Guidelines in teaching English 3PS learners:

1- Rely much on repetition, imitation and modelling.

2- Concrete rather abstract concepts.
3- Use T.P.R (total physical response) in tasks under the heading of "listen and do”.
4- Install habits by teaching classroom language in authentic situation.
5- Use mimes, gestures, body language and mother tongue as the last resort.
6- Vary tasks (a mix between noisy and quiet tasks) for the sake of attention span and differentiation.
7- Rely on familiar tasks, fun activities respecting the general pedagogical principle (Me, My world, The world).
8- Rely on the whole class choral type activities led by the teacher.
9- Balance between receptive and productive content (listening and speaking).
10- Noise is a sign of healthy learning. Use the school yard for games and noisy tasks.
11- Story-telling takes a big part in teaching. It is preferable to tell a story rather than reading it. Maintain eye
contact.
12- Ask learners to retell similar stories or imagined ones (imagination at this age is the children’s main feature)
recommended at the end of the third term.
13- Use picture books that tell a short story.
14- Prepare a set of supplemented activities bank to target fast finishers.
15- Do your work with enthusiasm and enjoy what you do.

I. The Definition of Didactic

Didactics is one of the Sciences of Education. In particular, it deals with the processes of teaching and
learning. It is different from other Education Sciences in that it concentrates specifically on how teachers,
learners and knowledge interact and support one another. Because of this reason, it is a key subject in the
teacher education curriculum. Given its emphasis it acts as a hinge between the general education subjects and
the subject-specific
Disciplines , which make up the core of a teacher's knowledge.
 Didactics is a “field of pedagogy that deals with theories, ideas, principles and instructions directed at
successful conduction of educational process”.
 The science, art or practice of teaching. A theory and practical application of teaching and learning.

Psychology helps teachers understand how students learn so they claim that Didactics is part of
Psychology. For the same reasons, Pedagogy is concerned with how people are educated and they also claim
that Didactics is part of Pedagogy.

1. The Difference between an Approach, Method, Technique and Methodology

The terms approach, method, and technique are interrelated words. These concepts have been
discussed by various scholars, among of which is Douglas Brown. The discussions were/are mostly intended to
make a distinction between the three terms and to show the correlation between them.

a. Approach
An approach is a set of assumptions, beliefs and theoretical views about the nature of language (Brown).
In lay words, It’s Generally, a theory that attempts to explain how languages are learned. For example,
behaviourism is a language learning theory that suggests that learning language occurs through a process of
stimulus/response and reinforcement.
 “An approach is an integrated set of theoretical & practical beliefs embodying both syllabus and
method” (how learning a language takes place).
 It represents the philosophy about both the theory of language and the theory of learning.

b. Method
A method is a set of techniques or procedures that are used systematically with the aim of reaching
efficient learning. A method is often based upon the premises of an approach (es). The audiolingual method is
an example of teaching method; it is based on the premises of behaviourism. “how to conduct teaching and
learning”.
o A practical implementation of an approach.

c. Technique
 PPP (presentation, practice, production) is one of the famously known and most widely used
techniques in language teaching. This Technique is characteristic of audio-lingual method. It is therefore one of
the many techniques of the audio-lingual method. If a method is a set of techniques/procedures that are
intended to make the process of learning fruitful, a technique is one single technique of a method. “It is a way
of carrying out a task”. For instance; spider map, mind map, brainstorming, jigsaw…
o Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing
lesson objectives.
o Practice that operate in teaching a language according to a particular method. So technique is
part and parcel of procedure.

d. Methodology
A methodology is a set of classroom techniques, procedures irrespective of the particular method the
teacher is using. A methodology is related to the teacher’s style and choice, it ‘s personal and flexible and
designed and adopted by the teacher according to the classroom circumstances, so the latter is using various
techniques from diverse methods i.e. he does not stick to one specific method.

A method is official and designed by the experts. It includes a set of procedures and strategies which are
fixed. A method has a specific technique for example Audiolingual method has its own techniques no more no
less, so the teacher cannot modify or add anything.

e. Procedure
The step by step measures to execute a method.

