92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

current tendency to focus on communication and learner autonomy. The following sequence of tasks might be of
some help to teachers:
• Listening or reading task (i.e. learners read/ listen to a text that they process for meaning).
• "Noticing" task (i.e. learners read/ listen to the same texts, which is now gapped, and fill in the missing
words). Learners might be also asked to notice and underline grammatical aspects in a text or statements.
• Consciousness-raising task (i.e. learners are helped to discover how the target grammar structure works
by analyzing the "data" provided by the reading/ listening text).
• Checking task (i.e. learners complete an activity to check if they have understood how the target
structure works).
• Production task (i.e. learners are given the opportunity to try out the target structure in their own
sentences). The aim of the production task is to encourage learners to experiment with the target
structure, not its mastery.
• Contrast strategy (i.e. learners are given the opportunity to contrast the newly acquired forms/ rules
with the ones met earlier).
• Free production tasks: At higher levels, learners might be asked to write, or prepare and present an
extended piece of discourse in which the target rule is used accurately, meaningfully and appropriately.
(Adapted from ‘On Becoming Grammatical’, by R. Ellis, 2006)
The learner-teacher feedback should be omnipresent throughout similar tasks and activities. Learners like to
receive helpful guidance and support from their teacher, provided that non-threatening correction techniques are
used, and the teacher should often restrict correction to the structure in focus 39 .
Teachers should design their own checklists to see whether the target grammar standards have been met. A
checklist might include rubrics such as morpho-syntactic, semantic and pragmatic elements. Teachers can
address the learners’ grammatical areas for improvements. Retention enhancement and transfer can be carried
out through encouraging learners to continuously apply the rules and assess their performance themselves.
Bibliography
Alexander.L.G. (1993). Longman Advanced Grammar: Reference and Practice. Essex. Longman.
Allwright and Bailey.(1991).Focus on the language classroom: an introduction to classroom research for
language teachers. Cambridge. Cambridge University Press.
Dubin and Olshtain. (1986). Course Design: developing programmes and materials for language learning. New
directions in language teaching. Cambridge. Cambridge University Press.
M.E.N. (1996). Recommendations pédagogiques et programmes de l’anglais dans l’enseignement secondaire.
39 Constantinos, Gabrielatos. 1994. Minding our Ps. Online: http//www.Gabrielatos.com/MindingOurPs.htm.2006.
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التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007