فضاء تنسيقي خاص بمادة الانجليزية . [الأرشيف] - الصفحة 7 - منتديات الجلفة لكل الجزائريين و العرب

مشاهدة النسخة كاملة : فضاء تنسيقي خاص بمادة الانجليزية .

الصفحات : 1 2 3 4 5 6 [7]

k.chaimae

2015-07-12, 15:16

السلام عليكم انا من بين الناجحين في باكلوريا 2015 شعبة علوم والله انا حائرة ارجو المساعدة لااني اريد اختيار استاد في الانجليزية لكن انا مترددة ارجو المساعدة و جزاكم الله عني كل خير

Mr.Samir Bounab

2015-07-12, 20:00

Salam Chaima

congratulation for your succes

concerning your choice this depends on you and your willing if your dream is to be a teacher why not why hesitating

Teaching ENglish in our country is progressing and day after day there are new forums and you have this great one of Djelfa mountada which is a great tool for us and for the new comers

Inchaa allah your get your choice

ريشة خير

2015-07-13, 12:18

السلام عليكم انا من بين الناجحين في باكلوريا 2015 شعبة علوم والله انا حائرة ارجو المساعدة لااني اريد اختيار استاد في الانجليزية لكن انا مترددة ارجو المساعدة و جزاكم الله عني كل خير
وعليكم السلام ورحمة الله وبركاته

ألف مبروك شيماء

السر في النجاح هو الرغبة في الشيء الذي ستدرسينه وتعملي به
إذا أحببتي المادة فعلا فستستمتعين بدراستها وتبدعين وترتاحين في عملك بها

دراستها ليست صعبة لكن
(أنصحك بالابتعاد عن التعليم)

happy luck butterfly

2015-07-14, 13:31

انا ايضا انصحك الا ادا كنت محتاجة الخدمة لكن مرة مرارة العلقم ولا تدرسي الدرسة العليا للاساتدة لان تعبك سيده ادراج الريح
:1::1::1::1::1::1::1:

ريشة خير

2015-08-11, 12:31

السلام عليكم ورحمة الله وبركاته

Hi colleagues

just want to share my work with you
A daily book for the new school year inshaa Allah
And my mark book
Here (http://www.djelfa.info/vb/showthread.php?p=3994077534#post3994077534)
I hope you like ,print and use themhttp://www.p48bac.com/vb/images/smilies/rolleyes.png

Good luck

NADJI 1

2015-08-13, 12:47

Thank you very much for this great work! I really like it.

ريشة خير

2015-08-13, 14:06

Thanks for your kind and encouraging words brother
I wish you the best of luck

SKYALGERIA

2015-08-14, 09:37

شكرا جزيلا و جزاك الله خيرا
سأستعمل الكراسين إن شاء الله في العام الدراسي الجديد

ريشة خير

2015-08-14, 13:59

من دواعي سروري أخي
مع كل التوفيق إن شاء الله

ريشة خير

2015-08-22, 11:26

Assalaam alaikum

I hope you find these files and materials helpful
good luck

Alphabet PPT presentation with Audio (http://www.4shared.com/file/cnbZtoVzce/Learn_Alphbet.html?)

The days of the week.swf (http://www.gulfup.com/?GyA6PP)

Seasons & months of the year (http://fr.slideshare.net/lastl/seasons-months-51189248)

People description- flashcards (http://fr.slideshare.net/lastl/peopledescriptions)

Family flashcards (http://fr.slideshare.net/lastl/family-flash-50299627)

Jobs flashcards (http://fr.slideshare.net/lastl/my-ms1-picture-collection-part1jobs)

Sports flashcards (http://fr.slideshare.net/lastl/my-ms1-picture-collection-part2sports-50158993)

Demonstratives-ppt (http://fr.slideshare.net/lastl/demonstratives-44103790)

Demonstratives-video (http://cleanutube.com/play-BBU1i1QFqrM#.VdhFp6TovIU)

My daily routine-ppt (http://www.slideshare.net/lastl/my-daily-routine-51944992)

Snow white short story ppt (http://www.slideshare.net/lastl/snow-white-47581050)

Snow white short story -video (http://cleanutube.com/play-TAlxE3Zhmig#.VdhHtqTovIU)

I have a dream song+lyrics (http://cleanutube.com/play-MlJHH9Smgtk#.VdhIBKTovIU)

ريشة خير

2015-08-28, 18:30

School objects (http://www.gulfup.com/?ZqU69V)
http://im57.gulfup.com/K7w8ab.png

Basic colours through favourite cartoons (http://www.gulfup.com/?erbNPz)

http://im57.gulfup.com/i9N9D7.png

Mr.Samir Bounab

2015-09-03, 22:02

Titurial classes Td in Middle school

http://www.djelfa.info/vb/showthread.php?p=3994243503#post3994243503

fares barça

2015-09-04, 15:21

وفقكم الله الى ما يحبه و يرضاه

NADJI 1

2015-09-04, 22:46

Titurial classes Td in Middle school

http://www.djelfa.info/vb/showthread.php?p=3994243503#post3994243503

thank you very much ,sir
Always waiting to hear from your news
as Almoutaabi said
انت شمس و الملوك كواكب ادا طلعت لم يبد منهن كوكب
of course with respect to all my dear colleagues
Good night and happy new school year,full of success

ريماس الجزائر

2015-09-05, 09:53

hello every one
i'm new in teaching field
i want to ask about the program
of english
is it unites or files

ريشة خير

2015-09-11, 16:48

hello every one
i'm new in teaching field
i want to ask about the program
of english
is it unites or files
http://www.djelfa.info/vb/showpost.php?p=3994258227&postcount=4

ريشة خير

2015-09-11, 16:54

Hi
I made these different blank lesson plan samples
and I hope the work can help you
good luck may Allah help us

download (http://www.gulfup.com/?vgWHXK)

عطر الدنيا

2015-09-12, 10:02

ريشة خير

2015-09-12, 12:17

waalaikoum essalam

Tag question
Salam
I would like to clarify something about the tag question : In the slimming down 2013 2014, saying that tag questions are no more a requisite for developing a communicative in oral is due to the fact that there is a tendency to focus on accuracy for the use of tag questions ( meaning that teachers spend too much time on the grammar forms, whereas it is easier to include tag questions as lexical forms for the expression of confirmation or contradiction ,( which is communicative) learners may just be asked to deduce how the tags are formed in a given context ( conversation as a reading passage .Then you wouldn't have to spend more than one hour for teaching the grammar point.

by Mr Samir Bounab

SKYALGERIA

2015-09-16, 18:53

The new year distributions
https://www.sendspace.com/file/3bxlgn

SKYALGERIA

2015-09-24, 09:28

عيد مبارك و سعيد للأمة العربية و الإسلامية

ريشة خير

2015-09-24, 20:17

بارك الله فيك وعيدكم مبارك سعيد مكلل بكل التوفيق ان شاء الله

SKYALGERIA

2015-09-25, 09:13

Salam 3alikoam teachers
Ineed a help please,l"m teaching fourth am this year,tomorrow in shae allah i will start with them the lessons ,but i have a problem with the first lesson (tag questions),this lesson is omitted what should i teach exacly in the first session
Please help

Eid Mobarak
In the first lesson , try to remind your learners about the imperative form and when and how to use it .
Of course you are going to practise with them some activities either in class or Group Work .
The reason is to prepare them for the lessons which come after because the grammar points to be taught in file one are , mainly , about imperative form and time sequencers .
Good luck

ريشة خير

2015-10-12, 12:18

Assalamu alaykum

MS2 & 3 books in PDF

http://www.4shared.com/rar/KqbmauUOce/__ang___.html

http://www.4shared.com/rar/XwyLDwYpba/__3_.html

oumbissen

2015-10-12, 18:25

this forum helps me alot thank u so much for this work

Mr.Samir Bounab

2015-10-15, 21:40

SALAM

This new lesson planned in the New Slimming of the syllabus September 2013 , deals with application letter , I see to tackle it with File One " It's my treat " which deal with food .The lesson in planned in PDP "read" framework conform to CBA and Bloom taxonomy. This lesson will be followed by a "situation of integration talking about "writing a letter of application".Thank you

http://fr.slideshare.net/daffodil66/ms4-application-letter-new-lesson

souma03

2015-10-23, 09:51

good morning ,sa7a 3achouretkom svp na7taj des examples 3ela tests de 1AM et 2AM

Mr.Samir Bounab

2015-10-23, 20:16

good morning ,sa7a 3achouretkom svp na7taj des examples 3ela tests de 1AM et 2AM

Salam

Try these ones

http://www.slideshare.net/daffodil66/ms1-level-test-1-1st-term-2014-2015-test-1

http://www.slideshare.net/daffodil66/ms2-level-test-1-1st-term

Good Luck

SKYALGERIA

2015-10-28, 17:29

السلام عليكم جميعا و تحية خاصة لأستاذنا الفاضل سمير بوناب و نشكره جزيل الشكر على العطاء اللامتناهي و جعل عمله في ميزان حسناته .
أخي سمير لد دخلت إلى الرابط من أجل تحميل كيفية عمل حصة الأعمال الموجهة أو TD و في الرابط لفت إنتباهي مواضيع لك وضعتها في الرابط المذكور و لم أستطع تحميلها لأنه ليس مجاني بل مدفوع .
فأطلب منكم أخي سمير أن ترفع لنا مواضيعك مثل :
Training & Workshop Lesson Plan Medea Ocotber 21st 201
و
curriculum and slimming of the syllabus May 2013
على رابط آخر من فضلك ؟؟؟
بارك الله فيك و شكرا جزيلا .

Mr.Samir Bounab

2015-11-08, 20:23

Mr.Samir Bounab

2015-11-08, 20:24

Salam

here you are test 2 of the MS4 level

http://www.djelfa.info/vb/showthread.php?p=3994628021#post3994628021

SKYALGERIA

2015-11-10, 20:05

جزاك الله خيرا أستاذي الفاضل

happy luck butterfly

2015-11-12, 16:52

thanks a lot gentleman i realy like your great job:19::19::19:

Algam

2015-11-23, 18:50

السلام عليكم اخواني اخواتي في الله

قصدتكم لوجه الله ارجوا منكم المساعدة لأن رأيكم يهمني جداا

انا متحصلة على ليسانس في اللغة الانجليزية مند 2009 وحاليا اعمل في ادارة ضمن عقود ما قبل التشغيل لم اجد عمل دائم لأن ليسانس انجليزي كما تعلمون غير معترف بها ف

في مجال الادارة وانا مترددة لدخولي عالم التعليم لما أسمعه من هنا وهنالك فياريت تعطوني نبدة كيف هو حال تعليم اللغة الانجليزية في طور المتوسط؟

ما هو عدد الساعات في التدريس أسبوعيا وماهي مزايا قطاع التربية؟

ارجو المساعدة فأنا بأمس الحاجة لهده المعلومات حتى أتخد سبيلي بعد التوفيق من الله

younes39

2015-11-30, 19:42

السلام عليكم اخواني واخواتي
لدي صديق محتاج الى lesson plan about can/can t *****2ms*
وشكرا

oum ismail

2015-12-01, 12:28

السلام عليكم اساتذتي الكرام هذه اول مشاركة لي في المنتدى المحترم اريد منكم المساعدة لدينا اختبار يوم 3 ديسمبر لرتبة استاذ رئيسي ارجو المساعدة كيف تكون طريقة الاسئلة و ما هي المواضيع شكرا

mourad1966

2015-12-02, 11:52

السلام عليكم

Here is the first exam for 3ms level. I wish it will help

http://www.4shared.com/office/kmIcFzk_ba/First_Exam_3MS__2015-2016_.html

iهبة الرحمن احمد

2015-12-03, 12:30

من فضلكم ان امكن مذكرات مقياس الانجليزية لشعبة الادب العربي سنة اولي جامعي
و سنة اولي ماستر

