context.
e 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 and 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,.
lv3- 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.This has a great link with the fourth
category Analysis" ( Blomm's Taxonomy) where your learners will be able to
nalyzes, breaks down, compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines,
relates, selects, separates.
4- Stating Rule :
Here after they analyse you help them to formulate the grammar rule .And this
what Bloom called "Synthesis" where the learners are able to Build a structure
or pattern from diverse elements. Put parts together to form a whole, with
Activities in TDs:
Its a mean and another path to reinforce deeper and last the
learning operation .
Marking TD
Learning Styles:
children learn in one of three ways: visually, auditorily, or
kinesthetically
learning style weaknesses:
Children with auditory weaknesses have trouble following
spoken directions and rely on visual cues,
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com