Teacher's hand out 2nd g & in put situation novemb 22nd 2016
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This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses: 1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge. 2) The PPU framework which includes the presentation, practice, and production stages of a lesson. 3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
![Mr Samir Bounab
What is initial problem solving situation?
• It's the starting point of your lesson where you involve your learners from the
first moment you are in class
• you put them in real life situation conform to the official approach (CBA)
which is learner centered one.
• Using selected aids , you invite your learners to guess, improsive, deduce....
Planning lessons through problem solving situations necessitates from the
teacher to take into account many important facts:
• Help the learner reach the solution in a complete autonomous way where he
or she feels responsible about his or her thoughts.
• Put their ideas (solution) into practice and see their validity ( self evaluation)
• Encourage Independence : Have students work through problems on their
own. Ask directing questions or give helpful suggestions, but provide only
minimal assistance and only when needed to
• Some problem solving classroom activities:
• Brainstorming : helping learners to generate as many as possible as idea
and elicit them in lists .
• Guessing : using pictures ( generally the ones of the school manuals) invite
the learners to guess and improvise.( teacher may help them to put their ideas
―black on white‖ by answering specific questions like : 1) where does the
situation take place? who is in the picture ? 3) what is happening? ( learners
will see , think then write short production )
• What’s the problem ? This is a powerful technic to unify all the ideas
The input Situation & teaching frameworks
PPU & PDP frameworks
Pre stage :
• This can be an :
• ice- breaker,
• warmer
• lead in.
• 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 participants
relax and ease into a group meeting or learning situation.
• The icebreakers can beused to generate interest in a topic and activate the
student‘s 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
•
What is PPU? Speaking (communicative grammarlesson)
•P= Presentation
•P= Practice
•U = Use
• NB: Use has wider usage in and outside the class than Produce which can
occur just in class
• During Stage = Presentation
• The teacher : [decides on the teaching aids to be used]
• Conveys the meaning of new material / language to students (inductively or
deductively)
• Gives them the chance to interact with it and to indicate in some way (not
necessarily by producing the language) that they have understood.
• Provide maximum opportunity to students to speak the target language by
providing a rich environment that contains collaborative work, authentic
materials and tasks, and shared knowledge.
• Try to involve each student in every speaking activity; for this aim, practice
different ways of student participation
• Provide written feedback like "Your presentation was really great. It was a
good job. I really appreciated your efforts in preparing the materials and
efficient use of your voice…―
• Do not correct students' pronunciation mistakes very often while they are
speaking. Correction should not distract student from his or her speech.
• Involve speaking activities not only in class but also out of class; contact
other people who can help.
• Circulate around classroom to ensure that students are on the right track
and see whether they need your help while they work in groups or pairs.
• Provide the vocabulary beforehand that students need in speaking
activities.
• Diagnose problems faced by students who have difficulty in expressing
themselves in the target language
• provide more opportunities to practice the spoken language
• Check Understanding. the teacher should ensure that students understand
what they have to do and are confident with the vocabulary used on the role
play handout before they begin.
• Reduce teacher speaking time in class while increasing student speaking
time. Step back and observe students
• Indicate positive signs when commenting on a student's response
• What do Students do?
• Talk about subjects of interest to them.
• Students use the material they have already learned
• Acquire new vocabulary in a meaningful context
• Use some of the structures they practiced in the previous lesson.
• Students retrieve and reuse material from previous lessons in a real
exchange of ideas.
• Elicit their interest in the present lesson
How ?
• Answering simple Yes/No
• "Wh-questions,
• Pointing or marking correct pictures or replies,
• Ordering pictures ,
• Matching items ,
• Deducing and explaining rules or concepts,
• Creating questions
• Employ dramatization, role-playing, problem-solving, oral or written reports,
discussion, lecturing, grouping, picture-drawing, showing objects, etc,
During Stage : PRACTICE : {engage the students in an interchange of
communication using what they have been learning}
Students work with the material in a controlled context to help them
develop accuracy, confidence and move toward fluency .
