فضاء تنسيقي خاص بمادة الانجليزية .

[Mr.Samir Bounab]

welcome my friend

[لؤلـؤة]

ممكن دروس الإنجليزية اللي تديروها لتلاميدكم الأستاد دياولنا مايقريناش قاع و كاتبين وحد 8 صفحات فقط

[Mr.Samir Bounab]

Salam
Here is file 4 of the MS1 level with ATf & AEF competencies and PPU & PDP lesson plans

SEQUENCE ONE ( only)


here is the link

https://www.4shared.com/get/9JMI1M8B/..._ATF__AEF.html


good luck

[moonlight7915]

hi Mr. Samir I am here

[Mr.Samir Bounab]

welcome My Friend
happy to see you again
we miss your precious contributions
take care

[Mr.Samir Bounab]

Salam
Her is MS1 Exam 2 for the Second Term ( 2011-2012)

here is the link

https://www.4shared.com/get/kRamL5_g/...2012_Soph.html


Good Luck

[Mr.Samir Bounab]

Salam
Her is the MS4 level Exam 2 ( 2011- 2012) with typical correction

here is the link

https://search.4shared.com/postDownlo...erms_Exam.html



Good luck

[Mr.Samir Bounab]

How to apply Bloom's taxonomy in a grammar lesson?
Well to achieve this we need to apply the PIASP teaching method.
so the 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, separates.
4- Stating Rule : Here after they analyze 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 .

I hope this brief explanation is of some benefit for further inquiries you are welcome
Good luck

[Mr.Samir Bounab]

MS1 level FIle 4 with ATF AEF PPU PDP and writing process teaching methods

Here is MS1 level File 4 with ATF & AEF ( PPU & PDP) Lesson plans & Writing process

here is the link


https://www.4shared.com/office/EhzpBT...ATF__AEF.html?

for any comment or inquiries you are welcome at the English Section Forum page

Good Luck

[Mr.Samir Bounab]

Salam
We would like our colleagues who attended the British TKT training to share their ideas and documents about this training
and to let us know if this training is continuous ( the focus is on the same teachers ) or each time there is a new group
Thank you very much

[نوال زكية]

عاجـــــــــــــــــــــــل .ارجو افادتي بدرس حول receptive skills لتقديمه في ندوة تربوية قبل افريل 17 جزاكم اله خيرا.

[Mr.Samir Bounab]

Salam Madam

Here is what the British did in Ourgla about teaching receptive skills ( you can find all the information about that training in Miss Imane Zitouni's report )



Trainer started by the KWL (Know – Want – Learn ), trainees said what they Know about the receptive skills such us Reading/Listening - senses- emotion – to hear- comprehension – understanding – guessing – predicting – scanning and skimming. They were asked to talk about what they Want to know from the workshop such us Vocabulary – how to teach the receptive skills – the types of activities – kind of questions – strategies – methods and ways – teachers tasks and learners role. At the end of the lesson , trainer asked the trainees what they learnt (Learn) : how to teach the receptive skills – the purpose – the steps- new vocabs – strategies – how to motivate learners – how to link the CBA to our skills.
Trainer demonstrated a lesson from second year book (2AM) ,the text of Djuha’s story , he asked the trainees to draw a small house, a grand-father , a grand-mother, a father , a mother, six children and a goat. She asked them if it is possible of this big family to live in a small house.This was like a warm up to the lesson. The trainer gave the trainees the handouts containing the text , and then he wrote on the board words and he asked the trainees to say to what do they (the words)refer ?. As in each activity, the trainees worked in groups and gave their answers.
Three steps should be followed when preparing a receptive skill lesson : Pre- reading/listening:
• Set the scene.
• Prediction.
• Vocabs. While reading/listening:
• Set Extensive task.
• Read / listen
• Discuss answers in groups
• Feedback.
• Set intensive task.
• Read/listen again.
• Group discussion.
• Feedback. NB: the extensive and the intensive tasks should be done together , they are complementary
Post reading/ listening: set a role play , discussion , writing ....etc.

This is what the British are doing for many years here in Algeria

Now here what I personally do in teaching Receptive Skills ( I tackled this last year with my colleagues in my wilaya ,it's a hand out that can be printed and given to the teachers )
- In this document i tackled how we as Algerian teacher can teach this receptive skill ( listening) according to the Algerian manuals.

Here is the link for the document " Teaching - receptive skill - Listening" by Mr.Samir Bounab

https://search.4shared.com/postDownlo...training_.html

for the second receptive skill ( Reading) here is the document :

https://search.4shared.com/postDownlo...e_Skill__.html

And Here is the link for "The Algeria tesol " web site which includes what the Americans did here in Algeria ( 2006-2008)

where they tackled the teaching of receptive skills ( reading & listening)

https://www.algeriatesol.org/framewor...re-during-post


for any comments or remarks you are welcome

Good Luck

[Mr.Samir Bounab]

Teaching Reading receptive skill PDP frame work

Salam

Here is a document how to deal with the Reading receptive skill or what we call { PDP reading lesson plan}

Teachers have to follow this pattern since it goes with our School Manuals ( specially the MS3 & MS4 ) ones


Here is the link:

https://www.4shared.com/office/UrbvvF...e_Skill__.html


and this is the link for what the Americans did here in Algeria ( 2006- 2008)


https://www.algeriatesol.org/framewor...re-during-post


for any comment you are welcome on the English teaching forum page

Good Luck

[Mr.Samir Bounab]

Salam

Here is what I did in my seminars about Teaching Receptive Skill ( listening)

In this work I tackled the way we can deal with teaching Listening in a Practical Way and according to our manuals

this hand out can be printed and used in the teacher's daily planning lessons


here is the link


https://www.4shared.com/office/AG2Qh8...training_.html



for any comment you are welcome on the English Section Forum page


Good Luck

[younes39]

السلام عليكم
استادي المحترم اني احتاجالي مسرحيات باللغة الانجليزية للمرحلة المتوسط فهل من مساعدة من فضلك وشكرااااااااااااا