1. المعرفة المهنية Professional Knowledge
الجمهورية الجزائرية الديمقراطية الشعبية
وزارة التربية الوطنية
المفتشية العامة للبيداغوجيا
التكوين البيداغوجي للأساتذة الجدد - ديسمبر
المعرفة المهنية
Professional Knowledge

2. 2017/12/24
ثا. عدة بن عودة غليزان

5. Expectationsالتوقعات
أرجو احترام الوقت عند ملأ استمارات.
اطفئ الهاتف النقال.
ضع الأسئلة التي تدور بخاطرك في PARKING حتى نحافظ على نسق العرض.
أنصت جيدا فقد تجد الإجابة عن تساؤلاتك خلال العرض.
تجل أهم النقاط المهمة.

6. OBJECTIVES By the end of this session, trainees will be able to …
list the advantages of having a lesson plan.
identify the components of a lesson plan.

7. What I am going to do with it
KWL
What I already know.
What I want to know.
What I have learnt
What I am going to do with it
a lesson
planning
Have hard copies of this KWL.
Hand it out to every trainee.
Instruct them to fill in the two first columns at the beginning of the session (5mins) and keep the two last columns for the end of the session (5mins).

8. Ice breaker
Ice breaker - (Time : up to 15mns)

9. Take turns telling three things about yourself, two true and one false
Take turns telling three things about yourself, two true and one false. Then, guess which one is false. (pair work)
- We put at your disposal a bank of icebreakers. Feel free to select the one you think is most adapted to your context.

10. BRAINSTORMING
- 15mns for the whole brainstorming

11. What are the things you have to plan for in your daily life?
- They will think individually then, share their answers with the others

12. Why are we talking about plans today?
- They will think individually then, share their answers with the others

13. Why is it important to plan lessons?
Trainees should work individually then share with the other participants.
10mns

14. Planning is important because …
It makes clear what you want to teach and the procedure to follow.
It shows your commitment and professionalism
It gives your teaching a frame.
It gives you a chance to adapt your teaching and helps you to develop a personal style.
It gives you the opportunity to predict possible problems and think about the ways to deal with them.
In the classroom, it is a reminder.
These suggested answers should be added to the trainees’ answers.

15. Advantages of having a plan Disadvantages of not having a plan
Here are some advantages and disadvantages of planning a lesson. Study them and sort them out in the table below. (3 minutes time)
It limits the risks of getting lost - Poor performance - You feel more confident - Unnecessary repetitions can be avoided - It reminds you to prepare material beforehand. - Waste much time - It saves time - You get lost - It ensures performance - Lose face in front of the learners
- 10mins
Advantages of having a plan
Disadvantages of not having a plan

16. LESSON PLANNING COMPONENTS

17. Activity 1
a. What do you take into consideration before planning a lesson?(3 minutes time)
The class profile. VAKT
The teaching point.
The learning objective of the lesson.
d. The learning activities to support the
objective.
e. The strategies to check learners’
understanding.
f. The necessary material (pictures, videos…)

18. b. Explain in few words the findings you came up with in activity ‘a’ to a partner of your choice. (10 minutes time)
Components
Explanation
The class profile. VAKT
b. The teaching point.
c. The learning objective of the lesson.
d. The learning activities to support the
objective.
e. The strategies to check learners’
understanding.
f. The necessary material (pictures,
videos…)
The items found in activity 1a have to be explained in activity 1b.
The trainee will work individually then, share it with a trainee of his choice.
15mins

19. Activity 2 Reorder the following lesson steps logically.
PRACTICE
Activity 2 Reorder the following lesson steps logically.
- 30mins

20. The lesson plan below aims at introducing and practising language for describing people. Reorder the stages of the lesson.
a. Present new vocabulary and check pronunciation: lexical sets for describing people. (Flashcards and drawings). b. Video (TV police drama). Consolidate listening and speaking activities and provide models for free practice. c. Speaking: role-play in pairs. Police inquiry.(class correction) d. Comprehension: matching pictures with oral descriptions. e. Controlled practice: describe-and-draw activity. (pair work) f. Writing: describing people and places. (Free practice). g. Listening: listening to descriptions of people to contextualise and check new language.
Divide the class into two parts: groups A and groups B
Groups A should work on the stages of the lesson for reading and groups B on writing
Then, a representative of group A should present the work to group B and vice versa

21. A G D C E B F

22. Activity 3: Put the stages of the reading skill lesson plan in order
Activity 3: Put the stages of the reading skill lesson plan in order. (The first stage is done for you). (15 minutes)
A. The teacher tells the title of the story, ‘A Long Journey’.
B. Students read for gist to see if their predictions were
right, and they discuss their answers with the teacher.
C. The teacher gives comprehension questions to answer.
D. Students brainstorm words connected with journey.
E. Students read for specific information.
F. Students use their answers to re-tell the story in pairs.
G. In pairs, students check their answers.
H. The teacher gives students a list of words from a story
about a journey. They check which of their words are in
the list, and then guess what the story will be about.
Divide the class into two parts: groups A and groups B
Groups A should work on the stages of the lesson for reading and groups B on writing
Then, a representative of group A should present the work to group B and vice versa

23. 1. The teacher tells the title of the story, ‘A Long Journey’.
2. Students brainstorm words connected with journey.
3. The teacher gives students a list of words from a story about a journey. They check which of their words are in the list, and then guess what the story will be about.
4. Students read for gist to see if their predictions were right, and they discuss their answers with the teacher.
5. The teacher gives comprehension questions to answer.
6. Students read for specific information.
7. In pairs, students check their answers.
8. Students use their answers to re-tell the story in pairs.

24. Feedback, individual work , 05 minutes

25. I hope it was fruitful.