The ms1 ms2 & ms3 annual learning plans June 2107

Level: First Year Middle School (1AM)
Subject: English
Time devoted:
 Learners: 2 hours and a half ( 2 hours + 1 hour tutorial session once per 2 weeks)
 Teacher: 3 hours per class
Domains: Oral and written.
GLOBAL COMPETENCE
At the end of level 1 ( 1st year middle school), the learner will be able to interact, interpret and produce short oral and written messages texts of descriptive type, using written,
visual or oral supports, in meaningful situations of communication related to his environment and interests. The learner can:
- understand simple messages related to concrete situations, his/her immediate environment and needs;
- ask and answer simple questions about topics related to their age and interest provided that the other person speaks clearly
and is prepared to help;
- use very basic phrases, short sentences to talk and write about personal experiences (family likes…).

FIRST TERM:
Domains Target competencies
Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce short and simple descriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret short and simple descriptive messages/texts orally and in written.
learner will be able to produce short and simple written descriptive messages/texts .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 1 ME
AND MY
FRIEND
S
My Family
Profile
1-Starting off situation Step1: Teachers give a
problem-solving
situation never met
before as starting off to
declare the
communicated intentions
then break it into
learning objectives and
lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
10 weeks for
both
sequences
You want to join an international friendship blog . The
members of the blog want to know about you. Introduce
yourself to them.
Learning Objectives Communicative Tasks
* Greet people
*Introduce myself
*Give information/
* Respond to questions about me:
my age, my class and my
hometown.
*Ask about a new friend’s name
- Labelling
- Email
- Role play
- Songs
- games
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the learners.
Situation 2: Introducing
the linguistics content
related to grammar, lexis
and pronunciation(L.G.P)
Grammar Lexis Pronunciation
*Auxiliary to be and to
have (present simple
tense)
*Personal pronouns
*Possessive adjectives
*Demonstrative pronoun
it
*Preposition: in/ location
( hometown)
*Numbers from 1 to 13
*Lexis related
to greeting :
hi /hello…
*Question
words: What?
/where ?
*Glad/nice
*Lexis related
to colours
/a/ ,/ɪ/,/aɪ/ /ei /
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how to
integrate, and mobilize
Situation 3:
Reinvestment of previous
learning. Learners
You are a new member of your school blog , your friends want
to know more about you. Introduce yourself to them.

Sequence 1 ME
AND MY
FRIENDS
My Family
Profile
their resources and
reinvest them in a
problem-solving
situation, through group
work. Thus, teachers
would be able to identify
the learners’ strengths
and weaknesses, deal
with moderation and
organize remedial work
in tutorial sessions.
mobilize to learn how to
integrate the previous
knowledge which is
acquired in the previous
situation to solve a real
problem situation in
groups.
4 ) Assessment Step 4 : The learners will
have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’
level of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for the sake of
remediation (AFL)
Using the previous
assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).
5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.
1-Starting off situation
Jack is your new epal on the international friendship blog.
He is from England . He wants to know about your family.
Introduce your family to Jack and send him your family tree.
Step1: Teachers will give a
problem-solving situation
never met before as starting
off to declare the
then break it into learning
objectives and lessons.
about the target
curricular competencies and
the values.
Learning objectives Communicative tasks
*Give information/respond to
questions about me :
- My age , class, hometown
- My preferences(food,
clothes)
*Ask and give information
about: My family (parents,
- Email
- Role play
- Family tree/ Tagging
- Songs
- Poster
- cartoons
- Family game