– Activities begin as more controlled : « Guided practice »
• Repetition
• Coping
• Info gaps
• Picture card games
• Simple fill-ins (word, dialog, gesture, strategy)
• Activities next move to being freer or more complex : « Free practice »
• Question-answer exercises where students are restricted to a particular topic
certain vocabulary items.
Post Stage : USE = Produce ( feed back)
– Students are required to choose and discriminate among choices in
language within a less controlled context.
– Activities allow for student learning to be demonstrated as defined by the
lesson objective.
– Common activities include role plays personal reactions , discussions,
values clarification and games.
– Students are given time practice their dialogue (in or out of class), and
create the right mood.
2 Generation Curriculum & PDP listening Lesson Plan](https://image.slidesharecdn.com/teachershandout2ndginputsituationnovemb22nd2016-161122175903/85/Teacher-s-hand-out-2nd-g-amp-in-put-situation-novemb-22nd-2016-1-320.jpg)
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
- 1. Mr Samir Bounab What is initial problem solving situation? • It's the starting point of your lesson where you involve your learners from the first moment you are in class • you put them in real life situation conform to the official approach (CBA) which is learner centered one. • Using selected aids , you invite your learners to guess, improsive, deduce.... Planning lessons through problem solving situations necessitates from the teacher to take into account many important facts: • Help the learner reach the solution in a complete autonomous way where he or she feels responsible about his or her thoughts. • Put their ideas (solution) into practice and see their validity ( self evaluation) • Encourage Independence : Have students work through problems on their own. Ask directing questions or give helpful suggestions, but provide only minimal assistance and only when needed to • Some problem solving classroom activities: • Brainstorming : helping learners to generate as many as possible as idea and elicit them in lists . • Guessing : using pictures ( generally the ones of the school manuals) invite the learners to guess and improvise.( teacher may help them to put their ideas ―black on white‖ by answering specific questions like : 1) where does the situation take place? who is in the picture ? 3) what is happening? ( learners will see , think then write short production ) • What’s the problem ? This is a powerful technic to unify all the ideas The input Situation & teaching frameworks PPU & PDP frameworks Pre stage : • This can be an : • ice- breaker, • warmer • lead in. • 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 participants relax and ease into a group meeting or learning situation. • The icebreakers can beused to generate interest in a topic and activate the student‘s 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 • What is PPU? Speaking (communicative grammarlesson) •P= Presentation •P= Practice •U = Use • NB: Use has wider usage in and outside the class than Produce which can occur just in class • During Stage = Presentation • The teacher : [decides on the teaching aids to be used] • Conveys the meaning of new material / language to students (inductively or deductively) • Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood. • Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. • Try to involve each student in every speaking activity; for this aim, practice different ways of student participation • Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…― • Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. • Involve speaking activities not only in class but also out of class; contact other people who can help. • Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. • Provide the vocabulary beforehand that students need in speaking activities. • Diagnose problems faced by students who have difficulty in expressing themselves in the target language • provide more opportunities to practice the spoken language • Check Understanding. the teacher should ensure that students understand what they have to do and are confident with the vocabulary used on the role play handout before they begin. • Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students • Indicate positive signs when commenting on a student's response • What do Students do? • Talk about subjects of interest to them. • Students use the material they have already learned • Acquire new vocabulary in a meaningful context • Use some of the structures they practiced in the previous lesson. • Students retrieve and reuse material from previous lessons in a real exchange of ideas. • Elicit their interest in the present lesson How ? • Answering simple Yes/No • "Wh-questions, • Pointing or marking correct pictures or replies, • Ordering pictures , • Matching items , • Deducing and explaining rules or concepts, • Creating questions • Employ dramatization, role-playing, problem-solving, oral or written reports, discussion, lecturing, grouping, picture-drawing, showing objects, etc, During Stage : PRACTICE : {engage the students in an interchange of communication using what they have been learning} Students work with the material in a controlled context to help them develop accuracy, confidence and move toward fluency . – Activities begin as more controlled : « Guided practice » • Repetition • Coping • Info gaps • Picture card games • Simple fill-ins (word, dialog, gesture, strategy) • Activities next move to being freer or more complex : « Free practice » • Question-answer exercises where students are restricted to a particular topic certain vocabulary items. Post Stage : USE = Produce ( feed back) – Students are required to choose and discriminate among choices in language within a less controlled context. – Activities allow for student learning to be demonstrated as defined by the lesson objective. – Common activities include role plays personal reactions , discussions, values clarification and games. – Students are given time practice their dialogue (in or out of class), and create the right mood. 2 Generation Curriculum & PDP listening Lesson Plan