ارجو المساعدة

مشاركاتي قليله و لا يمكنني فتح موضوع خاص

1ام شكيب

2015-12-06, 14:15

Hello,Sir
Could you provide us with MS1 files please

1ام شكيب

2015-12-06, 16:43

Peace be upon you

Could you give us a shortened version or a summary about falling and raising intonation in english stating its main points please

Mr.Samir Bounab

2015-12-11, 14:29

Salam

the English copy of the 2nd generaiton syllabus ( special for Chams Nourai for sharing with us this document)
TABLE OF *******S PAGE
1. Presentation of the Discipline of English
1.1 Goals of English at Middle School
1.2 Contribution of English to the Achievement of Learner’s Global Profile
1.3 Contribution Of English to the Mastery of Other Subjects
2.Components of the Curriculum
2.1 Exit Profiles For English At Middle School
3. Middle School Conceptual Framework
3.1 Table of Conceptual Framework
4. Yearly Curriculum for Middle School
4.1 Syllabuses across the years
5 .Implementation of the curriculum
5.1 Recommendations for The Implementation of the Curriculum
5.2 Project –Based Learning
5.3 Recommendations on How to Use Teaching Aids
5.4 Recommendations For The Assessment Scheme
6. Recommendations and General Guidelines to Stakeholders
6.1 Recommendations to the Inspectors in Order to Support Teachers .
6.2 Recommendations to textbook writers
6.3 Recommendations to Examination Designers

https://fr.scribd.com/doc/292966521/Curriculum

Mr.Samir Bounab

2015-12-11, 14:30

Salam , The accompanying document March 2015

The accompagnying document March 2015

The pdf link:

https://fr.scribd.com/…/Document-d-Accompagnement-Anglais-2…

the word office copy:
https://fr.scribd.com/…/Document-d-Accompagnement-Anglais-2…

SOMMAIRE
I. FINALITES DU DOCUMENT D’ACCOMPAGNEMENT

II. ORIENTATIONS POUR LA MISE EN ŒUVRE DU PROGRAMME
1. LE PROFIL DE SORTIE
2. L’APPROCHE PAR COMPETENCES
3. LES COMPETENCES TERMINALES
4. LES COMPETENCES TRANSVERSALES ET VALEURS
5. ENSEIGNEMENT ET APPRENTISSAGE
i- QU’EST-CE QU’APPRENDRE ?
ii- LES STRATEGIES D’APPRENTISSAGE
iii- RÔLE DE L’APPRENANT ET DE l’ENSEIGNANT
iv- LES STYLES D’APPRENTISSAGE
v- LES STYLES D’ENSEIGNEMENT
6. INDICATIONS METHODOLOGIQUES
i- ENSEIGNEMENT / APPRENTISSAGE DES COMPETENCES DISCIPLINAIRES
ii- BUTS DES APPRENTISSAGES
iii- LE PROJET
iv- LE DEROULEMENT DU PROJET
v- LES TYPES D’EVALUATION
a. EVALUATION DIAGNOSTIQUE
b. EVALUATION CERTIFICATIVE
c. EVALUATION FORMATIVE
d. EVALUATION FORMATRICE
* LA CO EVALUATION
* L’EVALUATION MUTUELLE(peerassessmeent)
* L’AUTO EVALUATION(self-assessment)
e. LA REGULATION
vi- PLAN D’ACTION DE L’EVALUATION
vii- LES OUTILS DE L’EVALUATION
7. LES REPARTITIONS DES ENSEIGNEMENTS /APPRENTISSAGES
i- EXPOSE DES MOTIFS
ii- PRINCIPES D’UTILISATION
iii- REPARTITIONS ANNUELLES

III. PROPOSITIONS DE SITUATIONS D’APPRENTISSAGE
1. SITUATION D’APPRENTISSAGE/3AM
2. SITUATION D’APPRENTISSAGE / 2AM
3. SITUATION D’APPRENTISSAGE AVEC SUPPORT VIDEO
IV. PROPOSITIONS DE SITUATIONS D’EVALUATION ET D’INTEGRATION
1. SITUATION CIBLE
2. GRILLE DE VALIDATION
3. MISE EN PLACE DU DISPOSITIF DE REMEDIATION
V.DEROULEMENT D UNE SEQUENCE GLOBALE (4 AM)
VI .PROPOSITIONS DE NOMENCLATURES
1 . UTILISATION DES TICE
VII .ORIENTATIONS GENERALES EN DIRECTION DES PARTENAIRES
1 .INSPECTEURS
2. CONCEPTEURS DE MANUELS SCOLAIRES
3. CONCEPTEURS D’EXAMENS NATIONAUX.

VIII.MODULE POUR UNE STRATEGIE DE FORMATION DES PARTENAIRES.

IX- ANNEXES
ANNEXE 1 :GRILLE D’OBSERVATION DE LA COMPETENCE D’INTERPRETATION
ANNEXE 2 : GRILLE D’OBSERVATION DE LA COMPETENCE DE PRODUCTION ECRITE
ANNEXE 3 :FICHE D EVALUATION INDIVIDUALISE DE LA COMPETENCE DE PRODUCTION
ANNEXE 4 :MODE DE GESTION DE LA CLASSE
ANNEXE 5 :EVALUATION DU PROJET
ANNEXE 6 :GRILLE D EVALUATION DE LA COMPETENCE D INTERPRETATION ECRITE
ANNEXE 7 :TYPOLOGIE DE STRATEGIE SELON MEIRIEU
ANNEXE 8 : OBJECTIFS D’APPRENTISSAGES
ANNEXE 9 :APPRENTISSAGE DE L INTEGRATION
ANNEXE 10 :PROPOSITION D ANALYSE DU FEEDBACK DES APPRENANTS
ANNEXE 11 : PROPOSITION D ACTIVITES DE PRONONCIATION
ANNEXE 12 :CANEVAS DE SEANCE D’APPRENTISSAGE

Thank you

By.Mr.Samir Bounab ( teacher trainer at MONE)

https://fr.scribd.com/doc/292957948/Document-d-Accompagnement-Anglais-2015doc

NADJI 1

2015-12-17, 20:42

happy holidays dear colleagues
take some rest and enjoy your time !

bounab samir

2015-12-31, 14:27

Advantages of using text books :
i. They are useful learning aid to the learners
ii. They can identify what should be taught and the order it should be treated
iii. They can indicate what methods should be used
iv. They can provide attractively and economically most of the material needed
v. They can serve the teacher a lot
vi. They are indispensible to the teacher who comments on the ******** may be insecure
vii. They are indispensible for teachers who are untrained.
Good Luck
By Mr.Samir Bounab ( Teacher Trainer at MONE)

bounab samir

2015-12-31, 14:37

salam

happy new year full of joy and happiness

Good Luck

bounab samir

2015-12-31, 14:38

salam ,
I would like to introduce you Mr.Phill Sylvester the British expert in charge to evaluate our training and meeting since December 2013 after the training of inspectors and teacher trainers where we were asked to send to Mr.Phill our meeting reports for comments :
Phil Silvester has over 30 years of successful experience in the UK state education system, with almost 20 of these years as an outstanding Headteacher. He has extensive and successful experience of the UK Inspection system (OfSTED) with his previous school being judged ‘outstanding’ in successive inspections. He currently spends a significant part of his professional life working with schools, Local Authorities, Trusts and other educational agencies. He has worked as a Consultant since 2000. Additionally, he was designated as a National Leader in Education (NLE) in 2006 and awarded a CBE by Her Majesty the Queen in 2008 for his services to education, locally and nationally. He has worked for both the National College as an NPQH tutor and as the SW Regional Co-ordinator for the Schools’ Network. Since 2012 he has had the privilege of working in Algeria on five separate occasions on behalf of the British Council and in collaboration with the Ministry of National Education.
Phil has developed a rich network of contacts in a wide variety of schools and Local Authorities in the south west.
Thank you
Mr.Samir Bounab ( teacher trainer at MONE)

bounab samir

2015-12-31, 14:40

The accompanying document March 2015

bounab samir

2015-12-31, 14:48

Salam

First of all I would like to thank the Supervisers of Djelfa Mountada for their great collaboration for this forum page dedicated for the English Section
I would like to start with this first important document which states why is English taught in Our Country Algeria ? what is expected from our learners ? what is the role of the teacher? the answer to all those important questions are in
1) the programme document
2)document d'accopagnement
Both leaflets are provided in all the Middle Schools of the country and the teacher Must have an idea about them in order to be aware about their rights and duties towards teaching English in Algeria
so this document deals with the "specific features of teaching /learning English in Algeria
briefly teaching English in Algeria aims at making our learners master the 3IIP competencies
a] Interact
b] Interpret
c] Produce
and here is the document that states the components of each competenc

bounab samir

2015-12-31, 14:50

ompetency Based Approach

This document deals with the Competency Based Approach , and contains the following features:
1] definition of CBA
2]the three IIP competencies their definitions and how they can be applied
3] the Integrated situation
4] MS4 level competencies and objectives
5] How to evaluate the written expression (integrated situation /problem solving situation),

bounab samir

2015-12-31, 14:51

he Project Pedagogy

Salam,
The project pedagogy is a very important stage in the File , it's the final production of the file and it's also one of the forms of the Written Expression
It's officially planned for the levels {1st - 2nd & 3rd Am} levels however for the fourth level , it had been omitted in the (official slimming of the syllabus of June 2008 ) in order to give more time for the learners to prepare their final Exa

bounab samir

2015-12-31, 14:52

F = Algerian Teaching Forum = 9 Guiding principles

salam,
this document deals with the nine guiding principles of teaching English in Algeria
or what is an Algerian Teacher of English expected to do in class with his learners
it's an important document that works with the new "lesson pla

bounab samir

2015-12-31, 14:54

السلام عليكم هل بالامكان افادتي بنموذج دفتر تنقيط يخص مادة الانجليزية للتعليم المتوسط فانا مقبلة على الترسيم واود التحضير مسبقا
well you have to split you mark book into the following columns

1- first and family names of your learners

2-the second one for "formative evaluation , evaluation continue or التقويم المستمرso here you have to make another sheet in which you take into consideration all the behaviour of your learners (classroom participation,home works.....) because in this column you put just "the average of your learners' formative evaluation"

3- for Test 1 since you have to do 2 tests for each level per term

4- test 2

5- the Test mark (which includes the average of the formative evaluation + test1+test2 all divided by 3) which you have to multiply it by 2 which means that your final test mark is out off 40
6- Exam 1/2/3 *3 which means the exam mark is out off 60

7 - the final average : test(out off 40) + exam (out off 60) all divided by 5

N.B:

for the MS4 level you will have to multiply the final average by the coefficient which is for English (2) and you have the results

