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Training Year: 2022/2023

“NOT ALL THOSE WHO WANDER ARE LOST”

1. Personal Information

2. Teaching Philosophy

3. Classroom Managment Plan

4. Lesson Plans

5. My Practicum

6. Administrative Documents

7. CRMEF Training
 



 TEACHER

1 EDUCATION

2019 BACHELOR DEGREE

Caddy Ayyad University, Marrakech.
CONTACT ME English Department

ADDRESS 2015 BACCALURATE

05, Ouss Benou Tabit, Baba Ahmed High School,
Laayoune, Morocco Laayoune.

WEB
abouzid.hakim@email.com

PHONE
212 602101350
2 EXPERIENCE

2019 - 20121 JUNIOR PRJECT MANAGER

PRO SKILLS Animatique de Marrakech Event,
Marrakech.
2018 - 2019 INTERSHIP
ILLUSTRATOR Al AMAL Group, marrakech.

2017 - 2018 INTERSHIP

PHOTOSHOP Animatique de Marrakech Event,
Marrakech

INDESIGN

3
MS WORD
LANGUAGES

ARABIC: NATIVE LANGUAGE

ENGLISH: FLUENT
FRENCH: BASIC
Certificates
Certificates
Certificates

ABOUZID ABDEL-HAKIM
 My Teaching P hilosophy

As an English teacher, my teaching philosophy is rooted in fostering a love for langua-

ge, literature, and communication. I aim to create a classroom environment that en-
courages exploration, creativity, and critical thinking. My approach is student-centered,
focusing on individual needs, interests, and abilities, while promoting collaboration and
shared learning experiences.

Building a Strong Foundation

I believe that a strong foundation in reading, writing, listening, and speaking is essential for
success in any field. Therefore, I strive to develop students' abilities in these core areas through
engaging and varied activities. This includes incorporating a range of texts and genres, such as
novels, plays, poetry, essays, and short stories, to expose students to diverse perspectives and
styles.

Developing Critical Thinking Skills

I believe that critical thinking skills are crucial for success in today's complex world. To help stu-
dents develop these skills, I encourage them to analyze texts and discuss various interpreta-
tions, fostering a deeper understanding of the material. By engaging in thoughtful discussions
and debates, students learn to construct well-reasoned arguments and consider multiple
perspectives.

Lifelong Learning and Growth

As an educator, I am committed to continuous learning and professional development. I
believe that to be an effective teacher, I must constantly seek new ideas, strategies, and
resources to enrich my teaching practice. By staying current with educational research and
pedagogical innovations, I strive to provide my students with the best possible instruction and
support.

In conclusion, my teaching philosophy as an English teacher is centered around nurtu-

ring a love for language and literature, fostering creativity and critical thinking, and
creating an inclusive and collaborative learning environment. By focusing on these
principles, I aim to inspire and empower my students, helping them to become confi-
dent communicators and lifelong learners.
 Classroom Management Plan

As a teacher, my primary goal is to create a safe, positive, and engaging learning envi-
ronment that fosters academic growth and personal development for all students. To
achieve this, I will establish clear expectations and consequences, build positive rela-
tionships with students, and utilize a variety of teaching strategies to meet the diverse
needs of my students.

Classroom Expectations:
Be respectful: Show respect to yourself, your classmates, and your teacher by using appro-
priate language, listening when others are speaking, and following classroom rules.
Be responsible: Come to class prepared, complete assignments on time, and actively par-
ticipate in class discussions and activities.
Be safe: Keep the classroom clean and organized, follow all safety rules, and be aware of
your surroundings.

Classroom Procedures:
Entering the Classroom: Respectfully enter the classroom and immediately begin work-
ing on the assigned bell ringer.
During Class: Participate in class discussions, complete assignments on time, and follow
all classroom rules.
Exiting the Classroom: Respectfully leave the classroom and take all personal belongings
with you.

