This list of definitions accompanies the lesson for the second day of the Phase Two training session for the Algeria Ministry of Higher Education Faculty Course.

This document lists skills that students need to develop in order to improve their listening comprehension capabilities.

This resource, part of the Inspector Manual, provides guidelines to workshop development and successful workshop participation. Discussion topics focus on participants sharing, reflecting and analyzing common experience related to a target strategy.

This presentation is to be used when giving the Methods of Teaching English course entitled Integrating Skills (week 11). It offers a step-by-step outline and includes objectives, tasks and activities for that class.

This presentation is to be used when giving the Methods of Teaching English course entitled Assessment (week 3). It offers a step-by-step outline and includes objectives, tasks and activities for that class.

This framework provides details on the levels of English competency in the following categories: interaction, interpretive learning, interpretive reading, productive writing, productive speaking and linguistic competency.

This document is the second lesson plan for a Moodle session on grammar. It builds off of the previous session and continues to explore questions related to grammar teaching. Included are activities/tasks, reading suggestions, objectives, expected outcomes, follow-up and handouts for the course's tenth session.

This handout defines the concept of what a 'good' teacher is. Ideas include fostering a comfortable environment in which there is two-way learning between teachers and students, and encouraging habits that will endure outside the classroom.

This handout accompanies "Pre-During-Post Framework for Listening Texts." It provides a list of questions for teachers to ask when administering the activity.

This document explains teaching principles and corresponding competencies necessary for teaching English to Second Language Acquisition (SLA) students. 

This handout reviews each step a teacher should take when designing a course syllabus.

This resource, used in the Best Practices for Inspectors Online 1 course, provides an overview of the New York State Regent exam, specifically the English Language Arts Exam. Included are guidelines of project-based learning and alternative assessment for learning English.

This curriculum outlines objectives and activities for the fourth day of the Phase two training session for the Algeria Ministry of Higher Education Faculty Course. It focuses on developing lecture/speaking skills.

This document is a detailed lesson plan for a Moodle session on learner characteristics - characteristics at various ages and the individual differences that students display. Included are activities/tasks, reading suggestions, objectives, expected outcomes, follow-up and handouts for the course's second session.

This resource is part five of a competency based assessment plan focusing on delivering workshops and giving feedback. Included are the objectives, required materials, timing, rationale and procedure for completing the assessment. It is used on the fifth day of the Best Practices for Inspectors 2 course. For more information, please see part 1, part 2, part 3, part 4, part 6, and part 7 of this resource.

This resource includes objectives, required material, timing, rationale and procedure for completing a competency-based assessment. It is used on the first day of the Best Practices for Inspectors 2 course. For more information, please see part 2, part 3, part 4, part 5, part 6, and part 7 of this resource.

This resource is part seven of a competency based assessment plan focusing on a final teacher evaluation, rubrics and the closure of the assessment plan. Included are the final objectives, required materials, timing, rationale and procedure for completing the assessment. It is used on the seventh day of the Best Practices for Inspectors 2 course.  For more information, please see part 1, part 2, part 3, part 4, part 5, and part 6 of this resource.

This resource is part four of a competency based assessment plan focusing on planning and observing workshops. Included are the objectives, required materials, timing, rationale and procedure for completing the assessment. It is used on the fourth day of the Best Practices for Inspectors 2 course. For more information, please see part 1, part 2, part 3, part 5, part 6, and part 7 of this resource.

This lesson plan suggests a series of exercises designed to encourage students to speak about every day activities and expand their vocabularies.

This document, used in the Best Practices for Supervisors course, is an article on teacher resistance to new teaching practices. It includes an explanation of causes and proposes possible solutions.

This resource, used in the Best Practices for Inspectors Online 1 course, provides an overview of language planning and its role in the classroom. Discussion topics focus on specific methods of how to use language planning to adapt and supplement course books. 

This is a list of problems that English Language Learners tend to have when learning how to speak and listen in English.

This curriculum outlines objectives and activities for the first day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. Included are a list of objectives, orientation activities and instruction to develop and teach language competence.

This handout is helpful for English students to map out and understand the form, meaning and use of specific words in the English language.

This curriculum outlines objectives and activities for the fourth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. The focus of this curriculum is linguistics.

This document is a detailed lesson plan for a Moodle session on integrating skills - the linking of listening, reading, speaking and writing skills.  Included are activities/tasks, objectives, reading suggestions, expected outcomes, follow-up and handouts for the course's eleventh session.

This resource, part of the Inspector Manual, provides descriptions of post-observation feedback sessions and practical application for teachers and inspectors. Discussion topics focus on guidelines to incorporating post-observation feedback sessions into the classroom and related resources for teachers.

