Teaching English in The Algerian Middle Schools

November 7th 2017
Lycee Omar Racim
Algiers
Mr Samir Bounab
Ex-Teacher trainer at MONE
yellowdaffodil66@gmail.com

What relation do these events have with me ( Mr Samir Bounab)?

How do you feel when you hear about
new changes in your teaching system?

K W L
What I know about these
new changes in our
educational system?
What I want to know about
these new changes in our
educational system?
What I learnt about these
new changes in our
educational system?
out

What do you think about this equation?

Why 2nd
generation
syllabus ?
• Rewriting the curriculum for teaching - learning English in
Algeria (here after the English programme) meets with
the coherent legislative framework regulating our
educational system. The Orientation Law on National
Education No. 08_04 23 (January 2008) having set four
missions to the school: education , training, socialization
and qualification , the new English curriculum fully
integrates these missions and subscribes to the official
educational guidelines .
• The four years of the middle school are important
foundation years for the intellectual, emotional , physical
and social development of the child. These years will help
him* (*he/him are unmarked forms used here to refer to
both male and female)to gradually acquire competencies
at all levels of school education and to continue learning
even after leaving school.

The Orientation Law on National Education No.
08_04 23 (January 2008)

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 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

• Learning English in the middle school aims at primarily
developing communicative competence in English .
• In this curriculum, we are moving from a logic of
accumulation of linguistic knowledge and juxtaposition
of ideas to a logic of interaction and integration , all
within a social constructivist view of learning.
• By focusing on the learner, we have enabled him to be
actively involved in deeper cognition, acquisition of
knowledge and development of a number of
competencies

Exit profile
General aims
values
Target
competences
Resources
Guiding
principles Approach
Crosscurricular
topics
Crosscurricular
competences
CURRICULUM
Assessment
Matrix

• Like other disciplines, teaching -learning English helps
the acquisition of values as well as
• crosscurricular (Interdisciplinary/cross-curricular
teaching involves a conscious effort to apply
knowledge, principles, and/or values to more than one
academic discipline simultaneously. )competencies.
• These competencies are fourin number:
• intellectual
• methodological
• communicative
• personal and social .

• Teaching - learning English supports the socialization of
the child essential for his growth.
• Through English, he can prepare for life and open up to
the world.
• He can learn how to live together and protect his physical
and social environment. Thus mastering this important
linguistic tool will enable him to communicate with others
and exchange views, ideas, likes and dislikes with
classroom peers and English-speaking people at large.
• At the end of compulsory education (16 years old), he will
be able to integrate into an academic or professional
community , using English for learning and communication .

Values
National Identity
National Conscience
Citizenship
Openness to the World

CORE VALUES OF THE CURRICULUM
• Democratic culture
• Civic behaviour
• Good conduct
• Being loyal towards the institution
• honesty
• Value of work , efforts and excellence achievement
• Tolerance
• Modernity and scientific culture
• Respecting differences
• Cultural awarness,understanding the others
• Conflict resolutions
• Rights and duties
• Collaborative work and social happiness

• By the end of middle school, the learner will be
able to:
• interact , interpret and produce oral and written
messages/ texts of average complexity, of
adescriptive, narrative , argumentative or
prescriptive type, using verbal or non-verbal
supports (written texts, audio and visual aids)
and in meaningfulsituations related to his
environment and interests.

How can English help the other subjects and vice
versa
English
Arabic ,
Tamazight,
French ,
Biology,
Maths and technology,
Social sciences ,
Music,
Arts,
Sports,
Islamic education,
Civics

English Languages
•An additional language
represents cultural and
intellectual wealth.
•The linguistic system of
English is put into
perspective and compared
with the other languages of
the learner
• Communication with
others in an international
language which can be
used to acquire all areas of
knowledge
•The Algerian learner of English
uses/transfers his previous
knowledge of Arabic and French ,
such as the techniques and strategies
of reading (decoding) and writing
(encoding) to learn English
• The rich and complex sound system
of Arabic and Tamazight can facilitate
the acquisition of the English sound
system
•The knowledge of French , a
European language using Latin script
for writing can facilitate the
acquisition of English alphabet and
English writing conventions

English Biology
• Background knowledge of scientific
methods of learning and inquiry
(observation, analysis , demonstration,
synthesis)can foster rigor and rationality in
learners
• Scientific topics such as: anatomy, botany,
zoology, medicine, food and hygiene , etc.
are all re-discovered /re-learned through
English
• Drawings, figures, charts, tables,
statistics, etc
• Exact science, computing science
• Rigour of scientific approach, abstract and
logical reasoning, hypothesis making and
testing, deductive and inductive reasoning,
demonstration , etc.
• Technological knowledge and skills of ICT
• English is an excellent
language for the
acquisition of scientific
and technical
knowledge and
research
• English is a suitable
language for technical
terminology because of
its conciseness and
capacity to express
ideas clearly and
rigorously.