8- t column is for the MS4 level you fill in it the (results ) the final average multiplied by the coefficient 2 s

this is the way you will have to organize you mark book
Good luck
salam

bounab samir

2015-12-31, 14:56

well
1) the ATF is
A: Algerian
T: Teaching
F: Forum
the ATF are the competencies that the teacher should aim at while teaching in class or what is called Guiding Principles of Teaching English in ALgeria
2) AEF :
A: Algerian
E: English
F; Forum
the AEF deals with the Objectives of the Teaching skills ( listening- speaking-reading & writing) to the Algerian learners
which means what do you expect from your learners by the END of THE SCHOOL YEAR to be abel to do (SWBAT)
3) PPU
P: presentation
P: practice
U: Use /u:s/
PPU deals with the stages of planning and presenting ( speaking - grammar- pronunciation )lessons
4) PDP ( listening- reading - writing) lesson
P: Pre( listening / reading/ writing)
D: During or While ( listening / reading/ writing)
P: Post ( listening / reading/ writing)
and what you can see as ATF + AEF + PPU + PDP refer to what the American did here in Algeria from 2006 to 2008 or what is called by some American Method
You have a wide idea while looking at the samples of lesson plans I put on this page forum ( page 1)
N.B : The ATF & the AEF competencies should appear in each lesson plan , the teacher has to split them according to the number of lessons of each File ( one or two competencies )in each lesson plan depending on the teaching skill tackled
For more explanations you are welcome

bounab samir

2015-12-31, 15:04

Salam
concerning the Text Book or Log Book the teacher has to report on it what he has planned to teach to his learners
( The model plan is as Mr.Amine mentioned above " date - time - class - Context - OBS)

for example here is a sample of the MS4 level a PDP Reading lesson

4AM1 file One: Reading and writing
Function & grammar {learning objectives} : Describing seafood + locating( tag question+ prep)
pre-reading: activity 1p 33
while reading: Activity 2 + 3 p 33/34
post –reading : activity 4P34
swbat{ S= students / W= Will / B= be / A= able / T = to do...}: by the end of the lesson the pupils should be able to : talk about food and locate (using tag qqs-prepo)

N.B : The Observation Column must be filled everyday in order to enable the teacher Assess his teaching or
Nothing to declare ( if the lesson was successful) or If the lesson was postponed Because of any reason it should be mentioned here

bounab samir

2015-12-31, 15:06

Salam ,
Well concerning the " group work " or what we call " the Group Pedagogy" , the teacher has to deal with it regularly and depending on the task to be achieved
The group pedagogy will serve the teacher more while dealing with the "Project Work " which is a Must that the teachers have to deal with it .
From the beginning of the year the teacher has to Ask his learners to Form their groups according to their neighborhood , their likes and dislikes .....
The ideal Number of the Group is not more than 4 (four) and the teacher has to instruct them from the beginning of the MS1 level that each member of the group has a role to play depending on the competencies of each member .
for example : 1 or 2 gather the information / 1 writes / 1 draws .... and 1 of the 4 member will be the spokesman the day of the presentation of the Project work.
This is the case of the Project Work which must be done by a group not individual work and please instruct your learners from the beginning of the MS1 level not to buy Projects from Cyber cafe , the teacher has to show his learners how use such source of information , Select , edit then fleshing out what has been selected
Concerning the classroom situation we generally deal with "Pair Work" and sometimes with "group work " depending on the Task, but generally the "Pair Work" is the dominant task in our syllabus , the teacher has the deal with it make his learners work in pair , it's more motivating for the learners , where the learners listen to each others , respect each others and discover each others
The reason that makes the teacher ovoid "group work or Pair work " is as Madam Hayet said our classes are overcrowded , and each time I ask my friends and colleagues while I lead meetings and seminars I just ask them one question
What do you suggest ?, this is our fact , our classrooms are overcrowded ,
We have to adapt our teaching technics to such classroom situations and the best way is train our learners from the beginning of the school year to such tasks and this is not impossible .
salam

bounab samir

2015-12-31, 15:07

what I did
concerning 4shared , it's the easiest web site to download quickly and without any problem
1- click on the link
2- wait till the page opens and you will see the title of the document and below it there is a small window written on it "download now" - click on it
3- you will have another and you will have to wait about 20 to 30 seconds depending on the seize of the file
4- you have the final page written "download" click on it and you will have the document on your PC

concerning the second request , would you please rewrite the title because it's not clear enough :Writing at the early stages of ******** learning , if not contact me on my email : yellowdaffodil66atgmail dot com
also if you still find problem on downloading any document just inform me

bounab samir

2015-12-31, 15:11

Well for the MS2 level You have to adapt this file 6 of MS1 level ( so here no describing biographies - Simple past tense- is taught in the MS1 level , you can teach File 1 of MS2 level normally as it is planned ,but just in the sequence which deals with biographies here you have to adapt the learning objectives ( functions & grammar of the File 6 with that sequence)
then in file 3 Health here you have to adapt it with File 5 ' Food' of the MS1 level
here is the link I have planned that file

for the MS 4 Level you have all the files on page 2 they are planned according to the most updated of the teaching method and also the yearly plannings I have detailed them to help the teachers be aware of the timing , the entry and exit profile
for me the MS4 level is more achievable than the MS3 level
for the MS4 level the teacher has not to be absent or late because all the seances are counted and according to them the ONEC plans the BEM exam
for further questions or inquiries you and all the teachers are welcome

bounab samir

2015-12-31, 15:16

well concerning the Project Work = the Final Production of the File
The Project Pedagogy
the teacher has to tackle it from the MS1 level and from the First File . How?
1- ask your learners to split into groups of 4 maximum 5 .( the group should be formed according to their neighborhood since the work is done out of school )
2- Instruct the learners Not to Buy Projects from Cyber because there some who Exploit the learners and sell them Useless Project , just show them that they can gather INFORMATION from cybers , newspapers , school library , previous Project (which should be gathered at the school library to serve as a source of authentic information, school internet , magazines.....
3- Show the learners the role of each member of the group ( 1 or 2 gather information , 1-draws ( make the learners exploit and re-invest what they study at their Art seance , 1- is the spokesman ,the one who will present the project in class)
4- teach the learners the lay out (form) of the project ( letter- wall paper.....) and ask them to focus on what they learnt in the current file , the learners are not supposed to produce hundreds of pages , just the main Aim of the File .
5- from the beginning of the school year and before the teacher starts any file , he has to discuss and interact with his learners about the Project Work and what they are supposed to do and the way to present it.
6- the teacher has to set at least 5 minutes by the end of each seance to ask the learners if they are progressing in their project work(in order to help them if they face difficulties) since it will take all the period that the file lasts , so the learners are supposed to present the project by the end of each file.
7- Plan a seance for the presentation of the Project and ask the learners before that seance to prepare questions to be asked to their colleagues during the presentation of the project in order to make them , interact and interpret their colleagues' productions.
8- Mark the project works ,gather them and put them in the school's library .(in order to serve as a source for the next generations learners - this is mentioned in the official program of teaching English in Algeria and in the ( document d'accopagnement )
9- The teacher has to convince his / her learners to accept the fact to work in group specially we Algerian have the tendency to work and do the job alone , you will face learners who will beg you to work alone , so here the teacher has to convince his learners to work in group because this has a social effect (accept each others,respect each others , help each others......)
For further Information about the Project Pedagogy please log in to this l

All the comments and inquiries are welcomed
Good Luck

bounab samir

2015-12-31, 15:20

Salam Moonlight,
thanks for the question
How to treat your pupils , is a daily teacher's matter
1-
the teacher should bear in mind that his learners have been stuck at their tables and chairs for 7 hours and may be 8 hours .
2-
the teacher should be in mind that his learners are Individuals , they have likes and dislikes , they are not hard drives where we store on them information .
3-
the teacher should ask him self before he comes to the class and while planning his lessons ( WHO ARE MY LEARNERS?) this will help him/her to know their abilities , capacities , competencies, likes , interests ......
4-
The teacher has to Penetrate in his wonderful learners' world , discover it , explore it , he must understand the way they cloth , comb their hair , the way they behave , they way they live their life , even if they are too motivated (noisy) he must understand what makes them behave like that never think of punishment this method has proved its failure and specially with the new generations ( internet - mobile phones .........)
5-
You have to be sure that you are their hope , you are there for their sake , to help them to learn , you are a model for them and it's a great honor to stand in front of them , your classroom is a community , you in front of you all what you can find out of the class in the real society.
6 -
The teacher has to respect the job that he /she performing , if you do not respect what you are teaching how would you expect your learners to respect you , trust you and believe in you.
7-
the teacher is not there just to teach the Books , DO NOT TEACH THE BOOK / TEACH ABOUT THE BOOK. there is an approach and methods to be taught .
8-
Be careful of the way you cloth , behave , the words you use in front of your learners and do not forget that at Middle School ( the most hard stage in the learners' lives) your learners are teenagers and believe me you can save a learner with just one word , and you can destroy him with just one word or the way you look at him .
9-
You are the source of their inspiration , hope , so be all the time cheerful , hopeful , ready to help them listen to them , try before you start your lesson to interact with them listen to their inquiries , understand them
10 -
Teaching is an ART and be sure of one thing NO ONE CAN TEACH ,there is only the ALMIGHTY GOD WHO CAN TEACH , we are just HELPING PEOPLE TO LEARN , One day I asked one of my Great teachers : Why did you choose to be a teacher? He answered me : To be a teacher is to be all the time Young , you will not feel that you are getting old since every year you meet a new generation , young generations with new thoughts , ways of living as if you are discovering a new world each year . This is teaching Madam
Sorry for being so long but your question is not short
N.B : for the word "advise' their is no plural if we want to make it plural we say ( 1 or 2 or 3 Pieces of advice) the verb is to advise .
For further explanations or inquiries you and all the teachers are welcome
salam

bounab samir

2015-12-31, 15:22

Interpreting Written Message and producing written one. (the question of Mr.Messinho)

This means if the teacher has well performed his lesson and reached his final Aim (SWBAT) his/her learners will be able to achieve the final production of any final ( written expression :which could be either a problem solving situation or integrated situation or free written production while the learners express themselves freely and this can take the form of : a project work / the write it ups & write it outs for the MS3 & MS4 level + the BEM exam paper for the MS1 & MS2 "produce" .

so to be brief:

1- Interpreting written message : Decode the written expression's message (taking into account all the forms that it can take as I explained above. Your learners must be able to understand what is required from them in their daily class instructions and in the BEM exam ( the Final exit Profile aim of the Middle School learner)

2- Producing written message: Since your learners were able to "decode and understand the written expression's instructions they will be able to produce a message (written or oral ) and beginning from the MS2 level the focus is on the written one since we are targeting the final Aim ( the BEM Exam) where must be able to understand and perform written productions.

Good luck

bounab samir

2015-12-31, 15:24

Salam Madam Hayet
Thanks a lot for your lovely words all the honor is mine
well concerning the MS1 level me too after quite long experience I face these questions
1) I have new comers ; how can I start with them ?
2) what can I do to help them ?
3) They will learn English which has not been seen in PS and our society has no relation with it, no English mass media
4) They have no competencies acquired like in the other courses

so what to do ?

a) start from the beginning ,your learners have learnt French in PS , they have have some knowledge about the spelling of the alphabets , try to assess that , they can read in French ( normally, the difficulties are in the rural areas where some learners do not learn French ) so while assessing them you will have a wide idea about your learners and from the competencies they have already acquired you can plan your lessons
b) the MS1 level are so motivated ( the teacher needs to know how to master such motivation otherwise he or she will finish the Program by the end 2nd term.
c) the MS1 level love learning English has to be aware about that and must know how to exploit that , he or she has to be careful: the learners are learning a second foreign ******** with its all characteristics and features and we are no longer teaching English for Specific Purpose.
d) The teacher should instruct his learners about the importance of learning English and also for their future studies.
c) the learners must believe that English nowadays is used in our Algerian daily life ( internet - mobile phones .....)

all what I can advise my colleagues is to BELIEVE IN WHAT YOUR ARE GIVING TO YOUR LEARNERS , Respect your job , be aware that you are not just teaching the components of the MANUALS but a program and a great project which making our learning capable to

1- Interact using English
2- Interpret oral and written English Messages
3- Produce oral or written English Messages

the 3 IIP competencies that all of us must aim at to make our learners master this important universal ********

