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.
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
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
Salam
MS1 ( 2G) yearly distribution
Here is a sample of the MS1 yearly dustribution ( teachers can personalize their yearly planning once they get their timetables, they need to take into account :
1- the period of tests and exams
2- the holidays
Good Luck
by : Mr Samir Bounab ( teacher trainer at MONE)
the links :
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
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
Salam
MS1 ( 2G) yearly distribution
Here is a sample of the MS1 yearly dustribution ( teachers can personalize their yearly planning once they get their timetables, they need to take into account :
1- the period of tests and exams
2- the holidays
Good Luck
by : Mr Samir Bounab ( teacher trainer at MONE)
the links :
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
How to adapt the the school manual to the programMr Bounab Samir
how to teach ?
Here are five teaching methods adapting the school manual (or without using it ) to the program & 10 hand outs dealing with how to teach each lesson mentioned in the illustration
by Mr Samir Bounab ( teacher trainer)
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)
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
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
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
Salam
The 4 learning situations
- what are the 4 learning situaitons ?
- what does each situation stand for ?
By : Mr Samir Bounab ( Teacher trainer at MONE)
the links
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
How to adapt the the school manual to the programMr Bounab Samir
how to teach ?
Here are five teaching methods adapting the school manual (or without using it ) to the program & 10 hand outs dealing with how to teach each lesson mentioned in the illustration
by Mr Samir Bounab ( teacher trainer)
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)
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
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
1st 2G meeting and training
This important meeting raises many questions to be asked before dealing with the new changes , so teachers need to know where are they standing before moving toward a new destination ? what has been done till now? what relations has the 1 generation syllabus with these new changes?
Teachers Vs 1 Syllabus Generation (recap)
Approach & method
Teacher’s rle vs learner’s role
The 3 IIP
Situation of integration
Lesson plan
TD session
Project work
Adapting the book
Evaluation
Thank you
By :
Mr Samir Bounab ( Teacher trainer at MONE)
1st meeting october 18th 2016 2 g and teaching valuesMr Bounab Samir
Salam:
Meeting & Workshop: 2 G Curriculum & Teaching Values
Today's meeting was about 2G curriculum and teaching values
Teaching values is the CORE of the new changes coz simply ( 2G= 1g + teahcing values & cross curricular competences)
The meeting tackled to the following points:
1- Welcoming the audience and the new comers
2- Discussing some of the problems that face teachers at the beginning of the new school year
3- Brief review about what teachers should teach ( deleted lessons for all levels according to the slimming of the syllbus 2013)
4- brainstorming the topic of the day
5- Defining values
6- Why teaching values?
7- Why
Teaching values in the Algerian 2nd Generation Curriculum?
8- The Core Values
9- Type of values
10- what to consider while teaching values?
11- Workshop ( group work) list al the values that can be instilled in each lesson
Thank you
By : Mr Samir Bounab ( teacher trainer at MONE)
The links
Power point presentation :
Salam
The 4 learning situations
- what are the 4 learning situaitons ?
- what does each situation stand for ?
By : Mr Samir Bounab ( Teacher trainer at MONE)
the links
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
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
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
The ms1 ms2 & ms3 annual learning plans June 2107
1. Level: First Year Middle School (1AM)
Subject: English
Time devoted:
Learners: 2 hours and a half ( 2 hours + 1 hour tutorial session once per 2 weeks)
Teacher: 3 hours per class
Domains: Oral and written.
GLOBAL COMPETENCE
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…).
2. FIRST TERM:
Domains Target competencies
Oral- Written - Both
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 .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 1 ME
AND MY
FRIEND
S
My Family
Profile
1-Starting off situation Step1: Teachers give a
problem-solving
situation never met
before as starting off to
declare the
communicated intentions
then break it into
learning objectives and
lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
10 weeks for
both
sequences
You want to join an international friendship blog . The
members of the blog want to know about you. Introduce
yourself to them.
Learning Objectives Communicative Tasks
* Greet people
*Introduce myself
*Give information/
* Respond to questions about me:
my age, my class and my
hometown.
*Ask about a new friend’s name
- Labelling
- Email
- Role play
- Songs
- games
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the learners.
Situation 2: Introducing
the linguistics content
related to grammar, lexis
and pronunciation(L.G.P)
Grammar Lexis Pronunciation
*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 /
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how to
integrate, and mobilize
Situation 3:
Reinvestment of previous
learning. Learners
You are a new member of your school blog , your friends want
to know more about you. Introduce yourself to them.