Positive Reinforcement:
Praise: I will provide positive feedback to students who demonstrate positive behavior and
effort in class.
Rewards: I will provide rewards to students who consistently demonstrate positive behav-
ior and effort, such as extra credit or other incentives.
Encouragement: I will encourage all students to do their best and provide support and
guidance when needed.
 Lesson P lan
Teacher trainee: Abdel-hakim abouzid Class level: 2nd year baccalaureate
Textbook : Gateway 2 Class size : 15
Unit 8: Brain Drain Lesson type: Introduction to the theme of the unit
Title: Introduction to the unit School: Lala Khadija High School
Class period : 55 minutes Date : 01/03/2023
 Objectives: at the end of the lesson students will be able to:
 Use their background knowledge about issues related to the topic.
 Review and expand vocabulary related to the topic.
 Talk about the push and pull factors of Brain Drain.
 Material(s): Worksheet and the WB.
Lesson outline

Mode of
Time Stage Content/Procedures Techniques
work

5 min Warm up - Greeting ss. Ice-breaker T-S/S-T

- A game of introducing the ss and the teacher.

- T draws a SM on WB, and writes the answers of SS.

Skillful people High salaries
Brain drain
Look for a better job Better conditions
Spider Map T-S/S-T
- T explains that this is what we call « Brain Drain »
- T writes the definition on WB:
Presentation

Brain Drain or Human capital flight is an emigration of talented

15 min and skillful people to other countries for better income and
better working condition.

- T draws a chart on WB.

- T explain the terms push and pull factors.

Push Factors Pull Factors Chart T-S/S-T

- Unemployment - Better salaries
- Low salarie - Better living standards
- Corruption - Better working conditions

- T ask SS to pull out the handouts.

Ac�vity 1:
- Ss do activity 1. Matching the words with their definitions. Individual
- Whole class correction. Matching work
Activity 2:
- Ss do activity 2. Filling in the blanks with the appropriate word.
- Whole class correction. Gap filling T-S/S-T
25 min Activity 3:
- Ss do activity 3. Matching the words to make collocations. Matching
- Whole class correction.
Activity 4: Gap filling
- Ss do activity 4. Filling in the gaps with the right word.
Practice - Whole class correction. Matching Individual
Activity 5: work
- Ss do activity 5. Classifying push or pull factors in a table.
- Whole class correction

- T ask Ss to write a short paragraph summarizing their thoughts on brain

Production

drain and its impact on countries. Individual

Writing work
10 min
 Lesson P lan
Teacher trainee: Abouzid Abdel-hakim Class level: 2nd Year Baccalaureate
Textbook : Gateway 2 English Class size : 36
Unit 6: Humor Lesson type: Function
Title: Agreeing and disagreeing School : Mohamed 6 High School
Class period : 55 min Date :
Objective(s): By the end of the lesson, students should be able to:
Recognize different expressions of opinion and agreement.
Use the target structure by providing dialogues in the exploitation stage.
Material(s): worksheets and WB.

Time Stage Procedures Techniques

Warm-
5
up -T greets SS. Greeting
mins
- T distributes a dialogue and asks SS to read it and get its main idea.
Dialogue Setting the
AHMED: I guess that teenager are more motivated than the elderly. What do you think? scene
SALMA: Well…yes that’s my opinion too.
AHMED: but for me, the elderly are more concentrated. How do you feel about that?
SALMA: I'd say the exact opposite. Dialogue
-T asks SS to look at the dialogue again and answer the following questions:
-T: What is AHMED asking for?
-SS: Asking for opinion.
-T: Good, how did you know? Which expression did he use?
-SS: “What do you think?”
-T: Excellent.
-T: What is Salma’s response/opinion?
-SS: “That’s my opinion too.” Q/A
-T: Good.
-T asks SS to read the dialogues on the paper and find the targeted expressions
Presentation

-T draws a chart on the WB.