•English terms are used in all
scientific domains ( eg:
medicine-doppler , scanner,
laser , irm, etc. )
•English concepts allow for
concrete and precise
descriptions of scientific
phenomena
• English is used as a
universal language for
Internet communication
worldwide ( email / web /
blog / tweet / facebook, etc )
Scientific rigour,
logic, capacity of
making
hypotheses,
demonstration and
abstraction, use of
graphs, tables,
statistic. The use
of rationality, the
data processing
skills
English Maths and Technology

• Developing communication
skills in English enables the
learner to open to the world
and broaden his horizons,
deepen his knowledge of
English-speaking
communities , and
understand their culture and
social behaviours
•Accessibility to information
and resources centers,
databases, archives , etc .for
research and publication at
an international level
 Chronology
( knowledge of history ) ,
facts and opinions
 Concepts of space and
time and location,
understanding of maps
(geography)
 Knowledge of other
peoples , civilizations and
cultures (sociology,
anthropology, social
psychology)
English Social science

English Music, Arts, Sports
•Sounds, rhythm,
harmony,
aesthetics,
•Drawing and
design, creativity
•Sense of effort and
fair play, teamwork ,
sharing , individual
and collective
responsibility
•Using English songs ,
old and new, is highly
motivating for the
acquisition of musical
competencies
• All sports terminology
is in English ( match,
corner , penalty , goal,
etc) which can also
motivate learners to
practice sports

English Islamic Education
•Openness to other
cultures and religions
•Understanding and
acceptance of others,
•Solidarity Respect for
difference
•Shared universal
values
•Sense of effort , hard
work and involvement
•Values such as solidarity
, honesty Learn to listen
to others , care and
share, help others, be
tolerant, respect others
•be open to dialogue
•a sense of belonging to a
community

English Civics
•Understanding of
concepts like
citizenship ,
participatory
democracy, freedom
of expression , civil
society, and ‘living
together’
•Acquisition of civic
behaviour
•Knowledge of our
society, its values and
behaviours; compare
with values and
behaviours of other
societies
•Knowledge of our
institutions; compare
with other institutions

Current programme
Vs
New curriculum

The current programme
• 1) No curricular
notion
• 2) Programme
oriented vision
• 3) No exit profile of
the cycle
• 4)No global notion
• 5)The programmes
were written by year
• 6)There is no
contribution of
English to the exit
profile
The
Curricular
Approach
The new curriculum
1. There is an exit profile of
the cycle
2. There is a visible
articulation between the
years and levels
3. Introduction of a matrix as
a conceptual framework
4. Introduction of domains
5. Interaction with other
subjects
6. A new paradigm , learning
how to learn in its
practical aspect
7. Teachers competences
8. Orientations and
recommendations for all
the stakeholders

 Entry only by
competences
 No conceptual
framework
 Entry by situations
 Introduction of the global sequence
 Translation of the curriculum using
teachers competences
 Integrative learning

What is a
Cross-curricular Competency?
• or “ Know how to learn?” is an interrelated set of
attitudes, skills and knowledge applied in appropriate
contexts for successful living and learning applied
across all subject/discipline areas

• A student-centred approach
• Personalized learning
• Provide consistency across subject/discipline areas and in
assessing and reporting
• Think critically
• Manage information
• Create opportunities
• Demonstrate good communication skills and work
cooperatively with others
• Demonstrate global and cultural
understanding
Why a
Cross-curricular Competency?

Why
this
cross
curricul
ar
topics?
• To enable the work with:
• the pedagogic project as didacti
unit (Number of sequences=
Number of session= number of
tasks and activities )
• Learning sequence
• Learning session( 4 learning
situations)

ME
• School ( school things / language command/
school activities)
• ( Name/ age / hometown/phone number/ eating
habits / clothes, body)
• Parents and siblings (jobs / age/ hobbies)

MY WORLD
• My school
• Hobbies at school
Rights and duties at school( in class)

THE WORLD
• People
• Countries
• Nationalities

Cross-Curricular Topics Across the
Cycle
ME
MY
WORLD
THE
WORLD

What does this illustration stand for?