Good Luck

bounab samir

2015-12-31, 15:25

concerning the Text Book or Log Book the teacher has to report on it what he has planned to teach to his learners
( The model plan is as Mr.Amine mentioned above " date - time - class - Context - OBS)

for example here is a sample of the MS4 level a PDP Reading lesson

4AM1 file One: Reading and writing
Function & grammar {learning objectives} : Describing seafood + locating( tag question+ prep)

pre-reading: activity 1p 33

while reading: Activity 2 + 3 p 33/34

post –reading : activity 4P34

swbat{ S= students / W= Will / B= be / A= able / T = to do...}: by the end of the lesson the pupils should be able to : talk about food and locate (using tag qqs-prepo)

N.B : The Observation Column must be filled everyday in order to enable the teacher Assess his teaching or
Nothing to declare ( if the lesson was successful) or If the lesson was postponed Because of any reason it should be mentioned here

take care

bounab samir

2015-12-31, 15:27

salam
well concerning stress ,it's no longer taught for the MS1 & MS2 levels for the M3 7 MS 4 level it's taught in very simple way and specially for the MS4 level it's not planned in the BEM exam.
If you need lessons about stress ( academic research) I may provide you a book of Peter Roach but if it is a matter of teaching in middle school you can have a look at my lesson plans for the MS3 you will find very simple Tips for the learners because teaching stress in detailed way is very hard for our learners so I advise you to follow the Tips of the MS3 level for MS4 I advise you to focus on the BEM typology .
good luck

bounab samir

2015-12-31, 15:32

The use of our mother tongue
concerning the use of our mother tongue while teaching, well in the previous approach it was Forbidden for both teacher and learners , in this approach ,it is permitted for the LEARNERS , but for the teachers .Why?
It's the teacher's duty he or she is there to explain and make things clear and easier , the teacher has to prepare well his lessons and take care of the new vocabulary , prepare the appropriate visual aid for that new vocabulary , uses gestures , miming , plays the clown in class .
The teacher has to bear in mind that he or she is there because his or her learners need his or her help and if he or she uses each time the mother tongue the pupil will not improve and progress they will lose the motivation to INTERPRET any word or situation , they will simply ask the teacher to say it in their mother tongue and let them go !!!!!!

I am completely against using our mother tongue , the teacher can after using visual aids or what is said nowadays (VAKT)

VAKT is :
- V : visual ( all the visual aids that your learners can see pictures , flash cards , videos....)

- A : auditory ( all what your learners can listen to )

- K : Kinesthetic ( all the movements and gestures that learners can perform in class while explaining any vocabulary r situation)

- T : Tactile (all what your learners can touch in class during the lesson)

So as I explained above the teacher has be to aware about the type of aid he or she will use and at what period or stage to be used. of the lesson

The teacher may ask his learners about a specific word in their mother tongue But NOT BEFORE HAVING Explained it ,using the above different technics IN ORDER TO CHECK IF his learners are on the SAME TUNE , that's all.

In this new Approach it is permitted to give some tasks for the learners to translate in their mother tongue.

for the teacher who spent 3 hours to explain the word "ago" I wonder how much time will she need to achieve the program?
she could simply say :
Imagine the class starts at 8:00 Now it's 8:30
example : We started our class at 8:00 . Now it is 8:30 . so
We started our class at 8:00 = We started our class 30 minutes ago or 30 minutes ago we started our class

the learners will release that 30 minutes is the PAST period of time that they spent in class and the two sentences are the same
the first shows a point of time in the past and the second one a period of time & both the two sentences are the SAME .

With further PRACTICE the learners with acquire this new grammatical structure .

To teach such grammatical or pronunciation items I advise my colleagues to Use the PIASP Technic :

The PIASP Technic :

- P : Presentation ( the teacher presents a dialogue / sentence / paragraph .......)

- I : Isolation ( while reading or presenting the script he or she may ask the learners to underline the selected item , then he may ask them to read the script , later he asks them to remind him about what they have underlined and he reports it on the board )

- A : Analysis ( the teacher using mind mapping , he invites the learners to interpret what has been isolated )

- S : Stating Rule(s) ( here after having analyzed the selected items or sentence Your learners Have to be able to deduce the new rule re-investing what they have learnt before .

- P : Practice ( written) and should be through 3 types of practice tasks

1) Based form task
2) Meaning based task
3) communicative task

All what I want to say is to focus on the classroom situation , it's easier and saving time .

Good Luck

bounab samir

2015-12-31, 18:29

well concerning the MS1 level me too after quite long experience I face these questions
1) I have new comers ; how can I start with them ?
2) what can I do to help them ?
3) They will learn English which has not been seen in PS and our society has no relation with it, no English mass media
4) They have no competencies acquired like in the other courses

so what to do ?

a) start from the beginning ,your learners have learnt French in PS , they have have some knowledge about the spelling of the alphabets , try to assess that , they can read in French ( normally, the difficulties are in the rural areas where some learners do not learn French ) so while assessing them you will have a wide idea about your learners and from the competencies they have already acquired you can plan your lessons
b) the MS1 level are so motivated ( the teacher needs to know how to master such motivation otherwise he or she will finish the Program by the end 2nd term.
c) the MS1 level love learning English has to be aware about that and must know how to exploit that , he or she has to be careful: the learners are learning a second foreign ******** with its all characteristics and features and we are no longer teaching English for Specific Purpose.
d) The teacher should instruct his learners about the importance of learning English and also for their future studies.
c) the learners must believe that English nowadays is used in our Algerian daily life ( internet - mobile phones .....)

all what I can advise my colleagues is to BELIEVE IN WHAT YOUR ARE GIVING TO YOUR LEARNERS , Respect your job , be aware that you are not just teaching the components of the MANUALS but a program and a great project which making our learning capable to

1- Interact using English
2- Interpret oral and written English Messages
3- Produce oral or written English Messages

the 3 IIP competencies that all of us must aim at to make our learners master this important universal ********

Good Luck

bounab samir

2015-12-31, 18:36

What competencies did an Algerian learner acquire from his mother tongue ( 1st ******** ) & and from his 6 six years at primary school ( 1 kindergarten + 5 PS) ?
This is possible with our colleagues of Arabic since we are an Arab country and our mother tongue does not differ many from the standard one , it's also possible for our French colleagues since the learners start this ******** from the PS3 level .
Unfortunately for English is a great challenge and many questions have to be risen since our :
1) society is not English
2) our medias are arab and french
3) english is used in very narrow areas or for specific purpose
So what to do ?
We have to bear in mind all those facts and be aware about the challenge that is facing us .
to answer your question the Pyramid of technics that you asked about and all what concerns Teaching English in Middle school ( and it's also the case for Secondary school) you will find all the answers in the
1) Program
2) documents d'accompagnement
they are small booklets in your school gathered with (arabic - french & tamazight + English )
Each teacher must have those documents they show you :
- the Approach & method applied in our country
- the difference between the previous approach and this new one
- the role of the teacher
- the role of the learner
Now coming back to your question about pyramid of technics
I will summarize it to you like this :
We are teaching English to Algerian learners to enable them :
1) Interact using English
2) Interpret oral & written messages using English
3) Produce Oral and written messages using English

So those are the 3 IIP competencies that should appear in each stage of the teacher's lesson plan and all those should be applied using Learner Centered Teaching Method ( major focus on the learners' interests)

This is a brief answer to your question and for further inquiries and requests you are welcome at any moment

Congratulations for the post and Welcome to the family

Good Luck

bounab samir

2015-12-31, 18:39

Salam
Don't worry just focus on what they have seen the most important learning objectives and the ones they will see in MS2 level
you will tackle them in their time , and even if you have forgotten anything just mention it on your Log Book , you must set an Observation column where you mention how the lesson was and later while planning your lesson you must take into account what you have mentioned this is what we call FORMATIVE ASSESSMENT

for example if you forgot planning future activities (using the simple future tense ) so here don't worry you will tackle that in the next Files since our Manuals are set on what is called CYCLING LEARNING ( each time the learners recycle some of the learning objectives they saw in the previous Middle school levels)

Good Luck

bounab samir

2015-12-31, 18:43

Concerning your requests ,for the MS4 you have to start with the Assessment Entry Test ( it's an official test fro the ministry , you will find a sample in the MS4 teacher's book or here on this forum's page , just print it , give it to your learners the first hour you meet them , you correct it ,and you make an official report about the results and you report it to your headmaster , then after having corrected the papers you will a wide idea about the level of your learners , so you remediate ( repair what's going wrong) then you give them more tasks in order to remediate this is called ( consolidation) and this is what you find in the ministry's official planning of the MS4 level , you have three weeks for ( assessment - remediation - consolidation ) you are not going to stay 3 weeks , now 1 week is left so it's high time you started with that test .
For the MS2 level just have a look at the MS1 yearly planning and the learning objectives ( functions & Grammar) they have dealt with last year , and try to make a short revision on that .
concerning the program you can start with the MS4 just after you deal with the Entry assessment test and the MS2 too , but for this level you h

bounab samir

2015-12-31, 18:51

Well concerning the CAPEM , be sure it's a normal exam , nothing special , if you are working for the sake of your learners so each day is a capem , don't care about the comission nor the inspector they are there to see you how to teach and how you care about Algerian learners , this is what every one should bear in mind , you are not there to please the inspector nor the commission.
So what I can advise you is
1- never be absent ( a teacher who is always late or absent does not deserve to be a teacher )
2- your daily documents should be updated , ( lesson plan , yearly planning , log book , mark book , pupils copy books ...)
your lessons should be planned to serve the principles of the CBA and learners teaching method.Set a column on your log book OBSERVATION one where you report daily remarks about the lesson performed and after each seance ask yourself those questions :
- What were my objectives for this lesson and did I reach them ?
- What is the relation or the link of all what I performed with CBA ?
- If I have to re-teach that lesson ; what shall I add , delete , consolidate ?

Be sure that all those question the inspector will ask them to you the day of the CAPEM .

3- the most important is that you should be aware about your role and the learners' one also why are we teaching English to Algerian learners ? You will find all the answers to those question in the ( program and document d'accopagnement booklets in your schools)
4- the use of the board ( hand writing )
5- Use of visual aids or what is called nowadays VAKT + Pronunciation
6- Cahier de formation ( meetings and seminars )
7- Coordination
8- Take care about the advice that your inspector gives you during meetings and seminars and also he or she must pay you a visit before the CAPEM and he or she will make a report , so you have to take into account the remarks of that report .
9- During the debate use the "cahier de formation " and report all the remarks that the commission will make . Try if possible to answer and express yourself without influencing the members of the commission or the inspector
10- You will be asked questions about legislation like ( if you can join me by email I will send you a book about that at : yellowdaffodil66 at gmail dot com)
Those are some pieces of advice that teachers should take into account not only for their CAPEMS but in their daily work
Good Luck

