Dedicated language teacher and Arabic-English-French translator with years of experience working in a public administration along with freelance translation. Diverse translation work including technical materials, national and international legal documents, transcreation, post-editing, transcription, etc. Consistently relied upon for verification and correction of translated materials. Experience training translation professionals through one-on-one mentoring and professional development courses.

Teaching purpose: my education and experience have been always spinning around languages, going back and forth between translation and language teaching. I started the journey of my career teaching French as a foreign language for students in a very remote rural area which was very challenging yet was an experience that left a big mark on. I, afterwards, joined my country’s Ministry of Foreign Affairs as a Senior translator thinking that this is the place where I will carry on the rest of my career. Indeed, this was the experience that shaped me personally and professionally and made me an administrator and team player and leader. After five years, I decided to relive and revive the teaching experience, despite the privileges of the ministry position, and embarked on another teaching journey; this time teaching English for engineering students at one of the high ranked academic institutions of the country, and all of this was and is for a purpose.

As someone who witnessed firsthand the global and international landscape, I teach English while always setting short and long-term goals and millstones that I endeavor to achieve. On the short run, I strive to creatively and authentically conveying to my students the skills and competencies they need to learn and acquire language and to communicate effectively in any academic or professional setting. On the long run, I want to inspire and set an example. Indeed, my short-term goals relate to the classroom while my long-term goals go well beyond any defined space or time. Besides making students an independent and effective communicators and actors in the globalized world, I endeavor to develop enthusiasm among students for continuous learning – not only language by anything they can put their hands on. I want them to always touch to a higher consciousness and goals and to harness higher-order skills and competencies to find a better version of themselves that is continuously perfected until they feel limitless. As far as I am concerned, I teach to learn and teach afterwards what I learn in an amazing and never-ending spiral.

My teaching style is informed by many teaching approaches and is a mixture thereof. Indeed, I try to go back to the history of teaching approaches and choose the best techniques that are complementary and fit to my teaching context and style. I resort to my researcher nature to embark on my teaching journey and try to harness the Cognitive Approach both outside the class as it helps me get a much needed insight on how students of my native country are processing their learned language as well as their use of such language and inside the class as it provides me with tools to assess learning via the analysis of their behavior, interaction, mode of work and solving problems and their mistakes. Among all the cognitive techniques, I encourage student to adhere to meta-cognition that allows them to be more self-aware and acquire the ability to assess themselves on their own and, thus, be autonomous in their learning. I also believe that meta-cognition is a bridge between the Cognitive Approach and the Affective Humanistic Approach as meta-cognition help student be more autonomous and be self-aware to the right extent. This means learners will be self-aware with a sense of comfort and self-confidence.

By the same token, I strive to foster a learning environment that is informed by the Affective Humanistic Approach since it accounts for the learner empowerment as well as reducing the “affective filter” and other psychological barriers he may experience during his learning. Thus, I always try to make learners comfortable and provide a soothing learning experience by means of positive reinforcement, having learners choose a new identity to free them and encourage experimentation in the language, and being natural and imaginative – and even silly.

As per the approaches that resonate the most with my teaching style, I typically use the Comprehension Approach and the Communicative Approach. Following the Comprehension Approach, I focus on making meaning clear using only the target language combined with physical actions and visual aids to teach language while learners observe a “silent period” to understand input in the target language and begin to output language after gaining enough confidence. In contrast, I focus, in the Communicative Approach, on language output right from the very beginning as teaching in such approach targets the use of language by learners for meaningful communication. This can be achieved through the use of authentic and leveled learning materials. Therefore, I try to combine both in my class in the most effective way. Indeed, I believe that Comprehension Approach encompasses the language learning and reception skills of grammar, vocabulary, listening and reading while Communicative Approach involves the language acquisition and production skills of pronunciation, speaking and writing. However, this taxonomy has a thin limitation and the two approaches can be barely separated. I generally use the Comprehension Approach as a departing point for language teaching where learners can assimilate the language grammar, syntax and vocabulary following a “scaffolding” technique that ends up with reading long texts and performing extensive comprehension activities. A second step is to provide guidance to learners in order to practice what they have learned under a Communicative Approach that includes real-life spoken and written language communication.