3. Sequence 1 ME
AND MY
FRIENDS
My Family
Profile
their resources and
reinvest them in a
problem-solving
situation, through group
work. Thus, teachers
would be able to identify
the learners’ strengths
and weaknesses, deal
with moderation and
organize remedial work
in tutorial sessions.
mobilize to learn how to
integrate the previous
knowledge which is
acquired in the previous
situation to solve a real
problem situation in
groups.
4 ) Assessment Step 4 : The learners will
have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’
level of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for the sake of
remediation (AFL)
Using the previous
assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).
5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.
1-Starting off situation
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.
Step1: Teachers will give a
problem-solving situation
never met before as starting
off to declare the
communicated intentions
then break it into learning
objectives and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies and
the values.
Learning objectives Communicative tasks
*Give information/respond to
questions about me :
- My age , class, hometown
- My preferences(food,
clothes)
*Ask and give information
about: My family (parents,
- Email
- Role play
- Family tree/ Tagging
- Songs
- Poster
- cartoons
- Family game
4. Sequence 2
Sequence 2
ME
AND MY
FAMILY
ME
AND MY
FAMILY
My Family
Profile
My Family
Profile
brothers and sisters)
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving situation
related to the environment
and interests of the learners
Introducing:Situation 2
the linguistics content
related to grammar,
lexis and
pronunciation(L.G.P) )
Grammar Lexis Pronunciation
*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.
3- Learning to integrate ( situation of integration) Step 3 :Teachers train their
learners on how to integrate,
and mobilize their resources
and reinvest them in a
problem-solving situation,
through group work. Thus,
teachers would be able to
identify the learners’
strengths and weaknesses,
deal with moderation and
organize remedial work in
tutorial sessions.
Situation 2: Reinvestment
of previous learning.
Learners mobilize to learn
how to integrate the previous
knowledge which is
acquired in the previous
situation to solve a real
problem situation in groups.
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 ..
4 - Assessment *** Step 4 : The learners will
have to work individually as
integration is an individual
learning process. Teachers
will give them a problem
solving situation of
Situation 4 :
*Assessing the learners’
level of performance in an
integrated way (individual
work).
*Identification of learners
5. integration for the sake of
assessment.
weaknesses for the sake of
remediation (AFL)
Using the previous
assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).
5- Remediation Remediation is determined
via the learning/teaching
process and during some of
tutorial sessions.
FIRST TERM EXAMINATION
6. SECOND TERM:
Domains Target competencies
Oral- Written - Both
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 .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 3
ME
AND MY
DAILY
ACTIVITIES
My school
presentation
1-Starting off situation Step1: Teachers will
give a problem-solving
situation never met
before as starting off
to declare the
communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint about
the target competencies and
their components, the cross-
curricular competencies and
the values.
8 weeks for
both
sequences
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.
Learning objectives Communicative tasks
*Tell the time
*Talk about daily activities
*Talk about leisure activities
at school
- Role play
- Games
- Email
- Songs
- Interview
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the learners
Introducing:Situation 2
the linguistic content
related to grammar, lexis
and
pronunciation(L.G.P).
Grammar Lexis Pronunciation
*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/
3- Learning to integrate ( situation of integration) Step 3 :Teachers train
their learners on how to
integrate, and mobilize
their resources and
reinvest them in a
Situation 3: Reinvestment of
previous learning. Learners
mobilize to learn how to
integrate the previous
knowledge which is acquired
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.
7. Sequence 3 ME
AND MY
DAILY
ACTIVITIES
My School
Presentation
problem-solving
situation, through
group work. Thus,
teachers would be able
to identify the learners’
strengths and
weaknesses, deal with
moderation and
organize remedial work
in tutorial sessions.
in the previous situation to
solve a real problem situation
in groups.
4 - Assessment Step 4 : The learners
will have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’ level
of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for the sake of
remediation (AFL) using the
previous assessment (I think
and write) and self-
assessment grid of the course
book (Now, I can).
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
8. Sequence 4
ME
AND MY
SCHOOL
My School
Presentation
1-Starting off situation Step1: Teachers will
give a problem-solving
situation never met
before as
starting off to declare
the communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint about
the target competencies and
their components, the cross-
curricular competencies and
the values.
