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Pedagogic Project 1
Sequence 1
Session = Input= Lesson PDP Reading Lesson = title ( learning objectives)
Communicative Competence
(SWBAT)
Initial Problem Solving
Situation
Resources Acquisition
Function :
Grammar :
Vocabulary related to:
Pronunciation :
Cultural aspect :
VAKT = AIDS :
Cross Curricular Competences :
Intellectual order:
Methodological:
Communicative :
Personal and Social
Values :
National Identity:
National Conscience :
Citizenship :
Openness to the world :
Mr Samir Bounab ( teacher trainer at MONE)
2 Generation Curriculum & PDP Reading Lesson Plan
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-National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness
Teacher Student Student Teacher Student Student Students Students
Teacher Student Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student
PDP Reading Listening Receptive Skill
3 stages
Pre Reading During Reading Post Reading
To teach “ The receptive skill Read Lesson“ we need PDP frame
work:
What is PDP Reading lesson? = Pre-Reading P
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.
Why PDP Reading frame work? Because it is conform the Algerian National
Curriculum Mars 2015
How to teach PDP Reading ? Pre stage : This can be an ice- breaker, warmer or 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 be used 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 repetition
The Pre-Stage
(ice breaker – warmer – lead in ) Must be tackled , initiated or introduced
Through PROBLEM SOLVING SITUATION
by : Mr Samir Bounab ( Teacher trainer at MONE) [email protected]
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Visual Audio Kinesthetic Tactile White Board
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to the world
National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness
Students Students Teacher Student Student Teacher Student Student Students Students
Teacher Student Student Teacher Student Student Students Students Teacher Student
Pre-Reading
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:
A pre-reading strategy where students skim through the assigned reading and
write down questions they expect to answer or outline statements that
correspond to the reading. Have them return to their outline during the reading
to either answer, correct, or fill-in what they written.
Knowledge Rating:
A pre-reading strategy where students rate their understanding of certain terms
or concepts from a reading assignment. You can provide students with a list of
words or concepts or have them find them on their own. You may also use an
actual rating system or rubric to rate their understanding.
KWHL Chart:
Similar to the KWL Chart with an added column labeled ―How I will find
out…‖ Have students write everything they know about the topic they are
studying under the K column, everything they want to know under the W
column, and strategies for how they will found the answers to their W
questions under the H column. Leave the third column (the L column) blank to
come back to afterward to write what they learned. This can be used as either
a pre-reading activity or at the start of a lesson. Use this sample KWHL Chart.
KWL Chart: Use a pre-created KWL Chart or have students create a
KWLchart
by folding their paper as if they were sending a letter. Have students write everything
they know about the topic they are reading (under the K column) and everything they
want to know (under the W column). Leave the third column (the L column) blank to
come back to after they read for what they learned. Use this sample KWL Chart.
Possible Sentences:
Create a list of key terms and phrases from a reading. Provide students with a list of
these terms and have students use two words or phrases to create possible sentences
they might come across during their reading. Afterwards have them evaluate the
relatedness of their sentences
By : Mr Samir Bounab ( Teacher trainer at MONE) [email protected]
Interact Interpret Produce
Interact Interpret Produce
Interact Interpret Produce
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
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to the world National Identity -National conscience -Citizenship -Openness to the world
National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the
Student Teacher Student Student Students Students Teacher Student Student Teacher Student Student Students Students
Teacher Student Student Teacher
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.
Wordsplash:
Assemble a collection of keywords for a certain reading assignment. Arrange the
words on a piece of paper or on a projector in a random way. The random arrangement
makes the collection of words a wordsplash. Consider using www.wordle.net to create
the wordsplash. Have students make predictions about what they will be reading based
on the wordsplash.
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 .
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
By : Mr Samir Bounab ( Teacher trainer at MONE)
Interact Interpret Produce
Interact Interpret Produce
Interact Interpret Produce
Interact Interpret Produce
White Board
Visual Audio Kinesthetic Tactile
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Visual Audio Kinesthetic Tactile
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Visual Audio Kinesthetic Tactile
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Visual Audio
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world National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world
Student Student Students Students
Teacher Student Student Teacher Student Student Students Students
Teacher Student Student Teacher
During Reading Stage "During" reading activities help students make connections,
monitor their understanding, generate questions, and stay focused
While-reading activities: MCQ
True / false / not mentioned.
Table filling
Matching pair activities
Sentence completion .
Open ended comprehension questions graded from :
a) Reference questions : where the answer are explicitly given in the
text
b) Inference questions :where the pupils have to read between the lines
to find the answers .
C) Evaluation questions : although these questions are too difficult at this
level
N.B : Examiner Guide = BEM Guide Typologie ( 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 1. 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 .
2. 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 :
3. The learners can ask each other questions on the passage
4. They can imagine a different ending orally , to pave the way to written
expression .
5. They can retell the passage from a different character's point of view .
6. They can learn how to summarize the passage orally first then written .
7. Summary Writing : Ask students to write a summary of the main points of a text or passage.
8. 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
9. 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.
10. Ask students to say which part of the text is the most
important/interesting and which part is not interesting or key
11. 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)
By : Mr Samir Bounab ([email protected] )
Interact Interpret Produce
Interact Interpret Produc
Interact Interpret Produce
Interact
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Interact
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Interact
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Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
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Visual Audio Kinesthetic Tactile
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National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world National Identity -National conscience -Citizenship -Openness to the world
Student Student Students Students
Teacher Student Student Teacher Student Student Students Students
Graphic organizers…
a) can help convey large chunks of information concisely;
b) encourage strategic thinking: describing, comparing and contrasting,
classifying, sequencing, identifying cause and effect, decision making, etc;
c) 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;
d) are easy to use with all levels and ages;
e) 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.
1. 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.
2. 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.
3. However, reading aloud can help a teacher assess whether a student
is ―seeing‖ word endings and other grammatical features when reading
By Mr.Samir Bounab
Interact
Interpret
Produce
White Board
Visual Audio Kinesthetic Tactile
White Board
Visual Audio Kinesthetic Tactile
