The document provides an annual learning plan for teaching English as a foreign language to second year middle school students in Algeria. It includes 4 sequences covering topics like family, shopping, health, and travel. Each sequence begins with an initial situation and includes the installation of resources, integration of learning, and assessment. The goal is for students to develop competencies in interacting, interpreting, and producing short oral and written texts in English on familiar topics.
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
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
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
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
How to adapt the the school manual to the programMr Bounab Samir
salam
here is how to adapt the school manual to the program & 10 hand outs about how to teach each lesson conform to the 2G curriculum
by : Mr Samir Bounab ( teacher trainer)
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
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
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
How to adapt the the school manual to the programMr Bounab Samir
salam
here is how to adapt the school manual to the program & 10 hand outs about how to teach each lesson conform to the 2G curriculum
by : Mr Samir Bounab ( teacher trainer)
The work focused on the following points;
- brainstorming about the topic of the meeting
- does grammar matter in these days?
- Defining grammar
- approaches to teach grammar
- defining inductive and deductive methods
- comparing and contrasting the both methods
- Pros and Cons of both methods
- combining both inducitve and deductive methods
- PIASP teaching strategy in the Algerian teaching syetem
- Samples of deductive and inductive grammar teaching methods in the Algerian teaching system
By : Mr Samir Bounab ( Teacher trainer at MONE)
Teaching English in The Algerian Middle SchoolsMr Bounab Samir
Salam
Teaching English in the Algerian Middle Schools
The meeting points were:
a) dealing with the fact of new school changes
b) The raisons for these new changes
c) curriculum vs syllabus
d) values
e) cross currricular competences
f) Middle school exit profile
g) How can English help the other subjects and vis verca
h) cross curricular topics
i) the 4 learning situations
j) project work
k) ppu and pdp teachig frame works
l) PIASP teaching grammar
M) lesson plan
N) Sequence plan
o) planning learning
I woild like to thank also the head of Lycee Omar Racim for her warm welcome and her staff and all the teachers for their collaboration
Thank you
Mr Samir Bounab
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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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
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.
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
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
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE
Ministère de l’Education Nationale
INSPECTION GENERALE DIRECTION DE L’ENSEIGNEMENT FONDAMENTAL
LES PLANS ANNUELS
ANGLAIS
ANNEES :2
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.
4. PLANNING LEARNING
(2AM)
Exit Profile: Key Stage 2/ MS2
GLOBAL COMPETENCE/EXIT PROFILE: At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts of
descriptive, narrative and prescriptive type, using written, visual or oral support, in meaningful situations of communication related to his environment and interests.
The learner can:
-Understand messages consisting of formulaic phrases and simple sentences related to frequently used expressions related to familiar topics or situations (personal, shopping,
local places).
-Communicate limited information in simple every day and routine situations by using memorised phrases and formulaic language.
-Use selected simple structures correctly but still systematically produce basic errors
VALUES
National identity: The learner can
describe lifestyles, eating habits, dressing
habits and dwellings of Algeria
National conscience: He is keen on
communicating about outstanding
Algerian figures
Citizenship: He demonstrates a civic
behaviour, conscious of his rights and
duties as well as those of others.
Openness to the world : He is eager to
know about the lifestyles ,eating habits,
dressing habits, and dwellings of other
countries who use English for
communication
CROSS-CURRICULAR COMPETENCES
1.Intellectual competency/The learner can:use his critical thinking skills when gathering information for learning and project work*
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*he can 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* information and communication technology whenever
he needs it for learning and research* evaluate himself * evaluate his peers
3.communicative competency/The learner can: he can use drama and role-play to communicate appropriately* he can use information and
communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures* he can use
information and communication technology such as blogs , websites page , forums of discussion , to interact with learners of other cultures* he
can process digital data
4.personal and social competencies /The learner: is aware of his role and others' role in the development of projects* is keen in promoting the
work of his peers*respects our national values and behaves consistently* is honest and accountable for his work and respects others work*
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 .
5. Learning
Sequences
Topics Projects Planning Learning Estimated time
Sequence1
MEANDMYFRIENDS
My Family
Profile
Situation1: Starting off / Initial situation
9 weeks
For both
sequences 1
and 2
Example: You have read an advertisement. Actors and actresses aged from 14 to 20 are needed for an Algerian show. One of your
classmates likes the offer. Help her / him write an e-mail to apply for this job..
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation Communicative Tasks
Describing physical
appearance
*Describing daily and
free time activities
*Describing and
locating places
*Reading and
interpreting a house
plan
*Recording daily a
ctivities on a schedule
*Describing family
relationships
*Expressing likes and
dislikes
*Expressing abilities
and inabilities
*Expressing cause or
reason
*The simple present tense
for description
*Adjective for
description(colour, height,
build, hairstyle, beauty and
physical attraction)
*Possessive pronouns for
description
*Location markers
(prepositions and adverbs)
for description
*“Can” for ability
*“Can’t for inability
*Cause and reasons( why,
because)
* Lexis related to topics (
physical appearance ,
routine, activities,….)
Pronunciation of
/l/ and / l/
*Pronunciation of
/r/
*Silent “r”
- Interview
- Role play
- Daily schedule
- Guessing game
- Family tree
- Songs
Situation3: Integration ( Learning to integrate - situation of integration)
You are entering a national competition organised by the Algerian Ministry of National Education for middle school students about the
“Best Personal Profile” written in English. Competitors are required to upload their profiles to the website of the Algerian Ministry of
National Education before December 20th
.
