the MS4 yearly planning planned with the new slimming of the syllabus september 2013 and with the new lessons , project works , integrated situations ......

1. By Mr. Samir bounab
yellowdaffodil66@gmail.com

2. Volume Horaire
Niveau 1er trimester 2eme trimestre 3eme trimestre Volume Horaire annuel
MS4 level
volume horaire
calendaire
Volume horaire
requis
volume horaire
calendaire
Volume horaire
requis
volume horaire
calendaire
Volume horaire
requis
volume horaire
calendaire
Volume horaire requis
pour apprentissage
45 h= 15 S 39h = 13S 33h= 11S 30h=10s 18h=6S 15h= 5S 96H= 32S 84H=28S
 L’horaire consacré aux TD ( travaux dirigés ) n’est pas comptabilisé. Il doit
faire l’objet d’une répartition conjointe.
yellowdaffodil66@gmail.com

3. Bloom’s taxonomy
The Competency-Based Approach is a cognitive approach. It is indeed indebted to Bloom’s taxonomy (Cf. Bloom, B. et al , Taxonomy
of Educational Objectives vol 1 ‘The Cognitive Domain’ and vol 2, ‘The Affective Domain’, New York: Mckay, New York, 1964) .
Bloom has claimed that all educational objectives can be classified as “cognitive” (to do with information and “affective” (to do with
attitudes, values and emotions) or “psychomotor” (to do with bodily movements, such as setting up some apparatus). He has said
that cognitive objectives form a hierarchy by which the learner must achieve lower order objectives before s/he can achieve higher
ones. (see Table 1 below).
Knowledge 1 Learner recalls knowledge
Comprehension 2 Learner analyses information by separating information into
Application 3 Learner applies knowledge to new situations
Analysis 4 parts for better understanding
Synthesis 5 Learner builds new knowledge from diverse elements
Evaluation 6 Learner sets a value on the new information
(Table 1 Adpated version of Bloom’s Taxonomy)
Bloom’s hierarchical model of cognitive thinking is illustrated in the importance that the Competency-Based Approach in the Middle
School Syllabus accords to the mobilisation of knowledge and skills, their gradual integration at higher levels (from level 1 to 6 in
the table above), their application to new situations of learning or use, the generation of new knowledge and skills and finally the
evaluation of the process and product of thinking. This is the ideal route to the acquisition of competency called a savoir-agir in the
syllabus. For instance, a learner will need to know a principle before s/he can understand it. S/he must understand it before s/he
can apply it. S/he should be able to cut it into smaller fragments and relate it to other principles (analysis) before s/he can
summarise it and draw conclusions, and thus evaluate it.
Source” Programme D’anglais MS1 level

4. By the end of the year and in meaningful
situations of communication, related to
his/her needs, the learner will be able to
interact, interpret oral and written
messages and produce oral and written
descriptive, prescriptive, narrative , and
argumentative texts /messages , using audio
and visual aids ( ICTs/ Video).
« Allègement du program d’Anglais Mai 2013»
By Mr. Samir Bounab
yellowdaffodil66@gmail.com

5. oralinterpret,interactfile and in meaningful situation of communication , related to his /her needs , the learner will be able toisthe end of th: BySWBAT
and written message and produce oral and written descriptive , prescriptive, and argumentative talking about : healthy and unhealthy food, describe one’
food habits and tradition and and how to preserve one’s city from food waste ( pollution)<letter of complaint
Term
Month
&
weeks
File
Competency
targeted
Learning objectives
Frame work
(PPU & PDP)
Resources
TDs <Group work> (Module of
integration )
TASKs Project ( TDs )
Grammar Lexis
WORDS &
SOUNDS
Learning
Integration
Assessing
Integration
Communicative
tasks
Productive
written tasks
Group work ( TDs)
FirstTerm
septem
Week
3
septem
Week
4
october
Week
1
october
Week
2
october
Week
3
october
Week
4
FileOne"1""It'smytreat!" Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
- Assessment test
- Desrcibe things
- Compare
- Decribe appearance
- Define
- Express ability /
advise/prohibition
- Report events
PPU
Speaking
PDP
writing
-S.present
-Comparative
-regular and
irregular ver
Pr.perfect
Relative
promouns
modals
Daily life
lexis
Silent
letters
No Integrated situation
mentioned in the assessment
entry test
 table
filling
 matching
pairs
 identifying
speakers
-complete
paragraph
about life
guards
soldiers
- complete
questions
Entry Profile of MS4
level learners
- Listen & Consider
(page17- page 20)
--Compare and
contrast food habits
-Read & Consider
(page21- page 23)
- Give instructions
( table manners/
recipe making)
-Listen and
Speaking:
(page29 – page31)
- Make polite
request
-Talk about one’s
traditional food
-Reading & Writing
(page32 – page34)
-Ask and give
information about
food
(New lessons)
-Application letter
-Talk about causes
and effect of
Pollution (Food
waste/environment
- Writing
letter of
complaint
PDP
listening
lesson
-PDP
writing
(Origin of
food
-PDP
Reading
lesson+
PIASP
<Time seq&
Imperative>
-PDP
listening
lesson+
PIASP
‘Would’
-PDP
Writing less
PDP read
-PDP writing
- PDP read
- PDP
reading
- PDP
writing
-Pr.Simple
-Tag question
<Form>
-Comparative
of superiority
& inferiority
-Imperative
-Time
Sequencers
- “Would”
polite
request
-Simple
Present
Tense
-tag
question/tim
e sequencers
&
imperative+
cause and
effect
connectors
-Topical
lexis
related to
food:
- Junk
food
/healthy
food
-Food
habits/
table
manners/
recipes
food waste
and
pollution