Sequence 2
Sequence 2
ME
AND MY
FAMILY
ME
AND MY
FAMILY
My Family
Profile
My Family
Profile
brothers and sisters)
problem- solving situation
related to the environment
and interests of the learners
Introducing:Situation 2
related to grammar,
lexis and
pronunciation(L.G.P) )
*Present simple
tense with the
verbs: to live, to go
to like ( I like / I
don’t like )
*Numbers from 14
to 100
*Articles a/ an
/the)
*Use of simple
sentence pattern
( memorised/
modelled ones:
affirmative and
interrogative )
*Use of question
words ( who ? ,
what ?, where ? )
*Demonstratives :
this / that, it
* Basic lexis
( words and
expressions)
related to family,
school things,
clothes , food, jobs
/e/ / I : /
/ θ/ / δ /
Aspirated “h”
Intonation in
“wh” question.
3- Learning to integrate ( situation of integration) Step 3 :Teachers train their
learners on how to integrate,
and mobilize their resources
and reinvest them in a
problem-solving situation,
through group work. Thus,
teachers would be able to
identify the learners’
strengths and weaknesses,
deal with moderation and
organize remedial work in
tutorial sessions.
Situation 2: Reinvestment
of previous learning.
Learners mobilize to learn
how to integrate the previous
knowledge which is
problem situation in groups.
You are a member in an international friendship blog. Your
e-pals wants to know more about you and your family .
Post your information to tell about you : name ; age , and
your family : name , job , age ..
4 - Assessment *** Step 4 : The learners will
have to work individually as
integration is an individual
learning process. Teachers
will give them a problem
Situation 4 :
work).

integration for the sake of
assessment.
remediation (AFL)
Using the previous
(Now, I can).
5- Remediation Remediation is determined
via the learning/teaching
process and during some of
tutorial sessions.
FIRST TERM EXAMINATION

SECOND TERM:
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 3
ME
AND MY
DAILY
ACTIVITIES
My school
presentation
1-Starting off situation Step1: Teachers will
give a problem-solving
situation never met
before as starting off
to declare the
communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint about
the target competencies and
their components, the cross-
the values.
8 weeks for
both
sequences
You received a message from your e-pal Jack . He tells
you about his leisure activities . He wants to know about
your leisure activities .
Send him a reply and tell him about your leisure
activities at week ends.
*Tell the time
*Talk about daily activities
*Talk about leisure activities
at school
- Role play
- Games
- Email
- Songs
- Interview
problem- solving
environment and
interests of the learners
the linguistic content
and
pronunciation(L.G.P).
*Discourse
markers : today,
every…, now
*The present
simple tense with
concrete , routine
actions
*Wh’ questions
,yes / no questions
*Lexis related
to daily
activities ,
digital time ,
leisure
activities
The
pronunciation of
:
/h/,/s/ , /z/ ,/ɪz/
3- Learning to integrate ( situation of integration) Step 3 :Teachers train
their resources and
reinvest them in a
Situation 3: Reinvestment of
previous learning. Learners
knowledge which is acquired
You are back to school after the week-end and you want
to know about your friend’s leisure activities. Ask your
friend about his week-end leisure activities and write
about them.

Sequence 3 ME
AND MY
DAILY
ACTIVITIES
My School
Presentation
problem-solving
situation, through
group work. Thus,
teachers would be able
to identify the learners’
strengths and
weaknesses, deal with
moderation and
in the previous situation to
solve a real problem situation
in groups.
4 - Assessment Step 4 : The learners
will have to work
individually as
integration is an
individual learning
give them a problem
of assessment.
Situation 4 :
*Assessing the learners’ level
of performance in an
work).
remediation (AFL) using the
previous assessment (I think
and write) and self-
assessment grid of the course
book (Now, I can).
determined via the
learning/teaching
process and during
some of tutorial
sessions.

Sequence 4
ME
AND MY
SCHOOL
My School
Presentation
situation never met
before as
starting off to declare
the communicated
and lessons.
Situation 1 gives a hint about
the target competencies and
their components, the cross-
the values.
You have duties and rights at school . You want to
remind your mates about them . Write a poster of your
rights and duties and publish it on your school blog.
* Introduce myself *
Give information/
respond to questions
about me: my age, my
class and
my hometown.
*Ask about a new
friend’s name
- Labelling
- Email
- Role play
- Songs
- games
problem- solving
environment and
interests of the learners
the linguistic content
and
* Prepositions of
location : from ..
to, on, at near ,
under
*Prepositions of
time: in
(the morning ); at
( time); on + day
*The present
continuous tense
with concrete
actions in
progress
*Lexis related to
school / hobbies/
*Basic lexis
( words and
expressions/
formulaic
language) : polite
forms /
greetings../
school
regulations
*Pronunciation
of : /ŋ / , /g/ , /j/
, /ʤ/ , /ʒ/