Learning styles:
1 - Visual: Visual learners are better able to retain information when it is presented to them in graphic depiction,
such as arrows, charts, diagrams, symbols and more to emphasise specific design elements. Visual learners thrive
with clear pictures for information.
* Visual learners find it easier to take in new information through pictures, diagrams, charts, etc

2 - Auditory: Auditory refers to aural learners; auditory learners prefer listening to information that is presented
to them vocally. These learners work well in group settings where vocal collaboration is present and may enjoy
reading aloud to themselves, too.
Auditory learners find it easier to take in new information through listening.

3 - Kinesthetic: Taking a physical active role, kinesthetic learners are hands-on and thrive when engaging all of
their senses during course work. These learners tend to work well in scientific studies due to the hands-on lab
component of the course.
Kinesthetic learners find it easier to take in new information through getting physically involved

4 - Tactile: Students like to experience the world and act out events. To remember a phone number for example,
tactile learners may remember the pattern, of their fingers as they press the number on a phone. They are good at
sports. They cannot sit still for long periods of time. They are not good at spelling. They do not have the skill of
handwriting and like role-play.
Examples of Kinesthetic learners:
*Clapping Stressed Syllables
*Stretch a wide rubber band between thumbs or fingers on two hands to demonstrate the vowel length distinction
in pairs of words like the following: Eat / It; Ease / Is; Rid / Read; Beat / Bit; Beat / Bin ……
*When learners have become sensitized to stress, vowel length, intonation and rhythm, have them open their eyes
wide on stressed syllables.
*Stand up on a stressed syllable / Sit down on an unstressed syllable

“If the child is not learning the way you are teaching, then you must teach in the way the child learns”.
 Rita Dunn
Competency-based Approach
Teacher-Centred to Learner-Centred.

• Knowledge transmition • Learners construct knowledge

• Passive learners Active learners
• Skills separated Skill integration
• Academic achievements having social functions

• Teaching & evaluating are separate Teaching & assessing are intertwined

Teacher -centred to learner- centred

• Dependency / No risk taking / No creativity / Independency; Risk taking ;Creative / Critical
No self- assessment……… thinking……
• Focus is on “product” Focus is on “process”
• Culture is competitive and individualistic Culture is cooperative, collaborative & supportive

Learner-Centered Teacher -Centered

Communication Direction 2-way, multiple-way, interactive 1-way – teacher to student
(T gives information ~LS receive (T transmits Ls only receive and
and respond ~~T gives feedback) repeat on tests)
Control of Learner contributes to information Teacher controls
Information & processes information

Assumptions about Learning Learner learns naturally. Teacher controls

Responsible for own learning. information

Autonomy Learner has ‘ownership’ of learning Teacher defines and rules

(i.e. autonomy). learning
Relevance of topics Topics relevant to child. Learner Teacher / curriculum determines
may choose topic topic.

Primary processes Learner discovers, creates, makes Child memorizes and

sense. duplicates the “correct” facts.

Learning environment Joking, life-like non-linear… Orderly, quiet, linear,

Expertise organized…

Roles of teaching Only teacher can teach Learners

and learning Learners can teach each other.
Teacher can learn from children.

Multi- Direction Communication: All in classroom share information / All give feedback to each other /
Children & teachers build knowledge together.
Meta Communication: Stepping outside the learning process / Self-awareness about communication and learning /
Observing, analyzing, reflecting, assessing own or group’s process.

Competency-Based approach
Introduction
In the light of the reform initiated by the Ministry of Education, We are all concerned by the fact that our learners
should be given the best quality of education.
 It is to organize, direct and accelerate the process of learning which will shape the individual(s) who will
contribute:
- To reach their full potential.
- Consequently, we have, in terms of newness, to reconsider the purpose and role of To the fitness of their
society which is concerned with the short / long term competency if it is to survive in competition within
globalization.
What is a competency-based- approach?
It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside
the classroom.
This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others.

