1. The first English seminar
School Year 2017/2018

2. Today’s Agenda Reviewing second generation terms :
Warm up
Reviewing second generation terms :
The 3 stages / curriculum / syllabus / the 4 situations / competencies / core values .
What every teacher should know ?
Presenting MS2 MS3 books .
Teachers’ comments about the books .
Teachers’ difficulties ( problems faced) :
The four situations .
Teacher’s documents ( docs needed) :
yearly distribution .
Suggested rubric by sections .
Lesson plan .
The four learning plannig situations suggested .

3. Warm up Questions: Law of orientation Curriculum Support document
Which of them a teacher must refer to when planning a lesson?
Which of these documents is the most useful for a teacher, and why?
Law of orientation
Curriculum
Support document
syllabus
Course book
Teacher’s guide
Lesson plan

4. Second Generation
Review

5. What do we mean by curriculum?

7. What do we mean by syllabus?

8. a syllabus (pl. syllabuses) is an academic document that communicates course information and defines expectations and responsibilities. it is descriptive (unlike the prescriptive or specific curriculum). a syllabus may be set out by an exam board or prepared by the professor who supervises or controls course quality. it may be provided in paper form or online. there are seven essential components to an academic syllabus: instructor information, general course information, course objectives, course policies, grading and evaluation, learning resources, and the course calendar

9. What is the difference between syllabus and curriculum?

10. Middle school new conceptual framework
What’s New

11. Middle school conceptual framework
The new competencies
1- The Global competence
2- Target competency
3- Transversal competency = cross-curricular competency

12. Middle school conceptual framework
Stage = Level (s)
MS1
Stage 1
MS2 +MS3
Stage 2
MS4
Stage 3

13. Middle school conceptual framework
Domain ./ lesson (s)
stage1
Domain 1
Domain2
Domain3
stage2
Domain 1
Domain2
Domain3
stage3
Domain 1
Domain2
Domain3

14. Middle school conceptual framework
Oral interaction
Domain 1
Interpretation of an oral and written messages
Domain 2
Production of oral and written messages
Domain 3

15. The components of the syllabus
Global competence
Core values
Cross-curricular competenceis

16. 1 - Global competence of Stage 2
By the end of Key Stage 2 ( end of MS3),the learner will be able to interact , interpret and produce oral and written messages/ texts of average complexity, of a descriptive, narrative , argumentative and prescriptive type, using verbal or non-verbal supports (written texts, audios and visual aids) in meaningful situations related to his environment and interests.

17. 2- Core values National Identity Citizenship National Conscience
Openness to the world

18. CORE VALUES FOR ALL THE LEVELS
MS1
-socialising
-respect
-honesty
-living together
Being proud of one s country
-knowing and understanding the other through flags,currency,dwellings
MS2
Sharing experiences
Staying healthy and keeping fit
Respect of neighbours
Socialising

19. MS3
-Living with others and accepting/respecting them
-being proud of family and extended family with respect
-protecting pets
-protecting one s health and the environment
-valuing great achievements in the field of sciences,sports,…
-respecting animals rights
-Accepting/ the other with qualities and defects
MS4
-Being honest and able to talk about embarrassing and difficult situations
-respecting elder people/family advice
-being an active reader /open to other cultures
-understanding the other/respecting differences in eating,dressing habits
-valuing national and universal landmarks ,cultural heritage
-valuing the great achievements in all the field of life/science,technology,arts,sports,literature,history
-being proud of national outstanding figures/national heroes
-solidarity in times of catastrophies/illnesses
-being proud of belonging to a nation/culture/religion
Knowing and respecting cultures of the world through celebration days.

20. 3- CROSSCURRICULAR COMPETENCES

21. Intellectual competencies
CROSSCURRICULAR COMPETENCES
Intellectual competencies
Methodological competencies:
Personal and Social competencies
Communicative competences

22. Intellectual competencies
Methodological competencies
He exploits and interprets verbal and non verbal messages
He shows creativity
He demonstrates his abilities to face problem solving situations .
He uses pair work, group work
He selects work methods
He uses
assessment

23. Communicative competencies
Personal and Social competencies
Communicative competencies
He uses blogs, videos, websites, forums ,platforms…
He uses and transfers digital data for the sake of communication .
-He behaves according to national values. - .
He uses English to affirm his national identity.
- He values socializing and networks with people from different cultures

