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groups of four to five learners. Group formation is a key issue in group work activities. The teacher can eitherresort to mixed ability groups or groups of the same ability. Random grouping is also used (counting off or byseat proximity). Group work is essentially conducted in three distinct phases:- A moving-in phase: in this phase the teacher organizes the groups and seating. She/he also givesinstructions and briefs groups or group leaders.- A monitoring phase: here the teacher walks around the class monitoring the work of the groups. She/hedoesn’t intervene with the group work unless called upon for advice and/ assistance.- A moving-out phase: this includes winding groups down and monitoring the report – back phase.It is useful to assign roles within the group (e.g. reporter, recorder, timekeeper, monitor, dictionary man, etc.).Group work may be used for a wide range of activities such as preparing for a debate, brainstorming for awriting task, group editing, problem solving, discussions, jigsaw tasks, decision-making tasks, project work, etc.The end of the group work activity is critical to the learning process because learners need to feel that the taskhas maximized their knowledge, skill, and abilities. The following classroom management domains and featuresalso need to be accounted for seriously by teachers to be effective implementers:• Keeping suitable pace;• Limiting teacher talk;• Giving appropriate feedback and correction;• Questioning;• Responding to learner difficulties;• Using silence and wait time;• Using gestures and mime;• Using blackboard and other teaching aids;• Ensuring learners’ audibility to each other;• Praising learners for their efforts;• Catering for different ability levels;• Handling different types of learners;• Using appropriate classroom language;• Using suitable turn-taking strategies;• Handling transitions;• Handling discipline problems.BibligraphyArends, R. (1994). Learning to Teach. New York : McGraw- HillDoff, A. (1988). Teach English. A training course for Teachers. Cambridge: Cambridge University Press.Harmer, J. (1991). The Practice of English Language Teaching. Harlow: Longman55التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
M.E.N. (1996). Recommendations pédagogiques et programmes de l’anglais dans l’enseignement secondaire.M.E.N. (2004 and 2005). Recommendations pédagogiques et programmes de l’anglais dans l’enseignementNunan, D . (1991). Language Teaching Methodology. Hemel Hempstead: Prentice Hall International.Richards, J.C. and Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge:Cambridge University PressTanner, R. and Green, C. (1998). Tasks for Teacher Education: A Reflective Approach. Harlow : AddisonWesley LongmanWainryb, R. (1992). Classroom Observation Tasks. Cambridge : Cambridge University Press.Webliographyhttp://www.intime.uni.edu/mode/teacher/content.html(Oct. 27th, 2006)http://gsi.berkley.edu/resources/discussion/groupwork.html (Oct. 28th, 2006)56التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
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آتابة الدولة المكل
Page 3 and 4:
TABLE OF CONTENTSThemesPagesPreface
Page 5 and 6: PART ONE4التوجيهات الت
Page 7 and 8: even when they graduate. The areas
Page 9 and 10: PART TWO8التوجيهات الت
Page 11 and 12: requires that they should be treate
Page 13 and 14: Listening content standardsThe guid
Page 15 and 16: Teaching speakingPromoting learners
Page 17 and 18: techniques appropriate to the audie
Page 19 and 20: • Different levels of formality;
Page 21 and 22: • Allow learners to act as group
Page 23 and 24: • Reading and writing are closely
Page 25 and 26: learning; and thus identify their l
Page 27 and 28: - report on reading from different
Page 29 and 30: learners boost their writing compet
Page 31 and 32: Teaching/Learning Language Function
Page 33 and 34: • Information gap tasks ;• Opin
Page 35 and 36: needed. Since new trends in languag
Page 37 and 38: current tendency to focus on commun
Page 39 and 40: TEACHING VOCABULARYA rationaleThe p
Page 41 and 42: instance, creating mental linkages,
Page 43 and 44: learners to ask such questions, wit
Page 45 and 46: LEARNER AUTONOMY AND LEARNER TRAINI
Page 47 and 48: LEARNER TRAININGLearner training re
Page 49 and 50: • Recycle these strategies in pra
Page 51 and 52: teachers can use David Nunan’s (1
Page 53 and 54: CLASSROOM MANAGEMENTClassroom manag
Page 55: for theme-based textbooks. Teachers
Page 59 and 60: • acquiring independent thought a
Page 61 and 62: and achieve the objectives set for
Page 63 and 64: PERFORMANCE BASED ASSESSMENTThe sta
Page 65 and 66: 1. Think about how you would tell a
Page 67 and 68: writing. For example, a common core
Page 69 and 70: Performance-based assessment: Vocab
Page 71 and 72: PART FIVE : Syllabi70التوجيه
Page 73 and 74: 3. Food4. Shopping5. the arts6. sci
Page 75 and 76: Generate questions about a textInte
Page 77 and 78: The Second Year Baccalaureate Sylla
Page 79 and 80: o Speaking content standard 3: lear
Page 81 and 82: -Past perfect;-Future perfect;-Cond
Page 83 and 84: التوزيع السنوي لما
Page 85 and 86: التوزيع السنوي لما
Page 87 and 88: Appendix ASpeaking and listening sk
Page 89 and 90: Appendix CListening activities and
Page 91 and 92: Appendix ESQ4R metnodSurvey the tex
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