‫الجمهورية الجزائرية الديمقراطية الشعبية‬

‫وزارة التربية الوطنية‬

‫المفتشية العامة للتربية الوطنية‬

‫التكوين التهييئي ألساتذة مادة اللغة اإلنجليزية‬

‫للسنة الثالثة من التعليم االبتدائي‬
‫‪2023/2022‬‬

‫‪1‬‬
 DASHBOARD
Session
Module Content Objective Tasks Timing Slides Strategies Materials
 
Professional knowledge

Trainees will be
Getting to
able to identify
know
Session some classroom    Group worksheets
classroom
03 02 2hours 07 discussion
practices related video
  practices as  
Gallery Walk   
to teaching
pertaining to
speaking.
speaking
 

11/16/22 05:44 PM ‫ال ّتعليميّة والمناهج التربوية‬ 2

 OBJECTIVES Session 1

By the end of this session, trainees

will be able to …

 use some strategies related to speaking

skill.
 identify a few shortcomings in teaching
speaking and suggest ways to overcome
them.
ICE BREAKER
Task one: Match each term with the corresponding definition
Task Two:
1. Watch the video and identify the type of the lesson. Justify
your answer.
2. What strategies/ techniques has the teacher used to present
the lesson?
Task Three: Read the procedures and fill in the table:

Procedures Strategies

Using mascots (puppets) .1

Controlled practice .2

Show and tell .3

1. Teacher leads learners to speak through pictures helping
them to finish the words.
2. Teacher puts figures on his fingers and asks learners to
identify them.
3. Teacher asks learners to colour figures, then name them.
4. Teacher asks learners to perform a short « role play » using
simple English.
5. Teacher starts a conversation and mimes for learners to
complete it.
6. Each time the teacher shows a figure , learners have to
name its gender (boy, girl).
7. Teacher points to an object and asks learners to tell what it
is used for.
8. Teacher brings a plant to the classroom and asks learners to
name its parts to revise the target language.
Task Four: Study the following situations, identify the problem
and suggest a suitable feedback.
Scenario 1 The teacher planned a speaking lesson about
greetings. S/he shows a picture of a learner entering the
classroom and asks the learners to write the right greeting.

Scenario 2: The teacher sticks three posters about people greeting

each other and tells learners to supply the right greetings orally.
Scenario 3: The teacher asks a learner to introduce himself to his
mates. Learner: I live in Algiers. I’m 8 years old. My name’s
Mohamed. The teacher thanks the learner.

Scenario 4: A learner is responding and one of his classmates

interrupts him giving a better answer. The teacher thanks the
second learner for his good answer.

Scenario 5: The teacher presents a new language item orally once.

He asks the learners to use it orally.
Task Five: Answer the following question

Why don’t some learners speak in the classroom? (group work) –

gallery walk
Thank You