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ms guide 1 PEOPLE ? S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF NATIONAL EDUCATION MS Teacher ? s Guide ?? CTable of contents Introduction Presentation of the coursebook objectives The pedagogical function of Cross-References in the coursebook The listen

PEOPLE ? S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF NATIONAL EDUCATION MS Teacher ? s Guide ?? CTable of contents Introduction Presentation of the coursebook objectives The pedagogical function of Cross-References in the coursebook The listening scripts and pronunciation tools The representation of the core values in the coursebook A sample diagnostic test Layout of a sequence suggested lesson plans The tutorial sessions A sample summative test Online resources for the teacher Bibliography Introduction CDear colleagues We are greatly pleased to meet our colleague teachers for the third time to introduce for them the teacher ? s guide issue Three destined to the Third year Middle school with a more mature vision The main objective for the ensuing Teacher ? s guide is to o ?er you assistance in lessons implementations that cater for the four skills their use and their integration The book as a serving tool will help you get an idea about the vital components of the o ?cial syllabus that you comply with along your school year The suggested lessons will provide you with many opportunities to teach in accordance with your learners ? needs The variety of themes and language points together with structures will facilitate your task The tasks and activities included in the course book are carefully selected to cater for learner ? s ? styles and multiple intelligences The material covered in this guide will invigorate your spirit give you another dimension to apply the di ?erent methods and techniques you see e ?ective for your learners ? needs It is henceforward important to notify our respective colleagues that the tasks featured in the course book are therefore always learners ? centered where the focus is on the development of their mental psychomotor and a ?ective capacities in order for them to acquire e ?ective English in its most varied aspects where both ?? curricular and extracurricular activities are widely promoted As learners vary in learning styles-Auditory visual tactile kinesthetic they need to learn English at all levels-They need to hear the sounds and their e ?ects the articulation and a linguistic model you yourself set for the purpose They also need to learn to speak listen to read write and re-use what they have learnt in new situations Book Three is destined to Third year learners whose cognitive capacities are to a certain extent more developed The title my Pictionary does not exist anymore and the orientation is more focused on competency task based activities where learners are supposed to manipulate language through the four skills and their integration-They will have lots of listening reading and writing activities where they can apply their cognitive and meta cognitive faculties Teachers in this respect have to incite learners to play a more active role in their own development and make them responsible for their own learning Teachers should a ?ord their learners opportunities to ?nd the answers to questions arising from their own daily life to become autonomous learners Learners need to integrate