Based on my teaching style, I use a myriad of teaching techniques that are all complementary the each other. Starting with the flow of teaching in my class, I use Robert Gagne's Instructional Design Principles with its nine Instructional events. Gagne’s design helps me apply the technique of “scaffolding” and enable me to build on content in a course by relating it to previous knowledge and connecting it to upcoming learning. Thus, I kick off the lesson by grabbing the attention of learners, connecting them with the objectives of the class in an intriguing way and stimulating their recall of prior knowledge and learning. Then comes instruction and practice where I present the content in the most clear way possible using effective teacher talk, warm talk and appropriate teaching aids, fostering learner guidance by creating activities that can be done in pairs or groups and encouraging mistakes at this stage, and, finally, eliciting performance where learners have to show their ability to use what they have been taught in an autonomous manner. I also make sure that assessment and evaluation at the end of the lesson is much more formative than summative and that learners do not only remember and learn concepts but also acquire and apply them to real-life situations. The assessment in the end must be aligned with the objectives of the lessons that are specific and measurable.

As a pragmatic teacher, I try to apply the 80/20 rule as much as possible i.e. 80% practice/20% instruction. My instruction subscribes to INDUCTIVE reasoning: Model, Infer, Elaborate where I show models, help students infer the rules from such model then elaborate and fill any information gaps. I try my best to make practice prevails in my class through a gradation in knowledge implementation. Such a gradation entails that after instruction and modeling, I start practice in a guided mode then move on to the independent practice when the students have gained enough confidence to tackle relevant tasks in an autonomous way. Finally, as far as I am concerned as a teacher, I always place the learner at the core of the learning act and make him a vital stakeholder in his own learning.

Moreover, it is known that the teaching is one the tiring profession out there and can easily lead to a burnout at any moment. As for me, I try to avoid any burnout by adopting a smart modus operandi that allows me to find numerous helpful resources. In fact, I adhere to a approach of continuous networking that connects me to other teachers and ESL professionals all over the world as I believe that networking is an instrumental breathing ground to sharing creative ideas. Another tip to avoid burnout is to cherish the smallest rewards that teaching unveils and strive to find passion and care for ESL teaching. This means that I have to be acting guided by founded principles and improving continuously based on them.

Lesson Plan.docx

Lesson Plan - the essay.docx

Weekly lesson plan.docx

Semester One:

Reading and writing

The following list is a sequence of objectives to be accomplished by the student while focusing on reading and writing as language skills. This first semester should provide a strong working base.

1. Recognize and write the alphabet

2. know dictionary skills : alphebetization, use of examples, type face, abbreviations, parts of speech, correct definition, verb and noun forms;

3. Practice punctuation fundamentals (continue throughout course);

4. Practice comprehension by reading aloud (sound-spelling recognition) and answering questions;

5. Follow instructions;

6. Learn a vocabulary retention system;

7. Identify paragraph organization : topic, main ideas, supporting details;

8. Recognize the elements of discourse : chronological order, comparison/contrast, appearance (description), functional operation, explanation, definition;

9. Be able to identify parts and/or objects from a description;

10. Read and set up graphs;

11. Scan;

12. Preview a text.

English for Science & technology (EST):

The following list is a chronological sequence of EST topics to be introduced to the first semester students. The list is long, but almost all concepts can be introduced first semester at a sentence and short paragraph level. The second semester will be used to deepen and lengthen the materials used. Terminology abounds in this area, so several variations for most concepts have been listed.

1. properties: shapes, measurement, proportion/comparison and contrast, frequency;

2. location/position /direction/structure /composition / partition;

3. function and ability/movement and action/agent

4. sequence/chronological order/process/ relationships other than chronological/cause and effect / result classes/method / following directions / instructions/experiments / lab reports/reporting observations / results / conclusions;

5. generalizations / induction-deduction / probability / hypothesis;

6. definition / classification / division

7. graphs and diagrams

8. word problems

9. explanations & descriptions

The main objective of this list is to get the students acquainted with the special/technical language components they will need when communicating in their technical courses. Their introduction is not exclusively limited to the Reading and Writing course; they are rather treated on an integrative basis.

Listening and Speaking:

The following list is a sequence of objectives to be accomplished by the student while focusing on listening and speaking as language skills. These skills are important since classroom learning is based on these abilities.

