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Disaster & safety Part 1: task 1 : WOrd CLoud "listing the words related to natural disaster task 2: Matching pictures with names of natural disaster Task 3 :Mtaching words with the right natural disaster definitions Task4: Word seard games " find the natural disaster names" Task 5: Write the warning natural signs names Task 6: Classify the types of natural disasters Part2 : Reported Speech task1: Re-write into the indirect speech task 2: Put the intorductory verb into the past then write the sentences into the indirect speech Task 3: Make indirect sentences into the present

2 AS Types of Disaster and where they occur & Reported Speech.pdf

Mr Bounab Samir

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جميــــع أنواع الأسئلــة الجديدة التي تم إدراجها في دليل شهادة التعليم 2018.pdf

Mr Bounab Samir

Abstract: We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools. Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are. Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads . However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing. Many questions are raised to reach such goal: Why is writing important for young learners ? What are the initiation steps to teach spelling and writing ? How to make very young learners write fluently ? All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class . Methodology : Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that. Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation Diversity :  Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic I will try to proceed as follows : Set Ground Rules Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class…… Use Ice Breakers to Build Bridges For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s). How to Wrap Up By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made Thank you Mr Samir Bounab ( Teacher trainer)

Teaching Writing To very Young Learners.pptx

Mr Bounab Samir

*= Technology & Innovations =*=* Worksheet : ** Writing Agony Letter & ** If type O+1 & ** Diphthongs + ** Text Sample “The Golden Age of Arab Science" ** Passive ** conditionals ** Number of syllables in a word ** Written Expression "Writing Biography

Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdf

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MS4 worksheet: ***Sequence 2 General Revision*** 1) writing the superlative form of the adjectives 2) Forming Adjectives Using the Suffixes: "ful" and "less" 3) Narrating using The past continuous and the past using "while" & when " 4) Prefixes: (dis; un; in; im; il and ir). 5) The present perfect with time markers "always - ever-never-just) 6) The Contrast Markers "like, unlike and whereas" 7) Pronunciation of "ed" endings in past simple and past participle of regular verbs 8) : Situation of integration -->Write a letter to a friend talking about one's personality and interests, childhood/ school memories, dream job ,ideal teacher and friend. Best of luck for our angels Mr .Samir Bounab ( teacher trainer)

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Mr Bounab Samir

2AS level worksheet: Technology & Innovations Part 1: 1) word cloud: eliciting lexis related to technology and inventions 2) Conditionals: Type 0 + Type 1 3) Forming Adjectives Part 2 : Text " Astronomy " -> conditionals -> Final "ed" sound -> Written Expression ( situation of integration ) "Letter of advice" Wish you best of luck Mr.Samir Bounab ( teacher trainer) The links

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Mr Bounab Samir

Meeting and Workshop Medea District 3 I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district Big Thank to all the teachers and to their precious collaboration The meeting points ** The New didactic guide 2023 ** Characteristics of Young Learners ** The exit profile ** Learning styles ** What teaching strategies are good for different learning/perceptual styles? **Classroom Guidelines ** Framing of the Syllabus ** Target Competences ** Main Adjustments ** Topics and communicative objectives ** The teaching and learning framwork ** How to demonstrate phonemic awareness ** Tips for teaching writing ** The problem solving situation ** Suggested sesison lay out ** Assessment ** Workshop tasks For futher reading pleased download the PDF copy

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Mr Bounab Samir

Classroom management : Part 12 ****2 Generation Curriculum & Teaching PPU Speaking Lesson*** **Mr Samir Bounab ** =========================================== **To teach “Speaking Lesson (grammar) “ we need PPU frame work: -->What is PPU? Or 3 PPPs ? (P) = Presentation (P) = Practice (U) = Use “produce” --> NB: "Use" has wider usage *in and outside* the class than **Produce** which can occur just in class. 1) Pre stage : This can be "an ice- breaker, warmer or lead in". 2) Presentation : A/ 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.......... 2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning} 3. Post Stage : **USE** = **Produce** = feed back For further reading please download the PFD copy

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TOP 10 TIPS ON ASSESSMENT FOR LEARNING ________________________________________ Assessment influences what a learners see as important in their lessons. Good assessment design can enhance learners learning process INFLUENCE OF ASSESSMENT ON STUDY 1. Provide sufficient (spaced) assessed tasks for learners to be encouraged to allocate sufficient time to study over a suitable time period and avoid ‘cramming’. Tips: • Learners required to display work publicly • Group work which encourages support for the group • More frequent tasks rather than one end of module assessment (or build in steps) 2. Design the assessment so that learners tackle the task appropriately: ie they engage in the process of learning rather than simply producing a final product. Tips: • Allocate some percentage of the overall mark to draft work or justifications of decisions made while completing the assignment • Allow learners to show their errors and explain their corrections • Value the learning involved rather than the final assignment

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Mr Bounab Samir

classroom management: learning styles.pdf

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 PIASP is a teaching grammar and pronunciation method conform to CBA and Bloom taxonomy that I developed since 2009 1)P= Presentation<Presenting the context in which the structure appears> For example: After teaching the first session where the learning objectives are tackled in functional way through PPU speaking or PDP listening / reading sessions ,the teacher can invite the learners for a feedback about the last session  The context :Using the learners feedback or the script or the reading text already seen and exploited in the previous session ,the teacher can introduce the new language form using the previous context seen in the first session where teacher can read or invite some of the learners to do it and underline or circle the new grammar item ,this is the presentation phase of the new grammar structure without making the learners aware about it and focus on the functional aspect of the target language ...

teaching piasp grammar.pdf

Mr Bounab Samir

Introduction: Teachers may find it helpful and easier to use the mother tongue or Arabic while teaching where at each moment learners face problem to understand an instruction or any lexis, but such teaching way will be of great handicap for the learners since they will not make any efforts to learn. The best way is a good preparation where teachers list the already taught vocabulary and list the new ones by using the appropriate aids that reflect the learners’ needs and interests. Teachers must be patient and train their learners to use English by re-investing what they learn every day and invite them to perform the new one so the learner will generate day after day in motivated learning situations . 1. When does the teacher feel Arabic can be used in English Class?......

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