Sequence 4
ME
AND MY
SCHOOL
My School
Presentation
learners on how to
their resources and reinvest
them in a problem-solving
the learners’ strengths and
moderation and organize
remedial work in tutorial
sessions.
how to integrate the
previous knowledge
which is acquired in the
previous situation to solve
a real problem situation in
groups.
Pupils have rights and duties in their school.
Your teacher asked you to design a poster of rights and
duties at your school to hang it in the classroom.
have to work individually
as integration is an
individual learning
process. Teachers
will give them a problem
assessment.
Situation 4 :
work).
remediation (AFL) using
the previous assessment (I
think and write) and self-
assessment grid of the
course book (Now, I can).
process and during some
of tutorial sessions.
SECOND TERM EXAMINATION

THIRD TERM:
*The articles :
-indefinite / a/ an –
definite/the
* Plural forms
*Recycling:
*Basic lexis
( words and
expressions)
related to
countries :
/p /, /b/
“ph” /f:/
*Silent “p”
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 5
ME, MY
COUNTRY
AND THE
WORLD
My Country
Profile/
A Tourist
Brochure
1-Starting off situation Step1: Teachers will give a
problem-solving situation
never met before as starting
off to declare the
then break it into learning
about the target
the values.
7 weeks
You want to invite your e-pals to visit Algeria. You
want them to visit our beautiful country, its monuments
and famous places.
Make a leaflet to attract them including our national
dish , national currency , famous people and celebration
days
*Ask and give information
about :
 My country
 ( currency/
flag/national and
religious days
* Other countries
( nationalities/ Flags /
currencies/celebration days)
- Interview Email
- Role play
- Songs
- Poster
- leaflets
and interests of the learners
:Situation 2
Introducing the
linguistic content
related to grammar,
lexis and
* Word formation
( adjectives of
nationalities/
suffixes)
*Names of
countries/
nationalities
The
pronunciation
of :

Sequence 5
ME, MY
COUNTRY
AND THE
WORLD
My Country
Profile/
A Tourist
Brochure
Preposition of
location :in
*The auxiliaries to
be / to have
*The present
simple with related
concrete details
about countries and
celebrations
flags ,
currencies ,
celebrations (
national ,
religious and
others)
*Silent “ b”
/ ɒ/ ,/ɔ:/ , / aʊ/
learners on how to
their resources and
reinvest them in a
through group work. Thus,
teachers would be able to
identify the learners’
strengths and weaknesses,
deal with moderation and
organize remedial work in
tutorial sessions.
how to integrate the
previous knowledge
previous situation to solve
a real problem situation in
groups.
Your friend received an e-mail from Kathleen . Read it
and help your partner to write a reply to Kathleen.
individual learning
process. Teachers
will give them a
Situation 4 :
work).
weaknesses for

a problem solving
situation of integration for
the sake of assessment.
the sake of remediation
(AFL) using the previous
(Now, I can).
THIRD TERM EXAMINATION

Level: Second Year Middle School (2AM)
Subject: English
Time devoted:
GLOBAL COMPETENCE
At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts of descriptive, narrative and prescriptive type, using written,
visual or oral support, in meaningful situations of communication related to his environment and interests. The learner can:
- understand messages consisting of formulaic phrases and simple sentences related to frequently used expressions related to familiar topics or situations (personal,
shopping, local places).
- communicate limited information in simple every day and routine situations by using memorised phrases and formulaic language.
-use selected simple structures correctly but still systematically produce basic errors