bounab samir

2015-12-31, 18:56

There are not many methods that you are requested to apply just one LEARNER CENTERED TEACHING METHOD and the approach is COMPETENCY BASED APPROACH.
Concerning the books we are not supposed to teach the books otherwise you will be teaching CBA and not CBA , the first CBA is ******* Based Approach however we are asked to apply the second one CBA = Competency Based Approach , so DO NOT TEACH the BOOK Teach ABOUT the BOOK = the program and the syllabus .
Concerning how to proceed and according to the teacher's guide of the MS4 level :
1- you start your file with a discussion with your learners , you present the file and what they will see in it ( normally with this level the teachers start with the assessment entry test - an official test in the MS4 teacher's guide-
2- the first page of the file is entitled "Food for thought" so here you invite your learners to open their books have a look at the flash cards or photos and try to INTERPRET or GUESS what do they talk about , which will make DIRECT link to the next and first teaching skill LISTEN AND CONSIDER , so here there what is entitled "Before you Listen " or what we call in the newest of the teaching methods PPU and PDP " Pre-listening " , so here too you have a photo or task or anything that will lead you to the next stage "AS you listen " = During Listening so here the learners are invited to listen ( books shut) and try to INTERPRET your reading of the script and DO a written task ( they will listen to answer an activity not just for listening ) later they are asked to correct ...
the next stage which is the "after listening " here the learners have to come to a DEDUCTION about the NEW grammar item ( this is left for the next hour ) and it's better to apply it Using the PIASP method where the learners interact - interpret and deduce the grammatical rule by themselves ( of course with a well prepared detailed PIASP and Using MInd Mapping)
once this done the learners need to PRACTICE ( written ) through 3 Types of Tasks { 1- Based form task / 2- Meaning based task & 3- Communicative based task)
3- the same pattern for the other teaching skills " Read & write "
4 _ DO not care too much about the time you are not asked to teach the page of the book that contains Listen and consider in one seance you have objectives and a general aim to reach that's why you have to set a guided sheet for each lesson where you mention al your learning objectives and final AIM.
5 - be sure if you are not absent and not late , you will be in time because every seance is counted
6- It's the same thing and same methodology for all the levels , just since 2008 we are trying to focus on what the americans did here between 2006 and 2008 ( PPu and PDP lesson plans and Teaching with the ATF & AEF competencies) which serve better and quicker our manuals and program and very practical and achievable for our learners.
The most important thing is while teaching any stage of any lesson , your learners must " INTERACT - INTERPRET & PRODUCE"
7- concerning your request about the teacher's guide here is the direct link for the MS2 one :
it's on page 4 of this forum's page done by our great teacher Mr.Feddag

bounab samir

2015-12-31, 19:02

well concerning the copy books it's great to deal with them from from the beginning of the school year
how to deal with them depends on the level of your learners ,if your learners master well English or French you can from the beginning of the year train them on some abbreviations where they will be able to correct themselves ( auto-correction)
for example :
- gr -> grammer
- spl -> spelling
- punct -> punctuation

and so on.....

so While you correct the copy books you mention such abbreviation on the margin about the specific line where you notice the mistake ( underline it ) & your learner will look at the abbreviation and tries to correct it.

This is applied for excellent learners otherwise you correct the copy books regularly or try to move between the rows and have a look at your learners' copy books while they write down & advise them for any mistake they may produce
You can also while you correct , you mention the remark and talk to your learner about the mistakes he/ she made and next time try to see if your learners is progressing after the previous remark.

Good luck

bounab samir

2015-12-31, 19:11

Salam my friend
thanks for the question
concerning the Text Book or Log Book the teacher has to report on it what he has planned to teach to his learners

for example here is a sample of the MS4 level a PDP Reading lesson

4AM1 file One: Reading and writing
Function & grammar {learning objectives} : Describing seafood + locating( tag question+ prep)

pre-reading: activity 1p 33

while reading: Activity 2 + 3 p 33/34

post –reading : activity 4P34

swbat{ S= students / W= Will / B= be / A= able / T = to do...}: by the end of the lesson the pupils should be able to : talk about food and locate (using tag qqs-prepo)

N.B : The Observation Column must be filled everyday in order to enable the teacher Assess his teaching or
Nothing to declare ( if the lesson was successful) or If the lesson was postponed Because of any reason it should be mentioned here

Good Luck

bounab samir

2015-12-31, 19:18

bounab samir

2015-12-31, 19:29

bounab samir

2015-12-31, 19:48

Salam
Here is an important Topic which deals with the Way of Planning Tests and Exams since we'll soon deal with the First Term's Exams
I wanted to tackle this point to help the teachers plan their tests and exams and share our works for the sake of our learners
Testing :
1) Format BEM exam paper . < Text + 6 activities + Written Expression>
2)******* :
• Read the text then do the following activities ( must appear below the text- Compulsory)
• Part One : < 14 points>
• A/ Reading Comprehension (7points)
• B / Mastery of ******** ( 7 points)
• Part Two : Written Expression < Integrated Situation/ problem solving > ( 6 points)

3)Principles of Testing :
1. Format :
- Text < normal length >
Part 1 [ 6 activities]
Part 2 ( written Expression ) – Situation of Integration-

2. Scoring scales ⇒ Part 1 : Reading comprehension = 7 points
Mastery of ******** = 7 points

Part 2 : Written Expression = 6 points
4. Text :
- Authentic - meaningful
- Source ( No Text from Students’ books)
- Length < 12 to 15 lines > {Leave 1cm of margin from the left side & 1cm of margin from the right side }
- Neutral ( not hurting – ethnic – religious ……)
- Mistake free
- Clear ( not ambiguous )
- Interesting & motivating
- If adapted it must be coherent should not lose its meaning.
- Topic should not be remote from what you do in the syllabus < as close as you treat in the fourth level>

5. Activities :
I. Reading Comprehension:

- Clear and precise .
- Familiar to students .
- Related to what has been taught.
- Graded in difficulties .
- Conform to the BEM guide October 2007
- Coherent
- All the activities should lead to the written expression <integrated situation>
- No < reference questions > ( when – what – why –where……)
- Yes / No – True /false – table filling ….
- Auxiliary questions Task : for example, students are expected to give positive answer so they may manifest that as follows:
- Yes .
- Yes he did.
- Repeats the sentence.
- He did
- Do not test the same item twice
- True / False (the words in the Task must not appear in the text)
- Questions cover all the text.

Here at this stage : "Work on the ideas Not on the words"

- Lexis : 4 words in all the text
- The words spread all over the whole text.
- The words given must have at least “4” possible answers for each word.
- The words given in lexis should be re-invested “likely” in the written Expression”

B) Mastery of ********: All the activities should prepare students for the situation of integration

I. Activity 1 : Mechanic ( word formation / punctuation ….)
II. Activity 2 : Syntax
Not forbidden to give “2” activities of Syntax

III. Activity 3 : Pronunciation ( No silent letters task)

Part Two: Written Expression (situation of Integration)
- It must be:
1. Related Topically to the text .
2. Not taken from the text
3. Well worded
4. Well written
5. Contains “ topic – task – person addressed to”
6. Hints : must not be
- questions .
- nouns
- verbs
- prepositions

Example(hints): - Place ( abroad / Algeria….
- Time ( holidays…
- Stay ( how long / hotels…..)

7. The instruction must be : “ Write about :” ⇒No “ Use these hints”

8. Students are free to Not use the given hints

9. The ( corriger) must be conform to the BEM one.

10. Here is the way how to evaluate the "written expression" ( it should be tackled in class by the teachers in their daily works in order to make our learners believe that they can score at this Task"

for any inquiries or comment you are welcome.

Here is the link for "how to evaluate the written expression"

http://www.4shared.com/document/Qz4a...ntegrated.html

good luck

bounab samir

2015-12-31, 20:16

Happy New year full of joy and happiness

bounab samir

2015-12-31, 20:17

Well for the capem , although I have tackled this before
here are some pieces of advice

Well concerning the CAPEM , be sure it's a normal exam , nothing special , if you are working for the sake of your learners so each day is a capem , don't care about the comission nor the inspector they are there to see you how to teach and how you care about Algerian learners , this is what every one should bear in mind , you are not there to please the inspector nor the commission.
So what I can advise you is
1- never be absent ( a teacher who is always late or absent does not deserve to be a teacher )
2- your daily documents should be updated , ( lesson plan , yearly planning , log book , mark book , pupils copy books ...)
your lessons should be planned to serve the principles of the CBA and learners teaching method.Set a column on your log book OBSERVATION one where you report daily remarks about the lesson performed and after each seance ask yourself those questions :
- What were my objectives for this lesson and did I reach them ?
- What is the relation or the link of all what I performed with CBA ?
- If I have to re-teach that lesson ; what shall I add , delete , consolidate ?

Be sure that all those questions the inspector will ask them to you the day of the CAPEM .

3- the most important is that you should be aware about your role and the learners' one also why are we teaching English to Algerian learners ? You will find all the answers to those question in the ( program and document d'accopagnement booklets in your schools)
4- the use of the board ( hand writing )
5- Use of visual aids or what is called nowadays VAKT + Pronunciation
6- Cahier de formation ( meetings and seminars )
7- Coordination
8- Take care about the advice that your inspector gives you during meetings and seminars and also he or she must pay you a visit before the CAPEM and he or she will make a report , so you have to take into account the remarks of that report .
9- During the debate use the "cahier de formation " and report all the remarks that the commission will make . Try if possible to answer and express yourself without influencing the members of the commission or the inspector
10- You will be asked questions about legislation like ( if you can join me by email I will send you a book about that at : yellowdaffodil66 at gmail dot com)
Those are some pieces of advice that teachers should take into account not only for their CAPEMS but in their daily work

Happy New Year Moharam
Good Luck

bounab samir

2015-12-31, 20:24

Salam
Concerning planning tests and exams , I advise my colleagues to use the BEM guide October 2007 ( the latest one which deals with the typology of the BEM tasks )
The Guide is not only for the MS4 level , but for all the Middle School levels , teachers must use it from the first test of the MS1 level , because it contains a great amount of tasks and texts , so if teachers wait till the MS4 level to tackle it , the learners will not be able to perform well at their final Brevet exam :
Teachers must ask about it in their schools , it is called :
دليل بنآ مواضيع شهادة التعليم المتوسط آكتوبر 2008
and here a sample:

http://www.4shared.com/document/diOi...october_.html?

Now conerning how to plan tests and exams according to that Guide and the recommendations that teachers should follow
Here is an important Topic which deals with the Way of Planning Tests and Exams since we'll soon deal with the First Term's Exams
I wanted to tackle this point to help the teachers plan their tests and exams and share our works for the sake of our learners
Testing :
1) Format BEM exam paper . < Text + 6 activities + Written Expression>
2)******* :
• Read the text then do the following activities ( must appear below the text- Compulsory)
• Part One : < 14 points>
• A/ Reading Comprehension (7points)
• B / Mastery of ******** ( 7 points)
• Part Two : Written Expression < Integrated Situation/ problem solving > ( 6 points)

3)Principles of Testing :
1. Format :
- Text < normal length >
Part 1 [ 6 activities]
Part 2 ( written Expression ) – Situation of Integration-

2. Scoring scales ⇒ Part 1 : Reading comprehension = 7 points
Mastery of ******** = 7 points

Part 2 : Written Expression = 6 points
4. Text :
- Authentic - meaningful
- Source ( No Text from Students’ books)
- Length < 12 to 15 lines > {Leave 1cm of margin from the left side & 1cm of margin from the right side }
- Neutral ( not hurting – ethnic – religious ……)
- Mistake free
- Clear ( not ambiguous )
- Interesting & motivating
- If adapted it must be coherent should not lose its meaning.
- Topic should not be remote from what you do in the syllabus < as close as you treat in the fourth level>

5. Activities :
I. Reading Comprehension:

- Clear and precise .
- Familiar to students .
- Related to what has been taught.
- Graded in difficulties .
- Conform to the BEM guide October 2007
- Coherent
- All the activities should lead to the written expression <integrated situation>
- No < reference questions > ( when – what – why –where……)
- Yes / No – True /false – table filling ….
- Auxiliary questions Task : for example, students are expected to give positive answer so they may manifest that as follows:
- Yes .
- Yes he did.
- Repeats the sentence.
- He did
- Do not test the same item twice
- True / False (the words in the Task must not appear in the text)
- Questions cover all the text.