You have duties and rights 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.
Learning objectives 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
- Labelling
- Email
- Role play
- Songs
- games
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the learners
Introducing:Situation 2
the linguistic content
related to grammar, lexis
and
pronunciation(L.G.P).
Grammar Lexis Pronunciation
* 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/
9. Sequence 4
ME
AND MY
SCHOOL
My School
Presentation
3- Learning to integrate ( situation of integration) Step 3 :Teachers train their
learners on how to
integrate, and mobilize
their resources and reinvest
them in a problem-solving
situation, through group
work. Thus, teachers
would be able to identify
the learners’ strengths and
weaknesses, deal with
moderation and organize
remedial work in tutorial
sessions.
Situation 3: Reinvestment
of previous learning.
Learners mobilize to learn
how to integrate the
previous knowledge
which is acquired in the
previous situation to solve
a real problem situation in
groups.
Pupils have rights and duties in their school.
Your teacher asked you to design a poster of rights and
duties at your school to hang it in the classroom.
4 - Assessment *** Step 4 : The learners will
have to work individually
as integration is an
individual learning
process. Teachers
will give them a problem
solving situation of
integration for the sake of
assessment.
Situation 4 :
*Assessing the learners’
level of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for the sake of
remediation (AFL) using
the previous assessment (I
think and write) and self-
assessment grid of the
course book (Now, I can).
5- Remediation Remediation is determined
via the learning/teaching
process and during some
of tutorial sessions.
SECOND TERM EXAMINATION
10. THIRD TERM:
Domains Target competencies
Oral- Written - Both
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 .
*The articles :
-indefinite / a/ an –
definite/the
* Plural forms
*Recycling:
*Basic lexis
( words and
expressions)
related to
countries :
/p /, /b/
“ph” /f:/
*Silent “p”
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 5
ME, MY
COUNTRY
AND THE
WORLD
My Country
Profile/
A Tourist
Brochure
1-Starting off situation Step1: Teachers will give a
problem-solving situation
never met before as starting
off to declare the
communicated intentions
then break it into learning
objectives and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies and
the values.
7 weeks
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
Learning objectives Communicative tasks
*Ask and give information
about :
My country
( currency/
flag/national and
religious days
* Other countries
( nationalities/ Flags /
currencies/celebration days)
- Interview Email
- Role play
- Songs
- Poster
- leaflets
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving situation
related to the environment
and interests of the learners
:Situation 2
Introducing the
linguistic content
related to grammar,
lexis and
pronunciation(L.G.P).
Grammar Lexis Pronunciation
* Word formation
( adjectives of
nationalities/
suffixes)
*Names of
countries/
nationalities
The
pronunciation
of :
11. Sequence 5
ME, MY
COUNTRY
AND THE
WORLD
My Country
Profile/
A Tourist
Brochure
Preposition of
location :in
*The auxiliaries to
be / to have
*The present
simple with related
concrete details
about countries and
celebrations
flags ,
currencies ,
celebrations (
national ,
religious and
others)
*Silent “ b”
/ ɒ/ ,/ɔ:/ , / aʊ/
3- Learning to integrate ( situation of integration) Step 3 :Teachers train their
learners on how to
integrate, and mobilize
their resources and
reinvest them in a
problem-solving situation,
through group work. Thus,
teachers would be able to
identify the learners’
strengths and weaknesses,
deal with moderation and
organize remedial work in
tutorial sessions.
Situation 3: Reinvestment
of previous learning.
Learners mobilize to learn
how to integrate the
previous knowledge
which is acquired in the
previous situation to solve
a real problem situation in
groups.
Your friend received an e-mail from Kathleen . Read it
and help your partner to write a reply to Kathleen.
4 - Assessment *** Step 4 : The learners will
have to work individually
as integration is an
individual learning
process. Teachers
will give them a
Situation 4 :
*Assessing the learners’
level of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for
12. a problem solving
situation of integration for
the sake of assessment.
the sake of remediation
(AFL) using the previous
assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).
5- Remediation Remediation is determined
via the learning/teaching
process and during some
of tutorial sessions.
THIRD TERM EXAMINATION
13. Level: Second Year Middle School (2AM)
Subject: English
Time devoted:
Learners: 2 hours and a half ( 2 hours + 1 hour tutorial session once per 2 weeks)
Teacher: 4 hours per class
Domains: Oral and written.
