1. NOVICE TEACHERS' WORKSHOP SEPT.2017

2. As a novice teacher, what type of support do you need?
NOVICE TEACHERS' WORKSHOP SEPT.2017

3. What is your most pressing concern at this time?
Answer these questions.
Think, pair, share.
TPS
What is your most pressing concern at this time?
What do you wish you knew right now?
What is making your job difficult right now?
NOVICE TEACHERS' WORKSHOP SEPT.2017
JKJIUIOUOM

4. To behavioural situation
Novice teacher
Expert teacher
Sticks to lesson plans
improvises
Micro planning
Macro planing
Limited repertoire of
techniques
Vast repertoire of
Techniques/routines
Responds immediately
To behavioural situation
Responds slowly or
Ignores them
Resistant to
change
Continuous change
and improvement
Imposes and maitains
control
Builds good
relationship
NOVICE TEACHERS' WORKSHOP SEPT.2017

5. What documents should you have?
NOVICE TEACHERS' WORKSHOP SEPT.2017

6. NOVICE TEACHERS' WORKSHOP SEPT.2017

7. القانون التوجيهي للتربية
Law of orientation
القانون التوجيهي للتربية
Curriculum
المنهاج
Accompaning document
الوثيقة المرافقة
Yearly plannings
التوازيع السنوية
Textbooks
الكتاب المدرسي
T. Guide book
دليل الأستاذ
T. Diary book
الكراس اليومي
T.Marking book
كراس التنقيط
Teaching portfolio
الملف البيداغوجي
Listening scripts
ملفات صوتية
Lesson planning
المذكرات اليومية
Mentoring portfolio
ملف الأستاد المتربص
NOVICE TEACHERS' WORKSHOP SEPT.2017

8. NOVICE TEACHERS' WORKSHOP SEPT.2017
First thing first read the curriculum and the accompaning document. Why?
NOVICE TEACHERS' WORKSHOP SEPT.2017

9. IF I READ THE CURRICULUM, I’LL KNOW MORE ABOUT…
the goals of English at the MS.
the exit profile for each cycle at the MS.
the syllabuses across the years.
how to implement the curriculum.
the four missions of school
CBLT
how to devise a situation of integration
The assessment scheme
NOVICE TEACHERS' WORKSHOP SEPT.2017

10. THE ACCOMPANING DOCUMENT
IF I READ THE ACCOMPANING DOCUMENT, I’LL KNOW MORE ABOUT…
the three target competencies :
INTERACTIVE C.
INTERPRETIVE C.
PRODUCTIVE C.
the cross-curricular competencies:
Linguistic comp.
intelectual comp.
Methotological comp.
Personal and social comp.
Values:
National Identity
National conscience
Citizenship
Ppeness to the world
Planning learning: (planning a sequence)
Situations of integration:
NOVICE TEACHERS' WORKSHOP SEPT.2017

11. THE ACCOMPANING DOCUMENT
« followed »
The four situations of integration:
1-Initial problem Solving situation
2-Learning Situation to install the resources
3-Training for Integration Situation
4-Target Situation for Evaluation
Teaching strategies
Teaching styles
Learning styles
Teacher’s role / student’s role
Project based learning
Yearly learning plans
NOVICE TEACHERS' WORKSHOP SEPT.
samples of lesson plans

12. NOVICE TEACHERS' WORKSHOP SEPT.2017
Planning learning
Right or wrong?
I start by planning my
Lessons according to
the textbook
wrong
NOVICE TEACHERS' WORKSHOP SEPT.2017

13. The outcome (s1 ms1) First, think on what your learners will
Able to produce at the end of the sequence.
The outcome (s1 ms1)
SITUATION OF INTEGRATION
Your school twins with a school in the U.K. You take part in this twinning with other schoolmates.
Send an where you describe yourself, your school, hobbies and eating habits.
Supports:
-samples of s
-samples of family trees
-video segments about school
NOVICE TEACHERS' WORKSHOP SEPT.2017

14. SITUATION OF INTEGRATION
Your school twins with a school in the U.K. You take part in this twinning with other schoolmates.
Send an where you describe yourself, your school, hobbies and eating habits.
Supports:
-samples of s
-samples of family trees
-video segments about school
context
task
support
NOVICE TEACHERS' WORKSHOP SEPT.2017