This document is a guide for teachers using active learning and conceptual change techniques as they teach circular motion. Included in the guide are activities, advice on how to implement them and answer keys for exercises/homework.

Sections I and II of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) provides the table of contents, introduction and description of the curriculum and its goals.

This worksheet lists lexical items in one column and ways of clarifying the meaning of those items in another. Teachers and students are asked to clarify each of the items using the method listed next to it.

This resource, used in the Best Practices for Inspectors Online 1 course, focuses on how to improve listening skills for language learners. Included is a Q&A that summarizes what is known about the listening process as it relates to adult second language learners.

This presentation is to be used when giving the Methods of Teaching English course entitled Speaking - Part 2 (week 5). It offers a step-by-step outline and includes objectives, tasks and activities for that class.

This resource, used on the eighth day of the Best Practices for Supervisors course, is an overview of the components supervisors should look for while observing English language teachers. The document includes questions and a checklist on the teacher’s lesson objectives, activities and method of assessment.

This resource, used on the first day of the Best Practices for Supervisors course, is a diagram of the Experiential Learning Cycle process. The four steps in this process include: concrete experience, observations and reflection, formation of abstract concepts and generalizations, and testing implications of concepts in new situations.

This document, used in the Best Practices for Supervisors course, is a section from the Guide to the Algerian English Curriculum for Middle School 4 (MS4), a manual designed to support teachers in understanding and implementing the Algerian English Curriculum for the fourth year of middle school. The guide details the competencies for each year of English study and objectives for the final year of middle school. It also provides examples of pedagogy and assessment when using the curriculum, and contains sample themes and a sample unit.

This resource, part of the Inspector Manual, focuses on the principles of adult learning and importance for successful teaching. Discussion topics focus on the benefits of the actively involved learning process, the need to show respect and the importance of utilizing a variety of teaching techniques.

This resource, used on the tenth day of the Best Practices for Supervisors course, is an evaluation questionnaire to be completed by participants.

This resource is part two of a competency based assessment plan focusing on evaluating and writing rubrics. Included are the objectives, required materials, timing, rationale and procedure for completing the assessments. It is used on the second day of the Best Practices for Inspectors 2 course. For more information, please see part 1, part 3, part 4, part 5, part 6, and part 7 of this resource.

This presentation is to be used when giving the Methods of Teaching English course entitled Grammar - Part 1 (week 9). It offers a step-by-step outline of that class, including objectives, tasks and activities.

This exercise encourages teachers to ask other teachers questions about their backgrounds, their interest in the English language and their use of technology when teaching classes.

This presentation is to be used when giving the Methods of Teaching English course entitled Speaking - Part 1 (week 4). It offers a step-by-step outline and includes objectives, tasks and activities for that class.

This resource provides a detailed plan for the seventh day of the Best Practices for Supervisors course, including the schedule, training objectives and activities. Activities include: presenting  teacher workshop homework to peers; listing principles of organizing effective training sessions; writing action plans to improve planning/delivery; listing principles of giving effective advice; and articulating, examining and comparing different views of the same oral feedback event.

This diagram lists the steps for a successful Experimental Learning Cycle (ELC) lesson. The steps include: providing a sample English Language Learner (ELL) lesson, a description of the lesson, analysis of the lesson and a plan for action.

This curriculum for the third day of the Algerian Ministry of Education Faculty Course focuses on teaching listening skills to English students.

This exercise asks teachers to identify reading strategies and determine if they should be utilized in the pre-reading phase, during-reading phase or post-reading phase.

This resource, used on the sixth day of the Best Practices for Supervisors course, provides an expansion on the English curriculum objectives for Algerian students in the 4th level of Middle School. The document includes a detailed breakdown of learning objectives for the following skills: oral interaction, interpretive listening, interpretive reading, productive writing, productive speaking and linguistic competence.

Section V of the Guide to the Algerian English Curriculum for Middle School Year 4 (MS4) outlines the Algerian English Framework. It provides a description of the expected level of attainment of each of the competencies by grade level.

This sample lesson plan focuses on teaching grammar, pronunciation and vocabulary.

This diagram helps to explain the relationship between the teacher educator, the English teacher and the student.

This resource, part of the Inspector Manual, provides an overview of the educational purposes and organization of the Algerian English Curriculum. Included are nine guiding principles to teaching English, nine corresponding teacher competencies and a comprehensive list of all 30 teacher competencies. Discussion topics focus on reasons for learning English, learning experiences in the classroom and what teachers need to know to attain the learning outcomes of the curriculum.