Training

& Workshop
CEM Kamel Zmirline
Medea

By

Mr. Samir Bounab

Tasks
Time
9:00
9:05

Opening Session
( Greeting & Welcoming audience)

9:10 - 10:00

Power point presentation

10:00 -10:10

Coffee pause

10:00 10:30

Feed back & discussion about the

presentation

10:30 11:30 Workshops (Planning 4 Levels Middle School

lesson plans)
11:30 12:oo
12:00

Feed back /

Delivery of the workshop

Closure of the meeting and workshop

A Lesson
is

Never Delivered
By

Experience

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.
There may be requirements mandated by
the school system regarding the plan.

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 analyze their lesson plans
before and after teaching.
4.Lesson plans should include specific
information.
5.Objectives should concretely state the

Before planning, teachers should know

what they are teaching and why.
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.

time

Interacti
on

procedure

competenc VAKT
y

Time = is very important , teachers should master that .

Interaction = In order to avoid TTT ( Teacher Talking Time) and split 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 Approac
teachers must know when his or her learners perform the
3IIP{ Interact Interpret Produce}
VAKT = Visual Auditory Kinesthetic Tactile = Teachers must know wh
kind of aids must be used at any stage of teaching.

1.In all lessons there is a prep to

teaching ( icebreakers/ games/
warmers/ lead in
2. while lesson which is split into
presentation and practice/ others
will refer to observation /
analysis and practice , in case it
is a grammar / vocabulary lesson
.
3.The post lesson is the productive
stage.

Teaching Frameworks
4 ps= Preparation presentation practice produce / 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( 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 3communicative based

Teaching Writing= writing process= Problem solving integrating

situation= a- Brainstorming b- planning or organizing cdrafting d- editing e- publishing

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
students 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.

 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 reuse material from previous lessons in
a real exchange of ideas.
Elicit their interest in the present lesson.

PRESENTATION : The teacher: [decides on the teaching aids

to be used]
Conveys the meaning of new material / language to students
(inductively or deductively) context of com/ examples
analysed then rule deduced,
for the inductive it is context of com , elicitation of target
example for giving the rule, then practise. It is what is
commonly known as rule eg for inductive and eg rule for
deductive.
Gives them the chance to interact with it and to indicate in some
way (not necessarily by producing the language) that they have
understood
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

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.

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.

 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

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

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

Sample -while-listeningactivities:
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.

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 prelistening 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.

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 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
non-relevant information, and tolerate less than word-by-word
comprehension.

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 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 .
Having the learners predict information constituents .
Review a previous lesson that is thematically or structurally linked
to the new one .
Ask pointed questions to whet the pupils' appetite and raise their

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

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

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 students 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-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

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)

 1-brainstorming

2planning or organizing
3drafting(writing the first
draft

4editing
5publishing

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 prewriting
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

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
*grammar and spelling :
your essay for mistakes and correct them. Editing steps :
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 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.

 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.

Thank you
Resources :
Allegement du program danglais mai 2013
Algeriatesol.org
How to teach ppu and pdp by Mr.Samir Bounab