FIRST TERM
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 1
ME, MY
FRIENDS
AND MY
FAMILY
Table
Manners
Worldwide
problem-solving
situation never met
declare the
communicated
into learning
about the target
and the values.
9 weeks
for both
sequences
You have just seen an advertisement on TV . Actors and actresses
aged from 14 to 20 are wanted for an Algerian show. One of your
classmates wants to be one of them. Help her write an e-mail to
apply for this job.
*Describing physical appearance
*Describing daily and free time
activities
*Describing and locating places
*Reading and interpreting a house plan
*Recording daily activities on a
schedule
*Describing family relationships
*Expressing likes and dislikes
*Expressing abilities and inabilities
*Expressing cause or reason
- Interview
- Role play
- Daily schedule
- Guessing game
- Family tree
- Songs
2- Installing Resources Step 2: Teachers
install resources in a
learning problem-
solving situation
related to the
environment and
interests of the
learners.
and
pronunciation(L.G.P)
*The simple present
tense for description
*Adjective for
description(colour,
height, build, hairstyle,
beauty and physical
attraction)
*Lexis related to
topics ( physical
appearance ,
routine,
activities,….)
*Pronunciation of
“s” endings: /iz/,/s/
and /z/
*Pronunciation of
“can” and “can’t”:
/kən/,/kæn/ and
/kɑːnt/

Sequence 1
ME, MY
FRIENDS
AND MY
FAMILY
Table
Manners
Worldwide
*Possessive pronouns
for description
*Location markers
(prepositions and
adverbs) for
description
*“Can” for ability
*“Can’t for inability
*Cause and reasons(
why, because)
*Silent letter “h”
*Silent letter”d”
their learners on how
to integrate, and
mobilize their
resources and reinvest
them in a problem-
solving situation,
through group work.
Thus, teachers would
be able to identify the
learners’ strengths and
moderation and
organize remedial
work in tutorial
sessions.
Situation 3:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate the
previous knowledge
previous situation to
solve a real problem
situation in groups.
You are entering a national competition organised by the Algerian
Ministry of National Education for middle school students about the
“Best Personal Profile” written in English. Competitors are required
to upload their profiles to the website of the Algerian Ministry of
National Education before December 20th
.
The first three winners will be offered a four-week English language
course in London next summer
Sequence 1
ME, MY
FRIENDS
AND MY
FAMILY
Table
Manners
Worldwide
4 ) Assessment Step 4 : The learners
will have to work
individually as
integration is an
individual learning
give them a problem
of assessment.
Situation 4 :
level of performance in
an integrated way
(individual work).
*Identification of
learners weaknesses for
(AFL)
Using the previous
write) and self-
course book (Now, I
can).
determined via the
learning/teaching

process and during
some of tutorial
sessions.
Sequence 2
ME, AND
MY
SHOPPING
My
Classmates’
Shopping
Habits
problem-solving
situation never met
declare the
communicated
and lessons.
about the target
and the values.
It is Akram’s birthday. His mother wants to make a big birthday
cake .She asks Akram to buy the ingredients she needs. Help Akram
to write his shopping list and show him the way to the supermarket.
*Describing shopping items
*Expressing quantity
*Asking information about
shape , size, quantity, weight,
colour and price
*Devising a neighbourhood
street map
*Locating and showing the
way to amenities
- Interview
- Role play
- Location Map
- Guessing game
- Songs
Sequence 2 ME, AND
MY
SHOPPING
My
Classmates’
Shopping
Habits
problem- solving
environment and
interests of the
learners.
*Many, much, some, any
*How many….?
*How much… ?
*What size are you?
*What is your size?
*What is the size of …?
*How big is …?
*What shape is …?
*Cardinal and ordinal
numbers
*The imperative
*Basic lexis (
words and
expressions/
formulaic
language) : polite
forms /
greetings../
preferences
*Pronunciation of
/l/ and / l/
*Pronunciation of
/r/
*Silent “r”
their resources and
Situation 3:
learning. Learners
Sandra your English friend wants to know about shopping in
Algeria. Write her an email to give her information about shopping
malls , supermarkets, street markets and traditional craft shops in