15. What will my pupils be able to cook
at the end of sequence 1?
NOVICE TEACHERS' WORKSHOP SEPT.2017

16. So, you are going to lead them to cook
Kouskous.
HOW ARE YOU GOING
TO PROCEED?
NOVICE TEACHERS' WORKSHOP SEPT.2017

17. NOVICE TEACHERS' WORKSHOP SEPT.2017
A recipe
Planning learning
NOVICE TEACHERS' WORKSHOP SEPT.2017
JKJIUIOUOM

18. Planning a Learning Sequence
Exit profile of key stage 1 (MS1)
At the end of level one( 1st year MS) the learner will be able to interact, interpret and produce short oral and written messages /texts of descriptive type , using verbal and non verbal supports in meaningful situations related to his environment and interests.
The learner can :
Understand simple messages related to concrete situations, his/ her immediate environment and needs.
Ask and answer simple questions about topics related to their age and interest provided that the other person speaks clearly and is prepared to help.
Use very basic phrases, short sentences to talk and write about personal experience ( family likes…)
Target competence of MS1
In a situation of meaningful communication, using written ,visual of oral support, the learner will be able to INTERACT ORALLY, INTERPRET and PRODUCE ORAL and WITTEN MESSAGES of descriptive type
Components of the competences
The learner makes contact with the interlocutor.
She/he transmits a message.
She/he reads in a non verbal way to verbal messages
She/he maintains an oral interaction using listening strategies.
She/he sorts out the general meaning of an oral message
The learner reacts to a visual, audio or written text.
- She/he adapts her/his listening or reading skills of the text type
- She/he sorts out the general meaning of a text ( the gist).
- She/he calls up / mobilizes for complementary strategies to understand a text.
The learner calls up for the resources she/he has disposal to develop her/his language learning in order to produce very short and simple texts.
She/he adapts her/his text to situation of communication
She/he conceives writing as a tool of communication and learning
She/he structures her /his texts
NOVICE TEACHERS' WORKSHOP SEPT.2017

19. NOVICE TEACHERS' WORKSHOP SEPT.2017
A list of ingredients
A list of resources
NOVICE TEACHERS' WORKSHOP SEPT.2017
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20. NOVICE TEACHERS' WORKSHOP SEPT.2017
RESOURCES
GRAMMAR
LEXIS
PRONUNCIATION
-Auxiliary to be and to have (present simple tense)
Present simple tense with the verbs :to live, to go , to like ( I like / I don’t like
Personal pronouns:
Possessive adjectives
Lexis related to greeting :hi /hello..
Question words :What/where
Glad/nice
Lexis related to colours /
Basic lexis( words and expressions) related to family, school things, clothes , food, jobs
/a/ ,/ɪ/,/aɪ/
/e/ ,
/eɪ/ /aɪ/
/ɪ/ , / i: /
Aspirated “h”
Intona-
tion in “wh” question.
NOVICE TEACHERS' WORKSHOP SEPT.2017

21. NOVICE TEACHERS' WORKSHOP SEPT.2017
Necessary utencils
Teaching aids
NOVICE TEACHERS' WORKSHOP SEPT.2017
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22. NOVICE TEACHERS' WORKSHOP SEPT.2017

23. shopping Installing resources/ teaching
NOVICE TEACHERS' WORKSHOP SEPT.2017
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24. NOVICE TEACHERS' WORKSHOP SEPT.2017
Level :1MS
Sequence : 5
Lesson:2 LEARNING
Lesson focus:learning/language
Learning Objective(s):
By the end of the lesson, mylearners willbeableto give information and ask about one’s country using adjectives of nationalities ∕suffixes.
Competency (ies) targeted : interact – interpret– produce
Domain: Oral/ Written – Both
Language tools (target structures):Adjectives of nationalities – plural forms –suffixes. Recyclingprepositions of location
Material(s):
Maps/posters/flashcards
Cross-curricular Competencies:
Intellectual Competencies: understand and interpret non-verbal messages. Using a variety of communications means to solve a problem.
Methodological Competencies : work and collaborate with a peer and evaluate him-her
Communicative Competencies: perform to interact with other people of other culture. Role play-
Personal and Social Comp:assert the national identity socialize through oral or written exchanges.
Core Values:
Sharing-being proud of one’s country knowing and understanding other people and their countries.
Knowing and understanding the others
Openness to the word
NOVICE TEACHERS' WORKSHOP SEPT.2017