Asking for opinion Giving opinion
- What do you think…….?
- What/ who do you
believe……..?
- What is your view
about…….?
- Do you think that…….?
- In your opinion,
what/who/where/why……?
-As far as you’re concerned,
what/where…….?
25 - How do you feel
about……?
mins
Agreeing
- I think (don’t) That…
- In my opinion……..
- In my mind………….
- For me……………
- It seems to me that
…………….
- I believe that……
- As far as I am
concerned……..
- I feel strongly that
………………..
I would say that…
I feel that….
Disagreeing
-I agree with you 100
percent.
-I couldn't agree with you
more.
-That's so true.
-That's for sure.
-You're absolutely right.
-Absolutely.
-That's exactly how I feel.
-I don't think so.
-(strong) No way.
Chart
-I'm afraid I disagree.
-(strong) I totally disagree.
-I beg to differ.
-(strong) I'd say the exact
opposite.
-Not necessarily.
Eliciting
-That's not always true.

-T provides more expressions.

-T fills in the chart.
Checking comprehension
-T writes on the BB and asks SS to match the following:
How do you find the elderly? Giving opinion
agreed agreeing
I think that they are old fashioned. Asking about opinion Q/A
15 Drilling
mins
Practice - Ss do exercise on the worksheet
- T does not intervene unless SS need help in word finding difficulty.
Production

Issue 1: You are in Morocco Mall to buy something.

S1: ………………………………………………………………………
15
S2: ………………………………………………………………………
mins S1: ………………………………………………………………………
S2: ……………………………………………………………………… Role play
-SS come to the BB and present their dialogues.

 My Practicum

½ǕƲ٪ׂɅǕ٪eƇǾɍƇȯɬ٪‫ׁ׀־׀‬٪Ǜȷ٪ɅǕƲ٪˚ȯȷɅ٪ƫƇɬ٪ȉnj٪ȉɍȯ٪˚Ʋdzƫ٪ɅȯƇǛǾǛǾǍ٪ǛǾ٪tȉǕƇǼƲƫ٪ׄ٪ǕǛǍǕ٪
ȷƤǕȉȉdz‫ؘ‬٪ ÝƲ‫ؙ‬٪ ɅǕƲ٪ ɅǕȯƲƲ٪ ǍȯȉɍȬȷ٪ ƇȬȬȉǛǾɅƲƫ٪ ǛǾ٪ ɅǕǛȷ٪ ǕǛǍǕ٪ ȷƤǕȉȉdz‫ؙ‬٪ ɦƲȯƲ٪ ɦƇȯǼdzɬ٪
ǍȯƲƲɅƲƫ٪ ƣɬ٪ ɅǕƲ٪ ƫǛȯƲƤɅȉȯ‫ؙ‬٪ ɅǕƲ٪ ȬȯǛǾƤǛȬƇdz‫ؙ‬٪ ƇǾƫ٪ ɅǕƲ٪ ǕȉȷɅ٪ -ǾǍdzǛȷǕ٪ ɅƲƇƤǕƲȯ‫ؘ‬٪ ½ǕǛȷ٪
dzƇɅɅƲȯ٪Ǜȷ٪ǾƇǼƲƫ٪tȯ٪íǛǾƲ٪
ƣǛƫǛǾƲ٪eƇǯƇǾǛ٪ɦǕȉ٪Ʌȉȉǯ٪ɍȷ٪ȉǾ٪Ƈ٪ǍȯƲƇɅ٪Ʌȉɍȯ٪ɦǕƲȯƲ٪
ǕƲ٪ ƲɫȬdzƇǛǾƲƫ٪ ƇǾƫ٪ ȷǕȉɦƲƫ٪ ɍȷ٪ Ƈdzdz٪ ȉnj٪ ɅǕƲ٪ ǕǛǍǕ٪ ȷƤǕȉȉdz٪ ɥƇȯǛȉɍȷ٪ ƇȯƲƇȷ‫ؘ‬٪ OƲ٪ Ƈdzȷȉ٪
ȷǕȉɦƲƫ٪ɍȷ٪Ǖȉɦ٪ɅǕƲ٪ȷɅɍƫƲǾɅȷ٪ǕƇɥƲ٪ƫƲƤȉȯƇɅƲƫ٪ɅǕƲǛȯ٪ƤdzƇȷȷȯȉȉǼȷ‫ؘ‬٪½ǕƲ٪ƇɅǼȉȷ-
ȬǕƲȯƲ٪ ɦƇȷ٪ njƇǼǛdzǛƇȯ٪ ƇǾƫ٪ ƤȉǼnjȉȯɅƇƣdzƲ٪ njȉȯ٪ dzƲƇȯǾǛǾǍ‫ع‬ɅƲƇƤǕǛǾǍ٪ ȬȯȉƤƲȷȷ‫ؘ‬٪ U٪ Ƈƫ-
ǼǛȯƲƫ٪ǛɅ٪ɥƲȯɬ٪ǼɍƤǕ‫ؘ‬٪OƲ٪ǼƲǾɅǛȉǾƲƫ٪ɅǕƇɅ٪ɅƲƇƤǕƲȯȷ٪ƇǍȯƲƲƫ٪ȉǾ٪ƤǕƇǾǍǛǾǍ٪ɅǕƲ٪
ƤdzƇȷȷȯȉȉǼȷ٪ǛǾȷɅƲƇƫ٪ȉnj٪ȷɅɍƫƲǾɅȷ٪ƫɍȯǛǾǍ٪ɅǕƲ٪ȯƲƤƲȷȷ٪Ʌȉ٪ƇɥȉǛƫ٪ɦƇȷɅǛǾǍ٪ɅǛǼƲ‫ؘ‬٪
 Report