What is a competency?
It is a know –how which integrates and mobilizes a number of abilities and knowledge to be efficiently used in
problem solving situations that have never been met before.
The three competencies to be achieved are:

Competency I:
To interact orally in English

1) Meaning of the competency

The pupil is brought to interact in everyday school situations by using verbal and/ or non –verbal language.
2) Components of the competency
The pupil establishes contact with the interlocutor.
The pupil sends a message.
The pupil maintains an oral interaction
The pupil collaborates
Competency II:
To interpret authentic oral or written
documents
1) Meaning of the competency
The pupil is brought to demonstrate his comprehension by oral/or written reformulation of various types of texts
through various didactic supports (songs, tales, comics, games…)
2)Components of the competency
The pupil finds out the global meaning of a written text.
The pupil evaluates his learning
Competency III:
Produce simple messages orally and in writing

1) Meaning of the competency

To express himself orally or in writing the pupil is led to gradually produce simple and coherent message. The
pupil's production will be less and less guided without reaching total perfection and without being completely
mistake free; as far as spelling syntax and punctuation are concerned
2) Components of the competency
The pupil uses appropriate strategies.
The pupil structures his text
The pupil revises his text.
The pupil evaluates his process

Links between the competencies:

Developed in synergy, the three competencies are complementary and interdependent at the same time. They are
articulated around competence I, "To interact orally", which is the key competency of the training system. This
competency, being of primary importance in the teaching of English, will be used as background for competency II
and competency III. The three competencies working in synergy will take their full dimension through activities
allowing oral and written interactions.
 Learning strategies:
Learning strategies are a set of stages which help pupils acquire, store and use information.
a) The teacher's role and the learning strategies.
b) The pupil's role and the learning strategies.
The teacher's role and the learning strategies.
Teacher's role
In the old approach In the new approach What changes
- holds knowledge. -gives guidance and help. -A less authoritarian attitude.
- provides knowledge. - advises pupils. -Openness to discussion and
- Is ever-present in the - facilitates learning. negotiation.
classroom. - is a co-learner. -Sensitiveness to pupils concerns.
- takes all decisions in class. - engages the pupils in tasks
- is authoritarian. -provides individual teaching (if
necessary).
-develops learner autonomy

The pupil's role and the learning strategies.

In the old approach
-receives knowledge
- depends on the
teacher.
- applies a model.
- He learns only because
he gets marks, because
of examination pressure
or under parental
pressure.
Pupil's role
In the new approach
- wants to know what he
learns.
- is responsible for his own
learning.
Learn better because he acts
upon what he learns.
- builds his own strategies.
- knows the procedures to be
used for work .He acquires
problem-solving skills.
What changes
- learns through what he does and because he does things.
- increases his... Intellectual potential.
- improves his memory.
- has positive attitude. Towards his/her studies.
- gives meaning to his work.
- participates in his own learning.
- solves problems.
Works for himself and not only for the teacher.
- learns to co-operate, exchange and share information.
- works autonomously.
- Increases his self- concept.
 Content of a Teaching lesson:
Four main phases are suggested:
1. The lead-in ( warm-up)
A song / a game / control of homework
A revision (to consolidate a previous lesson and pave the way to the next)
2. Presentation :
A clear presentation of the new input in a real situation
Identification of the new teaching points.
3. Practice :
Guided but meaningful manipulation of the language forms for examples: role play / drills /
4. Production : oral or written
Measurable and observable activities. (Oral or written)
Four skills integrated

Lesson plan: In the lesson plan, the teachers plan their lessons by putting all the stages / phase / steps of the lessons.
Timing is very important .The competences must be clearly shown in the column of «competencies targeted «. A
lesson plan has «learning objective (s) »: it is the objective of all the lesson

Lesson plan: lesson planning is indeed an integral part of teaching .It serves as a guide and reference for the
teachers: It helps them to carefully prepare:
a) what to do? b) How to do c) For how long?
The role of a lesson plan: When the teacher prepares well his lesson plan:
A. He goes to the class confident and knowing what to do.
B. It also increases the learner’s attention and interest.
C. Help him design a coherent lesson.
When planning, the teacher should consider:
1. Who the learners are; the lesson plan of the 4th year middle school is not as the lesson plan of the 1st AM
middle school.
2. The number of the students, their age, their sexes, to help him to organize the class ( individual , group or
pair work )

The principle of lesson planning:

1. Knowing the subject matter: the teacher must have a complete knowledge of the subject matter. He should
examine each unit of work in advance, focusing on the learning problems the students will face in the
lesson .He will plan for the new words, structures and situations he will teach, and the techniques, methods
and procedures he will use.

2. Supplementing materials: the teacher should keep in mind that the textbook is not the only source for the
lesson .He has to supplement materials from other sources.

