This document provides guidance for teachers on planning English lessons given a new 2-hour time block for teaching. It recommends using the July 2021 ministry learning plans to design detailed lesson plans for each level and sequence. Lesson plans should include learning objectives, skills practice, language functions, grammar, vocabulary, pronunciation, and materials. Objectives must be measurable. The suggested teaching sequence is: first session on language functions; second on related grammar; third on another linked objective if needed; and two sessions for written expression and assessment. Teachers are not expected to reteach prerequisites but should consider them in planning.

1. How to cope with the new timing (2h) of teaching English
Use the learning plans of July 2021 to plan and teach the program
Set clear and detailed sequence plan for each level and for each
sequence that takes into account :
1. Number of sessions ( not the sections of the book)
2. What to teach ? ( Learning objectives & lesson framework “ PPU /
PDP” & Adapting the school manual + observation column)
Well designed “lesson plan” that should include :
1- Guided Sheet = Lesson Focus : -why ?
 To show you where to start and how to end and in between you have
the resources .
2- What does a guided sheet or a lesson focus contain?
 Learning objectives { Function +Grammar} <A learning objective should describe
what students will be able to do at the end of the course that they couldn't do before.>
< They must be taken from the latest ministry’s planning learnings.(July 2021)
 Which skill(s) will students mainly practice during this lesson?
 (Speaking, listening, reading, writing). <Teachers need to know the stages , steps and
technics to teach each skill > for this use the MS1 Teacher’s guide
 Framework for lesson plan : pages 61 to 66
 Which aspects of language will students focus on?
 Functions : (polite requests, apologizing, etc.),
 Grammar point(s)/Structure/ Language form(s ): (Use and review using
a grammar point in discussion

2.  Vocabulary :(words, phrases, idioms, etc.), =Vocabulary (related to
pre-historic life in the Sahara),
 Pronunciation :(phonemes, intonation, etc.)
 Required Material = Aids = VAKT = “Visual – Auditory - Kinesthetic-
Tactile”
 Aim of the lesson= General objective =SWBAT= ( students will be
able to do….. < An action, observable , measurable behaviour >
N.B: Concerning “prerequisites “teachers are not supposed to reteach that nor set
sessions for that, they need just to consider those while planning their new
lessons.
Suggested teaching sessions plan for each “learning objective”:
First session: The work will be on the “functional aspect of the
language “ for example” the learning objective is “expressing
ability & inability” so learners during the session deal with this
function no grammar no pronunciation is tackled .
Second session : Since there is no language without grammar ,
learners are invited to deal with the supported language of the
first session learning objective like here “ the model – can”
A pronunciation item is tackled during the second session ( since
no full sessions for the pronunciation” ( depending on the
teaching sound) some may need more time
Third session : If teachers see that there is another learning
objective that completes the first one , they follow same process
Fourth session : Written expression ( situation of integration) to
be done in Two (2) sessions :
Learning integration The aim making learners master
Assessing integration the writing process reflecting
CBA principles
By: Mr .Samir Bounab ( yellowdaffodil66@gmail.com )