GLOBAL COMPETENCE
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
14. FIRST TERM
Domains Target competencies
Oral- Written - Both
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 simple descriptive, narrative, prescriptive and argumentative 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 simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 1
ME, MY
FRIENDS
AND MY
FAMILY
Table
Manners
Worldwide
1-Starting off situation Step1: Teachers give a
problem-solving
situation never met
before as starting off to
declare the
communicated
intentions then break it
into learning
objectives and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
9 weeks
for both
sequences
You have just seen an advertisement on TV . Actors and actresses
aged from 14 to 20 are wanted for an Algerian show. One of your
classmates wants to be one of them. Help her write an e-mail to
apply for this job.
Learning Objectives Communicative Tasks
*Describing physical appearance
*Describing daily and free time
activities
*Describing and locating places
*Reading and interpreting a house plan
*Recording daily activities on a
schedule
*Describing family relationships
*Expressing likes and dislikes
*Expressing abilities and inabilities
*Expressing cause or reason
- Interview
- Role play
- Daily schedule
- Guessing game
- Family tree
- Songs
2- Installing Resources Step 2: Teachers
install resources in a
learning problem-
solving situation
related to the
environment and
interests of the
learners.
Situation 2: Introducing
the linguistics content
related to grammar, lexis
and
pronunciation(L.G.P)
Grammar Lexis Pronunciation
*The simple present
tense for description
*Adjective for
description(colour,
height, build, hairstyle,
beauty and physical
attraction)
*Lexis related to
topics ( physical
appearance ,
routine,
activities,….)
*Pronunciation of
“s” endings: /iz/,/s/
and /z/
*Pronunciation of
“can” and “can’t”:
/kən/,/kæn/ and
/kɑːnt/
15. Sequence 1
ME, MY
FRIENDS
AND MY
FAMILY
Table
Manners
Worldwide
*Possessive pronouns
for description
*Location markers
(prepositions and
adverbs) for
description
*“Can” for ability
*“Can’t for inability
*Cause and reasons(
why, because)
*Silent letter “h”
*Silent letter”d”
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how
to integrate, and
mobilize their
resources and reinvest
them in a problem-
solving situation,
through group work.
Thus, teachers would
be able to identify the
learners’ strengths and
weaknesses, deal with
moderation and
organize remedial
work in tutorial
sessions.
Situation 3:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate the
previous knowledge
which is acquired in the
previous situation to
solve a real problem
situation in groups.
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
Sequence 1
ME, MY
FRIENDS
AND MY
FAMILY
Table
Manners
Worldwide
4 ) Assessment Step 4 : The learners
will have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’
level of performance in
an integrated way
(individual work).
*Identification of
learners weaknesses for
the sake of remediation
(AFL)
Using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching
16. process and during
some of tutorial
sessions.
Sequence 2
ME, AND
MY
SHOPPING
My
Classmates’
Shopping
Habits
1-Starting off situation Step1: Teachers give a
problem-solving
situation never met
before as starting off to
declare the
communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
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.
Learning Objectives 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
- Interview
- Role play
- Location Map
- Guessing game
- Songs
Sequence 2 ME, AND
MY
SHOPPING
My
Classmates’
Shopping
Habits
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the
learners.
Situation 2: Introducing
the linguistics content
related to grammar, lexis
and pronunciation(L.G.P)
Grammar Lexis Pronunciation
*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”
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how to
integrate, and mobilize
their resources and
Situation 3:
Reinvestment of previous
learning. Learners
mobilize to learn how to
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
17. 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.
reinvest them in a
problem-solving
situation, through
group work. Thus,
teachers would be able
to identify the learners’
strengths and
weaknesses, deal with
moderation and
organize remedial work
in tutorial sessions.
integrate the previous
knowledge which is
acquired in the previous
situation to solve a real
problem situation in
groups.
Sequence 2 ME, AND
MY
SHOPPING
My
Classmates’
Shopping
Habits
4 - Assessment *** Step 4 : The learners
will have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’
level of performance in
an integrated way
(individual work).