3. Considering individual differences : learners differ in their ability to learn a language .It is up to the teacher to
develop in the learner : memory span , attention , awareness , ability to identify and perceive sounds and
other qualities such as motivation …

4. Making learning activities relevant and purposeful: language learning should be purposeful in social
contexts, and consequently, relevant to the learners.
Broadly speaking, we have to focus on the fact that the lesson must be funny in itself, and they must be close to the
learners' own experiences and interests. Do your best to let the learners leave the class in a cheerful mood, feeling
those foreign language lessons are among the best in the day.
 Competence Vs Competency
What is Competency?
Generally speaking, a competency refers to an integrated assortment of knowledge (information), know-how
(skills), and self- management skills (attitudes) that are manifested in the form of behavior. This behavior enables
an individual to execute a task in accordance with the requirements of a work situation.
What is Professional Competence?
 “Professional competence is the habitual and judicious use of communication, knowledge, technical skills,
clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and
community being served”
(Epstein & Hundert, 2002)
 « A competency is a know how to act process that integrates a set of attitudes, skills and knowledge
inserted within problem-solving situations. It is evolutive and should have a social function; morever, it is
disciplinary and can be measured only in the context in which it evolves ».
Mr.M.A.Haoulia
National University Conference 2 nd & 3 rd May,2003
What is the difference and what difference does the difference make ?
-“Competence” concentrates on the outcomes of job performance. (WHAT has been achieved?)
-“Competency” focuses on the behaviors that cause that outcome. (HOW was it achieved?)
The characteristics of competency:
1. Integrative
2. Disciplinary
3. Measurable
4. Evolutive
5. Social Use / Function
Task5. Here is a list of the main principles of planning a lesson. Pick one from the box and with your partner, try to
explain the meaning giving an example.
-The class profile.
-The teaching point.
-The learning objective of the lesson.
-The learning activities to support the objective.
Task Two: Match the following activities to the corresponding strategies:
activities strategies
1. What’s your name (song) a. Predicting
2. Traffic lights b. Visualizing
3. The Hare and the Tortoise c. Selective listening
4. Animal movements d. Listening for Purpose

Task Three: Classify the following instructions according to the hierarchy of Bloom’s Taxonomy:
1. Basic brainstorming
2. What do you think happened?
3. Listen and colour.
4. Rise the correct flag.
5. Listen and tick on the right word.
6. Run to the board (eg. The learners are set in groups.
The teacher provides each group with cards having numbers on them.
The teacher says a number and when the learners hear it
they run to the board to stick it.)
 Match items with their definitions.

Items Definitions

a- a checklist for the steps or tasks you need to complete in order to achieve the goals
you have set.
1. Planning learning
b- indicate what the learner should know, understand and be able to demonstrate after
2. Action plan completion of a process of learning.

3. Specific c- a statement that captures specifically what knowledge, skills, attitudes learners
should be able to exhibit following instruction.
4. Learning outcomes
d- a goal that is challenging but possible .
5. Measurable
e- able to be checked and provide a way to evaluate.
6. Achievable
F- well defined.
7. Action oriented
g- ensure your goals are results-oriented / being able to visualize results
8. Timely
h- indicate one of the specific areas that the teacher intends to cover. / a specific
9. Realistic
statement of teaching intention
10. Learning objectives
i- the objective includes an action verb that demonstrates change or acquisition of
knowledge, attitudes, or behaviors.

J- having a deadline for achievement

 Term Definition
1. Authentic a. The primary skills of listening and reading
2. Graphic b. Language teaching approach that combines language learning with physical
organizers movement, initially based on commands. TPR-Storytelling (TPR-S) adds the
additional component of oral performance.
3. Non-verbal skills c. Reading, writing, listening and speaking.
4. Productive skills d. Is something real that can be seen or touched. Intangible, (opposite).
5. Receptive skills e. The primary skills of speaking and writing
6. Tangible f. Body language such as facial expressions and gestures
7. Total Physical g. Visual maps of information, such as graphs, semantic webs, timelines, diagrams,
Response (TPR); TPR- story maps, etc. that help learners understand and retain information
Storytelling (TPR-S)
8. Primary h. Refers to tasks, activities, and materials used in “real” life by native speakers of a
language skills language for actual communicative needs. In a language classroom, they can be
used in simulated situations

