First 2G Second Generation Curriculum

training
Recap of the 1st Generation Syllabus
April 5th 2016
Medea 2 group
By
Mr.Samir Bounab (Teacher trainer at MONE)
yellowdaffodil@gmail.com

Meeting points
Time

Tasks

9:OO

Opening session

9: 05

Teachers Vs 1 Syllabus Generation (recap)

Approach & method
Teachers rle vs learners role
The 3 IIP
Situation of integration

10 :30

Coffee pause

10 : 40

Recap of 1st Generation Syllabus

Lesson plan
TD session
Project work
Adapting the book
Evaluation

11:45

Teachers & 2nd Generation curriculum

WHY
THIS
MEETING?
3
REFLECTION

Recap of
the 1st Generation Syllabus

 Why
Recap of
the 1st
Generation
Syllabus?
5 reflecttion

New School Year

2016 - 2017

Teachers

&

New Changes

 What are these changes?

What relation do these

changes have with 1st
generation syllabus?

5 Reflection

2nd Generation curriculum

1st Generation syllabus = 95 % new changes

Approach

1st Generation Syllabus:

3.

- When did it start?

- which approach was
adopted?

4.

- How would you define

this approach?

5.

5 reflection

6.

Cognitive socioconstructivist
,learner center approach (Bloom
taxonomy)
Learner builds his & her thinking
(constructivism approach
Piaget
Autonoumous Learner through
PBL project based learningbased on researchdemonstration creation
CBA without project work
=meaningless

Competency Based Approach :

1 It is action-oriented in that it gears language learning to the acquisition of know-how
embedded in functions and skills. These will allow the learner to become an
effective/competent language user in real-life situations outside the classroom.

2 It is a problem-solving approach in that it places learners in situations that test/check

their capacity to overcome obstacles and problems . Languages are learned most
effectively and lastingly when they are used to solve problems through hypothesis testing .
Problems make the learners think and they learn by thinking. They word their
thinking in English while solving the problems.

3 It is social-constructivist in that it regards learning as occurring through social

interaction with other people. In other words, learning is not conceived of as the
transmission of predetermined knowledge and know-how to be reproduced in-vitro (i.e.,
only within the pages of the copybook or the walls of the classroom), but as a creative use
of newly-constructed knowledge through the process of social interaction with
other learners.

4 -Finally, and most importantly, the Competency-Based

Approach is a cognitive approach. It is indeed indebted to
Blooms taxonomy .
Bloom has claimed that all educational objectives can be
classified as:
1) cognitive : to do with information
2)affective : to do with attitudes, values and emotions
3) psychomotor :to do with bodily movements
He has said that cognitive objectives form a hierarchy by which the
learner must achieve lower order objectives before s/he can
achieve higher ones. ( Bloom Taxonomy)

to:

CBA approach essentially focus on the student, it is essential

1- Respecting the needs and interests of the student and taking into
account his experience,
2- Take account of different learning styles by offering students a variety
of learning situations,
3- Consider language as a means of communication by encouraging
students to use meaningful context
4- Provide communicative information gap activities
5- Tolerate form errors that do not impede the transmission and reception
of the message,
6- Emphasize the importance of an authentic language practice or likely
avoiding monotonous, repetitive exercises,
7- Focus on understanding in relation to production by varying and
increasing listening and reading situations
8- Encourage students to seek meaning through all the statements and
not be limited to isolated words and statements.

Competence vs
Competency

The teacher's role and the learning strategies.

Teacher's rle
What changes
-A less authoritarian
attitude.
-Openness to
discussion and
negotiation.
-Sensitiveness to
pupils concerns.

In the new approach

-gives guidance and help.
- advises pupils.
- facilitates learning.
- is a co-learner.
- engages the pupils in
tasks
-provides individual
teaching (if necessary).
-develops learner
autonomy

In the old approach

- holds knowledge.
- provides knowledge.
- Is ever-present in the
classroom.
- takes all decisions in class.
- is authoritarian.

Pupil's rle
What changes
- learns through what he does
and because he does
things.
- increases his... Intellectual
potential.
- improves his memory.
- has positive attitude.
Towards his/her studies.
- gives meaning to his work.
- participates in his own
learning.
- solves problems.
Works for himself and not
only for the teacher.
- learns to co-operate,
exchange and share
information.
- works autonomously.
- Increases his self- concept.