*Identification of
learners weaknesses for
the sake of remediation
(AFL)
Using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
FIRST TERM EXAMINATION
18. SECOND TERM
Domains Target competencies
Oral- Written - Both
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 simple descriptive, narrative, prescriptive and argumentative 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 simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 3 ME AND
MY
HEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
1-Starting off situation Step1: Teachers give
a problem-solving
situation never met
before as starting off
to declare the
communicated
intentions then break
it into learning
objectives and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
6 weeks
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.
Learning Objectives Communicative Tasks
*Expressing obligation
*Giving advice and recommendations
*Planning a healthy balanced meal
*Planning a healthy weekly diet
- Shopping list
- Bills
- Leaflets
- maps
- Poster
- Information panels
- Charters
2- Installing Resources Step 2: Teachers
install resources in a
learning problem-
solving situation
related to the
environment and
interests of the
learners.
Situation 2: Introducing
the linguistics content
related to grammar, lexis
and
pronunciation(L.G.P)
Grammar Lexis Pronunciation
*“Have to”
(interrogative and
affirmative forms)
*“Have got to”
*“Must” with the 3
forms
*Lexis related to
shopping, food,
health...
*Basic lexis
( words and
expressions/
formulaic
*Pronunciation of
must : /məst/, /mʌst/
and /mʌsnt/
*Pronunciation of
“should: /ʃəd/, /ʃʊd/
* “Should” /
“Shouldn’t”
*The imperative
language) : polite
forms / greetings…
*Pronunciation of
“shouldn’t”: /ʃʊdnt/
*Pronunciation of
“sh”:/ʃ/
*Pronunciation of
“ch”: /tʃ/
19. Sequence 3 ME AND
MY
HEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how
to integrate, and
mobilize their
resources and reinvest
them in a problem-
solving situation,
through group work.
Thus, teachers would
be able to identify the
learners’ strengths and
weaknesses, deal with
moderation and
organize remedial
work in tutorial
sessions.
Situation 3:
Reinvestment of previous
learning. Learners
mobilize to learn how to
integrate the previous
knowledge which is
acquired in the previous
situation to solve a real
problem situation in
groups.
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.
4 - Assessment *** Step 4 : The learners
will have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’
level of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for the sake of
remediation (AFL) using
the previous assessment (I
think and write) and self-
assessment grid of the
course book (Now, I can).
Sequence 3 ME AND
MY
HEALTH
My Healthy
Food and
Exercise
Poster
/
My Dietary
Flier
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
SECOND TERM EXAMINATION
20. THIRD TERM
Domains Target competencies
Oral- Written - Both
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 simple descriptive, narrative, prescriptive and argumentative 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 simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 4 ME AND
MY
TRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
Memorable
Holiday
Report
1-Starting off situation Step1: Teachers give a
problem-solving
situation never met
before as starting off to
declare the
communicated
intentions then break it
into learning
objectives and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
5 weeks
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 “.
Learning Objectives Communicative Tasks
*Describing amenities and places of
interest
*Describing environmental sites
*Reading and interpreting a map
*Planning and interpreting itineraries
- Information panels
notices
- Brochure for holidays
- Map route
- Information transfer
( from weather forecast
symbols to text)
- Poster
- Pictionary
2- Installing Resources Step 2: Teachers install
resources in a learning
Situation 2: Introducing
the linguistics contentGrammar Lexis Pronunciation
21. Sequence 4
ME AND
MY
TRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
Memorable
Holiday
Report
*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/
problem- solving
situation related to the
environment and
interests of the learners.
related to grammar, lexis
and
pronunciation(L.G.P)
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how to
integrate, and mobilize
their resources and
reinvest them in a
problem-solving
situation, through
group work. Thus,
teachers would be able
to identify the learners’
strengths and
weaknesses, deal with
moderation and
organize remedial work
in tutorial sessions.
Situation 3:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate
the previous knowledge
which is acquired in the
previous situation to
solve a real problem
situation in groups.
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.
Sequence 4
ME AND MY
TRAVELS
My Last
Holiday
Mini-
Travelogue
/
A
4 - Assessment *** Step 4 : The learners
will have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment.
Situation 4 :
*Assessing the learners’
level of performance in
an integrated way
(individual work).
*Identification of
learners weaknesses for
the sake of remediation
(AFL)
Using the previous
assessment (I think and
22. Memorable
Holiday
Report
write) and self-
assessment grid of the
course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
THIRD TERM EXAMINATION
23. Level: Third Year Middle School (3AM)
Subject: English
Time devoted:
Learners: 3 hours and a half ( 3 hours + 1 hour tutorial session once per 2 weeks)
Teacher: 4 hours per class
Domains: Oral and written.