- 2. How to teach PDP listening? • Pre-listening : • The teacher: builds schema and introduces new language as needed through problem solving situation . • Use pre-listening activities to prepare students for what they are going to hear or view. • The activities chosen during pre-listening may serve as preparation for listening in several ways. Sample pre-listening activities: Students Predict Topic Predict Vocabulary Vocabulary selection/sort Sentence selection Get students to read the text first Tune in Setting the context Generating interest Activating current knowledge - what do you know about…? Acquiring knowledge Activating vocabulary / language Predicting content Pre-learning vocabulary Checking / understanding the listening tasks During listening : While-listening activities relate directly to the text, and students do them during or immediately after the time they are listening. Keep these points in mind when planning while-listening activities: – Three Choices for While-Listening (you should only do one) • 1) Listen to Main Idea: This listening is for understanding the general picture. • 2) Listen to Specific Events: Good for making timelines and categorizing. • • 3) Listen to Details: close activity, multiple choice questions, etc. • If students are to complete a written task during or immediately after listening, allow them to read through it before listening • Keep writing to a minimum during listening. Remember that the primary goal is comprehension, not production •Organize activities so that they guide listeners through the text :Students complete multiple tasks that move from a general to specific focus in order to deepen their understanding of the text and develop specific listening / reading skills, such as reading / listening for gist or specifics, skimming and scanning ,using context clues to predict content • Use predicting to encourage students to monitor their comprehension as they list • Give immediate feedback whenever possible Sample -while-listening- activities : •Information Transfer: Learners •Evaluating •Prediction •Completion •Making Inferences •Correction: •Questions: ( reference & auxiliary questions) •Application •Imagine •Language Focus: •Compare and Contrast: * •Ordering: •Learners Matching : More activities for during listening: •Listening with visuals. •Filling in graphs and charts. •Following a route on a map. •Checking off items in a list. •Listening for the gist •Searching for specific clues to meaning. •Completing cloze (fill-in) exercises. •Distinguishing between formal and informal registers Post- listening: Use post-listening activities to: • Check comprehension, • Evaluate listening skills and use of listening strategies • Extend the knowledge gained to other contexts. • A post-listening activity may relate to a pre-listening activity • A post-listening activity must reflect the real-life uses to which students might put information they have gained through listeningStudents complete activities that expand on content or language from the text using other skills • , i.e. grammar, speaking, writing • Assessing listening: Issues in listening assessment • Validity: To what degree does it accurately measure what you want to measure?• • Reliability : To what degree is it dependable?• • Authenticity: To what degree is it representative of real-life language use?• • Feed back: To what degree does it provide useful feedback for the learner and influence the teaching process? PDP Reading Lesson Plan To teach ― The receptive skill Read Lesson― we need PDP frame work: • 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 writer‘s 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 non- relevant information, and tolerate less than word-by-word comprehension. • 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 • Sample pre-reading activities • Expectation Outline • Knowledge Rating • KWHL Chart • KWL Chart • Possible Sentences • SQ3R • SQ3R: Reading strategy where students Survey, Question, Read, Recite, Review. Use this sampleSQ3R Reading Guide. • Survey—Have students preview the title, pictures, graphs, or captions, then read the first and last paragraph of the article. Make a list below of the main points or objectives you find. • Question—Have students write questions based on their survey of the text. • Read—Have students read and answer the questions their wrote down as they a read. • Recite—Have students look over their questions and be able to recite the answers without looking them up. • Review—Have students summarize what they wrote. • More Pre-Reading Activities: • 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 author‘s 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 .