How to teach Listening

 The teaching of listening follows three main stages; pre-listening, while listening and post-listening:
Pre-listening: In this stage, the teacher is required to introduce the topic to students in a funny or tactical
way. Let’s say, you have an audio clip about the effects of smoking on health and would like to put your
students in the context. The best way to do so is to bring a photo, quote, or simply by asking students about
the effects of smoking on the users’ health. This way, you put your students in the context and prepare them
for the audio clip. After doing this, you may explain key words to students. You can use pictures, or you
can bring them pictures or definitions of words and ask them to match the word with its definition of
picture.
 teacher starts by contextualizing the topic using proverbs or short discussions etc and asks them
for their predictions about the topic of listening.

While-Listening: Now that you have given your students an idea about the topic of your audio- clip, you move
to the listening part. The first listening is purposed to give students a general idea of the audio clip. After this
first exposure to the audio material, you may ask your students about the general idea of the audio. Then, for
the second listening, you ask students some questions in which they will have to look for specific information in
the text.
 Students get their first listening in order to check their predictions. Then get second listening in order
to answer the comprehension questions and third listening for discussing and giving their opinions and
so on.

Post-Listening: The teacher’s creativity (personal touch) becomes more apparent in this stage. In this stage,
a teacher may start a debate (are you for or against smoking?), or a discussion in which students express
their opinions and share their ideas with one another. You can also ask them to design a posture, draw a
painting, write a song, devise a play, write a paragraph. Any of the abovementioned activities can be useful.
 In this stage teacher can ask his students to give their opinions about the topic of listening or
summarize the main idea of the topic or any activity that is appropriate to the listening task.

How to teach Reading

Teaching reading is usually conducted through three main stages; pre-reading, while- reading, post-
reading. These stages are, as you can infer from the prefixes used with reading, arranged chronologically.

Pre-Reading: Each reading passage we expose our students to falls within the scope of the theme or the
topic of a unit. It is always helpful and effective for a teacher to put students in the context using either a
picture, a video, a quote, or a question. The means used (picture or video) will help students activate their
prior knowledge (schemata) of the topic at hand. For example; you have a reading passage about the dangers
of eating unhealthy food, a picture of an obese person eating unhealthy food would be sufficient to not only
put students in the context, but also trigger their schemata (prior of knowledge) about the topic. Using the
picture or the title of the reading passage, you may ask your students to predicate what the reading passage
will be about.
 In this stage teacher starts by contextualizing the topic of reading process by using proverbs, quote,
picture, video, or short discussion…etc. Then, move to explain vocabulary items that students may
encounter in the text. After that, he asks for their predictions about the topic of the text they are going
to read.

While-Reading: Having made their predications, students would ideally be interested in reading the passage
in order to check whether their forecasts are true or not. In the first reading, students just try to pinpoint the
general idea of the passage. Then, once they do that, they move to answer comprehension questions,
true/false statements, making references or inferences. Example; students would be instructed to infer the
meaning of some words from the context, or to identify what some pronouns refer to (take a look at the
English BAC Exam). After doing all of this, students would be fully aware of the main ideas of the text and
would have at least learned some new words.
 Teacher gives the text to students and asks them to read it silently and check their predictions (this
process called skimming). Then teacher asks them to read again to answer the comprehension
questions (this Process called scanning).
 Post- Reading: The post reading activity gives teachers the chance to be creative. In this stage, a teacher
may instruct students to write a paragraph about the topic raised in the passage, spark a debate, create a
poster, have a discussion, and the list goes on like that.
 In this stage, the teacher may open a debate or a role play, discussion, ask them to summarize the text,
or give their opinion about the topic. Here teacher can integrate many skills like writing, speaking, and
listening.

How to teach Speaking

Warm-up: As usual it is desirable to start with a warm-up activity, preferably an activity that is linked
somehow to the topic of the speaking lesson. For instance, during my oral exam, I was supposed to teach
speaking with focus on the theme health and health issues. So, as a warm up activity, I pretended to have some
health issues and told the students (in my case, supervisors) to guess what the illness is.