GLOBAL COMPETENCE
At the end of MS3, the learner will be able to interact, interpret and produce simple oral and written messages / texts of descriptive, narrative, prescriptive and argumentative
types, using written, visual or oral support, in meaningful situations of communication related to his environment and interests. The learner can:
- understand short texts consisting of phrases and simple sentences and frequently used expressions to familiar topics or
situations;
- communicate messages in simple tasks on everyday topics using simple sentences, which are appropriate;
- describe in short sentences some aspects of his/her background or environment and related to his/her needs.
24. FIRST TERM:
Domains Target competencies
Oral- Written - Both
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 simple descriptive, narrative, prescriptive and argumentative 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 simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 1 ME, MY
ABILITIES
MY
INTERESTS
AND MY
PERSONALITY
Let’s
Preserve
Our
Cultural and
National
Heritage
/
Teenage
Lifestyle
around the
World
1-Starting off situation Step1: Teachers give a
problem-solving
situation never met
before as starting off to
declare the
communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
9 weeks
for both
sequences
You have read an advertisement in the popular Algerian
website Bayt. com about part time jobs.
Teenagers are wanted to work in the greatest malls. Amine
wants to apply for this job. Help him write his e-mail.
Learning Objectives Communicative Tasks
*Expressing abilities and
inabilities
*Describing personal interests
*Describing personality features
- Interview
- Role play
- Chat / email:
personal letter
- Short video segments
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the learners.
Situation 2: Introducing
the linguistics content
related to grammar, lexis
and pronunciation(L.G.P)
Grammar Lexis Pronunciation
* “Can” for ability
* “can’t” for inability
*Questions about
abilities and inabilities
( with positive and
negative answers)
* Lexis related
to related topics
*Basic lexis
( words and
expressions/
formulaic
*Pronunciation
of the vowel
sounds:
/ ə/,/æ/,/ɑː/
* Pronunciation
of “can” and
“can’t”:
25. Sequence 1 ME, MY
ABILITIES
MY
INTERESTS
AND MY
PERSONALITY
Let’s
Preserve
Our
Cultural
and
National
Heritage
/
Teenage
Lifestyle
around the
World
(wall
display)
*Asking questions
about interests and
personality
*Frequency adverbs:
“always”/ “never”
*Asking about
frequency: “How often
…?”
*Formation of
adjectives
language) :
polite forms /
greetings../
/kən/,/kæn/ and
/kɑːnt/
*Pronunciation
of “s”ending:
/iz/,/s/ and /z/
3- Learning to integrate ( situation of integration) Step 3: Teachers train
their learners on how to
integrate, and mobilize
their resources and
reinvest them in a
problem-solving situation,
through group work.
Thus, teachers would be
able to identify the
learners’ strengths and
weaknesses, deal with
moderation and organize
remedial work in tutorial
sessions.
Situation 3:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate
the previous knowledge
which is acquired in the
previous situation to
solve a real problem
situation in groups.
The editor of your school magazine asked you to write an
article about Mohamed Farah Jeloud. You decided to present
his profile in order to make all your schoolmates see what a 2nd
–year primary school pupil can do. You want to make them
understand that reading is important and necessary for the
development of individuals and nations.
4 ) Assessment Step 4 : The learners will
have to work individually
as integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake of
assessment.
Situation 4 :
*Assessing the learners’
level of performance in
an integrated way
(individual work).
*Identification of
learners weaknesses for
the sake of remediation
(AFL)
26. using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
Sequence 2
ME
AND
LIFESTYLES
Let’s
Preserve
Our
Cultural
and
National
Heritage
/
Teenage
Lifestyle
around the
World
(wall
display)
1-Starting off situation Step1: Teachers will
give a problem-solving
situation never met
before as starting off
to declare the
communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
In an international blog for fun. Members of the group posted
snapshots from their childhood memories and their life styles in
the past. You want to participate. Write about your memories to
be published in the blog.