- 3. • 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 • • N.B : Examiner Guide = BEM Guide Typology ( September 2013) (Teachers should integrate the different tasks planned in the guide each time they plan their lessons < The BEM paper is elaborated according to the BEM guide typology) • Post reading phase • Post-reading activities help students understand texts further, through critically analyzing what they have read. • Post-reading activities • The role of the teacher here is that of evaluator .He checks that the objectives set , that is the activities set in the reading phase have been done to his satisfaction .These activities are corrected . • This is also an opportunity to diagnose more common mistakes and offer remedial works to the hole class for mistakes made by all .There may also be follow up written or oral activities : • The learners can ask each other questions on the passage • They can imagine a different ending orally , to pave the way to written expression . • They can retell the passage from a different character's point of view . • They can learn how to summarize the passage orally first then written . • Summary Writing : Ask students to write a summary of the main points of a text or passage. • Outlining : Writing outlines is also a good way to organize and remember concepts. The emphasis here should be on how students see the relationships between ideas being presented • Ask students to choose 10-15 words from the text. You can provide categories for the words e.g. the most interesting words / the most important words / key words related to the topic. Students then write a text using the words. This text could be a story, poem, news report, summary, etc. • Ask students to say which part of the text is the most important/interesting and which part is not interesting or key • Graphic organizer : What does a graphic organizer look like? ‗A graphic organizer (also known as a concept map, mind map or relationship chart) is usually a one-page form with blank areas for learners to complete with ideas and information which are connected in some way.‘ (Darn, 2008) • 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; • 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; • are easy to use with all levels and ages; • are non-linear and thus allow for multiple connections between ideas • Reading Aloud in the Classroom • Students do not learn to read by reading aloud. • A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level. • In addition, reading aloud is a task that students will rarely, if ever, need to do outside of the classroom • It does not test a student‘s ability to use reading to accomplish a purpose or goal. • There are three (3) ways to use reading aloud productively in the language classroom. • 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. • • 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. • However, reading aloud can help a teacher assess whether a student is ―seeing‖ word endings and other grammatical features when reading • What about teaching grammar & pronunciation? THE MAIN APPROACHES TO TEACH GRAMMAR A Deductive Approach a traditional approachut target language and rules are driven at the beginning of the class and continued with examples. The principles of this approach are generally used in the classes where the main target is to teach grammar structures. For instance, these principles are convenient for the classes that grammar transtlation method is applied(Nunan,1991). According to Thornbury‘s three bacic principles a deductive lesson starts with : 1.presentation of the rules by the teacher. 2.Secondly teacher gives examples by highlighting the grammar structures. 3.Then students make practise with the rules and produce their own examples at the end of the lesson (Thornbury, 1999). An Inductive Approach Nunan (1999) identifies inductive approach as a process where learners discover the grammar rules themselves by examining the examples. In a inductive approach it is also possible to use a context for grammar rules. That is to say, learners explore the grammar rules in a text or an audio rather than isolated sentences. Thornbury (1999) notes that in an inductive approach learners are provided with samples which include the target grammar that they will learn. Then learners work on the examples and try to di PIASP Teaching Method So What is PIASP ? PIAsp is teaching method I use to teach grammar and pronunciation items conform to CBA and Bloom taxonomy ; P= Presentation<Presenting the context in which the structure appears> (For example using the script page 170 -where the time conjunctions- where they are written in bold (I wish all the scripts were elaborated like that this will facilitate the teachers' work to apply PIASP) e so you ask your learners to read the script in order to make them notice the words written in bold ( so here your learners will deal with the first Bloom's taxonomy category (knowledge = defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.) where they will define and identify the conjunctions since they have seen some of them before . The Aim here is to make the learners see the structure (form & meaning) in context. e Isolation: the focus is temporarily on the grammatical item itself and the aim is :to get the learner perceive & recognize the grammatical item what it looks like and this goes also with the second category of Bloom's taxonomy ( comprehension where your learners will be able to infer, interpret, paraphrase, predict, rewrite, summarize,. lv3- Analysis: Here you will try to make ur learners analyze the isolated items the aim is : to get your learners perceive how it is formed ( structure), how it functions and what it means and the rule that govern it.This has a great link with the fourth category Analysis" ( Blomm's Taxonomy) where your learners will be able to nalyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. 4- Stating Rule : Here after they analyse you help them to formulate the grammar rule .And this what Bloom called "Synthesis" where the learners are able to Build a structure or pattern from diverse elements. Put parts together to form a whole, with