Session 2:
Introduction about the session: (Who, when, content) unit 6: humor, functions, agree and disagree
Teacher or trainee: Ichrak Galay, Abdel-hakim Abouzid Class: 2nd year baccalaureate
Time: 16h:00 Duration: 55 mins Number of ss: 27
Lesson focus: (Include By the end of the lesson, students should be able to express their opinion, and agree or disagree in an
targeted competency) appropriate way.
Stages of the lesson:
Lead in: -T greets SS.
-T writes the date on the BB.
- T presents a riddle of circles
Stage1: - T distributes a dialogue and asks SS to read it and get its main idea.
Dialogue
AHMED: I guess that teenagers are more motivated than the elderly. What do you think?
SALMA: Well…yes that’s my opinion too.
AHMED: but for me, the elderly are more concentrated. How do you feel about that?
SALMA: I would say the exact opposite.

-T provides more expressions.

-T fills in the chart.
Stage2: Drilling:
Practice1: match the sentences with their functions.
Practice2: expressing the same idea in a different way.
Practice3: conversations completion
Stage 3: Ss write a dialogue about asking and giving opinion
You are in Morocco Mall to buy something.
Closing: T tells the students to “have a good day”.
Homework assignment: Evident
Differentiation of
instruction
Use of appropriate
examples
Diversification of activities Using ICT plus worksheet and pair work
and techniques
Appropriate use of EVIDENT, PowerPoint presentation
technology
Time management: Good use of time, finish on time of the break
Seating arrangement: Traditional seating
Correction techniques:
Interaction patterns:
Rapport with students:
Instructions:
Checking understanding Using peer correction as well as direct correction
techniques:
Modes of work: Individual and pair work
Involvement of slow evident
learners:
Write a short conclusion The first session I have delivered a lesson, I think in my opinion it was a success as I have learned how
including your own be efficient with time management and have a good rapport with the students.
evaluation of the sessions
(points of strength and
weakness,
recommendations etc.)

NB: Only when you find the response difficult you can use the following ratings: Evident, somewhat evident, or not evident.