Learning objectives Communicative tasks
*Narrating past events,
experiences and
childhood memories
*Describing life and
lifestyles (past and
present)
*Comparing life and
lifestyles (past and
present)
*Devising and selecting
relevant interview
questions
*Conducting an interview
- Interview
- Role play
- Chat / email: personal letter
- Short video segments
- Poster
- Id card
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
:Situation 2
Introducing the
linguistics content
related to grammar,
lexis and
pronunciation
(L.G.P)
Grammar Lexis Pronunciation
*Narrating past events,
experiences and
childhood memories
* Lexis related to
related topics
*Basic lexis(
words and
expressions/
*Pronunciation of
the vowel
sounds:/u:/ and /ʊ
/
*Describing life and
lifestyles (past and
present)
*Comparing life and
formulaic
language) :
polite forms /
greetings../
*Pronunciation of
the vowel sounds:
/ɜː/ and / ə/
*Pronunciation of
interests of the learners.
27. Sequence 2 ME
AND
LIFESTYLE
S
Let’s
Preserve
Our
Cultural
and
National
Heritage
/
Teenage
Lifestyle
around the
World
(wall
display)
lifestyles (past and
present)
*Devising and
selecting relevant
interview questions
*Conducting an
interview
the vowel sounds:
/æ/, /ʌ/
*Silent letters
“ w” and “t”
3- Learning to integrate ( situation of integration) Step 3 :Teachers train
their learners on how to
integrate, and mobilize
their resources and
reinvest them in a
problem-solving
situation, through group
work. Thus, teachers
would be able to identify
the learners’ strengths
and weaknesses, deal
with moderation and
organize remedial work
in tutorial sessions.
Situation 2:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate
the previous
knowledge which is
acquired in the
previous situation to
solve a real problem
situation in groups.
It is “Grandparents Day”. To celebrate the event you decide to
make a video interview of our grandfather or grandmother. You
will post the video on the school website and your personal blog
to share it with other people around the world.
4 ) Assessment *** Step 4 : The learners will
have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment
Situation 4 :
*Assessing the
learners’ level of
performance in an
integrated way
(individual work)
*Identification of
learners weaknesses for
the sake of
remediation (AFL)
using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
28. can).
5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.
FIRST TERM EXAMINATION
29. SECOND TERM:
Domains Target competencies
Oral- Written - Both
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 simple descriptive, narrative, prescriptive and argumentative 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 simple descriptive, narrative, prescriptive and narrative 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 simple written descriptive , narrative, prescriptive and argumentative messages/texts ..
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving situation
related to the environment
and
interests of the learners.
Situation 2: Introducing
the linguistics content
related to grammar,
lexis and pronunciation
(L.G.P)
Grammar Lexis Pronunciation
*The past continuous tense
*Contracted/short forms of
“be” in the past
*The past continuous and
*Lexis related
to related
topics
*Pronunciation
of the consonant
sounds: :/f/ and
/v/
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 3
ME AND
THE
SCIENTIFIC
WORLD
A Brochure
about
Inventions ,
Innovations
and
Discoveries
1-Starting off situation Step1: Teachers will give
a problem-solving
situation never met before
as starting off to declare
the communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
6 weeks
We will celebrate the 16 th of April soon .It is the
science day in Algeria. Your teacher of English asked
you to write a biographical information about a famous
scientist to be published in your school magazine.
Learning objectives Communicative tasks
*Narrating
*Describing
*Organising/sequencing
biographical information in
chronological order
*Selecting relevant
biographical information
*Transferring biographical
information from one format
(ID card) to another (plain text
with
specific writing rules and
mechanics)
- Diary/ journal
- Survey
- Menu
- Notices/ plans / maps
- Posters
- Charters
- Formal letters
- Newspaper article
30. Sequence 3
ME AND
THE
SCIENTIFIC
WORLD
A Brochure
about
Inventions ,
Innovations
and
Discoveries
simultaneous actions
*Sentence connector:
“while”
*Spelling rules: “V-ing”
*Requests with: “can” and
“may”
* Relative clauses: the
*Basic lexis
( words and
expressions/
formulaic
language) :
polite forms /
greetings../
3- Learning to integrate ( situation of integration) train:TeachersStep 3
their learners on how to
integrate, and mobilize
their resources and
reinvest them in a
problem-solving situation,
through group work.
Thus, teachers would be
able to identify the
learners’ strengths and
weaknesses, deal with
moderation and organize
remedial work in tutorial
sessions.
Situation 2:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate
the previous knowledge
which is acquired in the
previous situation to
solve a real problem
situation in groups.