the place where you live. Tell her also about how Algerian
teenagers dress and what they usually eat. Then, ask her questions
about shopping in England and what English teenagers wear and
eat . Attach to you email a street map showing the shopping
amenities in your neighbourhood and the location of your home.
reinvest them in a
problem-solving
situation, through
group work. Thus,
strengths and
moderation and
knowledge which is
groups.
Sequence 2 ME, AND
MY
SHOPPING
My
Classmates’
Shopping
Habits
4 - Assessment *** Step 4 : The learners
will have to work
individually as
integration is an
individual learning
give them a problem
of assessment.
Situation 4 :
an integrated way
(individual work).
*Identification of
(AFL)
Using the previous
write) and self-
course book (Now, I
can).
determined via the
learning/teaching
process and during
some of tutorial
sessions.

SECOND TERM
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 3 ME AND
MY
HEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
1-Starting off situation Step1: Teachers give
a problem-solving
situation never met
to declare the
communicated
intentions then break
it into learning
about the target
and the values.
6 weeks
In a forum of discussion , you read Mona’s message asking for help.
She suffers from obesity . She weighs 98 kilos. She feels tired and
sick. Write a reply to Mona and help her lose weight.
*Expressing obligation
*Giving advice and recommendations
*Planning a healthy balanced meal
*Planning a healthy weekly diet
- Shopping list
- Bills
- Leaflets
- maps
- Poster
- Information panels
- Charters
2- Installing Resources Step 2: Teachers
install resources in a
learning problem-
solving situation
related to the
environment and
interests of the
learners.
and
*“Have to”
(interrogative and
affirmative forms)
*“Have got to”
*“Must” with the 3
forms
*Lexis related to
shopping, food,
health...
*Basic lexis
( words and
expressions/
formulaic
*Pronunciation of
must : /məst/, /mʌst/
and /mʌsnt/
*Pronunciation of
“should: /ʃəd/, /ʃʊd/
* “Should” /
“Shouldn’t”
*The imperative
language) : polite
forms / greetings…
*Pronunciation of
“shouldn’t”: /ʃʊdnt/
*Pronunciation of
“sh”:/ʃ/
*Pronunciation of
“ch”: /tʃ/

Sequence 3 ME AND
MY
HEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
their learners on how
to integrate, and
mobilize their
resources and reinvest
them in a problem-
solving situation,
through group work.
Thus, teachers would
be able to identify the
moderation and
organize remedial
work in tutorial
sessions.
Situation 3:
learning. Learners
knowledge which is
groups.
Nacer,my Tunisian friend, is overweight wants to kow what kind
of diet my dietitian recommends because he knows I have the
same problem.I’m going to send him a detailed email in which I
explain my doctor’s dietary advice and recommendations about
food and exercise. I’m also going to send him a weekly diet plan
and a typical daily menu as attached documents.
will have to work
individually as
integration is an
individual learning
give them a problem
of assessment.
Situation 4 :
work).
remediation (AFL) using
the previous assessment (I
think and write) and self-
course book (Now, I can).
Sequence 3 ME AND
MY
HEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
determined via the
learning/teaching
process and during
some of tutorial
sessions.

THIRD TERM
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 4 ME AND
MY
TRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
Memorable
Holiday
Report
problem-solving
situation never met
declare the
communicated
into learning
about the target
and the values.
5 weeks
In the international” travel forum” of tripadvisor.com website, you
read a message of a tourist from England . He wants to visit Algeria.
Think of a nice place you visited and write some information about
it. Turn these information into a travel brochure to be posted in the “
travel forum “.
*Describing amenities and places of
interest
*Describing environmental sites
*Reading and interpreting a map
*Planning and interpreting itineraries
- Information panels
notices
- Brochure for holidays
- Map route
- Information transfer
( from weather forecast
symbols to text)
- Poster
- Pictionary
the linguistics contentGrammar Lexis Pronunciation