1. Pronounce letters and sounds (keyed to spelling)

2. Repeat words / sentences / phrases

3. Read aloud comprehensibly (sound-spelling coordination)

4. Ask for word meaning

5. Ask for information when something is not understood

6. Understand question forms : yes/no, wh-, affirmative-negative

7. Give information about a person : biographical details, activities

8. Practice intonation and pronunciation of questions, commands, and sentences

9. Produce inflectional endings (plurals, verb tense, etc.)

10. Recognize new words occurring within a mini-lecture by context and knowledge of roots and affixes

11. Recognize or supply correct vocabulary or grammatical form necessary in a focused listening text

12. Understand the description and function of an object

13. Discuss instruments or tools : parts, size, types, colors, materials and purposes.

14. Express simple desires

15. Make requests and commands (recognize difference)

16. Comprehend intonation and stress pattern that would occur withing a lecture

17. Be able to produce and understand the purpose of an instruction or command

18. Identify significant facts, main ideas and supporting evidence from a simple lecture with visual cues

19. Tell a simple narrative in the past

20. Relate future plans

21. Hear and define key subtechnical vocabulary within a listening text

22. Answer a problem with visuals as aids

23. Explain moving parts or changes

24. Ask specific questions about specific details : wh-, yes/no, either-or

25. Understand technical definitions given within a lecture

Grammar

Grammar Structures Objectives

The following alphabetical list of structures is a guideline for documenting and teaching the grammar to be included in this semester. The sequence of presentation depends on each separate course organization. If this list is completed before the semester ends, innovation, review, and/or advanced grammar work is suggested.

1. Adjectives

2. Adjective phrases

3. Adverbial expression (with + NP, by + N, by + V + ing)

4. Adverbs of frequency

5. Adverbs of place and location/time/manner

6. Articles

7. Be

8. Comparisons

9. Compound nouns

10. Conditionals

11. Conjunctions

12. Demonstratives

13. Direct/indirect objects

14. Expletives (it, there in subject positions)

15. Gerunds

16. Indefinite pronouns (one, ones, other, etc.)

17. Intensifiers (very, too, enough, etc.)

18. Logical linkers

19. Mass and unit (how much/how many- count/non-count nouns

20. Modals

21. Negatives

22. Noun plurals

23. Participles (as adjectives)

24. Passive voice

25. Prepositions of place/position, time, manner Prepositional phrases

26. Pronouns

27. Punctuation

28. Qualifiers

29. Questions (wh-, other, short/long response)

30. Superlatives

31. Requests and Commands

32. Relative clauses (adjective-definition)

33. Verb tenses (simple present, present continuous, simple past, future, present perfect, past perfect)

34. Verbs : two-word separable/inseparable

35. Verbs : Special (say-tell, make-do, talk-speak, lay-lie, rise-raise, sit-set)

SEMESTER TWO

Reading and Writing

Please refer to the FIRST INTENSIVE SEMESTER EST topic list. This first semester list is the basis for the second semester EST topic/reading course. The objectives for the second semester are the same as the first semester, the difference between the two semesters being the length of materials used. First semester uses sentence level and short paragraphs, inviting student production. Second semester uses multi-paragraph or chapter or article length materials and focuses on identifying usage of discourse forms and comprehension.

The following lists of grammar and writing objectives are for advanced mastery after the first semester objectives have been assimilated. The lists are alphabetical, not sequential.

Grammar :

1. Attached questions and responses

2. Clauses - verb, adjective, and adverb modifiers

3. Demand that, it is necessary that + noun clause

4. Sequence of tenses

5. Special verbs : say-tell, talk-speak, do-make, lie-lay, sit-set Verbals :

6. Infinitives and gerunds as objects

7. Infinitives as complements

8. Gerunds as objects of prepositions

9. Infinitives and gerunds for expression of purpose

10. Present and past participles as adjectives

11. Infinitives and participles following complements or objects

12. Perfect and passive forms of infinitives and gerunds

13. «Wish» + noun clause

Writing :

1. Conclusions

2. Observations

3. Paragraph organization

4. Process

5. Recommendations

6. Report format

7. Use of sentence and paragraph connectors

Aural/Oral Audio Visual Objectives (Listening and Speaking)

The following list is a sequence of things that a second semester student might be expected to do in this course in addition to comprehension of the audio-visual materials that have been developed.

