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 How to deal with the situation of integration : implementation/assessment and remedial work

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Number of posts : 95
Age : 63
Location : Ouled-Djellal
Registration date : 2008-09-25

PostSubject: How to deal with the situation of integration : implementation/assessment and remedial work   Mon Mar 30, 2009 12:18 am

The situation of integration or the written expression is the step through which the learners can reinvest the knowledge they have acquired:

File four (4) has just been finished:

Talking about present and everyday activities
Simple present tense - final's'
Adverbs of frequency: often/never/sometimes/always.
Lexis: vocabulary related to the topic/everyday activities.

The next step is the written expression followed by a "check- assess- remedy".
It is the teacher's turn to check if the pupils have acquired competencies in describing daily activities and to which extent they can use the present simple with frequency adverbs and the use of the final 's' : in writing and speaking. It is an opportunity to assess and prepare adequate remedial sessions

The procedure:

Flash cards have been prepared. They carry the formulation and the information 'elements' that might help the pupils in the expansion of ideas in speaking and writing. It is for time saving and attraction of the pupils and the teacher's energy.

-The formulation: (flashcards to be fixed with magnets).

Your teacher of English asked you to write a paragraph about your friend Sam and to describe his daily activities.

- The information to be used.

Sam / friend



go / school / foot

sometimes/bus/ take

like / tennis




always/email me.

Teacher guides the pupils so as to be more familiar with the task. They should be aware of what they are expected to do.

The possible steps to follow:

1-Pupils should prepare a rough sheet to take notes / write complete sentences as their peers express themselves orally and repeat.
2- Pupils take turn in idea expanding and repetition.

Follow this strategy or use your own:


- Pupils repeat sentence by sentence and each sentence is written on the board without any intervention.

- The teacher underlines the mistakes and speaks about them with the pupils who try to categorize them. The teacher uses the correction code and then asks pupils to work in pairs to correct as many mistakes as possible.

- Teacher asks the pupils to rewrite the paragraph on a clean sheet at home to be collected two sessions later.

-Teacher collects 12 or 14 samples ( A: top B: average C: weak ) , categorizes the mistakes and then decides which measures to take:

Pupils' samples: Here I have put just 6 samples, 2 from each category.

Category A:
Category B:
Category C:

Categorizing table – measures:

The final step is to decide which area needs more care and measures.

It is a tiring and time consuming work, but be sure that it pays well.

Try it for the sake of your kids.

Last edited by Mohamed07 on Mon Mar 30, 2009 12:25 am; edited 1 time in total (Reason for editing : correction)
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Number of posts : 115
Location : BBA
Registration date : 2008-08-14

PostSubject: Great Job!!!   Tue Mar 31, 2009 12:10 am


No doubt, the situation of integration is the phase where the teacher can realize to what extent teaching has been successful.
It’s thus, the most crucial step consisting of many sessions where too many things are to be done.
BUT: most important is HOW to tackle such an activity.

Yes, we all ‘claim’ that we are doing a lot with our pupils. However, after analysing and deeply how Mr. Mohamed is dealing with the situation of integration activity, I’ve realised that the whole problem is the KNOW-HOW, not just the KNOW.

No doubt that all teachers have competencies and thus, master the subject-matter, which is English, but what matters most is HOW to teach, which is another competency:
- A good preparation (lesson plan, visuals….etc.)
- Well-set objectives for each activity / step.
- Well –devised remedial-work activities for different categories of mistakes / weaknesses.
These are what I’ve grasped after reading how Mr. Mohamed is dealing with the Situation of Integration activity.

Frankly speaking, your job is an ideal one!
Yes, it’s seemingly time consuming but in the long run, one will discover that it’s rather time saving: It will save the teacher the ‘snow-ball effect’ of countless areas of weaknesses if s/he doesn’t make use of the necessary remedy strategies in due time: MS1 level.
But such work should be unified through coordination sessions within our schools.

I can do nothing but BOW before such a great work that undoubtedly required great will, efforts and energy! We need such teachers, realising that teaching requires endeavour and sacrifice.

Yes, for the sake of our kids, for the sake of our nation, for the sake of self-satisfaction, all should do it!
Baraka Allahu your great work and may Allah reward you His Paradise!


Last edited by samia on Tue Mar 31, 2009 12:12 am; edited 1 time in total (Reason for editing : Correcting.)
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