Salam,
Here is the MS2 - MS3 & MS4 official yearly planning with the omitted lessons according to the slimming of the syllabus September 2013
NB : The planning is in WOrd Office which may help teachers adapt it according to their names and schools
Good Luck
Mr Samir Bounab ( Teacher trainer at MONE)
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Publihser File: http://zipansion.com/30FGT
Hi everyone! as a teacher of The Department of Education, I found that there are still a lot of teacher who are not capable of lay-outing school tarpaulins.
and because of that, I would like to share my layouts.
Mga tarp
1. 10 Pangunahing karapatan ng Batang Pilipino
2. Brigada Eskwela Award
3. Buwan ng Wika
4. Child Friendly School
5. Peace Zone
6. Proper Tooth Brushing
7. Safety First Tarpaulin
Just download the Publisher files in the link below:
http://zipansion.com/30FGT
Sana kahit papaano nakatulong po ako.
Mabuhay ka Guro!!!
« Tutorial Classes = One to One teaching»
By. Mr.Samir Bounab
1) The tutorial classes :
--> What is it?
--> Why ? when?
--> For whom?
--> How?
--> How often?
--> For whom?
--> Where?
2) Why is grouping important in tutorial sessions?
3) What are the suggested types of grouping?
4) What are the group work objectives throughout the middle school cycle?
5) What typology of tasks and activities that can be used in Tutorial sessions?
6) What lesson plan and progression for Tutorial sessions?
Publihser File: http://zipansion.com/30FGT
Hi everyone! as a teacher of The Department of Education, I found that there are still a lot of teacher who are not capable of lay-outing school tarpaulins.
and because of that, I would like to share my layouts.
Mga tarp
1. 10 Pangunahing karapatan ng Batang Pilipino
2. Brigada Eskwela Award
3. Buwan ng Wika
4. Child Friendly School
5. Peace Zone
6. Proper Tooth Brushing
7. Safety First Tarpaulin
Just download the Publisher files in the link below:
http://zipansion.com/30FGT
Sana kahit papaano nakatulong po ako.
Mabuhay ka Guro!!!
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS1 level Sequence 1 ( part 2)
In this part I planned ( PPU speakign greeting - PIASP grammar - PPU pronunciation short vowel /i/ - practice and PDP read lesson)
This part can last for more than two weeks
Good luck
Mr Samir Bounab ( teacher trainer at MONE)
Reading Diagnosis & Remediation for Elementary StudentB. J. Zagorac
This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
Salam ,
MS1 level Sequence 4 " Me and my Class"
part 2:
a) school rights and duties ( negative form)
b) Talki about school hobbies & PIASP "present continuous)
c) pronuciation PPU ” speaking lesson / ŋ/ & /j/ + PIASP teachign sounds ” sounds / ŋ/ & /j/
Good luck
By : Mr Samir Bounab ( teacher trainer at MONE)
Salam
MS1 level Sequence 1 ( part 2)
In this part I planned ( PPU speakign greeting - PIASP grammar - PPU pronunciation short vowel /i/ - practice and PDP read lesson)
This part can last for more than two weeks
Good luck
Mr Samir Bounab ( teacher trainer at MONE)
Salam
The 2G Curriculum & the role of the Supervisor
This document shows the role of the supervisor mentioned and well detialed in the New Curriculum May 2015
The document is very important to show the rights of the teachers and what do they expect from their supervisors
and what rome they have to play all together for the sake of our kids and our nation
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
2015 2016 ms4 yearly distribution with new slimming sept 2013Mr Bounab Samir
the MS4 yearly planning planned with the new slimming of the syllabus september 2013 and with the new lessons , project works , integrated situations ......
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ms2 ms3 ms4 levels official yearly planning & omitted lessons
1. By Mr.Samir Bounab (yellowdaffodil66@gmail.com)
MS2 official yearly planning
Months
weeks
Competencyfocus
Learning objectives
Communicative
tasks
Resources group works /TD
grammar lexis
Pronunciation
Learning the
integration
Assessing the
integration
FIRST TERM PROJECT: Make a profile of your ideal hero
09
1/
2
I/I/P*(thefocuswilldependonthelearningsession
DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)
3
Greet someone (review and
expansion)
-Role play with a friend
-Complete a conversation
-Transfer from non-verbal
to verbal messages
-interview your friend
-write a short biography
-write a timeline of events
-give a presentation
The present simple
tense ( review)
Conventions of writing :
ordering simple
sentences
Formulaic
expressions
for greeting
and(when
meeting s.o.
