By Mr Samir Bounab (
[email protected] [email protected]))
2 Generation Curriculum May 2015 LE PROJET page19 (doc Accomp)
The pedagogic project (Didactic unit) The number of sequences depend on the number of learning objectives
Sequence (s) Sequence (s)
Each session starts with: 1- “problem solving situation 2- Input situat situation ion =acquisit =acquisition ion & installing resources 3- Situa Situation tion of of integrat integration ion ( learning integration & assessing integration 4- Eval Evaluation uation situati situation on ( test test – exams – project project round up ……
Session (s)
Session (s)
Session (s)
Session (s)
PPU (speaking) + PIASP ( grammar & pronunciation) + TD
PDP
Situation of integration (writing process ) + Learning integration & Assessing integration)
Evaluation ( Formative and summative assessment)
Learning sequence
(reading/listening )+
PIASP ( grammar & pronunciation) + TD
Learning sequence
The project Work
Learning sequence
Impliquant une centration de l’acte éducatif sur l’apprenant, le projet pédagogique est le cadre intégrateur dans lequel les apprentissages destinés à installer, une ou des compétences, prennent tout leur sens. sens. Il se compose d’un certain nombre de séquences séquences dont le nombre est fonction des objectifs à atteindre. Chaque séquence est elle-même démultipliée en séances déterminées par les tâches à accomplir et les activités activités qui leur correspondent.
Le projet est projet est également une tâche de production orale ou écrite que réalisent les apprenants apprenants en en groupes. Il est à présenter à la fin de plusieurs séquences groupées d’apprentissage. page19 (doc Accompagnement)
By Mr Mr Samir Bounab (
[email protected] )
2 Generation curriculum :
Learning sequence ( lesson plan)
Sample of MS 1 level learning sequence Reminder of “global competence competence = exit profile of MS 1 level:
By the end of the year and in meaningful situations of communication, related to his/her needs, the learner will be able to interact , interpret oral and written messages and produce oral and written descriptive text /messages , using audio and visual aids ( ICTs/ Video) Level Communicative Communicat ive competence = ( swbat= Aim)
1AM By the end of this sequence and in a situation of meaningful communication,using written,visual of oral support,the support,the learner will be able to interact orally,interpret orally,interpret and produce oral and written messages messages to « introduce oneself”
COMPONENTS OF TERMINAL competency
introduce Self talk , preferences , his family and his country using Interaction strategies (opening , turn-taking , Taking leave , etc. )
initial PROBLEM SITUATION
(I Ps)
It's your first day in a new school. Present yourself to your classmates . Speak of y ourself your family , your country and what you love
Number of teaching-learning sessions
Two to three sessions Function : Introducing Oneself Structures -Auxiliary: Auxiliary : to be Personal pronouns: pronouns : I – you Possessive adjectives my/your Pronoun : it Preposition: Preposition: in /from Numbers : from 1 to 13 Lexis :Hello :Hello /Hi What/where Glad/nice sounds: /i/ /ai/ /en / /een/
RESOURCE ACQUISITION
RESOURCE ACQUISITION
Competences transversals:
cross curricular competencies
1-D’ordre intellect = Intellectual order exploits and interprets the messages of verbal or nonverbal nonverbal kinds 2- Methodological : adopts behaviors that promote work by peer group uses listening strategies , interpretation and oral and written production 3- communicative : operates its ability to communicate with others and using ICT uses modern means (chat) to interact with learners / speakers from other cultures where English is the medium of communication 4- personal and social : values its role and that of others
promotes socialization in his behavior behavior and oral exchanges and / or written develops attitudes of solidarity
Values : The learner values its identity in its three dimensions ( Arabic , Islamic identity , Amazigh ) communicating in English and identity markers (name, nationality , flag, its national currency ) He shows his curiosity for the people of his ot her countries age and identity markers .It Made known his country , its national and regional festivals Cultural aspect : aspect : Any cultural aspect that can exist in the learners areas
Exit Profile by Key Stage : Key Stage 1/ MS1 ( national curriculum pages 116 -13) By the end of the Key Stage 1, the learner will be able to interact , interpret and produce oral and written messages/ texts ofaverage complexity, of a descriptive type, using verbal or non-verbal supports (written texts, audio and visual aids) and inmeaningful situations related to his en vironment and interests.
Guiding Principles for Teaching English and Teacher Competencies = “ 9 guiding principles ( National curriculum :page 56 – 59) 59) SITUATION APPREN TISSAGE à L’ INTEGRATION =
SITUATION LEARNING to INTEGRATION
SOLUTION of the initial problem situation
(These
will be the subject of several learning sessions for the development of targeted skills and integrating appropriate resources ) At school In class A web chat
Communicative tasks related to the competence terminal will serve as benchmarks in the formative evaluation :
role play with a friend Write an ID card Write an email By Mr Samir Bounab
[email protected]
Suggested lesson plan model sheet Time Teacher need to mention the time allocated to each step and stage and needs to master that to reach the objective planned
values
Pedago, Culture, National All what can show our history , traditions and build a good citizen
interaction
Teachers and learners interaction in order to avoid TTT time
procedure Lesson
Can be
PDP
PPU
Writing process
(Read/ listen)
Speaking
(situation of integration)
Lesson
competencies
VAKT
Interact Interpret Produce The 3 IIP that makes the lesson Conform to CBA Competency based
VAKT = deals with the learning styles of the learners Or the type of visual aids used to perform the lesson , they must be mentioned at each stage of the lesson V= visual A= audio K=kinesthetic T=t
approach and bloom taxonomy
PIASP teaching method (presentation- isolation- analysis- stating rule
Tutorial classes ( TD) = Remedial work + project follow up)
Practice ( based form – meaning based – communicative based tasks)
Grammar / pronunciation item
By Mr Samir Bounab
[email protected]