Sequence 4
ME AND
MY
TRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
Memorable
Holiday
Report
*Simple future tense with
the 3 forms
*“be going to” for future
activities with the 3 forms
*Past simple tense with the
3 forms
*( regular and irregular
verbs)
*Demonstratives :
this/these, that/those
*Word formation with
“tion”
*Adjectives ending
with”y”
*Lexis related to
topics
Basic lexis
( words and
expressions/
formulaic
language) : polite
forms /
greetings../
*Word formation
*Pronunciation of
“will”- “ ‘ll”-
“won’t”:
*/wil/,/l /wəʊnt/
*Pronunciation of
“ed”: /id/,/t/,/d/
*Pronunciation of
“th”:/ θ/, / ð/
Pronunciation of
“tion “/ʃən/
problem- solving
environment and
and
their resources and
reinvest them in a
problem-solving
situation, through
group work. Thus,
strengths and
moderation and
Situation 3:
Reinvestment of
previous learning.
learn how to integrate
the previous knowledge
Andrew Williams, your Australian friend is going to visit Algeria
next summer. I’ll be his guide. So, I organise a three-day tour for him
to visit the most interesting places in the region where I live
(museums, parks, forests, mountains, old medinas, souks, “ksours”,
traditional craft shops, etc.).I prepare a detailed itinerary of this tour
using a map of my region with the necessary map icons. Then, I sent
him this itinerary and the map by email.
Sequence 4
ME AND MY
TRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
will have to work
individually as
integration is an
individual learning
give them a problem
of assessment.
Situation 4 :
an integrated way
(individual work).
*Identification of
(AFL)
Using the previous

Memorable
Holiday
Report
write) and self-
course book (Now, I
can).
determined via the
learning/teaching
process and during
some of tutorial
sessions.

Level: Third Year Middle School (3AM)
Subject: English
Time devoted:
GLOBAL COMPETENCE
At the end of MS3, the learner will be able to interact, interpret and produce simple oral and written messages / texts of descriptive, narrative, prescriptive and argumentative
types, using written, visual or oral support, in meaningful situations of communication related to his environment and interests. The learner can:
- understand short texts consisting of phrases and simple sentences and frequently used expressions to familiar topics or
situations;
- communicate messages in simple tasks on everyday topics using simple sentences, which are appropriate;
- describe in short sentences some aspects of his/her background or environment and related to his/her needs.

FIRST TERM:
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 1 ME, MY
ABILITIES
MY
INTERESTS
AND MY
PERSONALITY
Let’s
Preserve
Our
Cultural and
National
Heritage
/
Teenage
Lifestyle
around the
World
problem-solving
situation never met
declare the
communicated
and lessons.
about the target
and the values.
9 weeks
for both
sequences
You have read an advertisement in the popular Algerian
website Bayt. com about part time jobs.
Teenagers are wanted to work in the greatest malls. Amine
wants to apply for this job. Help him write his e-mail.
*Expressing abilities and
inabilities
*Describing personal interests
*Describing personality features
- Interview
- Role play
- Chat / email:
personal letter
- Short video segments
problem- solving
environment and
* “Can” for ability
* “can’t” for inability
*Questions about
abilities and inabilities
( with positive and
negative answers)
* Lexis related
to related topics
*Basic lexis
( words and
expressions/
formulaic
*Pronunciation
of the vowel
sounds:
/ ə/,/æ/,/ɑː/
* Pronunciation
of “can” and
“can’t”:

Sequence 1 ME, MY
ABILITIES
MY
INTERESTS
AND MY
PERSONALITY
Let’s
Preserve
Our
Cultural
and
National
Heritage
/
Teenage
Lifestyle
around the
World
(wall
display)
*Asking questions
about interests and
personality
*Frequency adverbs:
“always”/ “never”
*Asking about
frequency: “How often
…?”
*Formation of
adjectives
language) :
polite forms /
greetings../
/kən/,/kæn/ and
/kɑːnt/
*Pronunciation
of “s”ending:
/iz/,/s/ and /z/
their resources and
reinvest them in a
through group work.
Thus, teachers would be
able to identify the
sessions.
Situation 3:
Reinvestment of
previous learning.
The editor of your school magazine asked you to write an
article about Mohamed Farah Jeloud. You decided to present
his profile in order to make all your schoolmates see what a 2nd
–year primary school pupil can do. You want to make them
understand that reading is important and necessary for the
development of individuals and nations.
4 ) Assessment Step 4 : The learners will
individual learning
give them a problem
assessment.
Situation 4 :
an integrated way
(individual work).
*Identification of
(AFL)