Pronunciat
ion of
vowel
sounds
and
consonant
s (review
and expan-
sion to
practiced
words)
o Ed past
pronunciati
on
o Silent
letters
o Rising
and falling
intonation
in
requests/
answers
Write it up(p20)
(food origin& use)
Write it out (p23)
( Recipe for
success)
Write a short
letter talking
about Algerian
food habits ( p28)
Write a note
about one’s
traditional dish
produce an ad
for a
restaurant9p34)
Where do we stand
now? (P36 to 38)
Words and sounds
(activities 1-2 p 37)
Reading and Writing
(activity 1p 37) +
(activity 4 p 38)
Worksheets (
tag
question/impera
tive/ ed
pronunciation&
comparative
BEM samples
-Text as :'recipe '
-Text as
'advertisement
Criteria &
Indicators for the
evaluation
1- Relevance
(Pertinence de la
production)
2- Coherence
(cohérence du
texte verbal et
non verbal
3-Linguistic
resources
(correction de la
langue)
-Role play to
order a menu
-Write a
healthy menu
-Write a
recipe of
success
- Produce an
ad for a
restaurant
-Write a
letter of
&complaint
(food waste)
-Design a
commercial
advert
 Write an
account with
information
from the web
-Produce a
short text
about
healthy food
-Produce a
short
paragraph to
describe food
items/origin/
daily active…
“Write a menu / recipe.”
A restaurant has just opened
in your local district .
This restaurant is specialized
in Algerian traditional dishes.
The manager of the restaurant
edited a menu in Arabic, so he
wants to make a copy in English
This manager contacted you
as you have studied English
and you may help him edit a
menu in English.
With your friend make a list of
the Algerian traditional dishes ,
collect photos or pictures and
the recipe of each dish, origin
(summary) and the occasion
each food is taken.
Use what you have just learnt
as grammar resources 'tag
questions, imperative and
sequencers'
Present your menu and
recipes to your classmates and
discuss them .
Take down the remarks of
your friends
Put your project on your
school ‘s web or Academy’s
one page/email…
SWBAT :
Describe one's country food
traditions and customs

