Meeting and workshop February24th ,2015

Médea 2

Inspector : Mrs.Naçera Ben Zerouk

Teacher trainer : Mr.Samir Bounab

Topic : Teaching reading

Teachers concerned by this training : All the teachers

Material : Data show – laptop - papers – tables

Twbat: By the end of this meeting trainees will be able to :

1. Know the principles of teaching read 2. Plan reading lesson.

Time Interaction Procedure Note

9:00 Tr – ts Teachers – teacher trainer

Opening session

Review about the last meeting “how to teach grammar?”

Teachers were asked about :

What difficulties face teachers to plan grammar lesson?

What suits more inductive or deductive grammar lessons?

Teachers can master this method conform to CBA

Teachers can discriminate between deductive and inductive grammar.

Teachers understood that grammar comes after dealing with the communicative aspect of the language.

9:20 Tr - ts Brainstorming about the topic of the day. Using a famous quote teachers are invited to interpret and interact.

The aim to make teachers aware about the importance of teaching reading.

Some questions were raised before the data show presentation:

1-What is reading?

2-Why is reading important ?

3-Main reading difficulties ?

4-What are the types of reading?

5-what is the difference between extensive and intensive reading?

6-What are the stages in teaching reading?

7-How to integrate read with the other teaching skills?

8-What are the reading strategies?

9-What is the purpose of reading?

10-What is the PDP frame work?

11-What activities can be done in pre-reading / during reading and in

post reading?

12-How to deal with reading aloud?

Raise the importance of reading

What is the teacher’s primary concern while dealing with read?

Why do teachers think about reaching the grammar stage of the lesson

Understand each stage of the PDP frame work

Why is it important for an Algerian learner to read ?

10:00 11:00

Power point presentation.

Enable teacher to be updated with the latest in the field of teaching read

See how to adapt such new methods with the Algerian educational system

11:00 Coffee pause

11:10 T.tr – trainees

Feed back about the presentation All the workshop works will be typed and gathered and shared to all the teachers later

12 :00 Closure of the meeting

Feed bad

Meeting and workshop February 24th 2015

Teaching Reading

Time What happened ? What to do?

9:00 9:30

Feed back about the previous meeting: Written report was done by teachers about “Teaching Grammar” .

Teachers noticed that :

Teach in “deductive” way during the first sessions of the MS1 level , since it’s the first experience of the learners with English.

Teach in “inductive” way beginning from the 8th session where learners will be able to recognize the components of a sentence, teachers know that learners already have this notion of a sentence . ( Subject + Verb+ object) in their first language Arabic and in French which they study in Primary School.

Teaching in inductive way will help the learners interpret and re-invest their former knowledge and generate it in English.

Teachers must get sued to assess regularly their works and specially the training and meetings . Teachers must feel free to use any suitable teaching method that suits their learners needs and abilities. Teachers must be aware about their learners’ past abilities which make things easier for them since they know their learners.

9:30

Feed back about the topic of the day: “ Teaching Reading” The concept of the word “read” as teaching skill <many don’t pay attention at the

rational meaning of this word> Teaching reading in our classes is seen as follows: 1)Some teach read as a normal lesson dealing with activities in the manual (content based) 2) Some skip this task specially in the MS1 and MS2 levels since the manuals do not mention clearly this skill which makes it difficult for unexperienced teachers to see and deal with this skill easily.

Teacher must understand the meaning in a practical way; Avoid to teach in linear way Do not be the slave of the book

SARS Pay attention at the tasks edited as”emails,letters and dialogues “and exploit them as read .

The MS1 learners must be exposed to this skill using easy activities that take into account their level and needs.

3) Some tackle read thinking about the language form supported in the text and neglect the functional aspect of the script. 4)Some ignore the stages of teaching read, especially the novice teachers since they were not exposed to too much training ,during the university , trainees join the schools for a month to attend practical lessons by the end of their final year .The majority of the trainees have never conducted a practical lesson and the luckiest do less than five . 5)Some focus on loud reading and consider that a learner who cannot read aloud does not master this skill. 6) Some know the stages of a read lesson and the real goal of read as a skill, but do not know how to deal with each stage and how to make a link between them. 7) The majority finds it hard to start the read lesson especially when dealing with :

Warming up – brainstorming – ice breakers – lead in Pre-reading stage

8)Some ignore the exit profile of the Middle School learners , the real SWBAT of this learner who spends 4 years studying English. 9)Some deal with read as isolated skill and ignore how to integrate it with the other skills ( speaking –listening and writing)

Think on the functional of the language how can learners use read in their real life specially in this digital age (SMS-chat- internet….) learners need to read to exist in this world. Take into account the importance of training .

Expose novice teachers to extensive training .

Attend their colleagues local training sessions .

Use the internet to be updated by the latest research in the field.

Understand the real aim for read which is comprehension .

Experience by themselves the reading aloud does not help learners to master this skill.

Learners do not need to deal with reading lesson to read aloud.

Teachers must apply the four fundamental principles of teaching ( listen- speak – read – write)

Teachers need to know the purpose , the tasks and the timing dedicated for each stage. Teachers need to discriminate between “warm up –brainstorming- ice breaker and lead in Teacher must know the importance of the pre-reading stage which is the key of the whole lesson and a direct link with the post reading stage. Teachers must know the official exit profile mentioned in the syllabus

L’enseignement de l’anglais a pour but, de permettre à l’élève de la quatrième année : De passer avec succès l’épreuve d’anglais de Brevet. programmes de la 4éme année moyenne p 50

Teachers must vary their way of teaching and avoid the same tasks. Know the importance of read in the real life whee all the skills are integrated

11:00

10)Most of the teachers don’t know how to plan a read lesson conform to the Competency Based Approach (CBA) , Bloom taxonomy and learners centered teaching method .

Know the principles of CBA approach and Bloom taxonomy Know the 3IIP basic competencies that our national syllabus focus on ( interact – interpret and produce) The focus will be on the 2nd competency “interpret” ( decoding written messages) and how to integrate the 3 IIP in each stage of the reading lesson.

11:15 Workshop : Teachers were divided in four groups representing each level.

The workshop consisted of two main parts:

1- Make a list of all the read lesson mentioned in the syllabus and in the manuals.

2- Plan a model read lesson for each level

Help teachers identify where read can be tackled in the syllabus and in the manuals . See how to SARS texts which do not help learners See the new read lessons suggested in the syllabus Unify the teachers works and efforts to help them benefit from each others.

11:45 Delivery of the workshop Because of the lack of time the workshop delivery was on the first point The second point will be done at schools and tackled in the next meeting

12:00 Closure of the meeting

Thank You

By

Mr.Samir Bounab

Yellowdaffodil66@gmail.com