This document outlines an annual learning plan for teaching English to 1st year middle school students in Algeria. The plan includes 5 learning sequences covering topics such as introductions, family, daily activities, school, and country. Each sequence includes the target competencies, grammar, vocabulary, pronunciation and communicative tasks. The goal is for students to be able to interact, interpret and produce short oral and written descriptive messages about their environment and interests. The document provides structure and guidance for teachers to incorporate the skills and values outlined in the national curriculum.
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
Salam
The English Curriculum
Table of Contents
1. Presentation of the Discipline of English
1.1 Goals of English at Middle School 1.2 Contribution of English to the Achievement of Learner’s Global Profile 1.3 Contribution Of English to the Mastery of Other Subjects 2.Components of the Curriculum
2.1 Exit Profiles for English at Middle School
2.1.1 Exit Profile by Key Stage 2.1.2 Cross- Curricular Topics Across the Cycle 3. Middle School Conceptual Framework
3.1 Table of the Conceptual Framework
4. Yearly Syllabuses for Middle School 4.1 Syllabuses Across the Years 4.2 Samples of Situations of Integration
5 .Implementation of the Curriculum 5.1 Recommendations for the Implementation of the Curriculum 5.2 Project –Based Learning 5.3 Recommendations on How to Use Teaching Aids
6. Recommendations and General Guidelines to Stakeholders 6.1 Recommendations to Textbook Writers 6.2 Recommendations to Examination Designers
By Mr Samir Bounab ( teacher trainer at MONE)
the links
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Salam
How to apply CBA " implementation of the 3 IIP"
by : Mr Samir Bounab
One of the questions that teachers have to ask themselves after delivering each lesson is :
"what relation of what I performed with CBA approach?
or
" when were my learners able to " interact ? Interpret ? and produce ?"
The answer is through the 3 IIP ( interact - interpret and produce)
So how can teachers observe the 3 IIP on the field ?
Competency I : Interact orally in English
Learners must be able to use the functional language acquired in class as well as verbal and non verbal means to come into contact with his schoolmates and his teacher
How the interaction competency can seen ?
With their schoolmates in pairs or groups.
In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) their needs
(4) their interests
Using communication breakdown strategies (mimming, gestures, mother tongue)
Competency II : Interpret authentic documents, oral or written.
Learners must be able to demonstrate his understanding or non-understanding of simple texts (short stories, legends ,fables , tales , songs , games) –narrative and descriptive –that match his cognitive level, verbally or non-verbally , with his teacher's help , using adequate visual and linguistic support .
How is interpret competency observed?
Interact orally or in writing in everyday situations with their teacher / mates
Consult various sources {dictionaries, the media, the internet…}
Competency III : Produce simple messages, oral or written
The learners should be able to express his ideas, organize them according to logic and chronology, take into account syntax, spelling and punctuation for describing, narrating …..
How ?
The learners are suggested a model to follow.
They are given access to new writing strategies.
In situations linked to
(1) the class
(2) the learner’s interests and
(3) the learner’s needs.
With audio-visual support
Using pedagogical recreative activities
With clear and precise instructions
Taking part in groupwork (newspapers, magazines, cartoons, projects …)
By: Mr.Samir Bounab ( Teacher trainer)
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
Salam
The English Curriculum
Table of Contents
1. Presentation of the Discipline of English
1.1 Goals of English at Middle School 1.2 Contribution of English to the Achievement of Learner’s Global Profile 1.3 Contribution Of English to the Mastery of Other Subjects 2.Components of the Curriculum
2.1 Exit Profiles for English at Middle School
2.1.1 Exit Profile by Key Stage 2.1.2 Cross- Curricular Topics Across the Cycle 3. Middle School Conceptual Framework
3.1 Table of the Conceptual Framework
4. Yearly Syllabuses for Middle School 4.1 Syllabuses Across the Years 4.2 Samples of Situations of Integration
5 .Implementation of the Curriculum 5.1 Recommendations for the Implementation of the Curriculum 5.2 Project –Based Learning 5.3 Recommendations on How to Use Teaching Aids
6. Recommendations and General Guidelines to Stakeholders 6.1 Recommendations to Textbook Writers 6.2 Recommendations to Examination Designers
By Mr Samir Bounab ( teacher trainer at MONE)
the links
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
Salam
How to apply CBA " implementation of the 3 IIP"
by : Mr Samir Bounab
One of the questions that teachers have to ask themselves after delivering each lesson is :
"what relation of what I performed with CBA approach?
or
" when were my learners able to " interact ? Interpret ? and produce ?"