6. and writtenoralinterpret,interactnication , related to his /her needs , the learner will be able to:By the end of this file and in meaningful situation of commuSWBAT
message and produce oral and written descriptive , prescriptive, and argumentative talking about : One’s ability & inability , ask fro and give permission , express
obligation & prohibition and express agreement>
Term
Month &
week
File
Competency
focus
Learning Objectives
Frame
work
(PPU &
PDP)
Resources Tutorial Classes
(TDs)
Tasks
Project work
(1 project / Term)
<TDs sessions>
Grammar lexis Words &
Sounds
Learning
Integration
<group work>
Assessing
Integration
<Individual
integration>
Communicative
tasks
Productive
written tasks
FirstTerm
october
Week
4
novem
week 1
novem
week 1
novem
week
2
novem
week
3
novem
week
4
decem
Week
2
decem
Week 3
4
FileTwo"2""Youcandoit!" Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
- Listen & Consider
(page42- page 49)
-Expressing ability
& Inability
-Ask for and give
permission.
-Read & Consider
(page46- page 51):
- Express obligation
/ prohibition
-Listen and
Speaking:
(Page29 – page31)
- Expressing
Agreement.
- Reading & Writing
Talking about technology
and future life (58 – 75)
PDP
listening
lesson
PPU
speaking
lesson (
PIASP can
& may
permission)
-PPU
speaking
lesson . (
PIASP)
models <
must /have
to)
-PDP
listening
lesson+
PIASP
‘Would’
-PDP
Writing
lesson
-PDP
reading
-Modals:
can/
could/wil
l be able /
Models
‘can- may
 must
/have to
 So /
neither
-Modals:
can/
may/could
/will be
able
Vocabular
y related to
school and
daily life
Vocabulary
related
animal life
Vocabular
y related to
animals and
environment
V
ocabulary
related to
animals , school
& daily life
-Topical
lexis related
to ICTs(
Information
and
Communicat
ion
Technologie
s)
Technologie
s
/inventions
Rising
and
falling
intonati
on in
request
s
Stron
g and
weak
form
of
modals
Prefixes
:
"il, im,
in, ir, un
-Make School
report about
school abilities
and inabilities
(p 45)
- Write report
about an
animal.( p53)
- Write a ten
lines charter to
ensure
protection of
animals (p53)
-Write a short
dialogue about
likes & dislikes
using “so &
neither”
Free
exercises
BEM
samples :
 Text as :
'table'
Text as
"Instructions
- worksheets (
model can +
may+
Criteria &
Indicators for
the evaluation
1- Relevance
(Pertinence de la
production)
2- Coherence
(coherence du
texte verbal et
non verbal
3-Linguistic
resources
(correction de
la langue)
- Pair work (
what could
people do)
- Write
School report
about one’s
school abilities
- Write
dialogues ( use
may)
- Write report
about animals in
danger
- Write ten
rule charter to
ensure
protection of
animals.
- Group work (
dialogues about
“so /neither/ -
likes and
dislikes”
-Write ten
lines
newspapers
about robots
in future.
- Make notes
of one ‘s
answers
-Write
sentences
(using models
–can /coild)
- Write
sentence about
famous
travellers ( to
be able to)
-Produce
School report
-Re-write
dilagues and
make
questions
using (
may/may not)
-Form
opposite using
prefixes
-Mark the
stressed
syllable.
-Produce
charter.s
“Write a menu /
recipe.”
A restaurant has just
opened in your local
district .
This restaurant is
specialized in Algerian
traditional dishes.
The manager of the
restaurant edited a menu
in Arabic, so he wants to
make a copy in English
This manager contacted
you as you have studied
English and you may help
him edit a menu in
English.
With your friend make a
list of the Algerian
traditional dishes , collect
photos or pictures and the
recipe of each dish, origin
(summary) and the
occasion each food is
taken.
Use what you have just
learnt as grammar
resources 'tag questions,
imperative and
sequencers'
Present your menu and
recipes to your
classmates and discuss
them .
Take down the remarks
of your friends.
Put your project on your
school ‘s web or
Academy’s one
page/email …
SWBAT :
Describe one's country
food traditions and
customs.

