Professional Documents
Culture Documents
Pedagogic Project 1
Sequence 1
Session = Input= Lesson
Communicative Competence
(SWBAT)
Initial Problem Solving
Situation
Function :
Grammar :
Vocabulary related to:
Pronunciation :
Cultural aspect :
VAKT = AIDS :
Resources Acquisition
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Sessio hip
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Receptive Skill
3 stages
Pre Reading
During Reading
Post Reading
To teach The receptive skill Read Lesson we need PDP frame
work:
What is PDP Reading lesson?
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National
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Mastere
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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.
Ice breaker : Icebreakers are discussion questions or activities used to help
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Why PDP Reading frame work? Because it is conform the Algerian National
Curriculum Mars 2015
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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 students prior knowledge.
Lead in: Lead-ins (topic) will encourage the sharing of information and resource.
Topic Lead-ins will direct the student into the content that will be taught
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
The Pre-Stage
(ice breaker warmer lead in )
Must be tackled , initiated or introduced
Through
PROBLEM SOLVING SITUATION
by : Mr Samir Bounab ( Teacher trainer at MONE)
Yellowdaffodil66@gmail.com
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Interpre
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Student
Stude
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session
P = Pre-Reading
D = During Reading
P = Post Reading
Reading is an interactive process that goes on between the reader and the
text, resulting in comprehension
Reading is an activity with a purpose. A person may read in order to gain
information or verify existing knowledge, or in order to critique a writers
ideas or writing style
A person may also read for enjoyment, or to enhance knowledge of the
language being read.
The text presents letters, words, sentences, and paragraphs that encode
meaning.
The reader uses knowledge, skills, and strategies to determine what that
meaning is
In the case of reading, this means producing students who can use reading
strategies to maximize their comprehension of text, identify relevant and nonrelevant information, and tolerate less than word-by-word comprehension.
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Expectation Outline:
A pre-reading strategy where students skim through the assigned reading and
Mastere
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Identity
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Sessio
conscie
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Citizens
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After
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KWHL Chart:
Similar to the KWL Chart with an added column labeled How I will find
Student
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out Have students write everything they know about the topic they are
studying under the K column, everything they want to know under the W
Time
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KWLchart
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by folding their paper as if they were sending a letter. Have students write everything
they know about the topic they are reading (under the K column) and everything they
want to know (under the W column). Leave the third column (the L column) blank to
session
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Must
column, and strategies for how they will found the answers to their W
questions under the H column. Leave the third column (the L column) blank to
come back to afterward to write what they learned. This can be used as either
a pre-reading activity or at the start of a lesson. Use this sample KWHL Chart.
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words or concepts or have them find them on their own. You may also use an
actual rating system or rubric to rate their understanding.
Student
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Pre-Reading
Recent research brought to light a new lesson format that gave
due importance to pre-reading activities. It was found that what is done
before reading, is very beneficial for understanding the text. This
preparation work is what helps students get connect the new
information to what they already know.
This new format suggests that 50-60% of the lesson should be
spent on pre- reading activities
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come back to after they read for what they learned. Use this sample KWL Chart.
Possible Sentences:
Create a list of key terms and phrases from a reading. Provide students with a list of
these terms and have students use two words or phrases to create possible sentences
they might come across during their reading. Afterwards have them evaluate the
relatedness of their sentences
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session
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on the wordsplash.
After
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the wordsplash. Have students make predictions about what they will be reading based
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Wordsplash:
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SQ3R: Reading strategy where students Survey, Question, Read, Recite, Review.
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Using the title, subtitles, and divisions within the text to predict
content and organization or sequence of information
Looking at pictures, maps, diagrams, or graphs and their captions
Talking about the authors background, writing style, and usual topics
Skimming to find the theme or main idea and eliciting related prior
knowledge
Reviewing vocabulary or grammatical structures
Reading over the comprehension questions to focus attention on
finding that information while reading
Constructing semantic webs (a graphic arrangement of concepts or
words showing how they are related)
Doing guided practice with guessing meaning from context or
checking comprehension while reading
Asking the learners to anticipate from a picture or the title
Introducing the topic through some key words .
Telling a parallel story to introduce some difficult words .
Having the learners predict information constituents .
Review a previous lesson that is thematically or structurally linked to
the new one .
Ask pointed questions to whet the pupils' appetite and raise their
motivation
Oral Discussion or a short written activity
Brainstorming the theme
Playing music to set the tone
Eliciting vocabulary around the theme
Doing an enactment around the theme
Asking a thought-provoking question
Asking lead-in questions
Showing a short YouTube clip or a scene from a movie
Cartoon, riddle, joke
Thinking about the title
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Yellowdaffodil66@gmail.com
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world
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Sessio
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After
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session National
Identity
National
conscie
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Citizens
hip
Time
Must Openne
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Be
to the
world
Mastere
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Sessio
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Identity
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After conscie
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Must
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Teache
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Student
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Stude
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Sessio Identity
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MCQ
True / false / not mentioned.
Table filling
Matching pair activities
Sentence completion .
Open ended comprehension questions graded from :
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Graphic organizers
can help convey large chunks of information concisely;
encourage strategic thinking: describing, comparing and contrasting,
classifying, sequencing, identifying cause and effect, decision making, etc;
c) can be used to aid reading comprehension students can brainstorm around
a topic, summarize texts, etc as well as other learning activities, such as
organizing and storing vocabulary, planning research, writing projects, etc;
d) are easy to use with all levels and ages;
e) are non-linear and thus allow for multiple connections between ideas
a)
b)
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Visual
1. Read aloud to your students as they follow along silently. You have
the ability to use inflection and tone to help them hear what the text
is saying. Following along as you read will help students move from
word-by-word reading to reading in phrases and thought units, as
they do in their first language.
2. Use the read and look up technique. With this technique, a
student reads a phrase or sentence silently as many times as necessary,
then looks up (away from the text) and tells you what the phrase or
sentence says. This encourages students to read for ideas, rather than
for word recognition.
3. However, reading aloud can help a teacher assess whether a student
is seeing word endings and other grammatical features when reading
By
Mr.Samir Bounab
Yellowdaffodil66@gmail.com
Audio
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