using the previous
write) and self-
course book (Now, I
can).
determined via the
learning/teaching
process and during
some of tutorial
sessions.
Sequence 2
ME
AND
LIFESTYLES
Let’s
Preserve
Our
Cultural
and
National
Heritage
/
Teenage
Lifestyle
around the
World
(wall
display)
situation never met
to declare the
communicated
and lessons.
about the target
and the values.
In an international blog for fun. Members of the group posted
snapshots from their childhood memories and their life styles in
the past. You want to participate. Write about your memories to
be published in the blog.
*Narrating past events,
experiences and
childhood memories
*Describing life and
lifestyles (past and
present)
*Comparing life and
present)
*Devising and selecting
relevant interview
questions
*Conducting an interview
- Interview
- Role play
- Chat / email: personal letter
- Short video segments
- Poster
- Id card
problem- solving
environment and
:Situation 2
Introducing the
linguistics content
related to grammar,
lexis and
pronunciation
(L.G.P)
*Narrating past events,
experiences and
childhood memories
* Lexis related to
related topics
*Basic lexis(
words and
expressions/
*Pronunciation of
the vowel
sounds:/u:/ and /ʊ
/
*Describing life and
present)
*Comparing life and
formulaic
language) :
polite forms /
greetings../
*Pronunciation of
the vowel sounds:
/ɜː/ and / ə/
*Pronunciation of

Sequence 2 ME
AND
LIFESTYLE
S
Let’s
Preserve
Our
Cultural
and
National
Heritage
/
Teenage
Lifestyle
around the
World
(wall
display)
present)
*Devising and
selecting relevant
interview questions
*Conducting an
interview
the vowel sounds:
/æ/, /ʌ/
*Silent letters
“ w” and “t”
3- Learning to integrate ( situation of integration) Step 3 :Teachers train
their resources and
reinvest them in a
problem-solving
with moderation and
Situation 2:
Reinvestment of
previous learning.
the previous
knowledge which is
acquired in the
It is “Grandparents Day”. To celebrate the event you decide to
make a video interview of our grandfather or grandmother. You
will post the video on the school website and your personal blog
to share it with other people around the world.
4 ) Assessment *** Step 4 : The learners will
have to work
individually as
integration is an
individual learning
give them a problem
of assessment
Situation 4 :
*Assessing the
learners’ level of
performance in an
integrated way
(individual work)
*Identification of
the sake of
remediation (AFL)
using the previous
write) and self-
course book (Now, I

can).
determined via the
and during some of
tutorial sessions.

SECOND TERM:
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written..
learner will be able to produce simple written descriptive , narrative, prescriptive and argumentative messages/texts ..
and
related to grammar,
lexis and pronunciation
(L.G.P)
*The past continuous tense
*Contracted/short forms of
“be” in the past
*The past continuous and
*Lexis related
to related
topics
*Pronunciation
of the consonant
sounds: :/f/ and
/v/
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 3
ME AND
THE
SCIENTIFIC
WORLD
A Brochure
about
Inventions ,
Innovations
and
Discoveries
1-Starting off situation Step1: Teachers will give
a problem-solving
situation never met before
as starting off to declare
the communicated
and lessons.
about the target
and the values.
6 weeks
We will celebrate the 16 th of April soon .It is the
science day in Algeria. Your teacher of English asked
you to write a biographical information about a famous
scientist to be published in your school magazine.
*Narrating
*Describing
*Organising/sequencing
biographical information in
chronological order
*Selecting relevant
biographical information
*Transferring biographical
information from one format
(ID card) to another (plain text
with
specific writing rules and
mechanics)
- Diary/ journal
- Survey
- Menu
- Notices/ plans / maps
- Posters
- Charters
- Formal letters
- Newspaper article