The answer is through the 3 IIP ( interact - interpret and produce)
So how can teachers observe the 3 IIP on the field ?
Competency I : Interact orally in English
Learners must be able to use the functional language acquired in class as well as verbal and non verbal means to come into contact with his schoolmates and his teacher
How the interaction competency can seen ?
With their schoolmates in pairs or groups.
In situation related to :
(1) the class room
(2) topics and subjects tackled at school
(3) their needs
(4) their interests
Using communication breakdown strategies (mimming, gestures, mother tongue)
Competency II : Interpret authentic documents, oral or written.
Learners must be able to demonstrate his understanding or non-understanding of simple texts (short stories, legends ,fables , tales , songs , games) –narrative and descriptive –that match his cognitive level, verbally or non-verbally , with his teacher's help , using adequate visual and linguistic support .
How is interpret competency observed?
Interact orally or in writing in everyday situations with their teacher / mates
Consult various sources {dictionaries, the media, the internet…}
Competency III : Produce simple messages, oral or written
The learners should be able to express his ideas, organize them according to logic and chronology, take into account syntax, spelling and punctuation for describing, narrating …..
How ?
The learners are suggested a model to follow.
They are given access to new writing strategies.
In situations linked to
(1) the class
(2) the learner’s interests and
(3) the learner’s needs.
With audio-visual support
Using pedagogical recreative activities
With clear and precise instructions
Taking part in groupwork (newspapers, magazines, cartoons, projects …)
By: Mr.Samir Bounab ( Teacher trainer)
ESL Specialist Certification Program (six-course series)
$2,600.00
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
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PURCHASE
OVERVIEW
Developed to WIDA Standards
Course Instructor: Susan Evans
Course Six Course Fast Track Duration: 8-12 months, the student may take up to 3 years to complete
Course Type: Facilitated
PDE Approval Numbers
FINANCING OPTION AVAILABLE: No interest or payments for six months. Approval is in seconds. learn more
Teachers entering the workforce often struggle with how to use a language-focused, quality curriculum that maintains academic rigor and high expectations for English language learners. Participants in this program will learn how to efficiently and effectively instruct English language learners using research-based methodologies regarding language structures, functions, forms, patterns, and conventions of oral and written language in alignment with Pennsylvania’s English Language Proficiency Standards (ELPS) and the Common Core while applying instructional practices that provide students with comprehensible input. Educators exiting this program will also be well-equipped to use data to inform their instruction through the competent implementation of Pennsylvania’s mandated English language proficiency assessments (ACCESS for ELLs and W-APT) as well as formative assessments.
Important: Amid Covid-19, approved by the Pennsylvania Department of Education, all mentoring will be done online until further notice. Each participant will have an eAdviser assigned to them for the duration of the course and as they need assistance throughout the year. Our ESL eAdvisers will support and guide you to meet all homework and in-classroom learning criteria.
ESL PROGRAM SPECIALIST CERTIFICATION IS APPROVED BY THE PENNSYLVANIA DEPARTMENT OF EDUCATION
COURSE DESCRIPTIONS
ESL01 DEVELOPING CULTURAL AWARENESS AND SENSITIVITY | 8 WEEKS
This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. It also includes cultural awareness activities for promoting school staff understanding about other cultures and in comparison to American culture and strategies for working with English Language Learners. Participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
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Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
Within the Comenius project we are working in, we must get familiar with the other countries' educational system; so we want to show our partners ours.