It is “National Inventor’s Day” in Algeria. To celebrate the
event , your teacher of English asked you to write the biography
of a famous scientist or inventor and put it on display in the
public local library where an official ceremony will be held.
The best works will be awarded prizes.
4 ) Assessment *** Step 4 : The learners will
have to work individually
as integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
Situation 4 :
*Assessing the learners’
level of performance in
an integrated way
(individual work)
*Identification of
learners weaknesses for
the sake of
Sequence 3
ME AND
THE
SCIENTIFIC
WORLD
A Brochure
about
Inventions ,
Innovations
and
Discoveries
integration for the sake of
assessment
remediation (AFL)
using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).
5- Remediation Remediation is determined
via the learning/teaching
process and during some
of tutorial sessions.
SECOND TERM EXAMINATION
31. THIRD TERM:
Domains Target competencies
Oral- Written - Both
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 simple descriptive, narrative, prescriptive and argumentative 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 simple descriptive, narrative, prescriptive and narrative 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 simple written descriptive , narrative, prescriptive and argumentative messages/texts ..
*“should” ( mild
obligation)
*The imperative
*The present perfect
tense
*Basic lexis
( words and
expressions/
formulaic
language) :
*Silent letters:
“k” , “w”, “h”,
“t”
*Intonation in
questions
Learning
Sequences
Topics Projects Planning Learning Support Document’s
Instructions
Teacher’s Guide
Instructions
Estimated
Time
Sequence 4
ME AND MY
ENVIRONMEN
T
My Wildlife
Pictionary
/
My School
Environment
Litter Survey
1-Starting off situation Step1: Teachers will
give a problem-solving
situation never met
before as starting off
to declare the
communicated
intentions then break it
into learning objectives
and lessons.
Situation 1 gives a hint
about the target
competencies and their
components, the cross-
curricular competencies
and the values.
5 weeks
As a member of Greenpeace organization , you want to
protect the environment where you live. Prepare a short
article to be published in social networks. Make people in
your city aware about the causes and bad effects of pollution.
Suggest some solutions.
Learning objectives Communicative tasks
*Expressing obligation
*Expressing prohibition
*Making recommendations
*Comparing and evaluating
- Biographies
- Pictionary/
- Id cards
- Timelines / diagrams
/charts
- Travel schedules
- Table completion
2- Installing Resources Step 2: Teachers install
resources in a learning
problem- solving
situation related to the
environment and
interests of the
learners.
Situation 2:
Introducing the
linguistics content
related to grammar,
lexis and pronunciation
(L.G.P)
Grammar Lexis Pronunciation
*must” (strong
obligation)
*“mustn’t”
(prohibition)
*Lexis related
to related
topics
*Pronunciation of
the consonant
sounds:
/ʒ/ and /dʒ/
32. Sequence 4
ME AND MY
ENVIRONMEN
T
My Wildlife
Pictionary
/
My School
Environment
Litter Survey
*The present perfect
tense with: “for” and
“since”
*Asking questions
with “How long …?”
*The comparative of
superiority ( short
and long adjectives)
*Discourse
connectors: “as”,
“because”, “so”,
“therefore
polite forms /
greetings../
*Word
formation
3- Learning to integrate ( situation of integration) :Teachers trainStep 3
their learners on how to
integrate, and mobilize
their resources and
reinvest them in a
problem-solving
situation, through group
work. Thus, teachers
would be able to identify
the learners’ strengths
and weaknesses, deal
with moderation and
organize remedial work
in tutorial sessions.
Situation 2:
Reinvestment of
previous learning.
Learners mobilize to
learn how to integrate
the previous knowledge
which is acquired in the
previous situation to
solve a real problem
situation in groups.
Your school has applied to become a member of the
International Eco-School Programme. Write a list of ten
eco-principles that should be discussed by your class and
included in your “School Eco-Charter.
Sequence 4
ME AND MY
ENVIRONMENT
My Wildlife
Pictionary
/
My School
Environment
Litter Survey
4 ) Assessment *** Step 4 : The learners will
have to work
individually as
integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake
of assessment
Situation 4 :
*Assessing the learners’
level of performance in
an integrated way
(individual work)
*Identification of
learners weaknesses for
the sake of remediation
(AFL)
using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).
33. 5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.
THIRD TERM EXAMINATION