Here at this stage : "Work on the ideas Not on the words"

- Lexis : 4 words in all the text
- The words spread all over the whole text.
- The words given must have at least “4” possible answers for each word.
- The words given in lexis should be re-invested “likely” in the written Expression”

B) Mastery of ********: All the activities should prepare students for the situation of integration

I. Activity 1 : Mechanic ( word formation / punctuation ….)
II. Activity 2 : Syntax
Not forbidden to give “2” activities of Syntax

III. Activity 3 : Pronunciation ( No silent letters task)

Part Two: Written Expression (situation of Integration)
- It must be:
1. Related Topically to the text .
2. Not taken from the text
3. Well worded
4. Well written
5. Contains “ topic – task – person addressed to”
6. Hints : must not be
- questions .
- nouns
- verbs
- prepositions

Example(hints): - Place ( abroad / Algeria….
- Time ( holidays…
- Stay ( how long / hotels…..)

7. The instruction must be : “ Write about :” ⇒No “ Use these hints”

8. Students are free to Not use the given hints

9. The ( corriger) must be conform to the BEM one.

10. Here is the way how to evaluate the "written expression" ( it should be tackled in class by the teachers in their daily works in order to make our learners believe that they can score at this Task"

for any inquiries or comment you are welcome.

Here is the link for "how to evaluate the written expression"

http://www.4shared.com/document/Qz4a...ntegrated.html

good luck

bounab samir

2015-12-31, 20:28

Salam

Here is test 2 of the MS 4 level

the test aims at testing:

1- junk food and its problems
2- correcting all kinds of mistakes
3- re-writing into the negative form
4- pronunciation " silent letters"
5- situation of integration writing healthy menu advising a friend suffering from obesity
Good Luck

By Mr.Samir Bounab

Here you are the links

https://fr.scribd.com/doc/288956260/...food-2015-2016

http://fr.slideshare.net/daffodil66/...food-2015-2016

Good Luck

bounab samir

2015-12-31, 22:58

Introducing tutorial classes (TD) In Middle school
( circulaire ministerielle N° 1313 du 30/06/2013)

The tutorial classes : 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 .

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
- T he Role of the teacher:
Prepares and organizes the progress of the TD activities. The teacher conceives them using situations that interest every leaner.
Gives opportunity to his or her learners to interact and work in homogeneous small groups.
Emphasizes on the strong points of the learners and weak ones that prevents them from progressing.
Equips the learners with methodological strategies in their work.
Evaluates in continuous way the progress of the learners as well as the degree of their participation and contribution during each TD
Evaluate the procedure used
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.
The principles of TD :
1. conform to the exit profil
2. complexity
3. integration
4. innovating ( expoiting TIC materials)
5. differenciation
6. grading and progressing ( planning from easy to difficult)
7. motivating (inciting to a collaborative work and make the learners more active)
8. evaluation : establish a reflection about the teacher and learners’ works.

RATIONALE FOR GROUP WORK IN ENGLISH COURSES (by Madam Ouzna Mekaoui)

The main objective of learning a foreign ******** is to enable students to develop a communicative competency in the target ********.
The students’ feedbacks at both national and local exams, for the last years, reveal that there is a need to improve students’ performance.
In addition, there is an urgent need to increase the students’ engagement and achievement in English .Group work, half of the class, is meant to provide an opportunity to improve learners’ performances.
A weekly group session will enable to adapt the learning process to students’ needs.

Group work therefore will allow to reinforce ******** practice. Learners will have the necessary support so that their outcomes match the curriculum expectations. The teacher will plan******** skills and knowledge oriented activities that take into consideration Individualised Instruction .

In a group work class learners can develop their skills independently. They take responsibility in small group tasks. They work collaboratively and develop a positive attitude to learning.

-They can have a constructive, immediate and targeted feedback on their own progress.
They can also acquire and practise the learning strategies they need to interact with peers.
-They can take part actively in their project work , with the support of their teacher
- They can develop their own tools to organise their work.
- They can have significant amount of speaking time which implies a more active role in the learning process and a positive feeling to learning a foreign ********

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 opportunities2
-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

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 ********s.
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.

Group work objectives throughout the middle school cycle:
Four aspects are to be considered to plan a group work syllabus
Communicative competency and interaction
******** skills
Learning strategies
Social skills ( personal and interpersonal)

Typology of tasks and activities
Product and process oriented tasks:
Meaningful and manipulative ******** activities
Project work
Role play and simulations
Survey/ questionnaire
Interview
Listing /categorizing
Information gap
Cloze test/gap filling
Matching/ jigsaw
Problem solving activities
* Games
Selecting material
Songs
Story telling
Information transfer
Transformation
Presentation of a group work/ poster .

Here is the a sample of TD lesson plan:

https://fr.scribd.com/doc/275835853/Td-Lesson-Plan

Thank You.

By Mr.Samir Bounab ( Teacher Trainer at MONE)

bounab samir

2016-01-01, 12:40

2nd Generation SYllabus

http://www.djelfa.info/vb/showthread.php?t=1899166

bounab samir

2016-01-01, 20:02

The accompaning document

http://www.djelfa.info/vb/showthread.php?t=1899169

foued_18

2016-01-10, 02:47

The new year distributions
https://www.sendspace.com/file/3bxlgn

Could you upload it on another link ...Because I couldn't download it..

SKYALGERIA

2016-01-10, 19:02

The link is working but don't worry I will try to upload it again on other link

SKYALGERIA

2016-01-10, 19:11

http://www.mediafire.com/download/l819yva1a9gebmv/SKYALGERIA.rar

foued_18

2016-01-19, 18:17

http://www.mediafire.com/download/l819yva1a9gebmv/SKYALGERIA.rar

Thank you ,it's OK now

foued_18

2016-01-23, 07:37

Hello everybody , here 's my 2nd test N1 for 4AM.

http://www.4shared.com/rar/GzrVcrO2ba/2nd_test_N_1.html

SKYALGERIA

2016-01-23, 09:40

جزاك الله خيرا
great thanks , we wish more posts from you

foued_18

2016-01-23, 13:04

جزاك الله خيرا
great thanks , we wish more posts from you
OK brother ...You 're right we have help each other.
But there is a small mistake in my test .It's in question A
Is the text: a/ a dialogue b/ a letter c/ an artical

article instead of artical

engteacher06

2016-02-15, 23:12

thanks alot teachers

bounab samir

2016-03-30, 20:30

Salam

Our country will organize the 3rd International Coference for teacing English

IN Oran between April 29 th and May 1st

so do not hesitate to register and take part

here is the link :

https://www.amiando.com/ELT2016.html
you are welcome

bounab samir

2016-04-05, 20:08

1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :

Mr Samir Bounab ( Teacher trainer at MONE)

power po
int links:http://fr.slideshare.net/daffodil66/1st-2-g-training-meeting-april-5-2016l]
https://fr.scribd.com/doc/307086311/1st-2-G-Training-Meeting-April-5-2016

http://fr.slideshare.net/daffodil66/first-2-g-meeting-and-training-recap-of-1st-syllabus-generation-april5th-2016

ريشة خير

2016-04-07, 21:23

Thank you for everything

SKYALGERIA

2016-05-04, 17:46

Unfortunately the links are not working

SKYALGERIA

2016-05-05, 17:00

Grammar Catchers by Jeremy Harmer
https://www.youtube.com/watch?v=h2-Icl0TvyA

foued_18

2016-05-11, 22:29

May peace and mercy of God be upon you
Here are my last exams for 4ms and 1 ms .Salem

https://www.4shared.com/rar/ZoXhDoygce/The_Third_English_Exam.html (https://www.4shared.com/rar/ZoXhDoygce/The_Third_English_Exam.html)

سالم73

2016-06-03, 06:59

أصداء من مراكز تصحيح شهادة التعليم المتوسط دورة 2016
http://www.djelfa.info/vb/showthread.php?t=1959413

bounab samir

2016-06-03, 21:17

BEM correction 2016

http://www.djelfa.info/vb/showthread.php?p=3995666892#post3995666892

bounab samir

2016-06-24, 21:14

2 GENERATION CURRICULUM & TEACHING VALUES
“Teachers are permanently involved in values education… sometimes … without even realizing that they are
teaching values …” (Kohlberg & Turiel in PORTELE, p. 7)
Definitions : What are values?
Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable. Values have major influence on a person's behavior and attitude and serve as broad guidelines in all situations. Some common business values are fairness, innovation and community involvement
Why teaching values ?
Parents want nothing more than for their children to grow up into well-mannered individuals and give the proper respect to other people. Which is why teaching values is an important part in their studies, because success in life does not always rely on academics.
It is true that the main reason that you enroll your children to a school is to learn about academic subjects like math, history, science, and so on, but these are not the only things that children need to learn if they ever want to become successful in the real world.
Teaching values gives them the necessary tools that they will be using more often than those that they learn from the other subjects.The need for teaching values lies in the fact that a sustained process of teaching, being shown examples of good character, and constant by practicing what they learned is the things needed to instill good character traits in students. And since students spend most of their time at school, it is the perfect place to instill moral values in them.
The reason for teaching values is to help prepare the learners to face the many opportunities and unknown problems and dangers that are in today's society. Teaching values gives the students the knowledge they need to know what these dangers in society are and deal with them properly.
Children these days gets exposed to an unlimited negative influences through the media and their peers every day, add to this the sad fact that parents are spending less time with their children. Learners need to know how to face these pressures and teaching values will give them the tools that they need.
Teaching values in the Algerian 2nd Generation Curriculum.
The teaching of English in the Algerian Middle School 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 national and 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
The global exit profile of the learner can be defined as the acquisition of communication
competencies as well as cross-curricular competencies common to all disciplines of the cycle.
In addition, like other disciplines, teaching-learning English integrates core values such as :
The assertion of the learner’s national identity in its three dimensions: Amazigh – Arab - Islam
National conscience
Citizenship
Openness to the world
How to observe such values in class?
National identity :
(MS1 level) :The learner can use the markers of his identity when introducing himself to others: name, nationality , ********, religion , flag, national currency ...
(MS2 level) : The learner can describe lifestyles, eating habits, dressing habits and dwellings of Algeria
( MS3 level) :He can use the markers of his identity to value our country, and communicate about teenage dressing habits (traditional and modern) different dwelling types.
(MS 4 Level) :The learner can use the markers of his identity to value our country, and communicate about teenage dressing habits (traditional and modern) different dwelling types.
(MS4 level) :He is proud of our writers and poets and our oral heritage ( fables , legends, proverbs ... )
(MS4 level ):He praises the beauty and diversity of the historical and religious places in Algeria attracting visitors from all over the world
National conscience:
He can speak about our school days, weekend and national public holidays (historic, religious, etc)
He is keen on communicating about outstanding Algerian figures
He is keen on communicating about outstanding Algerian figures
The learner demonstrates his respect for the nation's symbols and his readiness to protect them
He behaves as a responsible and committed citizen
He is aware of the need to respect and protect his environment
He enhances our cultural heritage and is proud of our Algerian figures and heroes known for their culture and spirit of peace and openness to the world
Citizenship :
(MS1 level): he shows respect for the environment and protects it continually
(MS2 level ) :He demonstrates a civic behaviour, conscious of his rights and duties as well as those of others.
(MS3 level): He demonstrates a civic behaviour, inherited from our ancestral values, emblematic figures of our cultural heritage.
( MS3 level): He also adopts a civic behaviour anchored in the universal values for the protection of the environment.
(MS4 level) : he can share his knowledge of dietary restrictions for religious reasons for the sake of tolerance and acceptance of others
Openness to the world :
o ( MS1 level) : He is keen on learning about others’ markers of identity
o ( MS2 level) : He is eager to know about the lifestyles ,eating habits, dressing habits, and dwellings of other countries who use English for communication
o ( MS3 level ) : He is eager to know about the lifestyles ,eating habits, dressing habits, and dwellings of other countries who use English for communication
o (MS4 level) : He is keen on communicating about outstanding figures (historians, scientists, artists, writers, champions,….) and any person ( well-known or anonymous) for their involvement in humanitarian action, at the national level or worldwide
Are teachers only concerned by these values ?
most of our basic values are learnt early in life from family , friends , neighbors, schools, books , media and others resources in the society .These values build once personality .They are generally shared with ones with whom we interact.
Tyes of values :
There are two categories of values :
1) Individual values:
These are related to the development of the individual personality and the qualities and protection of the individual personality such honesty ,loyalty veracity and honor.
2) Collective values :
They are Values related to solidarity of the community or the norms of equality , justice ,solidarity and socialness .
How to teach values ?
The most important element in the learning environment is invisible. It is made up of the values, attitudes, and actions that we and our classes take part in every day.
As the teacher, you can exemplify the values that lead to intellectual curiosity and learning, and you can foster those values in the children in your class.
The ways that you interact with children can establish the classroom as a place that nurtures investigation and experiment, hard work, and appreciation for the unique abilities of each learner.
The ways that you set up for children to interact also contribute to the daily creation of the learning environment.
Are children put into competitive situations? Or is co-operation the most valued activity? Are children asked to support each other's learning, or are they asked to learn in isolation? As the teacher, you create structures - in the form of learning activities - that channel and shape communication between children.
Key considerations
There are many factors to be considered in the making your classroom into a positive and supportive learning environment.
Treat all learners equally.
When you are fair in your treatment of children in your class, they understand that you care about the success of each of them. Call on girls as often as you call on boys, and support their answers with rewards and guidance.
Go out of your way to pay equal attention to learners from minority ethnic groups or who are new to your school.
Create opportunities for every student to experience successful learning.
Encourage participation.
Believe that every student in your class can learn.
Make it clear that your expectations are high - that learners will focus on learning activities, that they will share information, and that they will ask for help when they need it.
And make it equally clear that you see that when learners behave in ways that promote learning, you will respond with support and encouragement, even when they encounter challenges and obstacles.
Establish structures for learning.
Children (like the rest of us) learn best when the learning is dynamic and active, but when it takes place in a context of order and stability.
Create a chart of class jobs and responsibilities, to enlist children in keeping their classroom clean and organised.
Post and discuss rules for co-operation and working in small groups. Establish a system that children can practice and rely on.
Describe and demonstrate the behaviours that you expect from your class.
Organise the presentation of lessons and activities.
When you are confident and competent in your presentations to the class, you lay the foundation for effective learning. Prepare materials and review lessons in advance to master the information and skills at the core of the activity.
Guide discussion toward clear goals of understanding. And make the goals of lessons and activities clear to learners at each step in the learning process.
Avoid negative communication.
When you yell at a child, you destroy the environment that nurtures learning.
When you are sarcastic, or belittle a learner's efforts, you discourage that learner from responding again.
When you scold children harshly, or humiliate them - whenever you expose them in front of others - you endanger the trust that they place in you.
To conclude teaching without values is raising human without souls . Teachers mission is to add values to their learners attitudes and build future citizen responsible and full of moral norms
By: Mr Samir Bounab ( Teacher trainer at MONE)