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Digital Tools and AI for Teaching Learning and Research
Ms1planning learning
1. REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE
Ministère de l’Education Nationale
INSPECTION GENERALE DIRECTION DE L’ENSEIGNEMENT FONDAMENTAL
LES PLANS ANNUELS
ANGLAIS
ANNEES :1,2,3,4
L’enseignement moyen
Septembre 2017
2. INTRODUCTION
Dans le cadre de la rentrée scolaire 2017-2018, l’inspection générale met à la disposition des inspecteurs et des enseignants des outils de
travail sous forme de plans pédagogiques annuels. Ces outils complètent les supports de référence officiels qui sont déjà utilisés dans les
cycles primaire et moyen. Conformément à l’esprit et à la dynamique des réformes pédagogiques actuelles, ils visent à faciliter la lecture,
la compréhension et l’exécution des programmes dans le but d’améliorer la qualité de l’enseignement. Ces planifications ont pour visée,
également, d’unifier le mode de structuration des contenus lors de l’élaboration des séquences d’apprentissage dans l’esprit de ce que
recommandent les nouveaux programmes et les orientations des documents d’accompagnement. D’un point de vue méthodologique, ces
outils de planification pédagogique permettront d’asseoir une représentation commune du parcours d’apprentissage dans les séquences à
travers les étapes de contextualisation des enseignements-apprentissages dans le cadre de situations de départ, d’installation, de
mobilisation et d’intégration des ressources à des fins de transfert des compétences dans les situations de la vie.
Ces documents de travail complémentaires sont présentés ainsi :
- plans annuels de construction des apprentissages ;
- plans annuels de l’évaluation pédagogique ;
- plans annuels du contrôle continu.
Les différents plans sont conçus de façon à articuler de manière cohérente les dimensions liées à la préparation des apprentissages, à
l’évaluation pédagogique et au contrôle continu. Il est attendu des inspecteurs qu’ils accompagnent les professeurs, notamment les
enseignants débutants, dans la mise en œuvre effective de ces plans dans les classes d’anglais.
3. Methodological note
The results of the national consultation on evaluation presented at the national conference held on 29th April 2017, highlighted the
need to review the current evaluation practices. A necessity reinforced by the field follow-up reports of the inspectors, which revealed
imbalances in the implementation of the curricula due to ineffective reading and associated interpretations. This fact has prompted the
General Inspectorate of Pedagogy to provide practitioners with tools that illustrate the vision, dispel misinterpretations and allow for
educational performance improvement, which is one of the axes of the reform namely the training of trainers and professionalization of
the main actors of the education system.
The tools designed by the General Inspectorate of Pedagogy include: the annual learning plan, the annual pedagogic assessment plan and
the annual continuous assessment plan for each of the subjects of primary and middle school education in the key stages concerned by
the implementation of the re-written curriculum.
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global
competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and
written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its
general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration
and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated
time to devote to the learning section to ensure an adequate implementation of this latter.
2- The annual pedagogic assessment plan
The annual pedagogic assessment plan is a plan that synchronizes with the learning implementation process and verification of the
competency development. It starts from the target competency, which is framed by standards that include the three following aspects:
knowledge, methodology and values. These standards allow for both learning assessment and assessment of the learner’s effort and offer
opportunity to provide learners with objective and constructive feedback.
5. PLAN ANNUEL DES APPRENTISSAGES D’ANGLAIS – 1°
AM
Exit Profile: 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…)
VALUES
National identity: The learner can use the markers
of his identity when introducing himself to others:
name, nationality , language, religion , flag,
national currency ...
National conscience: He can speak about our
school days, weekend and national public holidays
(historic, religious, etc)
Citizenship:He shows respect for the environment
and protects it continually
Openness to the world : He iskeen on learning
about others’ markers of identity
CROSS-CURRICULAR COMPETENCES
1.Intellectual competency/The learner can:understand and interpret verbal and non-verbal messages-
solve problem situations using a variety of communication means- show creativity when producing
oral and written messages - show some degree of autonomy in all areas of learning
2.methodological competency : The learner can:work in pairs or in groups- use strategies for listening and
interpreting oral discourse-develop effective study methods , mobilize his resources efficiently and manage his
time rationally- use information and communication technology whenever he needs it for learning and research-
evaluate himself and his peers
3.communicative competency: The learner can: use dramatization and role-play to communicate appropriately-
use information and communication technology such as blogs, websites page, discussion forums , platforms to
interact with learners of other cultures-use dramatization and role-play to communicate appropriately-use
information and communication technology such as blogs, websites page, discussion forums , platforms to interact
with learners of other cultures-process digital data
4.personal and social competencies : He is aware of his role and others' role in the development of projects*He
is keen on promoting the work of his peers*He respects our national values and behaves consistently*He is honest
and accountable for his work and respects others work*He asserts his personal identity and behaves with self-
confidence*He socializes through oral or written exchanges* He develops attitudes of solidarity
Domains Oral- Written – Both
Target competencies
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.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or
audio supports, the learner will be able to produce short and simple written descriptive messages/texts .