The first three winners will be offered a four-week English language course in London next summer
6. Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
Sequence 2
ME,ANDMY
SHOPPING
My
Classmates’
Shopping
Habits
Situation1: Starting off / Initial situation
9 weeks
For both
sequences 1 and
2
Example: It is Akram’s birthday. His mother wants to make a big birthday cake .She asks Akram to buy the ingredients she needs. Help
Akram to write his shopping list and show him the way to the supermarket
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives
Grammar Lexis Pronunciation
Communicative
Tasks
Describing shopping items
*Expressing quantity
*Asking information about
shape , size, quantity,
weight, colour and price
*Devising a neighbourhood
street map
*Locating and showing the
way to amenities
Many, much, some, any
*How many….?
*How much… ?
*What size are you?
*What is your size?
*What is the size of …?
*How big is …?
*What shape is …?
*Cardinal and ordinal
numbers
*The imperative
*Basic lexis ( words and
expressions/ formulaic
language) : polite forms /
greetings../ preferences
*Pronunciation of
/l/ and / l/
*Pronunciation of
/r/.
*Silent “r”
- Interview
- Role play
- Location Map
- Guessing game
- Songs
Situation3: Integration ( Learning to integrate - situation of integration)
Sandra your English friend wants to know about shopping in Algeria. Write her an email to give her information about shopping malls ,
supermarkets, street markets and traditional craft shops in the place where you live. Tell her also about how Algerian teenagers dress
and what they usually eat. Then, ask her questions about shopping in England and what English teenagers wear and eat . Attach to you
email a street map showing the shopping amenities in your neighbourhood and the location of your home.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
7. Sequence 3
MEANDMYHEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
Situation1: Starting off / Initial situation
6 weeks
Example: In a forum of discussion, you read Mona’s message asking for help. She suffers from obesity . She weighs 98 kilos. She
feels tired and sick. Write a reply to Mona and help her lose weight.
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives
Grammar Lexis Pronunciation
Communicative
Tasks
Expressing obligation
*Giving advice and
recommendations
*Planning a healthy
balanced meal
*Planning a healthy weekly
diet
*“Have to” (interrogative
and affirmative forms)
*“Have got to”
*“Must” with the 3 forms
* “Should” / “Shouldn’t”
*The imperative
*Lexis related to
shopping, food, health...
*Basic lexis
( words and expressions/
formulaic
language) : polite forms /
greetings…
Pronunciation of
must : /məst/,
/mʌst/ and /mʌsnt/
*Pronunciation of
“should: /ʃəd/,
/ʃʊd/
*Pronunciation of
“shouldn’t”:
/ʃʊdnt/
*Pronunciation of
“sh”:/ʃ/
*Pronunciation of
“ch”: /tʃ/
- Shopping list
- Bills
- Leaflets
- maps
- Poster
- Information panels
- Charters
Situation3: Integration ( Learning to integrate - situation of integration)
Nacer,my Tunisian friend, is overweight wants to kow what kind of diet my dietitian recommends because he knows I have the same
problem.I’m going to send him a detailed email in which I explain my doctor’s dietary advice and recommendations about food and
exercise. I’m also going to send him a weekly diet plan and a typical daily menu as attached documents.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
Remediation
8. Sequence 4
MEANDMYTRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
Memorable
Holiday
Report
Situation1: Starting off / Initial situation
5 weeks
Example: In the international” travel forum” of tripadvisor.com website, you read a message of a tourist from England . He wants to visit
Algeria. Think of a nice place you visited and write some information about it. Turn these information into a travel brochure to be posted
in the “ travel forum “.
Situation2: Installing Resources (PDP and PPU lessons)
Learning Objectives Grammar Lexis Pronunciation Communicative Tasks
*Describing amenities and
places of interest
*Describing environmental
sites
*Reading and interpreting
a map
*Planning and interpreting
itineraries
*Simple future tense with
the 3 forms
*“be going to” for future
activities with the 3 forms
*Past simple tense with
the 3 forms
*( regular and irregular
verbs)
*Demonstratives :
this/these, that/those
*Word formation with
“tion”
*Adjectives ending
with”y”
*Lexis related to topics
Basic lexis
( words and expressions/
formulaic language) :
polite forms / greetings../
*Word formation
*Pronunciation of
“will”- “ ‘ll”-
“won’t”:
*/wil/,/l /wəʊnt/
*Pronunciation of
“ed”: /id/,/t/,/d/
*Pronunciation of
“th”:/ θ/, / ð/
Pronunciation of
“tion “/ʃən/
- Information panels
notices
- Brochure for holidays
- Map route
- Information transfer
( from weather forecast
symbols to text)
- Poster
- Pictionary
Situation3: Integration ( Learning to integrate - situation of integration)
Andrew Williams, your Australian friend is going to visit Algeria next summer. I’ll be his guide. So, I organise a three-day tour for him to
visit the most interesting places in the region where I live (museums, parks, forests, mountains, old medinas, souks, “ksours”, traditional
craft shops, etc.).I prepare a detailed itinerary of this tour using a map of my region with the necessary map icons. Then, I sent him this
itinerary and the map by email.
Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences