I am the ability to identify and manipulate sounds. Who am I?

I am the good citizen in the class. Who am I?

I learn better when there is an obvious link between the topic and a current need. Who am I?

I am the starting session in year 5 where teachers create a portfolio for checking learners progress at the end of a sequence.

I am the session where young EFL learners are taught how to write letters in year 3.

They call me the Alphabetic principle.

English, Maths, Arabic, History associated with days of the week. Which sequence section is it?

We are three components of grammatical competence in CLT

I am the reason why young learners are taught grammar rules implicitely in the Algerian Primary school context.

I am a phenomenon where learners acquire knowledge in a classroom setting but are unable to apply or use that knowledge outside.

This student always looks at me and waits for very clear steps before they start anything

We are the four skills that must be taught to learners in order to promote word recognition and language comprehension

We are letters U Y V W B

I can teach learners how to segment phonemes in specific words for spelling. They refer to me as the alphabetic principle.

The teacher first models the target structure and learners repeat it. The teacher then substitutes one key word. Learners say the target structure with the new word.

I am am approach that aims to enable learners to communicate meaningfully and dynamically.

We are two activities about phonemic awareness. We can be used only in year 5 PS. The didactic guide says we are difficult for years 3 and 4

I am a function of listening. I focus on the social aspect of communication, where the goal is to build relationships, engage in conversations, or respond to social cues

I am a function of listening. I focus on understanding and processing information accurately to achieve a specific goal or complete a task.

I am a very first short activity to wake students up and review previous lessons.

Using clues around the word (the other words in the sentence, pictures, or what you already know) to guess what the word means before you look.

1.      I am goal-defined, rule-governed and competitive that has a closure and engages the students.

It implies that educators understand not only the subject matter they are teaching, but also the most effective ways to deliver content and ensure student learning.

Teacher’s understanding of the different ways certain technology tools and digital resources impact how the content is represented, as well as the constraints that the content places on which tools and resources can be used.

I am a framework by which educators can effectively integrate technology into their teaching.

Access to ICT resources varies widely, with students from lower socio-economic backgrounds often facing barriers to accessing the necessary technology

My benefits include enhancing student engagement and motivation, offering opportunities for personalized (paced) learning, and authentic materials.

  I am a teaching method where the focus is on repetition and stimulus-response mechanisms. Students learn correct grammatical structures by imitating and drilling dialogues and sentence patterns, with the goal of making these structures automatic through habit formation.

I am a teaching method where grammar is taught deductively through explicit rules and is practiced mainly through translation exercises between the native and target languages.

I am an approach that aims to equip learners with the tools to use language dynamically and meaningfully.

I am a teaching technique mostly used in teaching speaking. Many students can get great benefits from it as they perform the real situation in the classroom (Harmer, 2007).

I am a learner, TPR is perfect for me

Knowing about your own learning

The teacher stops and writes the structure on the board and says ‘This is the present perfect’

I am a learner who always asks ‘Why?’ and wants everything to follow clear rules and systems

  I am a learner who prefers  to watch and think for a long time before I speak or join an activity

   I am a student who never puts their hand up because they are scared of being wrong in front of others

The teacher walks in with an actual apple, a bus ticket, or a menu instead of just a picture

We are pairs that English speakers love to keep together

I am a session in Year 5. I have  two objectives. The first one is to read (decode symbols) a short simple text of about 40 words and apply the target phonics. The second one is to recognize and use reading skills skimming and scanning to get the general idea (gist) and specific information

I am a session in Year 4; I am devoted to reading through games to make learners better readers. I help them enrich their stock of vocabulary, develop their spelling and writing skills and their pronunciation

  I am the way how young learners hold up their pencil when writing (using thumb-index-and middle finger)

I am session in Year 5 that is devoted to practicing and reinforcing learners’ prior knowledge and skills in vocabulary, grammar through language games.

I am the introductory session in Years 3 and 4 PS.

There is no need to read every word.

Quickly looking through a text to find a specific piece of information (a word, number, name, or fact). Your eyes “hunt” for the exact answer.

Imagine a student who knows all the sounds and can read very fast but still does not understand the story. What is probably missing?

The ability of a student to read words accurately, at an appropriate pace, and with the correct expression.

    It reaches back over one consonant and makes the first vowel say its own name