What is the role of the learners?
The learner is
the pivot of the
learning and
teaching
process

• The learner is the
pivot of the
learning and
teaching process
This initial problem
solving situation
must appear :
1)At the beginning of
the pedagogic
project while
introducing the
project work
2) At the beginning of
each lesson
Competency based approach (CBA)
is a problem-solving approach in
that it places learners in situations
that test/check their capacity to
overcome obstacles and problems .
Languages are learned most
effectively and lastingly when they
are used to solve problems through
hypothesis testing . Problems make
the learners think and they learn by
thinking. They word their thinking in
English while solving the problems.
Installing
resources
phase &
evaluating
resources
It’s the input situation = the lesson
session= learning session which
can be tackled through :
 PPU (speaking) + PIASP
grammar teaching item /
Pronunciation teaching item
+ AFL
 PDP (listen or read) session
+PIASP grammar teaching
item / Pronunciation
teaching item+ AFL
 Tutorial classes session+
AFL
Assessing Integration
session ( criteria /
indicators):
1. Relevence
2. Correct use of the
linguistice resources
3. Coherence
/consistency
4. Excellence
Learning Integration session
 It is a writing process session
 It is a phase planned in a problem solving
integrated situation ( Criteria of the
integration)
 This phase is meant to the reinvestment
of the resources in terms of the "knows"
and the " know how to do " The
activities suggested in the previous phases
should be built up towards the final
output and help the pupils to be ready to
produce a piece of writing in accordance
with the situation of communication
Evaluation sessions :
a)Assessment of learning
b)diagnostic assessment
c) formative assessment

The projet work
•The project work:
The project is thus a speaking or writing production that learners realize in
groups of four students maximum. It must be presented at the end of several learning
grouped sequences (Pedagogic Project) . It must be motivating for all learners.
Guidance will be given to them as and learning. The choice of project is done
according to the range of communicative tasks related to their accessibility to
students.
Production must come from the group , or the group members according to their
level of study
Source : Document d’accompagnement Mars 2015 ( pages 16-17-18 & 20)
Why project work?
"One of the major advantages of project work is that it makes school more like real life. It's an
in-depth investigation of a real-world topic worthy of children's attention and effort."
-EDUCATION RESEARCHER SYLVIA CHARD
- Competency Based Approach without project work in meaningless

What is initial problem solving
situation?

• 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....

Why problem Solving Situation?

• Problem solving learning situations is very
important since it places learners in situations that
test/check their capacity to overcome obstacles
and problems .
Languages are learned most effectively and
lastingly when they are used to solve problems
through hypothesis testing .
Problems make the learners think and they learn
by thinking.
They word their thinking in English while solving
the problems.

• Planning lessons through problem solving situations necessitates
from the teacher to take into account many important facts:
• Consider and acknowledge the learners abilities and
competences toward the target language .
• Adapt the lesson’s learning objectives to the learners level,
abilities , competences, needs and likes
• Create a climate of communication by inviting the learners to
act in reflective thoughts .
• The problem exposed must be of some interest to the
learners who must have experienced such similar problem
situation.
• Such problem must be motivating and stimulating to think
about the options to solve the problem.
• The learner already possesses a minimum of data to deal with
the problem exposed .

• Help the learner reach the solution in a complete autonomous way
where he or she feels responsible about his or her thoughts.
• Put their ideas (solution) into practice and see their validity ( self
evaluation)
• 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

Where to use initial problem solving
situations ?
This initial problem solving situation must appear :
1)At the beginning of the pedagogic project while
introducing the project work
2) At the beginning of each lesson
3) In the situation of integration

Some problem solving classroom activities:
• Brainstorming : helping learners to generate as many as possible as
idea and elicit them in lists .
• 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? who is in the picture ? 3)
what is happening? ( learners will see , think then write short
production )
• What’s the problem ? This is a powerful technic to unify all the
ideas

2nd learning situation
phase for :Installing resources phase & evaluating resources
It’s the input situation = the lesson
session= learning session which can be
tackled through :
• PPU (speaking) + PIASP grammar
teaching item / Pronunciation teaching
item + AFL
• PDP (listen or read) session +PIASP
grammar teaching item /
Pronunciation teaching item+ AFL
• Tutorial classes session+ AFL

3rd learning situation=situation of integration
Learning Integration session
It is a writing process session
It is a phase planned in a problem solving integrated
situation ( Criteria of the integration)
This phase is meant to the reinvestment of the
resources in terms of the "knows" and the " know
how to do " The activities suggested in the previous
phases should be built up towards the final output
and help the pupils to be ready to produce a piece of
writing in accordance with the situation of
communication
Assessing Integration session ( criteria / indicators):
Relevence
Correct use of the linguistice resources
Coherence /consistency
Excellence

Stages of a lesson
3 stages
Pre stage During stage Post stage

Pre stage :
• This can be an :
• ice- breaker,
• warmer
• lead in.
• They 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 session.
•

• Ice breaker :
• 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.