1. Report on a laboratory or shop exercise

2. Discuss a process or a cause and effect relationship while performing a task

3. Organize a graph from verbalized statistical data

4. Compare and contrast the appearance, configuration, and steps of processes and usage of tools

5. Support the ordering and the relationships presented in a written creation during an interview with the teacher

6. Understand chronological order, spatial relationships, and cause and effect when presented in a lecture

7. Be able to paraphrase

8. Summarize the contents of a passage from a textbook or journal

9. Present opinions or hypotheses from coursework

10. Present opinions or hypotheses from coursework

11. Present short prepared lectures on technical subjects

12. Defend opinions or hypotheses

TECHNICAL WRITING COURSE

This is a ‘service English’ communication course intended to prepare the students to communicate and function in English (Lab reports, Industrial experience reports and end of study cycle project reports). The course outline presented in this document is divided into two parts: a first part (first five units) which is considered as a link between the students’ previous work in the first two semesters; and a second part consisting of eleven units which will present the students with discourse behaviors and discourse means to communicate and function in English. Other items are treated throughout the programme: mechanics of writing ( punctuation, numbering of chapters and sub-chapters, labelling of visuals, quotations...)

a) Part One

1. Transition from sentence production to the development of continuous prose

2. Devices for linking ideas and sentences: logical, grammatical and lexical connectors

3. Concepts of reference

4. Paragraph Development: Producing pieces of coherent discourse

5. Different types of paragraphs (analysis, description, comparison/contrast, analogy,definition ...)

b) Part Two

1. Definition: Explaining what something is

2. Instructions and Process: Explaining how to do something

3. Description of a Mechanism: Explaining how something works

4. Analysis through Classification and Partition: Putting things in order

5. Analysis through Effect and Cause: Answering Why

6. The Summary: Abstracting and Getting to the heart of the matter

7. Using the Library: Getting acquainted with ressource materials

Visuals: Seeing is convincing

Report Writing: Telling it like it is

Oral Communication: Saying it clearly

Business Letters: Sending a Message through the email

Note 1 by Taib Mohamed Amine

IGEE student

sam.number01@hotmail.com

+213657702816

The impression I have on Mr. Krimat was and will always be positive. During the three years I got to know him inside and outside the classroom, he showed nothing but devotion and integrity, and put so much effort into creating a motivating learning environment for students. His skills, teaching methods, straightness have made him a reference for both students and teachers. His wiliness to improve himself by listening to suggestions is the reason behind the great respect all students have for him, in addition to his ability to level his lesson to accommodate the needs of all students with different learning abilities.He is always happy to share his knowledge and provide help whenever needed. It is difficult to imagine a more humble yet professional teacher than Mr. Krimat, who is in my opinion nothing less than one of the best teachers I have ever known.

Note 2 by Abderraouf Senhadji

IGEE student

raoufsenhadji99@gmail.com

+213559625241

Mr. Krimat is one of the best English teachers I have ever had. In fact, he has taught me English grammar during my first semester in college. One of the most particular aspects of Mr. Krimat is his unconventional teaching method and his laid-back attitude. Indeed throughout the period during which I was his student, I couldn't help but appreciate his efforts to break down the traditional teacher-student barrier and to make himself approachable for any inquiries. In addition, he would request feedback at the end of each class and was always open to suggestions as to how he could improve his performance. Moreover, he always tried to make his classes as fun and enjoyable as possible. Finally, even though he is not teaching me anymore I still greet him in the hallways and I can always turn back to him when I need any help or advice.

Letter by Sami Oussama Hellati

IGEE student & Event Organizer at IEEE student Branch of boumerdes

o.hellati@univ-boumerdes.dz

+213556950161

It is with much pleasure and enthusiasm that I am writing to talk about my experience with Mr. Noureddine Krimat.

I first met Mr Krimat when he was my grammar class teacher during the first semester at the Institute of Electrical and Electronic Engineering of Boumerdes, a class in which he completely changed my mind about teachers as he truly made the learning funny and creative. Indeed, it was my privilege to be one of his students.

Mr. Krimat's open mind allows him not only to make his students good enough in grammar but also to gain their trust and respect. He demonstrated that teaching is not only about learning new academic materials. Moreover, he was like a friend and I still remember him telling me he will beat me in FIFA Xbox game .

Furthermore, he always shows support whenever needed even if I am no longer his student..

Sincerely,