24. Communicative competencies
Personal and Social competencies
Communicative competencies
He uses blogs, videos, websites, forums ,platforms…
He uses and transfers digital data for the sake of communication .
-He behaves according to national values. - .
He uses English to affirm his national identity.
- He values socializing and networks with people from different cultures

25. Cross-Curricular Topics Across the Cycle
MS1
MS2
MS3
MS4 ME
MY WORLD
THE WORLD
My physical description , clothing
My daily life ( routine and sport activities
My home
My likes ; my abilities
My experiences
My abilities and inabilities / my likes and dislikes my personality features
My life style
My hobbies outside school
My interest in animals and plants
Personality features
School and life experiences ( embarrassing and positive ones)
Prospects and initiatives
Career / education
School ( school things
language command/ school activities)
( Name/ age
hometown/phone number/
eating habits / clothes, body)
Parents and siblings (jobs / age/ hobbies)
My extended family
Shopping: prices, weight , size, shape and colour
Parts of the body
Healthy and healthy diet
Rights and duties at school
Neighbouring places and itineraries
My childhood memories
Teenage lifestyle : Fashion
Eating habits ( good or bad)
Protection of the environment ( eco behaviour)
At school Neighbourhood
Citizenship:
Family advice
Commitment with charity clubs/ helping hand /respect of others
Healthy food and table manners
Hobbies :
Cinema, literature, theatre, , fashion, music , and the digital/ electronic devices
My school
Hobbies at school
Rights and duties at school( in class
The digital world
Forums of discussion
Networks and web sites on:Food and dishes around the world
Landmarks and monuments
National and universal landmarks
Outstanding figures in history, literature and arts in : Our country/The world
Inventions and discoveries in sciences and technology:
Outstanding figures in sciences and sport
Health
Urban life
The means of transport
Animals in danger of extinction
The world
Travelling: trips (itineraries and places )
Home types
The weather
People
Countries
Nationalities

26. What every teacher should know ?

27. What every teacher should know
1. Global Competence/Exit Profile of Key Stage2.
By the end of Key Stage 2 ( end of MS3),the learner will be able to interact , interpret and produce oral and written messages/ texts of average complexity, of a descriptive, narrative , argumentative and prescriptive type, using verbal or non-verbal supports (written texts, audios and visual aids) in meaningful situations related to his environment and interests.

28. These are the backbone of the coursebook
2. The Guiding Principles
English Language
1. English facilitates two-way communication with the world
2. Communicative competence is the aim of language learning
Learners & Learning
3. Successful learning depends on supported and purposeful development
4. Meaningful activities/tasks support and encourage learning
5.Learning is an active, evolving process
6. Assessment of learning should be ongoing
LEARNERS
7. Active Learners
Teachers & Teaching
8. Facilitator
9.Supportive Learning Environment and Classroom Management
These are the backbone of the coursebook

29. Should be translated faithfully in classroom practice
3. Domains
1. Oral
2. Written
1. Global Competence
2. The Guiding Principles
3. Domains
Should be translated faithfully in classroom practice
How?
Teachers should give the priority to the curriculum over the coursebook.

30. So, what do our teachers need to do?
The three competencies should be installed in an integrative way
Interact orally
Interpret
Produce
How?
Through problem solving situations
Focus on the two domains

31. PRESENTATION OF MS2 AND MS3 BOOK

32. MIDDLE SCHOOL YEAR TWO YEAR THREE
My Books of English
Key Stage 2
MIDDLE SCHOOL
YEAR TWO
YEAR THREE

33. 1- ME, MY FRIENDS AND MY FAMILY
MS2 Coursebook comprises 4 sequences
1- ME, MY FRIENDS AND MY FAMILY
2- ME AND MY SHOPPING
3- ME AND MY HEALTH
4- ME AND MY TRAVELS

34. 1- ME ,MY ABILITIES,MY INTERESTS AND MY PERSONALITY
MS3 Coursebook comprises 4 sequences
1- ME ,MY ABILITIES,MY INTERESTS AND MY PERSONALITY
2- ME AND MY LIFESTYLES
3- ME AND MY SCIENTIFIC WORLD
4- ME AND MY ENVIRONMENT

35. LAY-OUT OF EACH SEQUENCE
1- I LISTEN AND DO.
2 – MY PRONUNCIATION TOOLS.
3 - I PRONOUNCE .
4 - MY GRAMMAR TOOLS
My grammar
tools
5- I PRACTISE.
6 - I READ AND DO.
7- I LEARN TO INTEGRATE.
8- I THINK AND WRITE.
9- NOW ,I CAN.
10- I PLAY AND ENJOY.
11- I READ FOR PLEASURE.