or parting)
Pronunciationofpractisedwords
Risingandfallingintonationinoralinteraction(awarenessraising)*+ed
Remedial work
( to be
determined
according to
learners’ needs)
Preparation of
project work
10
4
Describe someone ( review and
expansion):
Physical appearance/personality
features/abilities/preferences
-The present simple
tense ( review and
expansion
-Qualifiers
-plural forms ( regular
and irregular
-‘can’ ability
- Topical
lexis
related to:
a person’s
description
5
Describe a famous person ( short
biography)
- The past simple tense (
common regular and
irregular verbs
- Conventions of writing:
- Punctuation signs
( review)
- Time markers in
biography
writing/linking words
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
6 Ask and give information about
famous people
- ‘Wh’ questions
( review and expansion /
alternative questions for
‘when’: how long/how
often/ )
2. past
pro
nun
ciati
on/
‘s’
7
Ask and give information about
possessions
- Possessive pronouns
- The genitive
- Aux. and WH
questions
Remedial work
( to be
determined
according to
learners’ needs)
Achievement
phase of project
work
8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
11
9
I/I/P*
Talk about inventions
-draw a timeline of
inventions
-role play with friends
- complete a conversation
- solve problems
- create a guessing game
-make a language game
( crossword/wordsearch…)
The prepositions of
time( in+
year/month..)on…
Topical lexis
related
to:inventions
*+
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
10 Make polite requests
- Can /permission
- Can /could /polite
requests
Formulaic
expressions
in polite
requests
/social
language
Word
formation :
the suffix ‘ly’
in adverbs of
manner
11 Give advice
-Adverbs of manner
-the modal ‘should’
Conventions of writing:
format of informal letter
Remedial work
project work
achievement
phase (ctd)
12 Express possibility Can /possibility
12
13 FIRST TERM EXAM
14
I/I/P*
Conduct an interview
-Complete a conversation
-Act out a conversation
Conventions of writing:
Ordering sentences
( scrambled
conversation)
Social
language / *
Remedial work ( to be determined according to
learners’ needs for the whole term)
project work /evaluation15 Conduct an interview
WINTER HOLIDAY
Second Term Project: Write your Ideal Menu
01 16
I/I/P*
Talk about food preferences -Write a shopping list
-Classify food items
-write a menu/a bill / a
recipe
Wh questions( review
and expansion/ which
one(s)…… ? (food
preferences)
- Topical lexis
related to:
Food /
herbals/ food
* Remedial work
( to be
determined
according to
3. -act out a conversation
processing
learners’ needs)
Preparation of
project work
17
Ask and give information about
food quantities and prices
-Wh questions( review
and expansion/ how
much /how many….?
- Some /any
- The demonstratives :
these/those
18
Make recommendations for a
healthy diet
- The modals : must
/should
- Conventions of writing:
linking words : review
and expansion
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
19 Express warnings
Write a notice( for
warning)
- Phrases/expre
ssions / in
public notices
02
20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work
( to be
determined
according to
learners’ needs)
Achievement
phase of project
work
21
I/I/P*
Give instructions
Write instructions
- The imperative
-The passive voice with
the present simple
-The sequencers: first /
then/ after that /..