In the new approach

- wants to know what he
learns.
- is responsible for his own
learning.
Learn better because he acts
upon what he learns.
- builds his own strategies.
- knows the procedures to be
used for work .He acquires
problem-solving skills.

In the old approach

-receives knowledge
- depends on the teacher.
- applies a model.
- He learns only because
he gets marks, because
of examination pressure
or under parental
pressure.

What about the

teaching method?

LEARNER CENTERED TEACHING

competency
It is a "know how" which

integrates and mobilizes a number of abilities and knowledge to be

efficiently used in problem solving situations that have never been met before.

The overall aim of teaching CBA in the Middle School is to install and help learners acquire and master 3 major competencies.
These broad competencies = 3IIP are worded in the syllabus as follows:
- interacting orally in English
- interpreting oral and written texts
- producing oral and written texts

Implementation of the competency

Competency I :
Interact orally in English
At the end of the year , the pupil must be
able to use the functional language
acquired in class as well as verbal and
non verbal means to come into contact
with his schoolmates and his teacher

How?
With his schoolmates in pairs or groups.
In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) his needs (4) his interests
Using communication breakdown strategies (mimming,
gestures, mother tongue) can:
- Establish contact with his vis-a vis.
- Send a message
- React to a message non-verbally.
- Maintain an oral interaction
- Collaborates
- Evaluates

Competency II :
Interpret authentic documents, oral or written.

At the end of the year , the pupil must be able to

demonstrate his understanding or non-understanding
of simple texts (short stories, legends ,fables , tales ,
songs , games) narrative and descriptive that match his
cognitive level, verbally or non-verbally , with his
teacher's help , using adequate visual and linguistic
support .

How ?

Finds out the global meaning of a written text.

Mobilizes strategies to understand a text ;

Builds the meaning of a text starting from
explicit information
Mobilizes the already acquired knowledge to
develop his linguistic training during the
interpretation of texts.
Perform relevant tasks.

Competency III : Produce simple messages, oral or written

By the end of the school year, the learner should be able to

express his ideas, organize them according to logic and
chronology, take into account syntax, spelling and punctuation

How ?

The pupil is suggested a model to follow.

He is given access to new writing strategies.
In situations linked to (1) the class (2) the pupil's interests and (3) the
pupil's needs.
With audio-visual support
Using pedagogical recreative activities
With clear and precise instructions
Taking part in groupwork (newspapers, magazines, cartoons, projects )

How can
you
define
these
situation
s?

 Situation of Integration

It is a writing process
It is a phase planned in a problem
solving integrated situation

What is it?
What is its
importance?
How is it planned?
5 feflection

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

 Criteria of the
integration:

THE GRID OF EVALUATION OF THE WRITTEN EXPRESSION

Criteria

Relevance(2points)

Good
Topic(1pt)alltheideasare
relatedtothetopic
Format(1pt):correct

(2points)

Fair
Topic(0.5pt)

Topic

atleast4)
Format(0.5pt):
correct
(1pt)

1or2sentences)
Format:
Correct/incorrect
(0.5pt)

Ideaswell

SomeIdeasarewell
organized

topicsentences/

supportingsentences
conclusion

Notopicsentence(no)
conclusion

sentencesarelinkedcorrectly

(2points)

Organized

Organisation
(2points)

Poor

Someideasarerelatedtothetopic( Verylittlereferencetothetopic(

Topicsentences/ no
conclusion
Somesentencesarelinked
correctly
(1point)

Ideasarenotwell
organiseddifficultto
follow

Notopicsentence
Noconclusion
Sentencesarenotlinked
correctly

(0.5point)

LinguisticResources
(2points)

Correctuseof(tense)/ verb
form/ linkwords
vocabularyvaried

(2points)

Correctuseof(tense)/verbform
Useof3linkwords
Vocabularynotvaried
3mistakesareaccepted

(1point)

incorrectuseof(tense)/verb
form

nolinkwords
vocabulary(very)limited
morethan6mistakes
(0.5pt)

Planning Lesson

Teachers should prepare a lesson plan before teaching.

Teachers should consider learners abilities, interests, learning
preferences, and the institutional program while planning.
Teacher should analyze their lesson plans before and after teaching.
Lesson plans should include specific information.
Objectives should concretely state the communicative objectives of
the lesson.