Lead in:
• Lead-ins (topic) will encourage the sharing of
information and resource.
• 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

During Stage = Presentation
• The teacher : [decides on the teaching aids to be used]
– Conveys the meaning of new material / language to students
(inductively or deductively)
– Gives them the chance to interact with it and to indicate in
some way (not 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
speaking. Correction should not distract student from his or her speech.
– Involve speaking activities not only in class but also out of class; contact other
people who can help.
– Circulate around classroom to ensure that students are on the right track and
see whether they need your help while they work in groups or pairs.
– Provide the vocabulary beforehand that students need in speaking activities.
– Diagnose problems faced by students who have difficulty in expressing
themselves in the target language
– provide more opportunities to practice the spoken language
– Check Understanding. the teacher should ensure that students understand
what they have to do and are confident with the vocabulary used on the role
play handout before they begin.
– Reduce teacher speaking time in class while increasing student speaking time.
Step back and observe students
– Indicate positive signs when commenting on a student's response

What do Students do?
–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

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,

During Stage : 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.

Post Stage : USE = Produce
( feed back)
– 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.
– Students are given time practice their dialogue (in or out
of class), and create the right mood.

2 Generation Curriculum & PDP
listening Lesson Plan
To teach “Listening Lesson“ we need PDP frame
work:
• What is PDP Listening lesson?
• P = Pre-listening
• D = During listening
• P = Post listening

How to teach PDP listening?
• Pre-listening :
•
• The teacher: builds schema and introduces new
language as needed through problem solving
situation .
•
• 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.

Sample pre-listening activities:
• Students Predict Topic
• Predict Vocabulary
• Vocabulary selection/sort
• Sentence selection
• Get students to read the text first
• Tune in
• Setting the context
Generating interest
Activating current knowledge - what do you know about…?
Acquiring knowledge
Activating vocabulary / language
Predicting content
Pre-learning vocabulary
Checking / understanding the listening tasks

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:

– Three Choices for While-Listening (you should
only do one)
• 1) Listen to Main Idea: This listening is for
understanding the general picture.
• 2) Listen to Specific Events: Good for making
timelines and categorizing. •
• 3) Listen to Details: close activity, multiple
choice questions, etc.

– 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-listening- activities :
• Information Transfer: Learners
• Evaluating
• Prediction
• Completion
• Making Inferences
• Correction:
• Questions: ( reference & auxiliary questions)
• Application
• Imagine
• Language Focus:
• Compare and Contrast: *
• Ordering:
• Learners Matching :

More activities for during listening:
• 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 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

• Assessing listening: Issues in listening assessment
• Validity: To what degree does it accurately measure
what you want to measure?•
• Reliability : To what degree is it dependable?•
• Authenticity: To what degree is it representative of
real-life language use?•
• Feed back: To what degree does it provide useful
feedback for the learner and influence the teaching
process?
(Brown and Abeywickrama, 2010

PDP Reading Lesson Plan
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 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.

Pre-Reading
• 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 pre- reading 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.
• Survey—Have 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.
• Question—Have students write questions based on their
survey of the text.
• Read—Have students read and answer the questions their
wrote down as they a read.
• Recite—Have students look over their questions and be
able to recite the answers without looking them up.
• Review—Have 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 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 .
• Ask pointed questions to whet the pupils' appetite and raise their motivation
• Oral Discussion or a short written activity
• Brainstorming the theme
• Playing music to set the tone
• Eliciting vocabulary around the theme
• Doing an enactment around the theme
• Asking a thought-provoking question
• Asking lead-in questions
• Showing a short YouTube clip or a scene from a movie
• Cartoon, riddle, joke
• Thinking about the title

During Reading Stage
"During" reading activities help students make connections, monitor
their understanding, generate questions, and stay focused
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

• N.B : Examiner Guide = BEM Guide Typology
( September 2013) (Teachers should integrate the
different tasks planned in the guide each time they
plan their lessons < The BEM paper is elaborated
according to the BEM guide typology)

