Training & Workshop

February 18th ,2014

Berrouaghia
By
Mr.Samir Bounab

Time

9:00

Tasks
Opening session
Talk about problems teachers are facing ( briefly & listen to
suggestions )
-Quick Feed back about the last meeting
- Presentation of the topic of the day. ( Teaching Writing)

9: 20

- Power point presentation ( talking about the problem that

learners face to write

9:30

10:00

- Feed back about the presentations

10:30

- -workshop ( plan writing lessons for the 4 levels of Middle

School learners)

11:30

- Feed back

12:00

- Closure of the session

Alans presentation

Picture Styles give you great looking frames in a single click.

Writing Process
Process writing consists of the following stage :
1brainstorming
2planning or organizing
3drafting(writing the first draft)
4editing
5publishing
1. brainstorming :getting started is the most dif
*word map
ficult task in writing.with the help of
*viewing media such as pictures,movies, a
brainstorming we make it less painful for the st
nd television
udents . in the brain storming stage,the
*interviewing a person knowledgebale abo
students starts thinking about the topic given.
ut the topic
This may be done as a whole class activity or
*engaging in peer or teacher_student discu
in groups so the students benifits from each oth
ssion
er as well.3the teacher writes on the board
*reading about and researching the topic
every idea that comes friom the students witho
*free writing
ut eliminating any.
Click a picture, and then click the
*listing
To initiate thinking and generate possible writi
Format Picture
tab to create
your
*reflecting
upon personal
experience
own frames
andmodels
make picture
ng topics,it s important for students to
*examing
writing
corrections
explore ideas for writing topics using a variety
*role
playing such as adjusting
contrast and brightness or cropping
of prewriting strategies,such as the
*asking the Ws..who,what,where ,when an
the picture for just the right look.
following :
d why. What do u wa

2planning stage : oncetheideasareputrando

mlyontheboard,itisnowtimetoeliminate
someandorganizetherestoftheideasasma
insupport;inotherwords,planthe
writing.
3drafting (writingthefirstdraft):bylookingattheplans,thestudentsstartwritingtheir
essays.theymaychangetheorderoftheirmainsupports,orre_arrangetheirminorsupports.i
fyouhavereadmythsaboutpeoplewritingaperfectessayontheirfirsttry,itistimetofacet
hetruth:thereisalwaysamistakeeitherintheorganizationorinthegrammarorthechoic
e/form ofthevocabulary.thisleadsustoediting.
4Editing :what is the editing stage ?
The editing stage is when you check your essay for mistakes and correct them.
Editing steps :

*grammar and spelling :

check your spelling
check your grammar.
read your essay again
make sure each sentence has a subject
make sure your subject and verb agree with e
ach other
make sure that each sentence makes sense

*style and organization :

make sure your essay has an introduction.

check that you have a thesis statement that iden

tifies the main idea
of the essay.
.check that all your paragraphs follow the para
graph format
see if your essay is interesting.

5publishing : what is the publishing stage ?

The publishing stage is when you produce a final copy of your essay to hand in.
*publishing steps :
make a paper copy of your essay
read to group
hand in your work to your teacher.
ask them for hints on how to improve your writing.

II. .

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p ept eent ec yn }c y }
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l i c iet x p l i c i

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r di nug r ti hn eg i tnht ee r pi nr et et ar tpi or ne t ao ft i toe nx t so . f t
k s.
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III:
W ith h is tea c h er / m a tes
C o n s u l t v a r i o u s s o u r c e s {d i c t i o n a
ri e s , t h e m e d i a , t h e i n t e r n e t }
{ C o m p o n e n ts o f t h e c o m p e t e n c y }
U s e s a p p r o p r i a te s tr a te g i e s .
M o b i l i z e sa l l s tr a te g i e s a t h
i s d i s po sa l to de v e l o p h i s l i n g u i s ti c

p r o fic ien c y
B y t h e e Cn od n oc fe itvhees swc rhi tio no lg ya es a ar ,tot ho le f loera lrena er rn isnhgo au nl dd bc oe ma mb lue n tioc a ti o n
e x p r e s s Ah di sa ipdt ehai sm, soerl gf aton ti hz e ts hi tue ma ti ao cn c oo fr cd oi nm gm t uo nl ioc ga itic o an n d
c h r o n o l oS gtryu, catun rde st ah ki se tei nx tto a c c o u n t
sy n ta x , s p ellin g a n d

p u n c t u a Et ivoanl uf ao ter s( 1h )i sd pe rs oc cr ei bs si .n g ( 2 ) na r r a t i n g

H ow ?
T h e p u p i l i s s u g g e s t e d a m o d e l t o f o l l o w .
H e is g iv en a c c ess to n ew w r itin g str a teg ies.
I n s i t u a t i o n s l i n k e d t o ( 1 ) t h e c l a s
s (2 ) th e p u p il's in ter ests a n d
(3 ) th e p u p il's n eed s.

W ith a u d io -v isu a l su p p o r t
U sin g p ed a g o g ic a l r ec r ea tiv e a c tiv ities
W ith c lea r a n d p r ec ise in str u c tio n s
T a k in g p a r t in g r o u p w o r k (n ew sp a p er s, m a g a z in es, c a r to o n s,

motivating

illustrati
ons
in accordance with
authentic
the pedagogical
documents
a set of
objectives
instructions
adapted to the
significan
level
t
of the
formulation
pupil
rather
than
conveys
Situation of integration
a question
positive
(Target situation)
readable
values
formulation
in accordance
should be within
with the context
reach
of work
should be within
integrates the
a situation of
knows ,skills;
communication
attitudes
realistic practice
in accordance
takes into account
with the target
the local means
competence
Guide BEM October 2007