finally
Topical lexis
related to:
recipe making
*
22 Describe a process Write a recipe
Remedial work ( to be determined according to
learners’ needs for the whole term)
Presentation of project work23 Make future plans
-Write a map route
-Write a brochure for
holidays
The immediate future
‘going to’
Topical lexis
related to
leisure activities
03
24 SECOND TERM EXAM
25
I/I/P*
Make choices
-Circle differences
- Classify similarities
-Wh questions( review
and expansion/ which
one(s)…… ? broader
preferences
- why…. ? ….. because…
-Like + gerund
Topical lexis
related to
leisure activities
*
Remedial work ( to be determined according to
learners’ needs for the whole term)
project work /evaluation
26
Offer help/make suggestions/an
invitation
-Complete a conversation
-Act out a conversation
-write an invitation
message
- Would in polite
requests
Formulaic
expressions In
social language
( inviting/
making
suggestions/
offering help
SPRING HOLIDAY
THIRD TERM PROJECT: Write a scrap book of short stories
04 27
I/I/
Ask and give information about
someone’s career
-Write about daily
schedules
-the present perfect
tense / finished past
Topical lexis
related to
*+
ed
Remedial work
( to be
4. P*
- Act out a conversation
-Transfer from non- verbal
to verbal messages
-Complete a
conversation/ a table/a
grid/a short paragraph
- Role play with a friend
-Give a presentation
with present results
( without time markers)
daily
schedules/
professional
tasks/chores
pastpronunciation
determined
according to
learners’ needs)
Preparation of
project work
28
Ask and give information about
someone’s career (ctd)
29
I/I/P*
AAsk and give information
about someone’s past activities
The past simple tense
( review and expansion
Topical lexis
related to
past
experiences
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
30 Ask and give information about
someone’s past activities (ctd)
05
31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) - Remedial work
( to be
determined
according to
learners’ needs)
-Achievement
phase of project
work
32
I/I/P*
Tell a short story
- Write a short story
- Find a different
ending to a story
- Write a flyer/ a leaflet
- The past simple
tense
- Time markers :
transitional devices
in story telling
Formulaic
expressions
in story
telling
*
33 Tell a short story (ctd)
Presentation phase of the
project
34 THIRD TERM EXAM
Observation: Intonation is by no means to be considered as a teaching objective. But it is important to raise awareness about rising
and falling intonation in oral interaction, when acting out conversations (asking questions and giving answers / ...)
5. By Mr.Samir Bounab (yellowdaffodil66@gmail.com)
MS3 official yearly planning
Months
weeks
Competencyfocus
Learning objectives
Communicative
tasks
Resources group works /TD
grammar lexis
Pronunciation
Learning the
integration
Assessing the
integration
FIRST TERM PROJECT: Make the description of your ideal friend
09
1/
2
DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)
3
Greet someone ( formal and
informal greetings)
Role play with a friend To have / to be ( review)
Formal and
informal
expressions
Pronunciationofpractised
words
Remedial work
( to be
determined
according to
learners’ needs)
Preparation of
project work
10
4
Describe someone:
Physical appearance
Personality features
Likes and dislikes
-Write a letter to a friend
-Write an email
-Make a short video
segment
-Transfer from non-verbal
to verbal message
-The present simple
tense ( review and
expansion)
-qualifiers /personality
features
- linking words: but /and
with qualifiers
-Topical lexis
related to a
person’s
description
- Topical lexis
related to
leisure
activities
5 Describe someone (ctd) -On-going assessment/
-Performance assessment ( oral
and written):
6. -Do a survey Risi
ng
and
falli
ng
into
nati
on
in
oral
• Project work process
assessment
• Summative assessment
6 Ask and answer about someone
Auxiliary questions
Wh questions / what is
S/he like? / what does
S/he look like?
7 Define and give explanations
The relative pronouns
(who/which)
Remedial work
( to be determined according to learners’ needs)
Achievement phase of project work
8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
11
9
I/I/P*
Ask for clarifications -Write an email
- write an e-card message
for invitation
-write a greeting card
message
-Write a thank you note
- write an apology reply to
an invitation
The modals:
may/could/would
Formulaic
expressions
in polite
requests/soci
al language
*+stressonpractisedstrong
words
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
10 Make invitations
11 Accept and decline invitations Remedial work
project work
achievement
phase (ctd)
12 Plan a visit
-Draw a diagram
-Write your diary
The future simple tense
( review)
Topical lexis
related to
holidays
12
13 FIRST TERM EXAM
14
I/I/P*
Make future arrangements -Make a travel schedule
- transfer from non-verbal
to verbal messages( from
diary schedules to text)
-The present continuous
tense with future
meaning
- Wh questions ( review
and expansion: How
far….)