36. Teacher’s comments about the two books

37. Very difficult for the Pps I don't how to deal with it
Who's in charge of making ,editing and publishing this book??
I'm quite certain that it wasn't made by experts or pedagogues.
Wait for the worse
The Algerian educational system is moving backwards.....
In my opinion this book is considered as an activity on which the learner is able to take note than to use a copybook and this is why it doesn 't contain the listening scripts. What do you think?
I am very disappointed about what English has been facing in Algeria
I think we should stop this "mess" and be against it... If we accept this, it means we accept being ridiculed. Which I can't bear, at all.We should talk with our inspectors and see what comes out of it...

38. What I would like to say is

40. Teachers’ difficulties
“problems faced”

41. Teachers’ Questions
???????????????

42. How many situations do we go through to teach a sequence ?

43. What is initial situation anyway, need someone to clarify this gloomy thing 😡

44. Hello folks ! I want things to be clarified once and for all: After we announce the project, are we supposed to present ONLY the input/initial situation or the four (4) situations all together in one session??? if yes, do we need supports (pictures) as for the term project? and if the answer is no, when are we supposed to introduce the 3 other situations? WHEN???!!

45. What comes to your minds when you hear : Teaching through problem solving situations ?

46. Which frame work should we adapt in the presention of the initial situation ?

47. Now Let ‘s start answering the questions

48. How many situations do we go through to teach a sequence ?

49. Each sequence contains 4 situations
4 Assessment situation
3 Learn to integrate (Situation of integration)
2 /Learning / the input situations
1 / Initial situation

50. Situation 1: Initial situation PROBLEM SOLVING SITUATION
It's the starting point of your lesson where you involve your learners from the first moment you are in class where you put them in real life situation conform to official approach which is learner centered one
Situation 1: Initial situation PROBLEM SOLVING SITUATION

51. The teacher puts the learner’s mind into a problematic situations as a starting off , where the are supposed to think and find solutions
It allows learners to explore, develop, and apply their understanding to solve other problems if faced in reality
It contains a TBL lesson through which the learners acquire language sub-conciously with no access to grammar rules.

52. Situation 2 : Learning situation
Teachers install resources in a learning problem- solving situation related to the environment and interests of the learners
Teachers introduce the linguistic content related to grammar, lexis and pronunciation(L.G.P).
Learners are gradually prepared to fill in the KSA table in situation 3 successfully.

53. Situation 3- Learning to integrate ( situation of integration) Groupwork
Teachers train their learners on how to integrate, and mobilize their resources and reinvest them in a problem-solving situation, through group work. Thus, teachers would be able to identify the learners’ strengths and weaknesses, deal with moderation and organize remedial work in tutorial sessions.

54. Situation 4 : Assessment Individual work
The learners will have to work individually as integration is an individual learning process.
Teachers will give them a problem solving situation of integration for the sake of assessment.

55. Situation Rubric / sections Frame work N° of sessions OBJECTIVE
Problem solving situation / the Initial situation /
TBL
PPU
01 session
Learning / the input situation / installing resources
I listen and do
I pronounce
I practice
I read and do
PDP or PPU
01 to 04
01 to 02 01
01 to 0 2
Learning to integrate (Situation of integration)
I learn to integrate
I think I can write 02
Assessment situation
A given situation of integration
Now I can

56. How about sections 9 , 10 and 11 ? 9- I play 10- I enjoy
11- Pictionary
These sections are dealt with frequently in the four situations, i.e no specific lessons are set for them.

57. How to deal with the Intial situation?

60. Teacher’s documents ( docs needed)
yearly distribution .
Suggested rubric by sections
Lesson plan .
The four situations suggested( plannig learning)

61. Conclusion

62. Education always implies change, but foreign language education implies social change” Claire J. Kramsch