bounab samir

2016-07-11, 23:02

Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
slide shre link :http://fr.slideshare.net/daffodil66/2-generation-curriculum-amp-pdp-reading-lesson-plan
Scribd Link:https://fr.scribd.com/document/317990675/2-Generation-Curriculum-PDP-Reading-Lesson-Plan

bounab samir

2016-07-24, 19:16

Salam
2G Curriculum & Situation of integration ( writing process)
Planning writing lesson is very stressful for teachers and learners always believe that is it so hard to achieve it .
Writing is tackled through a problem solving integrating situation which is motivating and challenging for the learners to take part and do their best to perform at this task
So some questions are to be raised to deal with a situation of integration :
What is a situation of integration?
Why a situation of integration?
What are the constituents of the situation of integration?
What is the criteria of the situation of integration?
How to teach a situation of integration ?
What to do in the learning integration?
How to assess the situation of integration?
1) Pre stage : This can be an ice- breaker, warmer or 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.
a) 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.
b) Lead in: Lead-ins (topic) will encourage the sharing of information and resource. Topic Lead-ins will direct the student into the ******* that will be taught
c) 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 repetition
- What is a situation of 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
- Why a situation of integration?
An integrated situation allows learners to explore, gather, process, refine and present information about topics they want to investigate
Conform to the official current approach CBA
- What are the characteristics of a situation of integration?
1) Problem solving situation :The learner is faced with a problem he has to solve
2)It must comply with the competence to evaluate
3)It requires the mobilization of various resources (complex situation
4) His solution results in a complex output
5) It must be significant and new in relation to the learner
6) Formulation instruction: (Avoid using questions rather opt for statement of key elements to include in the production
7)Conversational tone: (use of the subject pronoun ‘you’ to engage the context of communication.
8)Task : a task to accomplish and not drills for restitution( Teacher needs to determine whether it is individual , pair or group work
9) Fits the learners’ interests and environment (me, my world, the world)?
10) Learners’ repertoire :which must reflect what the learner can already do from the beginning of the Middle School years , it’s a task where the learner learns how to think about what to do
11) Conformity with the exit profile : What ever is the situation and the lay out , it must target the exit profile of the learner
12 ) situation doable with the resources at hand : The situation must take into account what the learnt before in order to achieve the required task with minimum resources
13) Includes values :
-The assertion of the learner’s national identity in its three dimensions:
- Nationalconscience
- Citizenship
- Openness to the world
14) Requires the mobilization of different types of knowledge: Teachers need to take into account what their learners know including the cross curricular competencies and what they learnt from other subjects, illustrations …..
15) Context of use : The situation must deal with real life context which will help learners exercise easily and use such context once they are face to the outside classroom world.It must not be just theory. Learners need to exploit such situation in their real daily life world.
16) Allows critical thinking: Learners need to consider the following questions why dealing with the topic “ who – when – where- how – why” which will make the situation “ reasoning – analyzing – problem solving – evaluating and decision making”
17) formulations /tasks adapted to the cognitive level of the learners : Teachers need to take this important characteristic into account and all time ask such questions “ who are my learners ? what can I do to help them?
18 ) Describe exactly what the learner should do : The aim must be clearly determined , it must be observable , measurable behavior .
How to teach a situation of integration ?
Teaching situation of integration ( writing process) can be done as follows :
1) Learning integration : Teacher needs to determine whether it is individual , pair or group work
The situation must refer to the above criteria and also the conventional writing process :
Pre-writing processes:
“Brainstorming - planning – targeting” organising
In-writing processes:
“drafting – evaluating – editing – revising”
2) Assessing Integration : See the Evalaution grid in the attached documents)
Teachers need to deal with situations of integrations as much as they can do in their daily work , learners do not need till they do tests or exams to be exposed to such learning and assessing task . So it’s primarily recommended that teacher invite their learners to such evaluating process , which help learners gain confidence in such hard task
Here you are the links
a) How to plan a situation of integration lesson ?
https://fr.scribd.com/…/2-Generation-Curriculum-Situation-o…
b) Characteristics of a situation of integration ( Mars 2015)
http://fr.slideshare.net/…/characteristics-and-components-o…
c) Evaluation grid of the situation of integration ( Mars 2015)
http://fr.slideshare.net/…/2-g-amp-evaluation-of-the-situat…
Thank You
By: Mr Samir Bounab ( Teacher trainer at MONE)

bounab samir

2016-07-24, 19:17

Salam
Cross curricular Competencies
National Curriculum ( pages 14 & 15)
Cross curricular Competencies : A cross-curricular competency or “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning and living. They are developed by every student, in every grade and across every subject/discipline area.
1. Intellectual competency:
The learner can use his critical thinking skills when gathering information for learning and research
He can understand and interpret verbal and non-verbal messages
He can solve problem situations using a variety of communication means
He can show creativity when producing oral and written messages
He can show some degree of autonomy in all areas of learning
2 Methodological competency:
He can work in pairs or in groups
He can use strategies for listening and interpreting oral discourse
He can develop effective study methods , mobilise his resources efficiently and manage his time rationally
He can use information and communication technology whenever he needs it for
Learning and research
He can evaluate himself
He can evaluate his peers
3.Communicative competency:
He can use drama and role-play to communicate appropriately
He can use information and communication technology such as blogs , website pages ,
Forums of discussion , to interact with learners of other cultures
He can process digital data in English
4. Personal and social competencies:
He is aware of his role and others' role in developing projects
He is keen on promoting the work of his peers
He respects our national values and behaves consistently
He is honest and accountable for his work and respects others’ work
He asserts his personal identity and behaves with self-confidence
He socialises through oral or written exchanges
He develops attitudes of solidarity
N.B: Teachers have to use these competencies and plan them in their lesson plans depending on the type of lesson and the kind of learning objective
Thank You
By : Mr Samir Bounab ( Teacher Trainer at MONE)
the links :
http://fr.slideshare.net/…/2-g-amp-cross-curricular-compete…
https://fr.scribd.com/…/31…/2G-Cross-Curricular-Competencies

دنيا الامل 18

2016-07-28, 17:24

what about the new book 1 am

دنيا الامل 18

2016-08-21, 19:16

ما هو الجديد نحن على ابواب الدخول المدرسي ولا نعرف شيئا عن كيفية تطبيق الجيل الثاني في الدروس اعني ما الدي تغير في الدرس ارجو من الاخوة الدين استفادو من التكوين افادتنا

happy luck butterfly

2016-08-24, 18:52

الاستاذ لازم يكون اخر من يعلم خاصة اساتذة الانجليزية

دنيا الامل 18

2016-08-25, 08:37

هدا صحيح لكن الاستاد هو من يطبق

دنيا الامل 18

2016-08-31, 19:04

ارجو المساعدة في دروس السنة الاولى متوسط

happy luck butterfly

2016-09-01, 13:49

where is the book , first !::::::!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!,,,,,,????????????????????

دنيا الامل 18

2016-09-01, 18:48

الكتاب في المؤسسة اشتريته اليوم

دنيا الامل 18

2016-09-02, 08:30

انا اسندت الي جميع اقسام السنوات الاولى وليست لدي فكرة عن الجديد ا ما هو الجديد هل طريقة الدرس نفسها مادا تغير ارجوكم من عنده معلومات يفيدني واجره على الله لاجل التلاميد لا اريد ان اظلمهم

ath111

2016-09-02, 13:50

انا اسندت الي جميع اقسام السنوات الاولى وليست لدي فكرة عن الجديد التكوين كان شكليا ما هو الجديد هل طريقة الدرس نفسها مادا تغير ارجوكم من عنده معلومات يفيدني واجره على الله لاجل التلاميد لا اريد ان اظلمهم

هل لديك قرص الجيل الثاني؟

لدي هذا القرص لو أفيدك به

ra dia21

2016-09-02, 20:56

السلام عليكم انا استادة مستخلفة لاول مرة مادة الانجليزية الرجاء من الاخوة والاخوات مساعدتي بكل ما له علا قة بالمادة من توازيع ومذكرات للسنة الاولى والثانية متوسط مع الشكر الجزيل مسبقا

ra dia21

2016-09-02, 21:06

هدا صحيح لكن الاستاد هو من يطبق

اهلا استادة ممكن ان نتواصل مع بعضنا لا املك ادنى وثيقة فانا جديدة في الميدان مع الشكر الجزيل