2/2
 Report
CRMEF DAKHLA OUED EDDAHAB – 2022/2023
English Department
To Mr. HAMDI
The Coordinator of the Department
Practicum report
Trainee Teacher: Abouzid Abdel-hakim Host School: Mohamed 6 high school Report N°: 6
Preamble:
On February the 8th 2023, Ichrak Galay and I were present at the first session for observing Mr Rachid Ouabache and Miss Fatimatou
Lahouimed as they deliver their lesson for common core students. The next session we deliver our session to the baccalaureate
students.
Session 1 content:
Introduction about the session: (Who, when, content): unit 6: how we keep healthy advice, functions
Teacher or trainee: fatimatou lahouimed and rachid ouabache Class : Common core
Time: 15h:00 Duration: 55 mins Number of ss: 37
Lesson focus: (Include By the end the students will be able to ask and give advice appropriately.
targeted competency)
Stages of the lesson:
Lead in: - The T greets students.
- Game of body parts.
Stage1: - The students listen to an audio which is the same dialogue in the textbook.
- First reading: students are asked to read the dialogue.
- Second reading.
- Third reading: * answer comprehension questions then, they correct it in the board.
* extract expressions from the dialogue about asking about health, asking for advice and
giving advice.
Stage2: Activity 1: in the textbook
The T corrects it orally with students.
Stage 3: The T asks students to come up with a role play about a certain health problem using the expressions
from the chart (pair work)
Closing: Not evident
Homework assignment: No homework was assigned.
Differentiation of The teacher opted for targeting different learning styles. For instance: audio, pictures in the textbook.
instruction
Use of appropriate Not evident
examples
Diversification of activities Positive reinforcements, learner-centered activities, eliciting.
and techniques
Appropriate use of No technology was used.
technology
Time management: There was an issue of transitions between the stages. Presentation stage took like 43 minutes.
Seating arrangement: Traditional rows
Correction techniques: No type of correction was provided/ teacher-correction.
Interaction patterns: Individual work, pair work.
Rapport with students: Teacher-student, student-student.
Instructions: There was a use of the mother tongue excessively, no clear instructions/use of the target language, clear
instructions.
Checking understanding Not evident
techniques:
Modes of work: Individual work, pair work.
Involvement of slow The TTT was so maximized. The slow learners were kind of neglected.
learners:
Write a short conclusion The session has passed in a calm atmosphere with little to no noise or misbehavior, they could have
including your own used some correction techniques. Moreover, the presentation stage, presented by one of them, took a
evaluation of the sessions very long time, it may be as it the first lesson to deliver. Overall, there the session was help for both us
(points of strength and the observers and they the deliverers.
weakness,
recommendations etc.)

NB: Only when you find the response difficult you can use the following ratings: Evident, somewhat evident, or not evident.
1/2
Worksheet Example
 School Life Activities

International Safer Internet Day is an annual event held on the second day of the
second week of February, with the aim of promoting safer and more responsible use
of online technology and mobile devices, especially among children and young
people. In Lalla Khadija High school, on 1 of March, us and our classmate from group
6 celebrate this day by organizing activities that promote online safety and digital
citizenship, such as classroom discussions, workshops, online safety pledges, and
online safety games. By participating in International Safer Internet Day, school can
help to raise awareness about the importance of online safety and empower
students to use technology in a responsible and safe way.
Digital P roduction
Mohamed 6 High School
Lala Khadija High School