Pre-Speaking: Having both revised some lexical items related to the topic of the lesson and created a
favourable atmosphere for the learning to take place, now it would be ideal to put students in the context. It
would be great if you ask questions like, “when you are sick, what do you do about it?”. Once you put them in
the context, you move on to provide them with lexis and exponents they will need to speak, or “Language
input”. You can use an audio, video, or a dialogue. Students read the dialogue, answer comprehension
questions, then you move to highlighting important language exponents (I have a headache, take a pill). You
make students aware of the language they need to speak by way of exercises or direct questions that elicits it
from them.

While-Speaking: Now that the students are equipped with the necessary language to produce it, you give
them clear and specific instructions as to what to do and how. Also, you explain the roles, if there are any, that
students are required to play. For instance, in my case, I gave students cards with their roles written on them
(it would be even better if you provide them with cues, you are a doctor). You give students enough time to
prepare their dialogues and rehearse them if necessary, then, before they start performing, you notify them
that they should deliver a great performance so as to win the “best performance prize”. While students are
performing, you
must not neither correct any mistakes nor allow anyone to do so, instead let them feel free to act and express
themselves. You, as a teacher, will be taking notes of the frequently-made mistakes. After each performance,
invite the entire class for a group applaud. This will boost the effects of the performers and inspire others to
stand up and deliver theirs.

Post-Speaking: Previously, the teacher monitored closely the performance of students and wrote down the
mistakes they commonly made. In this stage, the teacher corrects mistakes with students and sheds light on
some of the features of spoken language, among of which are intonation, stress, and others.

How to teach Writing

Of all the four skills that learners must learn, writing is most certainly the most challenging, given that
students are required to produce language.

Pre-Writing: At this stage, it is essential that the teacher puts students in the context first (using whatever
technique he sees fits). Then, students are usually supposed to work on a worksheet that typically contains a
text with questions to answer. Students first answer comprehension questions and then they explore the
features of the type of writing they are exposed to by doing tasks (ex: narrative or expository). For example, an
argumentative essay has its features and its distinctive structure. Therefore, as a teacher you need to help your
students identify its main components through tasks. Once students identify the features of the target lesson,
you may introduce the topic that they are required to write about, brainstorm some ideas, and write them on
the board.

While-Writing: Students have by now developed a clear image of what to do and how. Following the model
text given to them, students will start their first draft. Once they finish, the teacher may students to exchange
their writings and correct each other’s mistakes based on a checklist that a teacher provides his students with.
Then, students, who identify their mistakes, may proofread or edit their writings so as to finalize them.
 Post-Writing: Having finally finalized their writings, a teacher may be creative in how he asks his students to
display their writings. A teacher may ask his/her students to read them in front of the class group, or he may
establish a writing exhibition wherein students stick their final products on the walls of the classroom and tour
around to read each other’s works.

There are five stages in teaching writing:

1. Brainstorming: teacher asks his students about their prior knowledge about the topic using mind up,
spider map, charts, asking Wh. Qs, etc.
2. Planning: teacher and students identify the plan or outline.
3. Drafting: teacher gives the students chance to write their first draft, writing all what comes to their
mind.
4. Revising: teacher gives to students a checklist to revise the content, meaning of their production,
the ideas if they are organized or not.
5. Publishing: students read their productions and they may put it in their portfolios.

Frameworks of teaching language aspects/ components

1. PPP framework
In order to teach language components mainly grammar, vocabulary, functions, we apply the PPP
framework;
a. Warm-up: Activity takes no longer than five minutes such as tongue twister, proverb, quote…
or a review of the previous lesson. Its goal is “preparing Ss psychologically for the class”.
Before starting a lesson, a teacher should push the Ss to be comfortable, to feel at ease and to be
more engaged through providing a ‘favourable learning atmosphere’.
b. Presentation: Present the lesson, target structure, information or knowledge to Ss so as to
recognise it. The teacher introduces a situation and the present the target language structure or
rule… in context, also write down examples of the target rule.
c. Practice: Students practice the lesson presented through exercises, assignments, activities…
they also practice the target language L2 items (e.g. passive voice) using accurate reproduction
techniques. The teacher gives the chance to deduce the rule of the given examples.
d. Production: Students have to produce what they have learned, use the lesson in communication
or in writing. In short, they use the target language to make sentences of their own. For example,
create their own sentences using passive voice. The teacher assigns tasks and exercises about the
rules Ss have studied and correct them all together.