دنيا الامل 18

2016-09-02, 21:11

لدي القرص لكنني ابحث عن كيفية التطبيق اختي ارجوك اجيبي عن سؤالي مادا تغير او اين يكمن التغيير هل المدكرة تغيرت

ra dia21

2016-09-02, 21:20

[q اهلا استاذة لدينا نفس الاهتمامات فيما يخص التدريس ليس لدي ادنى خبرة في الميدان اود تبادل مالديك من معلومات عن المادة ووسائلها اقصد الانجليزية حبذا لو تزوديني بما تكتسبينه من معارف وو سائل وشكرا

ra dia21

2016-09-02, 21:27

اختي انا جديدة لاول مرة ساقف امام التلاميذ وليس لدي ادنى فكرة الرجاء المساعد ة منك ومن الاساتدة الافاضل

ra dia21

2016-09-02, 22:13

هل من مجيب

ath111

2016-09-02, 23:05

هل من مجيب

نحن هنا أختي نتناقش و نفيد بعضنا البعض

ra dia21

2016-09-03, 09:33

شكرا استاذ الرجاء ارسال التوازيع السنوية والمذكرات الخاصة بالسنة الاولى والثانية متوسط لو سمحت

دنيا الامل 18

2016-09-03, 19:34

اجيبوني ما هو الجديد اعني في طريقة تقديم الدرس هل تغيرت ام لا ولم افهم the four situations ارجوكم مساعدة لوجه الله من اجل التلاميد

دنيا الامل 18

2016-09-05, 18:19

هل من مجيب

alpha0047

2016-09-06, 23:45

Well done, hope your goodness and be patient

mourad1966

2016-09-08, 17:46

السلام عليكم

Here's the teacher's guide for the 1st. MS year

Wish it'll help .

http://www.mediafire.com/download/qawl384yqtx0uqf/Guide_du_Prof__Anglais_1AM.pdf

دنيا الامل 18

2016-09-08, 19:45

شكرا جزاك الله خيرا

دنيا الامل 18

2016-09-09, 08:52

ساعدونا من فضلكم من لديه نمودج للمدكرة سنة اولى

دنيا الامل 18

2016-09-09, 18:26

لماد لا تردون ارجو المساعدة

ثلجَة

2016-09-09, 18:32

great job

many thankss

ثلجَة

2016-09-09, 18:38

salam
Here are all the MS4 level File Plans According to the ATF & AEF competencies
with (PPU & PDP) lesson plans

here are the links for each File Plan

File One " It's my treat"
http://www.4shared.com/get/SiqmGMNI/...reat-New_.html

FIle Two : " You can do it"
http://www.4shared.com/document/gkqYe7yQ/File_2_-4AM-_You_can_do_it_wit.html

File Three:"Great Expectations"
http://www.4shared.com/get/In76R_b0/file_three_4_AM-_Great_Expecta.html
File Four " Then & Now "
http://www.4shared.com/get/GJb7GS1a/MS4_File_4_-_Then_and_Now-_wit.html
File Five " Dreams Dreams "
http://www.4shared.com/get/ajbiKqWa/MS4_File_5_DreamsDreamswith_AT.html
File SIx " Fact and Fiction "
http://www.4shared.com/get/1yX4L55q/MS4_level_FIle_6_Fact_and_Fict.html

N.B :

According to the New SLimming down of the syllabus Mai 2013 some changes occurred

Here is the slimming of the syllabus and the yearly plannings June 2013

https://www.dropbox.com/s/iw1leplzpw7u4r5/allegement%20anglais%20%28Enregistr%C3%A9%20automa tiquement%29.pdf

How to tackle the Tds ( CLass Tutorials ) sessions

https://www.dropbox.com/s/g0zhychd9pxkq3d/rationale%20for%20planning%281%29.docx

The Td Frame Work
https://www.dropbox.com/s/5qrfsudhqc4is8h/grouping%20session%20plan.docx

The 4 levels yearly plannings

https://www.dropbox.com/s/5qrfsudhqc4is8h/grouping%20session%20plan.docx

https://www.dropbox.com/s/y80nrp2r9rpx7dn/MS1%20New%20Official%20Yearly%20Planning%20June%20 2013.doc

https://www.dropbox.com/s/1462ttsfozoeaz9/MS2%20level%20Official%20Yearly%20Planning%20June% 202013.doc

https://www.dropbox.com/s/2u2iccqeaefs0qm/MS3%20level%20Official%20Yearly%20Planning%20June% 202013.doc

https://www.dropbox.com/s/do2h25nkte0bgnb/MS4%20Level%20official%20yearly%20Planning%20June% 202013.doc
https://www.dropbox.com/s/5qrfsudhqc4is8h/grouping%20session%20plan.docx

Good Luck

Salam

plz how i can dawnload them?

mourad1966

2016-09-13, 06:24

ساعدونا من فضلكم من لديه نمودج للمدكرة سنة اولى

Essalamou alaikom
Have a look at the teacher's guide. The preparation sheet for sequence 2 is there.

marryangelina

2016-09-23, 11:56

السلام عليكم
من فضلكم احتاج مذكرات اللغة الانجليزية السنة الثانية متوسط انا جديدة في الميدان
احتاج المذكرات الخاصة بالاستاذ سمير بوناب
شكرا

happy luck butterfly

2016-09-24, 22:02

روحي لمنتدى غليزان تلقاي واش تحبي

دنيا الامل 18

2016-09-28, 08:33

مادا عن الوضعية المشكلة هل نكتبها في السبورة هل نقولها للتلاميد هل نخصص لها ساعة كاملة كيف نشرحها للتلاميد وهم مبتدؤون لا يفهمون الكلمات

Dead.Girl

2016-10-02, 22:39

hi , I want to ask about VAKT : When the learner watch the teacher , his friends or Data show V : visual . When hearing a dialogue , a text , .......A : Auditory .
K : Kinesthetic (???????Play the role ))
Tactile ???????
Could u explain the last two points please ?

farah b

2016-10-07, 15:19

السلام عليكم أساتذتي
أنا مدرسة جديدة لمادة اللغة الانجليزية أريد الدروس المباشرة ل 2am

mourad1966

2016-11-09, 18:56

السلام عليكم .
(1test 1MS (2016-2017

https://www.mediafire.com/?7zcs53me3rv7d8y

(2nd test first term 1MS(2016-2017

http://www.mediafire.com/file/uj3vvbwyydd6ewa/2nd_test_1st_term_1MS_%282016-2017%29.docx

(2nd test first term 4MS (2016-2017

http://www.mediafire.com/file/7zcs53me3rv7d8y/4MS_second_test_first_term_%282016-2017%29.docx

Hichem-22

2016-11-28, 20:55

السلام عليكم
اريد مذكرات السنة الاولى والثانية والثالثة متوسط لغة انجليزية
وطريقة التدريس استاذ جديد وشكرا

foued_18

2016-11-29, 22:32

The First English Exam 4AMand 1 AM
http://www.4shared.com/rar/U6MmFbDIba/First_exam.html

za3boola

2017-01-03, 19:04

za3boola

2017-01-04, 19:16

anybody please

za3boola

2017-01-10, 16:29

Why nobody is answering me ??????????

اميرة الاحساس

2017-01-11, 19:01

السلام عليكم اخوتي انااستاذة لغة انجليزية و اريد الخروج الولاءي فما هو علاقته بالحركة النقلية و هل الحركة تضمن لي منصب في الولاية الاخرى فبعض الاساتذة اخبروني انه يجب عليا البحث عن الاماكن الشاغرة في الولاية الاخرى و البعض قالو لي لا تشاركي فيها لانها داخلية فقط فلا علاقة له بالخروج الولاءي ارجوكم ارجوكم ساعدوني لانني لم اجد يد العون من احد فانا اعمل في ولاية و اسكن في ولاية و اتنقل يوميا لقد تعبت جدا جداااااا

za3boola

2017-01-19, 18:44

Helllllllllo

yougen

2017-01-26, 17:29

The questions should be asked to your inspector.

yougen

2017-01-26, 17:31

Have a look at the syllabus and the accompanying documents.

hichem_nasro

2017-03-03, 19:47

Hello!

Have a look at the teacher's guide of the first year MS, there are suggested lesson plans for the second sequence

You can also join any of the f_c_b__k groups, there are plenty of English teachers sharing their lesson plans

I wish you all the best ;)

mother of maria

2017-03-04, 15:23

السلام عليكم و رحمة الله تعالى و بركاته
ارجو مساعدتي فيما يخص دروس السنة الاولى و الرابعة متوسط -لغة انجليزية- فلقد استخلفت استاذة و هذه تجربتي الاولى و لم يرشدوني او يوجهوني السنة الاولى متوقفون في درس i pronounce /h/ /a/ /z/ /iz/ و السنة الرابعة توفقو في educational system in algeria
ارجوكم قولو لي اين اجد البرنامج او الدروس انني حائرة و غدا يجب ان ادرسهم انقدوني حتى احضر الدرس

حمزة2014

2017-04-01, 18:45

ارجو الرد الفوري ارجوكم هذا التقويم المستمر ارجووووووكم

مادة الانجليزية للسنة الرابعة متوسط

https://image.slidesharecdn.com/worksheet9usedtorelativepronouns-170124115131/95/worksheet-9-used-to-amp-relative-pronouns-1-638.jpg?cb=1485628748

حمزة2014

2017-04-01, 18:49

https://image.slidesharecdn.com/worksheet7timeclausems4level-170124103308/95/worksheet-7-time-clause-ms4-level-1-638.jpg?cb=1485253998

حمزة2014

2017-04-01, 18:51

ارجوووووووووووووووووووووووكم احتاجه غداااااا

bounab samir

2017-05-04, 21:25

Please tell me how to prepare a lesson plan for my classes of English by answering these questions... (I have MS1 and MS2)

1- Depending on what resources should I prepare my lesson?
is it only the text book ??
If it is the case, how would I know from where the lesson starts and where it ends according to the textbook?

2- How do I entitle my lesson plan in the “procedure” section? For example:
Listen and speak / Produce / I do…..etc

3- How to know if it is LISTEN AND SPEAK lesson or READ AND WRITE lesson ??

I’m totally confused…Help me May Allah help you.

Salam

How to plan a lesson
1- teacher are supposed to teach the program not the book , the book is just a mean , to help you achieve your lesosn
2- you need to know the program of the level you are teaching and through your yealry planning you will perform that , so check the learning objectives ( function and grammar / pronuncitaion items
then hav a look at the book how this leanring objcitve is or can be taught through PPU speaking lesosn or PDP read or listening ( you need to kow how to plan PPU and PDP frame work , you wil find them here in this section of ENglish

for further clarification cintact me by mail ( yellowdaffodil66 at gmail.com

you are wlecme

Mr Samir Bounab

bounab samir

2017-05-04, 21:27

allgerianpatron

2017-09-07, 11:34

السلام عليكم

اليوم جاء كتاب جديد للسنة الثالثة الجديد ولكن لا يوجد نوزيع سنوي ولا طريقة عمل مذكرات

هل يوجد من يساعدنا

وشكرا

فال الخير

2017-09-18, 14:56

salam alikom
am an english teacher am in charge of the 4 levels i just need the second generation curriculums

فال الخير

2017-09-18, 14:57

would any one help plz

فال الخير

2017-09-18, 18:51

هل من معين

anas8

2017-09-19, 15:44

Thank y
we need something like this topic to share .d

sa_fa_sou

2017-09-19, 20:24

شكرا جزيلا مشكور

miss sou

2017-09-28, 15:44

plz teachers what does
pdp mean!

ريشة خير

2017-10-01, 09:10

plz teachers what does
pdp mean!
السلام عليكم

check this

http://www.algeriatesol.org/frameworks/pdp-pre-during-post/pdp-framework/pdp-framework

اشرقت الشمس

2017-10-23, 17:43

لماذا لا يعمل الرابط

SKYALGERIA

2019-08-30, 16:28

شكرا جزيلا

si_nacir

2022-10-07, 18:24

السلام عليكم خاوتي
نحتاج teacher daily planner خوكم استخلاف وحاصل بارك الله فيكم وجزاكم الله خيرا