Sequence 3
ME AND
THE
SCIENTIFIC
WORLD
A Brochure
about
Inventions ,
Innovations
and
Discoveries
simultaneous actions
*Sentence connector:
“while”
*Spelling rules: “V-ing”
*Requests with: “can” and
“may”
* Relative clauses: the
*Basic lexis
( words and
expressions/
formulaic
language) :
polite forms /
greetings../
3- Learning to integrate ( situation of integration) train:TeachersStep 3
their resources and
reinvest them in a
through group work.
Thus, teachers would be
able to identify the
sessions.
Situation 2:
Reinvestment of
previous learning.
It is “National Inventor’s Day” in Algeria. To celebrate the
event , your teacher of English asked you to write the biography
of a famous scientist or inventor and put it on display in the
public local library where an official ceremony will be held.
The best works will be awarded prizes.
individual learning
give them a problem
Situation 4 :
an integrated way
(individual work)
*Identification of
the sake of
Sequence 3
ME AND
THE
SCIENTIFIC
WORLD
A Brochure
about
Inventions ,
Innovations
and
Discoveries
assessment
remediation (AFL)
using the previous
write) and self-
course book (Now, I
can).

THIRD TERM:
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written..
learner will be able to produce simple written descriptive , narrative, prescriptive and argumentative messages/texts ..
*“should” ( mild
obligation)
*The imperative
*The present perfect
tense
*Basic lexis
( words and
expressions/
formulaic
language) :
*Silent letters:
“k” , “w”, “h”,
“t”
*Intonation in
questions
Learning
Sequences
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 4
ME AND MY
ENVIRONMEN
T
My Wildlife
Pictionary
/
My School
Environment
Litter Survey
situation never met
to declare the
communicated
and lessons.
about the target
and the values.
5 weeks
As a member of Greenpeace organization , you want to
protect the environment where you live. Prepare a short
article to be published in social networks. Make people in
your city aware about the causes and bad effects of pollution.
Suggest some solutions.
*Expressing obligation
*Expressing prohibition
*Making recommendations
*Comparing and evaluating
- Biographies
- Pictionary/
- Id cards
- Timelines / diagrams
/charts
- Travel schedules
- Table completion
problem- solving
environment and
interests of the
learners.
Situation 2:
Introducing the
linguistics content
related to grammar,
lexis and pronunciation
(L.G.P)
*must” (strong
obligation)
*“mustn’t”
(prohibition)
*Lexis related
to related
topics
*Pronunciation of
the consonant
sounds:
/ʒ/ and /dʒ/

Sequence 4
ME AND MY
ENVIRONMEN
T
My Wildlife
Pictionary
/
My School
Environment
Litter Survey
*The present perfect
tense with: “for” and
“since”
*Asking questions
with “How long …?”
*The comparative of
superiority ( short
and long adjectives)
*Discourse
connectors: “as”,
“because”, “so”,
“therefore
polite forms /
greetings../
*Word
formation
3- Learning to integrate ( situation of integration) :Teachers trainStep 3
their resources and
reinvest them in a
problem-solving
with moderation and
Situation 2:
Reinvestment of
previous learning.
Your school has applied to become a member of the
International Eco-School Programme. Write a list of ten
eco-principles that should be discussed by your class and
included in your “School Eco-Charter.
Sequence 4
ME AND MY
ENVIRONMENT
My Wildlife
Pictionary
/
My School
Environment
Litter Survey
have to work
individually as
integration is an
individual learning
give them a problem
of assessment
Situation 4 :
an integrated way
(individual work)
*Identification of
(AFL)
using the previous
write) and self-
course book (Now, I
can).

determined via the
and during some of
tutorial sessions.

The ms1 ms2 & ms3 annual learning plans June 2107

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