 What preparation should a teacher make before planning a

lesson?
Before planning, teachers should know what they are teaching and why.
Lessons should focus on helping learners develop communication skills
not finishing the curriculum, memorizing grammar rules or learning to
transcribe words.
They should consider learners ability, age, learning preferences,
interests, available resources, previously taught information and the
institutional program.

 What should be included in a lesson plan?

1- Guided Sheet = Lesson Focus :

To show you where to start and how to end and in between you
have the resources .

 2- what does a guided sheet contain?

Learning objectives { Function +Grammar}
< they must be taken from the official syllabus and taking into accountThe new
slimming of the syllabus Mai 2013 & the deleted lessons for each level
Which skill(s) will students mainly practice during this lesson? (Speaking,
listening, reading, writing) PPU or PDP frame works.
Which aspects of language will students focus on?
functions (polite requests, apologizing, etc.),
grammar point(s) (Use and review using a grammar point in discussion
vocabulary (words, phrases, idioms, etc.), =Vocabulary (related to pre-historic life in
the Sahara),
pronunciation (phonemes, intonation, etc.)
Is there an aspect of culture in this lesson that needs to be clarified? If so, what is it?

Required Material or resources = Aids = VAKT =Visual Auditory Kinesthetic Tactile

Aim of the lesson =SWBAT= ( students will be able to do..< An observable behaviour >

Lesson Plan model sheet

Time = is very important , teachers should master that .
Interaction = In order to avoid TTT ( Teacher Talking Time) and split the role among his or her learners
Procedure = here the teachers plans his or her lesson with different stages & steps.
Competency = Since we are dealing with CBA < Competency Based Approach> teachers must know when his
or her learners perform the
3IIP{ Interact Interpret Produce}
VAKT = Visual Auditory Kinesthetic Tactile = Teachers must know which kind of aids must be used at
any stage of teaching.

time

Interaction

procedure

competency

VAKT

The 3 Stages of a lesson

1.In all lessons there is a prep to teaching (icebreakers/

warmers/ lead in )
2. While lesson which is split into presentation and practice/
others will refer to observation / analysis and practice , in case
it is a grammar / vocabulary lesson .
3.The post lesson is the productive stage.

Teaching Frameworks

4 ps= Preparation presentation practice produce / 3 ps= presentation practice produce

PPU = Presentation practice Use /ju:s/ < Speaking ( grammar ) lesson>
PDP = Pre( reading/listening) During (reading/listening ) Post ( reading /listening)
PIASP( grammar or pronunciation item) P= presentation / I= Isolation / A = Analysis/ S= Stating
rule / P= Practice (Oral or Written = 3 type of tasks < 1- based form 2- Meaning based 3communicative based
Teaching Writing= writing process= Problem solving integrating situation= a- Brainstorming bplanning or organizing c- drafting d- editing e- publishing

 Why PPU and PDP frame works

Allegement du programe Mai 2013: The New Slimming of the syllabus

Au-del de lobjectif de lecture ( reading skill) le recours linterprtation

de textes doit servir au dveloppement des deux autres comptences
communicatives ( interaction/production), do possibilit de PDP leon,
et dacquisition de connaissances linguistiques , do possibilit de PPU
leon & PDP frame work

"How to apply Bloom's taxonomy in a grammar lesson?Using the PIASP teaching

method.
1-P= Presentation <Presenting the context in which the structure appears>

2- I= Isolation: the focus is temporarily on the grammatical item itself and the aim is :to get
the learner perceive & recognize the grammatical item what it looks like

3- A= Analysis: Here you will try to make ur learners analyze the isolated items the aim is :
to get your learners perceive how it is formed ( structure), how it functions and what it means
and the rule that govern it

4- S= Stating Rule : Here after they analyse you help them to formulate the grammar rule

 P= Practice

<Written /Oral Work>

The practice stage consists of a series of exercises. Three (3)Types of tasks may be
included

All the learners have to do is to

produce the Correct form . They get practice is SAYING or WRITING
a- Based form task: Mechanical manipulation <

The new structure( manipulation of the written and spoken Form)but

do not use it to express meaning. Focus is on Form only>
b- Meaning based task:Focus

is on meaning.This time the production Of the

correct forms involves meaning as well and cannot be done without
Comprehension(they cannot be done through mere mechanical manipulation)
(emphasis is on transmitting message )The
target structure is used To say and do things.
c- Communicative based task:

 Writing Process
Process writing consists of the following stage
1-brainstorming
2planning or organizing
3drafting(writing the first draft
4editing
5publishing

Assessing The Lesson Plan

After writing the lesson plan teachers should check to be sure that it is well planned.