25. Teaching practice/tasks
preparing/mixing/grinding/
Cutting…
Teaching practice/tasks
NOVICE TEACHERS' WORKSHOP SEPT.2017
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26. NOVICE TEACHERS' WORKSHOP SEPT.2017

27. Integrating (resources/skills Attitudes) –group work
Cooking 1
Integrating (resources/skills
Attitudes) –group work
NOVICE TEACHERS' WORKSHOP SEPT.2017
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28. NOVICE TEACHERS' WORKSHOP SEPT.2017
Knowledge
Skills
Attitudes
Auxiliary to be/ to have
Present simple tense : to live/ to go/ to like
Personal pronouns
Possessive adjectives
Demonstrative pronouns
Prepositions
Numbers from 1 to 13
Numbers fro 14 to 100
Articles ( a/ an / the)
The digital time
Use of simple sentences pattern ( memorized
Modelled ones: affirmative and interrogative)
Use of question words ( who, what, where to get personal details)
How to write an
How to use a computer (ICT)
Describing oneself, family, school
Greeting
Being polite
NOVICE TEACHERS' WORKSHOP SEPT.2017
JKJIUIOUOM

29. Assessment / remediation
Tasting ( mother )
Assessment / remediation
NOVICE TEACHERS' WORKSHOP SEPT.2017
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30. NOVICE TEACHERS' WORKSHOP SEPT.2017

31. Situation of Integration (individual work)
Cooking 2
Situation of Integration
(individual work)
NOVICE TEACHERS' WORKSHOP SEPT.2017
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32. NOVICE TEACHERS' WORKSHOP SEPT.2017
JKJIUIOUOM

33. Evaluation grid with criteria
RELEVANCE
FULL MASTERY
MINIMUM
MASTERY
PARTIAL MASTERY NO
3/3
2/3
1/3
0/3
1. Learners should write an
2. Learners should describe themselves & their school
3. Learners should speak about their eating habits
USE OF CRRECT LINGUISTIC TOOLS
1. Learners should use present simple (to be / to have)
2. Learners should use adjectives (tall, small, nice…)
3-Learners should describe preferences about eating habits.
0/2
COHERENCE
EXCELLENCE
1. Learners produce meaningful sentences.
2. Learners use cohesive devices.
3. Learners produce a meaningful/consistent piece of writing.
1/ /1
NOVICE TEACHERS' WORKSHOP SEPT.2017
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34. NOVICE TEACHERS' WORKSHOP SEPT.2017
Remedial work
NOVICE TEACHERS' WORKSHOP SEPT.2017
JKJIUIOUOM

35. Preparing , gringing, cutting, mixing, … tasks Necessary utencils
A list of ingredients
A list of resources
A recipe
Planning learning
shopping
Installing resources
Preparing , gringing, cutting, mixing, …
tasks
Necessary utencils
Teaching aids
cooking
Integrating
Tasting ( mother )
Assessment/remedial work
Tasting (a guest)
summative assessment
NOVICE TEACHERS' WORKSHOP SEPT.2017
JKJIUIOUOM

36. Planning a learning sequence30
Planning a learning sequence
INITIAL PROBLEM SOLVING SITUATION 4
W E E K S
LEARNING SITUATION TO INSTALL THE RESOURCES/APPRENTICESHIP
L4… L2 L1 L4 L3
TRAINING FOR INTEGRATION
SITUATION (G/W) 1 W E k
TARGET SITUATION
FOR ASSESSMENT (I/W)
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37. WEEKS OF INTEGRATION Learning the integration Installing the resources
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WEEKS OF INTEGRATION
Learning the integration
Installing the resources
Assessing the integration
Assessing the resources
Diagnostic assessment
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