6. Learning
Sequences
Topics Projects Planning Learning Estimated
time
Sequence 1
MEANDMYFRIENDS
My Family
Profile
Situation1: Starting off / Initial
Example: You want to join an international friendship blog . The members of the blog want to know about you. Introduce yourself
to them.
Situation2: Installing Resources (PDP and PPU lessons)
11 WEEKS
Learning
Objectives
Grammar Lexis Pronunciation
Communicative Tasks
* Greet people
*Introduce myself
*Give
information/
* Respond to
questions about
me: my age, my;
*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 /
- Labelling
- Email
- Role play
- Songs
- Games
- Fill in an ID card
- family tree
Situation3: Integration ( Learning to integrate - situation of integration)
Example: You are a new member of your school blog , your friends want to know more about you. Introduce yourself to them.
Situation4: Assessment: Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
Sequence 2
MEAND
MY
FAMILY
Situation1: Starting off / Initial
Example: 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.
7. Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives
Grammar Lexis
Pronunciati
on
Communicative Tasks C
*Give information/respond to
questions about me :
- My age , class, hometown
- My preferences(food,
clothes)
*Ask and give information
about: My family (parents,
brothers and sisters)
*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.
- Email
- Role play
- Family tree/ Tagging
- Songs
- Poster
- cartoons
- Family game
- information transfer
-
-
-
-
-
-
- f
Situation3: Integration ( Learning to integrate - situation of integration)
Example: 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 ..
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular
competences
Remediation
Sequence 3 ME
AND
MY
DAILY
My school
presentation
Situation1: Starting off / Initial
Example: 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.
8. ACTIVI
TIES
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation
Communicative
Tasks
*Tell the time
*Talk about daily
activities
*Talk about leisure
activities at school
*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/
- Role play
- Games
- Email
- Songs
- Interview
10 WEEKS
Situation3: Integration ( Learning to integrate - situation of integration)
Example: 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.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
Sequence 4
MEANDMYSCHOOL
Situation1: Starting off / Initial
Example: You have rights and duties 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.
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation
Communicative
Tasks
* Introduce myself
* Give
information/
respond to
questions about
me: my age, my
class and
my hometown.
*Ask about a new
friend’s name
* 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/
- Labelling
- Email
- Role play
- Songs
- games
Situation3: Integration ( Learning to integrate - situation of integration)
9. Example: Pupils have rights and duties in their school. Your teacher wants you to design a poster of rights and duties .
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
Sequence 5 ME, MY
COUNT
RY
AND
THE
WORL
D
My Country
Profile/
A Tourist
Brochure
Situation1: Starting off / Initial
07 WEEKS
Example: 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
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation
Communicative
Tasks
*Ask and give
information about :
My country
( currency/
flag/national
and religious
days
* Other countries
( nationalities/ Flags /
currencies/celebration
days)
*The articles :
-indefinite / a/ an – definite/the
* Plural forms
*Recycling:
Preposition of location :in
*The auxiliaries to be / to have
*The present simple with related
concrete details about countries
and celebrations
*Basic lexis
( words and
expressions) related
to countries : flags ,
currencies ,
celebrations (
national , religious
and others)
/p /, /b/
“ph” /f:/
*Silent “p”
*Silent “ b”
/ ɒ/ ,/ɔ:/ , / aʊ/
- Interview Email
- Role play
- Songs
- Poster
- leaflets
Situation3: Integration ( Learning to integrate - situation of integration)
Example: this an e-mail from Kathleen . Read it and help your partner to write a reply to Kathleen.
Give them an e-mail
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