Teachers may check that the lesson communicates objectives to the learners, that it
is well sequenced, has a balance of teacher and learner-centered activities, etc.

After teaching the lesson, teachers should make notes on the lesson plan about what
was effective, what was not effective and strategies to make the lesson more
effective next time they teach it.

Then they should file the lesson for future reference.

 The Project Work

What is project work ?
Project work involves multi-skill activities which focus on a theme of
interest .In project work ,students work together to achieve a common
purpose ,a concrete outcome ,(for example, a brochure, a bulletin board
display , a video , an article ) .Typically it requires students to work
together over several days or weeks , both inside and outside the
classroom ,often in collaboration with speakers of the target language

 Why project work ?

The benefits of a project work .

Fostering learner autonomy .
Independent and collaborative learning
Exercise choice
Write up reports
Make decisions
Collect data
Plan their work

Discuss with their group members the information to look for

b) Enhancing motivation

Introduce novelty in the language classroom by

changing routine
rom passive recipients, learners start to play an
active role
Since project work is achievement oriented ,
learners will feel a sense of achievement , crucial
to boosting confidence and motivation

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
- Its 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
- its a chance to take part in dialogues and take part in active exchanges

 - The 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
-Dont give enough time for reflexion for the learners.

 RATIONALE FOR GROUP WORK IN ENGLISH COURSES

A weekly group session will enable to adapt the learning process to students needs.
Group work therefore will allow to reinforce language practice.
Learners will have the necessary support so that their outcomes match the curriculum
expectations. The teacher will plan language 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.

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

Type two:setting according to achievements:

This kind of grouping requires a diagnostic test. For the time being it will
comply to the national exam type in English, the current written test.
The shortcoming of such diagnostic test is that it is not really accountable
for being organized after a long summer holiday .It is based on academic
achievement only. It would be better to take into account teachers
evaluations of previous learners attainment of the last school year, in
foreign languages.
The advantage of such grouping is that it enables the teacher to organise
the courses and plan activities according to learners needs.

 Group work objectives throughout the middle school cycle:

Four aspects are to be considered to plan a group work syllabus

1- Communicative competency and interaction
2-Language skills
3-Learning strategies
4- Social skills ( personal and interpersonal)

Typology of tasks and activities

-Product and process oriented tasks:

-Meaningful and manipulative language activities
-Project work
-Role play and simulations
-Survey/ questionnaire
-Interview
-Listing /categorizing
-Information gapCloze test/gap filling
-Matching/ jigsaw
-Problem solving activities
-Games
-Songs
-Story telling
-Information transfer
-Transformation

Advantages of using text books :

They are useful learning aid to the learners

They can identify what should be taught and the order it should be treated
They can indicate what methods should be used
They can provide attractively and economically most of the material needed
They can serve the teacher a lot
They are indispensible to the teacher who comments on the language may be
insecure
They are indispensible for teachers who are untrained

 TEXT BOOK EVALUATION

EVALUATION : Three stages process

Initial evaluation
Detailed evaluation

In use evaluation

 Apply the C A T A L Y S T catalyst stands for 8 outers

Communicate

Aims

Teachable
Available
Levels
Your impression
Students interact
Tried and tested

ADAPTING THE BOOK

Erica

and

Lara

E nough

If positive apply

/ too much?

Right format / level ?

Integrated ?
Communicative ?
Appropriate ?

 If negative apply

Leave out
Amend
Replace
Adapt

LARA

 Or apply SARS

S= Select
A= Adapt
R= Reject
S= Supplement

Testing &
Evaluatio
n
How do you plan
your test and
exams?

What about
evaluation?

1. Test and exams are planned according the examiner guide 2013
2 ) the typology is : text + 6 activities +
written expression ( situation of integration)
3) The evaluation is done through :
- test report
- remedial work

 Resources:
Program Anglais 2003
Slimming of the syllabus 2008
BEM guide October 2007
Allegement document September 2013
BEM guide October 2007
How to teach PPU & PDP (Mr.Samir Bounab)
Rational for group work in English courses (Mrs.Ouzna Mekkaoui
i.e.m)

Mr.Samir Bounab (Teacher trainer at MONE)

yellowdaffodil66@gmail.com