7. and writtenoralinterpret,ctinterato:By the end of this file and in meaningful situation of communication , related to his /her needs , the learner will be ableSWBAT
message and produce oral and written descriptive , prescriptive, and argumentative talking about : predicting , express condition , panning future activities , expressing
happiness , grief & sadness and make contingency plans>
Term
Month &
week
File
Compet
ency
focus
Learning Objectives
Frame work
( PPU & PDP)
Resources Tutorial Classes
(TDs)
Tasks Project work
(1 project /
Term) <TDs
sessions>
Grammar lexis Words &
Sounds
Learning
Integration
Assessing
Integration
Communicative
tasks
Productive written
tasks
SecondTerm
januar
Week
1
januar
Week
2
januar
Week
3
januar
Week
4
Februa
Week
1
Februar
Week
2
FileThree"3""GreatExpectations"
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
- Listen & Consider
(page66- page 69)
-Predicting
-Read & Consider
(page70- page 72):
- Express Condition
-Listen and
Speaking:
(Page79 – page81)
- Planning future
activities
-Reading & Writing :
(Page82– page84)
-Expressing
happiness, grief
sadness ( poetry)
-Making
contingency plans (
Integration)
-PDP listening
lesson+ PIASP
‘Time clause
referring to future’
-PDP writing
(One’s school
expectaition”using
time clause)
-PDP Reading
lesson+ PIASP <if
type1>
-PDP Writing
lesson<future
school possibility
using if type 1>
-PDP listening
lesson
-PDP writing
(planning a
visit)
-PDP Reading
lesso
-PDP writing
 Time
clauses:
"when –
before-till
…
The simple
present
 Conditional
"type 1"
 The
future tense
with "will"
 Time
clause
referring to
future
 Conditional
"type 1"
Vocabular
y related
to hopes
and
expectation
s
Vocabulary
related to
U.S.educatio
nal syste
Vocabulary
related to
Tourism
Vocabular
y related
to daily
life and
poetry ,
feeling ,
emotions
&
excursion
s
suffixes:
"er,or,ian &
ist
Tone in
« if »
clauses
Tone &
function
Words containing
vowels /
/- // -// - /
/ - // - // -
//
-consonants
clusters
-Write it up
p69: “Write
email about
future studies”
(time clause)
- Write it out
p72: “write a
letter about
one’s future
expectation “
( if type 1)
-Write it up
p81:” Write a
tourist plan to
you local
area….”
-Write it out
p84 : “Making
contingency
plans” <email>
BEM
samples
 Text as :
'Transport
schedule '
 Text as:
"Report "
-worksheets (
time clause +
first conditional)
Criteria &
Indicators for
the evaluation
1-
Relevance
(Pertinence de
la production)
2-
Coherence
(coherence du
texte verbal et
non verbal
3-Linguistic
resources
(correction
de la langue)
-Do a
collage/pos
ter
presenta-
tion
on
landmarks
 Write
your
personal
diary
 Make a
speech
Identify
writing
devices :more
on
capitalization
and
punctuation.
-Write a
paragraph on
the basis of
prompts/key
words/
grid/timeline/
diagram
- Write a
comparison
between 2
educational
system
- Produce a
short text on
predictable
topics / future
plans
Make
a career
project

8. and written message and produceoralinterpret,interactto:By the end of this file and in meaningful situation of communication , related to his /her needs , the learner will be ableSWBAT
oral and written descriptive , prescriptive, and argumentative talking about : Describing people’s life in the past – describing biographu – asking and giving information about people-writing
letter of opinion>
Term
Month &
week
File
Compet
ency
focus
Learning Objectives
Frame work
( PPU &
PDP)
Resources Tutorial Classes
(TDs)
Tasks Project work
Grammar lexis Words &
Sounds
Learning
Integration
Assessing
Integration
Communicative
tasks
Productive written
tasks
(1 project / Term)
<TDs sessions>
SecondTerm
Februar
Week
3
Februar
Week
4
March
Week
1
March
Week 2
April
Week 2
April
Week 3
FileFour"4""ThenandNow!"
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
- Listen & Consider
(page91- page 94)
- Describing
People’s life in the
past.
-Read & Consider
(page95- page 98):
-Describing
people’s life in the
past.
-Describing
Biography
-Listen and
Speaking:
(Page104 – page106)
- Asking & Giving
information about
people
-Listing
information
-Reading & Writing
:
(Page107– page110)
-Writing a letter of
opinion)
-Describing a
process
-PDP
listening
lesson+
PIASP ‘semi
model-used
to-
-PDP writing
(talking about
reminiscences
)
-PDP Reading
lesson+
PIASP
<Relative
pronouns>
-PDP Writing
lesson<Note
about life in
the past in
Algerian
Sahara &
Write
Biography>
-PDP
listening
lesson
PDP writing
-PDP Reading
lesson
-PDP
writing
- The Simple
past tense +
‘ semi-model
used to’
 semi-model
‘used to+
relative
pronouns’
- Simple
present
- Relative
pronouns
- Simple past
-elpmi
pe eli
siecieuie
Vocabulary
related to
past and
recent
people’s
lives
Vocabulary
related Tassili
& Cave arts
Idioms and
colloquialism
Vocabulary
related to
History and
civilization
Vocabular
y related
to history
and
famous
personalit
ies
-nortrinnunor
os noos fotr f
nr iorfornruf
(nsnnso nr
sotnrfnor uo
tnniunis oon f
+
Diphthongs [
day-] [my-
][boy-][low-
][how-near-
][hair-]poor
ge eeR
&
emmeeR
ee tee ete
ee eci te
eee ee ie
-Write it up
page 94 ( talk
about one’s
reminiscences
-Write it out
p98 : Write a
short note for
tourists about
what life used
to be in the
Sahara.
- Write it out
p108: Write a
letter of
opinion about
one’s national
symbol.
Where do
we stand
now? (p112
to 114)
 Progress
check .
(activities 1-2-
3-4-5-6-7-
8p112/113) +
activities : 9–
10(p 114)
Free
exercises
BEM
samples :
 Text as :
'Biograph"
 Text as :
"Narrative
 worksheets
Criteria &
Indicators for
the evaluation
1- Relevance
(Pertinence de
la production)
2-
Coherence
(coherence du
texte verbal et
non verbal
3-Linguistic
resources
(correction de
la langue)
- Do portrait (
biography)
- Do an oral
presentation
- Draw the
timeline of
Arab
Scientists.
- Make a
speech
Write complex
sentences
(time clauses / if
clause
Fill in
tables/grids/
diagrams
-Write a
paragraph on
the basis of
prompts/key
words/
grid/timeline/
diagram
- Write the
account of past
events
- Write a
questionnaire
-Write personal
letter ( opinion)
- Produce a
biography
- write a poem
Make
a career
project

