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viewing of videos …). Teachers consider the authentic materials that learners can consult to document theirproject. And finally make a detailed timetable for the project.4. Identify language skills and strategies. Practise the language skills and functions to be used for datacollection (if for example the means used is a questionnaire or a survey, the teacher should provide practice inquestion formation.) Teachers need, for instance, to ….• design the written material needed for the initial stage (interview, questionnaire, survey).• provide practice in the different types of writing tasks required by the project such as letter andreport writing, book review, etc.5. Gather Information. Learners move out of the classroom to carry out the planned tasks to collect relevantinformation, e.g. gathering printed and visual material, administering questionnaires, conducting surveys, andmaking recordings.6. Compile and analyse information. Learners weigh the value of the collected data to select the mostappropriate for the project and discard the rest.7. Learners present the final product. Since one of the major concerns of project work is to promotecooperation in learning, members of the same group can work together on the planning of the project, and thegathering of the necessary material. However, they may be required to accomplish different but complementarytasks and produce individual outcomes in order to discourage each team member from relying on the others. Forexample, each one can perform one of the following tasks:• Write a final essay or report about the project.• Keep a process journal in which all the activities related to the project are recorded (who does what,when and how?)• Give an oral presentation.• Prepare classroom information (posters, wall displays).• Correspond with individuals by means of letters, faxes, and e-mails to obtain information.To achieve success at this stage might entails, for learners, getting practice in giving presentations and talks,receiving feedback on voice projection, pronunciation, and eye contact; or revising and editing written work.8. Learners evaluate the project. The presentation of the end-product is commonly considered as the finalstage in the project work process. However, it is worthwhile going a step further by asking learners to reflect onthe experience they went through, the knowledge they gained, the skills they acquired, the pathways theyfollowed to complete the project and the difficulties they encountered. They may suggest alternative proceduresto improve future project work endeavours.The role of the teacherThe teacher’s role is paramount in the success of project work. First, the teacher needs to be clear about its aimsand objectives, be aware if its wide scope and the numerous benefits learners may gain from it, but also thechallenges it may pose. Then he or she should have the capacity – through knowledge and experience - to pursue59التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
and achieve the objectives set for project work, help learners identify relevant issues and assist them to definethe step by step procedure that will enable them to complete their project and achieve their goals. The teacher’sintervention may go along the following lines:• To help learners select a topic and define a method of execution• To help learners structure their work, assign tasks and set deadlines• To supervise the project by providing guidance and support throughout its stages• To give learners formative feedback on both process and product• To equip learners with the necessary language tools to achieve the project tasks.• To encourage learners to develop their own ideas, and to be creative.• To foster engagement and positive attitude through encouragement and empathy.• To ensure that learners meet deadlines.• To deal with unforeseen difficulties.• To discourage plagiarism and challenge learners to accept responsibility for their work.Project assessment criteriaThese criteria may be adopted and or adapted by the teacher to assess learners’ achievement.• Planning and development: does the project have a clear focus? Does the learner follow a coherentoutline? Has the learner given each stage of the project due attention?• Collection of information/ resources: has the learner demonstrated the ability to collect relevant datafrom a variety of sources? Has he used the appropriate tools? Has he selected sufficient information tosubstantiate his arguments or to support his ideas?• Analysis/ creativity: Does the learner demonstrate depth of reflection? Does he have a clear vision ordoes he bring a personal response to the issues being considered?• Message: how comprehensive, clear and effective is the message? How appropriate are theinformation to the task?BibliographyCarmona et al,( 1991). Developing Project Work in the English Classroom. Forum, vol29, nb3, pp.45-47.Fried-Booth, D, L.( 1986). Project Work. (Ed) Alan Maley. Oxford: Oxford University Press.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’enseignementPapandreou, A, P. (1994). An Application of the Project Approach to EFL. Forum, vol32, nb3, pp.41-45Ribé. R and N Vidal. (1993). Project Work Step by Step. Macmillan Heinemann.Rowlands, S.( 2002). Personal Project. International Baccalaureate Middle Years Programme.Sheppard, K. and F. L. Stoller. (1995). Guidelines for the Integration of Learner Projects into ESPClassrooms. Forum, vol. 33, nb4, pp. 10-15.60التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007
Page 1 and 2:
آتابة الدولة المكل
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TABLE OF CONTENTSThemesPagesPreface
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PART ONE4التوجيهات الت
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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 and 56: for theme-based textbooks. Teachers
Page 57 and 58: M.E.N. (1996). Recommendations péd
Page 59: • acquiring independent thought a
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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