- 4. emphasis on creating a new meaning or structure through the following key words "reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write. 5- Practice: This is achieved through three (3) type of tasks a- Based form task: Mechanical manipulation < focus only on the form > b- Meaning based task: Focus is on meaning c- Communicative based task: ( emphasis is on transmitting message) So this last stage has a great link with what Bloom named Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. So the PIASP is the ideal way to teach grammar item according to Bloom's Taxonomy . W Tutorial Classes (TD) Tutorial Classes = One to One Teaching method = Remedial Work For Whom? • ob TD Tutorial means : TD is a teaching method that allows pupils to apply theoretical knowledge in the form of exercises. • It usually take place in small numbers to facilitate the teacher's help • Rational of TDs in Middle school • Activities in TDs: • Shows an extra value to learning operation • Aims at improving the quality of learning • It‘s a mean and another path to ― reinforce – deeper and last the learning operation . • It‘ new occasion for the leaner to acquire new learning strategies. • Promotes healthy environment for individual teaching and learning according to each learner needs and put into action a pedagogy of differentiation • Develops motivation and reflexion of the learners • it‘s a chance to take part in dialogues and take part in active exchanges • To remember: In TDs we have to avoid : • Spend the time copying. • Marking TD • Re-teach or spend too much time making review • Answer the learners one by one • Don‘t give enough time for relfexion for the learners. TD & Suggested types for grouping students • tain t Type one : Mixed ability groups Mixed ability grouping enables learners to cope with real life working context , where people of different abilities work together. It has , therefore the advantage of a social inclusion and equal opportunities 2 -It is necessary to have a balanced number of different levels in each group - The weaker learners will have more practice - It enables teachers to engage the talented ones to support the weaker classmates once he/she has finished the assigned task. - It enables to foster the development of co-operative skills Type two: setting according to achievements: •h This kind of grouping requires a diagnostic test. For the time being it will comply to the national exam type in English, the current written test. • The shortcoming of such diagnostic test is that it is not really accountable for being organized after a long summer holiday .It is based on academic achievement only. •It would be better to take into account teachers evaluations of previous learners‘ attainment of the last school year, in foreign languages. • e The advantage of such grouping is that it enables the teacher to organise the courses and plan activities according to learners‘ needs. •It enables to raise learner achievement, better scores in tests . •It also allows students to gain confidence and take risks, in terms of attitude to learning : being in nearly similar attainment category prevents inhibition and negativefeeling due to pressure of brighter students •Finally it can lessen behaviour problems •TD needs progression to follow the learners‘ progress since Td is tackle each week in groups and after 15 days to fulfill a complete session •TD is planned as any lessson which must be conform to: •Exist profile mentionned in the syllabus • CBA & Bloom Taxonomy Learning Styles: • children learn in one of three ways: visually, auditorily, or kinesthetically • learning style weaknesses: • Children with auditory weaknesses have trouble following spoken directions and rely on visual cues, including watching others, to understand what to do. • Children with visual weaknesses have a hard time remembering locations and may appear disorganized or disoriented when gathering or putting away materials. • Children with kinesthetic weaknesses have trouble learning things through sense of touch • Mistakes that learners do : • Pronunciation • Grammar • Spelling • Numbers • Colors • Intonation • Questions • Punctuation • Capitalization • Written expression • Project work • Typology of tasks and activities • Meaningful and manipulative language activities 1-Project work 2- Role play and simulations 3-Survey/ questionnaire 4-Interview 5-Listing /categorizing 6-Information gap 7-Cloze test/gap filling 8-Matching/ jigsaw 9-Problem solving activities 10-Games 11-Selecting material 12-Songs 13-Story telling 14-Information transfer 15-Transformation 16- Presentation of a group work/ poster By Mr Samir Bounab [email protected]