Ministerial Notes
Time Table
List of Vacations
Minsterial Notes

 CRMEF Activities

On the second of January of this year, me and my colleagues attended

the opening class by the principal Mr. Mohammed Obit, about (how to be
an effective teacher). Mr. Speaker encountered the differences between
ɅǕƲ٪Ʌɦȉ٪ɅƲȯǼȷ٪ȉnj٪-FFUU-vã٪ƇǾƫ٪-FF-½UÜ-v-¯¯‫ؘ‬٪½ǕƲ٪˚ȯȷɅ٪ȉǾƲ٪Ǜȷ٪ƇƣȉɍɅ٪
doing things right and the second is about doing the right thing. In addi-
tion to this; Mr. Speaker discussed the dilemma, of is teaching an art or
science? Which is a little of both. Mr. Speaker elaborated the term of
-njnjƲƤɅǛɥƲ٪ɅƲƇƤǕǛǾǍ‫ؙ‬٪ɦǕǛƤǕ٪ǕƇȷ٪Ʌɦȉ٪ǛǼȬȉȯɅƇǾɅ٪ƫǛǼƲǾȷǛȉǾȷ‫ؘ‬٪½ǕƲ٪˚ȯȷɅ٪ȉǾƲ٪Ǜȷ٪
the professional knowledge and skills; the second one is a matter of Com-
mitment and motivation, by using different tools, such as knowledge of
content, pedagogy, and disposition towards teaching.
 CRMEF Activities

On Friday, Djinber 30 2022 at 10:00, organized a special meeting to present

ƇǾƫ٪ƲɫȬdzƇǛǾ٪ɅǕƲ٪ɥƇȯǛȉɍȷ٪ȉȯǍƇǾǛɶƇɅǛȉǾƇdz٪ȬȯȉƤƲȷȷƲȷ٪ȉnj٪ɅǕƲ٪˚Ʋdzƫ٪ɅȯƇǛǾǛǾǍ٪ȉnj٪
trained teaching frameworks of the 2023 Regiment in preparation for the
dzƇɍǾƤǕ٪ȉnj٪˚Ʋdzƫ٪ƇƤɅǛɥǛɅǛƲȷ٪ƫɍȯǛǾǍ٪ɅǕƲ٪ƤȉǼǛǾǍ٪ɦƲƲǯ‫ؘ‬
½ǕƲ٪ǼƲƲɅǛǾǍ٪ɦƇȷ٪ƇƤɅǛɥƇɅƲƫ٪ƣɬ٪tȯ‫ؘ‬٪
ȷȷǛȷɅƇǾɅ٪%ǛȯƲƤɅȉȯ٪ǛǾ٪ƤǕƇȯǍƲ٪ȉnj٪ȮɍƇdzǛnjɬǛǾǍ٪
the teaching staff as well as the coordinator of the Centre's secondary edu-
ƤƇɅǛȉǾ٪ƤȉɍȯȷƲ‫ؘ‬
 CRMEF Activities

The 4th National Symposium on Distance Education, organized under the

ɅǕƲǼƲ‫ؚ‬٪َ¤dzƇǾǾǛǾǍ٪ƫǛȷɅƇǾƤƲ٪dzƲȷȷȉǾȷ٪ǛǾ٪ɅǕƲ٪ƤȉǾɅƲɫɅ٪ȉnj٪ɅǕƲ٪ƇȯɅǛ˚ƤǛƇdz٪ǛǾɅƲdzdzǛǍƲǾƤƲ٪
revolution", was concluded on Saturday, 25 February 2023, in partnership
with the Higher School of Technical Education Professors of Mohammadiah
and in coordination with the Regional Academy for Education and Training
of the Dakhla Region. This symposium was held on 23, 24 and 25 February
2023.
 CRMEF Activities

Within the framework of its annual programme of work, the Regional

Sports Association of the Regional Centre for Education and Training
Professions of Dakhla Ouad Eddahb, which is part of the National
League of Sports Associations of the Regional Centres for Education
and Training Professions, organized on the morning of Friday 03 Febru-
Ƈȯɬ٪‫ׁ׀־׀‬٪ȉǾ٪ɅǕƲ٪ȷǛƫƲ٪ȉnj٪ɅǕƲ٪Gɍdznj٪ȉnj٪%ƇǯǕdzƇ٪Ƈ٪˚ȷǕǛǾǍ
The event culminated in the presentation of awards to winning teams in
the promotion of sports.