Post reading phase
• Post-reading activities help students understand texts further,
through critically analyzing what they have read.
• Post-reading activities
• 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 .
• Summary Writing : Ask students to write a summary of the main points of a text or
passage.
• Outlining : Writing outlines is also a good way to organize and remember concepts.
The emphasis here should be on how students see the relationships between ideas
being presented
• Ask students to choose 10-15 words from the text. You can provide categories for
the words e.g. the most interesting words / the most important words / key words
related to the topic. Students then write a text using the words. This text could be a
story, poem, news report, summary, etc.
• Ask students to say which part of the text is the most important/interesting and
which part is not interesting or key
• Graphic organizer : What does a graphic organizer look like?
‘A graphic organizer (also known as a concept map, mind map or relationship chart)
is usually a one-page form with blank areas for learners to complete with ideas and
information which are connected in some way.’ (Darn, 2008)

Graphic organizers…
• can help convey large chunks of information concisely;
• encourage strategic thinking: describing, comparing and
contrasting, classifying, sequencing, identifying cause and effect,
decision making, etc;
• can be used to aid reading comprehension – students can
brainstorm around a topic, summarize texts, etc – as well as other
learning activities, such as organizing and storing vocabulary,
planning research, writing projects, etc;
• are easy to use with all levels and ages;
• are non-linear and thus allow for multiple connections between
ideas

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 (3) 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

What about teaching
grammar
& pronunciation?

THE MAIN APPROACHES TO TEACH
GRAMMAR
In the case of grammar teaching there are two main approaches. These are
THE MAIN APPROACHES TO TEACH GRAMMAR
In the case of grammar teaching there are two main approaches. These are
deductive approach and inductive approach. Not with standing the
fact that deductive and inductive approaches have the common goal of teaching
grammar they seperate from each other in terms of way of teaching.

1. A Deductive Approach
 Deductive teaching is a traditional approach in which information about
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 Thornbury’s 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).

2. 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
discover the rules themselves. When students obtain the grammar
rules and they practice the language by creating their own examples.

What abbreviation word can you form from the
following letters?

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 of MS 4 school manual -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)
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.
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 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,.
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.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,

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 emphasis on creating a new meaning or
structure through the following key words "reconstruct, relate, reorganize, revise, rewrite,
summarize, tell, write.
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)
So this last stage has a great link with what Bloom named Application: Use a concept in a new
situation or unprompted use of an abstraction. Applies what was learned in the classroom into
novel situations in the work place.
So the PIASP is the ideal way to teach grammar item according to Bloom's Taxonomy .

Planning Lesson
• Teachers should prepare a lesson plan before teaching.
“ A lesson is never delivered by experience”
• Teachers should consider learners’ abilities, interests,
learning preferences, and the institutional program while
planning.
• Teacher should analyze their lesson plans before and
after teaching.
• Lesson plans should include specific information.
• Objectives should concretely state the communicative
objectives of the lesson.

• What preparation should a teacher make before
planning a lesson?
• 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.

• What should be included in a lesson plan?
• 1- Guided Sheet = Lesson Focus :
• To show you where to start and how to end
and in between you have the resources .

• 2- what does a guided sheet contain?
• Communicative competence/ SWBAT/ aim
• Which skill(s) will students mainly practice during this lesson? (Speaking,
listening, reading, writing) PPU or PDP frame works.
• Which “domain” ( oral / read/written)
• Initial problem solving situation
• Installing resources: Which aspects of language will students focus on?
• functions (polite requests, apologizing, etc.),
• grammar point(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.)
• Is there an aspect of culture in this lesson that needs to be clarified? If so, what is
it?
• Required Material or resources = Aids = VAKT =Visual Auditory Kinesthetic Tactile
• Aim of the lesson =SWBAT= ( students will be able to do…..< An observable
behaviour >
• Values
• Cross curricular competencies

time Interaction procedure competency VAKT + AIDS
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 Approach>
teachers must know when his or her learners perform the
“3IIP”{ Interact – Interpret – Produce}
VAKT = learning style that your learners prefer and help them learn easily
AIDS = Visual Auditory Kinesthetic Tactile = Teachers must know which kind
of aids must be used at any stage of teaching.
Lesson Plan
model sheet

Mr Samir Bounab
yellowdaffodl66@gmail.com

Teaching English in The Algerian Middle Schools

Teaching English in The Algerian Middle Schools

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