Topical lexis
related to
arrangement
s/ schedules
*
Remedial work ( to be determined according to
learners’ needs for the whole term)
project work /evaluation15 Make future arrangements
WINTER HOLIDAY
Second term project: Make a timeline of inventions/
7. 01
16
I/I/P*
Talk about means of transport
Draw a road map with
transport symbols
Transfer from non- verbal
to verbal -Prepositions of
movement ( to show
directions)
-Question word: How
( asking about means of
transport)
Prepositions of location
( review and expansion)
Means of
transport/
lexis related
to travelling
*
Remedial work
( to be
determined
according to
learners’ needs)
Preparation of
project work
17
Ask about distance and travelling
schedules
Complete a table / a grid/
a conversation /
Act out a conversation
Make a travel schedule
18 Describe local amenities
Draw the map of your
local area Topical lexis
related to
amenities /
places
*
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
19
Ask and give information about
directions
Draw a map route
Transfer from map to
paragraph
02
20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work
( to be
determined
according to
learners’ needs)
Achievement
phase of project
work
21
I/I/P*
Checking understanding and
convince someone (about
misunderstandings
Act out a conversation
Complete a conversation
Auxiliaries
do/will/would
-Expressions
related to
clarifications
- topical lexis
related to
animal life
( species in
danger of
extinction)
*+strongandweakforms
ofpractisedauxiliaries
andmodals
22 Ask for clarification
Design an ID card of an
animal
Remedial work ( to be determined according to
learners’ needs for the whole term)
Presentation of project work23 Ask for permission Role play with a friend
03
24 SECOND TERM EXAM
Third term project: Make a leaflet of your ideal city
25
I/I/P*
Express obligation
Write a list of regulations
-The imperative
- should and must
Topical lexis
to the
protection of
the
environment
*+stresson
practised
strongwords
Remedial work ( to be determined according to
learners’ needs for the whole term)
project work /evaluation26 Express obligation (ctd)
SPRING HOLIDAY
THIRD TERM PROJECT
04 27
I/I/P*
Describe past events -Write an account on past
experiences/ holidays
The past simple tense Topical lexis
related to
past
experiences :
holidays
*+edpast
pronunciation
Remedial work
( to be
determined
according to
learners’ needs)
Preparation of
project work
28 Describe one’s last holidays -The past simple and
the past continuous
-time conjunctions
(as/when/while)
8. 29 Express cause and effect of events
- Transfer from non- verbal
to verbal
-Write a newspaper article
-Cause and effect
conjunctions
( so/because/as a result)
The present perfect+
since/for
Topical lexis
related to
inventions/
leisure
activities
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment30
I/I/P*
Describe and locate countries
Complete a map/a grid /a
table/ a text
Transfer’ from non -verbal
to verbal
Make an oral presentation
-The passive voice ( is
located/ bordered…
-Prepositions of place
( country location)
-Topical lexis
related to
amenities /
places( locati
on )/landmar
ks
05
31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
- Remedial work
( to be
determined
according to
learners’ needs)
-Achievement
phase of project
work
32
I/I/P*
Compare countries
-Complete a table/ a text/
- transfer from non- verbal
to verbal ( turn graphic
information to text)
-The comparison
( review and expansion :
superiority/equality/the
superlative
Lexis related
to country
features( bou
ndaries/popu
lations
/scenery), in
comparison
or contrast
with others
*+strongandweakformofmore/as…as
33
Express feelings about
monuments / places of interest
-Role play with a friend
Write a letter / an account
on famous places
Interjections: What a
….!
How + adjective…..!
Topical lexis
related to
landmarks
-Expressions
of emotional
feelings
Presentation phase of the
project
34
THIRD TERM EXAM
9. by Mr Samir Bounab ( yellowdaffodil66@gmail.com )
MS4 official yearly planning
M
w
C
o
Learning objectives Communicative Resources group works /TD
10. onths
eeks
mpetencyfocus
tasks grammar lexis
Pronunciation
Learning the
integration
Assessing the
integration
FIRST TERM PROJECT: Design a web page / a blog
09
1/
2
I/I/P*(thefocuswilldependonthelearning
sessionkind)
DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)
3
Ask and give information about
food
- Write a healthy menu
- Role play to order a
menu
- Write a recipe for
success
- Produce an ad for a
restaurant
The present simple tense
( review)
- Topical lexis
related to
food:
- Junk
food/heal-
thy food
- Food habits
/table
manners/reci
pes
Pronunciationofpractisedwords
Risingandfallingintonationinoral
interaction+silentletters
Remedial work
( to be determined
according to
learners’ needs)
Preparation of
project work
10
4