9. and written message and produceoralinterpret,interactoy the end of this file and in meaningful situation of communication , related to his /her needs , the learner will be able t:BSWBAT
oral and written descriptive , prescriptive, and argumentative talking about : Report events / tragic and odd events / telling tales / Express cause and effects >
Term
Month &
week
File
Compet
ency
focus
Learning Objectives
Frame work
( PPU & PDP)
Resources Tutorial Classes
(TDs)
Tasks Project work
(1 project /
Term) <TDs
sessions>
Grammar lexis Words &
Sounds
Learning
Integration
Assessing
Integration
Communicative
tasks
Productive written
tasks
ThirdTerm
April
Week 3
April
Week 4
May
Week
One
May
Week
2
May
Week
3
May
Week
4
FFileSix"6""Fact&Fiction"
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Listen & Consider
(page142- page 1145)
-Report/tragic/odd
events
-Expressing cause
& effect in telling
story .
Reading & Writing
:
(Page156– page158)
-Telling Tales
PPU lesson +
PIASP Adverbs
of time ( just/so
far/yet/already/
since / for)
PDP listening
lesson+ PIASP ‘
interrupted &
simultaneous
actions –
PDP Writing
(talking about
unlucky day)
-PDP Reading
lesson+ PIASP
<past actions>
-PDP Writing
lesson<News paper
report>
-PDP Reading
lesson
-PDP writing(
developing cues
and hints into
tale)
 - The
present
perfect
without /
and with
adverbs of
time ( just
/so/far/yet/al
ready/since/
for)
Time
clauses with
past tenses (
while/as/wh
en)
Vocabular
y related to
traffic &
accidents
Vocabular
y related to
daily life
routine
Vocabular
y related to
tales &
stories
word
formation
:”suffixing
“"ion"
Rising
and falling
intonation
in
questions
/answers
Vowels
/e/ and
-Write it up
p145:
( Write a
paragraph
about your
unlucky day
-
- Where do
we stand
now? (p160
to 161)
 Progress
check .
(activities 1-2-
p160)
Reading
and Writing
(activity 1
& 2 p 161)
Free
exercises
BEM
samples :
 Text as :
"Reports"
 Text as
"Diaries"
 worksheets
Criteria &
Indicators for
the evaluation
1-
Relevance
(Pertinence de
la production)
2-
Coherence
(coherence du
texte verbal et
non verbal
3-Linguistic
resources
(correction
de la langue)
- Write a
newspaper
article
-Write a
narrative
account of
your recent
past
experiences
- transform
newspaper
headlines into
articles
- Write letter
- Produce
tags/labels
- Improve
simple
sentences
-write
complex
sentences
with ( when
/as/while)
-Identify
writing
devices :more
on
capitalization
and
punctuation.
-Write a
report / a
narrative.
-Organize the
chronological
order of a
sequence of
events
-Transform
headlines
into
newspaper’s
article.
-Produce
short text (
story telling
/joke)
- Write a
formal letter
(agony letter)
Write a
narrative
account
on a topic
of
interest

10. By the end of the year and in meaningful
situations of communication, related to his/her
needs, the learner will be able to interact,
interpret oral and written messages and
produce oral and written descriptive,
prescriptive, narrative , and argumentative
texts /messages , using audio and visual aids (
ICTs/ Video).
« New slimming down of the syllabus Mai2013»
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