Salam, 2G & The input Situation ( Meeting and workshop November 22nd 2016) The meeting points: 1) the intial problem solving concept 2) The 4 learning Situations 3) The input situation ( 2nd learning situation) 4) The teaching frame works ( PPU - PDP - PIASP ) 5) How to teach PPU? 6) How to teach PD read 7) How ot teach PDP listening 8)How to teach grammar? 9 How to applly PIASP ( to teach grammar and pronunciation items) 10 ) How to deal with TD session? Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all By : Mr Samir Bounab ( teacher trainer at MONE) The power point links: By : Mr Samir Bounab

1. November 22nd 2016
Medea (2)
By
Mr Samir Bounab
Teacher trainer at MONE
yellowdaffodil66@gmail.com

2. Meeting Points
Time Tasks
9:00 • Opening session
9:05 • Review about the last meeting
9:20 • Discussing problems facing teachers
9:30 • Introducing the topic of the day
10:30 • Coffee pause
10:45 • Workshops
11:30 • Delivery of the workshop
12:00 • closure

3. What does this illustration stand for?

4. The 4 LEARNING SITUATIONS

5. What is initial problem solving
situation?

6. • 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....

7. Why problem Solving Situation?

8. • 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.

9. • 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 .

10. • 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

11. 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

12. • The 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

14. Stages of a lesson
Lesson 3 stages
Pre stage During stage Post stage

15. 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.
•

16. • 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.

17. 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

18. 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

20. 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

21. – 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

22. 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

23. 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,

24. 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.

25. 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.

26. 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

27. 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.

28. 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

29. 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:

30. – 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.

31. – 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

32. 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 :

33. 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

34. 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

35. • 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

36. 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

37. • 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.

38. 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

39. Sample pre-reading activities
• Expectation Outline
• Knowledge Rating
• KWHL Chart
• KWL Chart
• Possible Sentences

40. 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.

41. • 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

42. • 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

43. 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

44. • 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)

45. 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
.

46. • 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)

47. 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

48. 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.

49. • 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

50. What about teaching
grammar
& pronunciation?

51. 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.

52. 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).

53. 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.

55. 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)
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,

56. 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 .

57. Tutorial Classes (TD)

58. Tutorial Classes = One to
One Teaching method =
Remedial Work
For
Whom?

59. Introducing tutorial classes (TD) In
Middle school
( circulaireministerielle N° 1313 du 30/06/2013)
• The tutorialclasses :What is it? Why ?when? For
whom? How? How often? For whom? Where?
• TD Tutorial means : TD is a teaching method that
allows pupils to apply theoretical knowledge in the
form of exercises.
• It usually take place in small numbers to facilitate
the teacher's help .

60. Rational of TDs in Middle school
•Activities in TDs:
•Shows an extra value to learning operation
•Aims at improving the quality of learning
•It’s a mean and another path to “ reinforce – deeper and
last the learning operation .
•It’ new occasion for the leaner to acquire new learning
strategies.
•Promotes healthy environment for individual teaching and
learning according to each learner needs and put into action a
pedagogy of differentiation
•Develops motivation and reflexion of the learners
•it’s a chance to take part in dialogues and take part in active
exchanges

61. To remember :
• In TDs we have to avoid :
• Spend the time copying.
• Marking TD
• Re-teach or spend too much time making review
• Answer the learners one by one
• Don’t give enough time for relfexion for the
learners.

62. TD & Suggested types for grouping students :
• Type one : Mixed ability groups
Mixed ability grouping enables learners to cope with real life
working context , where people of different abilities work together.
It has , therefore the advantage of a social inclusion and equal
opportunities 2
-It is necessary to have a balanced number of different levels in
each group
- The weaker learners will have more practice
- It enables teachers to engage the talented ones to support the
weaker classmates once he/she has finished the assigned task.
- It enables to foster the development of co-operative skills

63. Type two: setting according to
achievements:
•
This kind of grouping requires a diagnostic test. For the time being it
will comply to the national exam type in English, the current written
test.
• The shortcoming of such diagnostic test is that it is not really
accountable for being organized after a long summer holiday .It is
based on academic achievement only.
• It would be better to take into account teachers evaluations of
previous learners’ attainment of the last school year, in foreign
languages.

64. • The advantage of such grouping is that it enables the
teacher to organise the courses and plan activities
according to learners’ needs.
• It enables to raise learner achievement, better scores in
tests .
• It also allows students to gain confidence and take risks,
in terms of attitude to learning : being in nearly similar
attainment category prevents inhibition and
negativefeeling due to pressure of brighter students
• Finally it can lessen behaviour problems

65. • TD needs progression to
follow the learners’ progress
since Td is tackle each week
in groups and after 15 days to
fulfill a complete session
• TD is planned as any lessson
which must be conform to:
• Exist profile mentionned in
the syllabus
• CBA & Bloom Taxonomy

66. TD Progression Sheet
Level : Term :
Project :
Session
Objective = learning objective
mentioned in the syllabus
( function + grammar)
where learners show
weaknesses
Resources = language form or
grammar that supports the
function
Communicative tasks = all
the type
commnicative
information gap
activities
Cross curricular
competencies = any
competences
that learners
already acquired
in other subjects
and help
teaching English
= how can the
other subjects
help teaching
and learning
English

67. TD lesson plan
Time interactio
n
Procedure competencie
s
VAKT
Teachers
need

68. Q :Do
your
learners
learn in
the
same
way?
5 minutes
discussion
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,
including watching others, to understand what to do.
• Children with visual weaknesses have a hard time
remembering locations and may appear
disorganized or disoriented when gathering or
putting away materials.
• Children with kinesthetic weaknesses have trouble
learning things through sense of touch

69. Q: What
sort of
mistakes do
your
learners
make in
class?
5 minutes
discussion
• Pronunciation
• Grammar
• Spelling
• Numbers
• Colors
• Intonation
• Questions
• Punctuation
• Capitalization
• Written expression
• Project work

70. Q: What
typology of
tasks do you
suggestr to
deal with Td to
remediate your
learners’
weaknesses?
5 minutes
discussion
• Meaningful and manipulative language
activities
1-Project work
2- Role play and simulations
3-Survey/ questionnaire
4-Interview
5-Listing /categorizing
6-Information gap
7-Cloze test/gap filling
8-Matching/ jigsaw
9-Problem solving activities
10-Games
11-Selecting material
12-Songs
13-Story telling
14-Information transfer
15-Transformation

71. Thank you
Mr Samir Bounab
yellowdaffodl66@gmail.com