Make recommendations about
table manners
Use of modals ( should
and must)
5 Give instructions ( recipe making)
The imperative/
sequencers
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
6 Compare and contrast food items
The comparative of
superiority/the
superlative (regular and
irregular forms)
7
Compare and contrast food items
(ctd)
Remedial work
( to be determined according to learners’ needs)
Achievement phase of project work8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
11
9
I/I/P*
Describe food habits - Write an email
Review of present
tenses
Meal times
/dishes
*
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
10 Make polite requests
-Write a letter of
application
-design a commercial
advert
The modals ( can
/could /would
Topical lexis
related to
technology/s
kills /ICts
-negative
prefixes
( in/dis /un)
*risingandfallingintonationin
requests+strongandweakform
ofmodals
11
I/I/P*
Express ability/inability/possibility
-The modals can /could/
was able to
-
Remedial work
project work
achievement
phase (ctd)12
Express obligation/prohibition/
Write notices
The modal must / have
to
Lexis related
to
regulations/
social skills
12 13 FIRST TERM EXAM
14
I/I/P*
Express agreement Role play with a friend Auxiliary verbs in short
forms ( So am I / Neither
do I)
Social
language
*
Remedial work ( to be determined according to
learners’ needs for the whole term)
project work /evaluation
11. 15
Talk about causes and effect of
pollution
Write a letter of complaint
Cause and effect
conjunctions/
connectors
Topical lexis
related to the
protection of
the
environment
WINTER HOLIDAY
Second term Project: Make a career project
01
16 Predict future actions
- Write a personal diary
- Make a speech
- Write an email
- Complete a
conversation /a table / a
text
- Role play with a friend
Time clauses with
present simple and
future simple tense in
the main clause
Topical lexis
related to
educational
systems
*+discriminationbetweenshortandlong
vowels+consonantclusters+stressin
strongwords/sentencestress
Remedial work
( to be determined
according to
learners’ needs)
Preparation of
project work
17
I/I/P*
Express condition
Conditional type one
-Topical lexis
related to
hopes/expect
ations
-word
formation:
suffixing to
form names
of jobs/occu-
pations
18 Make suggestions/offers
-On-going assessment/
-Performance assessment ( oral
and written):
• Project work process
assessment
• Summative assessment
19 Express satisfaction/dissatisfaction
Verbs of feeling
Idiomatic expressions: I
am fond of /keen on…
02
20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work
( to be
determined
according to
learners’ needs)
Achievement
phase of project
work
21
I/I/P*
Describe people’s life in the past
- Do a portrait /a
biography
- Draw the timeline of
Arab scientists
-the past simple tense
-The semi modal ‘used
to’
- Topical lexis
related to life
in ancient
times
-Lexis related
to
biographies
*+diphthongs
22 Describe people’s life in the past Remedial work ( to be determined according to
learners’ needs for the whole term)
Presentation of project work23
03
24
SECOND TERM EXAM
25
I/I/P*
Ask and give information about life
in the past
- Write an account of past
and present life
- Do a collage/poster
presentation on
landmarks/great figures
- The relative pronouns
( who/which/where/
when
-Lexis related
to ancient
places/
trades/
occupations
- Names of
ancient tools
Remedial work ( to be determined according to
learners’ needs for the whole term)
project work /evaluation26
Define past objects/past places/
people’s past occupations
SPRING HOLIDAY
THIRD TERM PROJECT: Write a narrative account on a topic of interest
12. 04
27
- Report events ( tragic /odd
ones)
- Write a newspaper article
- Transform newspaper
headlines into articles
The present tenses in
newspaper reports
The present simple
( review and expansion)
The present perfect
simple+ adverbs of time (
just/so
far/yet/already/since
/for)
-Topical lexis
related to
Media / the
press( news
in brief/ sad
and funny
events
*reviewofpractisedvowelsoundsandconsonants/risingandfallingintonationinyesanswers
Remedial work
( to be determined
according to
learners’ needs)
28
29
I/I/P*
-Tell a story
- Write a narrative account
of your recent past
experience
-The past tenses: the
past simple and the past
continuous
Time clauses with past
tenses :conjunctions
( when /while/as)
Topical lexis
related to
fiction ( fairy
tales/ folk
tales and
fables)
Express cause and effect in story
telling
Write a narrative account
of your recent past
experience
• Project work process
assessment
Review of cause and
effext linking devices
-On-going assessment/
-Performance assessment ( oral
and written):
• Summative assessment
30
05
31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
REVIEW AND REMEDIAL WORK (preparation to BEM
exam), according to learners’ needs
32
Third term exam