Upload
phungkhuong
View
223
Download
4
Embed Size (px)
Citation preview
MS1 official yearly planning
Months
weeks
Competency focus
Learning objectives
Communicative Tasks
Resources group works /TD
grammar lexis
Pronunciation
Learning the inte-‐gration
Assessing the integration
FIRST TERM PROJECT: Make a family profile
09
1
I/I/P*( the focus will depend on the learning session kind)
Learn the alphabet/school things and school commands/greet
someone
-‐Sing the alphabet song -‐Write an ID card -‐Transfer information from nonverbal to verbal -‐ Write an email -‐ Role play with a friend -‐ Act out a conversation -‐ Draw a flag -‐ Complete a ta-‐ble/grid/text -‐ Make a phone call -‐ Act out a conversation
The English alphabet -‐Classroom commands -‐school things
Pronunciation of practised words
Rising and falling intonation in oral interaction (awareness raising)*
Remedial work ( to be determined according to learners’ needs) Preparation of project work
2 Introduce yourself
The auxiliary ‘to be’ The possessive adjec-‐tives (my/your) The personal pronouns ( I/you)
-‐Topical lexis related to: self/school/ countries/ flags/ currencies -‐ The col-‐ours
3 Introduce someone -‐The personal pronouns (she/he) -‐the possessive adjec-‐tives: His/her -‐mechanics of writing ( direction/cursive let-‐ters/capital letters)
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
10
4 Give one’s age/ coun-‐try/hometown/phone num-‐ber/
-‐The cardinal adjectives ( 1-‐ 13) -‐the prepositions: in/from -‐auxiliary questions( yes/no answers with to be) -‐‘wh’ questions ( where/what/who)
5 Ask and answer about hometown/country location /nationality
Remedial work ( to be deter-‐mined according to learners’ needs) Achievement phase of project work
6 WEEK OF INTEGRATION/ASSESSMENT OF THE LEARNING PROCESS 7
I/I/P*
Describe yourself -‐ Conduct a short inter-‐view -‐ Draw a family tree -‐ Play games ( guessing/
The qualifiers: tall/small; dark/ fair; slim -‐mechanics of writing ( punctuation signs: full
Topical lexis related to: self/family/ Jobs/ age/size
*
board game/puzzles) stop) /physical appearance (basic words)
8 Describe someone’s physical appearance
-‐The auxiliary ‘to have’ * -‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
11
9 Describe and talk about family members
The ordinal numbers
10 Ask and give information about family and friends (age /height/weight/job)
-‐Auxiliary questions with ‘to have -‐mechanics of writing: the question mark/ link-‐ing words: and /but
Remedial work project work achievement phase (ctd)
11 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS 12 Ask and give information
about family and friends (physical appearance)
-‐Act out a conversation -‐Transfer information from non-‐verbal to ver-‐bal
Wh questions The demonstratives: this /that
Topical lexis related to: self/family/ Jobs/ … ( ctd)
* Remedial work ( ctd) project work (presentation phase
12
13 FIRST TERM EXAMS 14 I/I/P*
Describe and talk about hob-‐bies/sports
-‐ Play games ( guessing/ board game/puzzles -‐write an email -‐ Transfer information from nonverbal to verbal
-‐the articles: a/an -‐plural forms of prac-‐tised words
Topical lexis related to: hobbies/ sports
Remedial work ( to be determined according to learners’ needs for the whole term)
project work /evaluation
15 Describe and talk about hob-‐bies/sports
-‐ mechanics of writing: comma/ linking words: and /but
WINTER HOLIDAYS SECOND TERM PROJECT: Write a questionnaire about after school activities
01
16 I/I/P
Describe and locate places -‐ Draw a location -‐ Role play with a friend -‐ transfer information from verbal to non-‐ verbal -‐ classify similar items /match items
The prepositions of location: near/next to/in the middle/on the right/on the left/ behind /in front of/ opposite
Topical lexis related to: sport place / amenities
* Remedial work ( to be determined according to learners’ needs) Preparation of project work
17 Ask and answer about loca-‐
tions
18 Tell the time The preposition ‘at’+time ‘Wh’questions
Topical lexis related to: school sub-‐jects
On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
19 Ask and answer about sports Auxiliary ques-‐tions/wh’questions
Topical lexis related to sports
/hobbies
02
20 WEEK OF INTEGRATION/ASSESSMENT OF THE LEARNING PROCESS ( whole class) 21 I/I/P
Describe your favourite sportsman
-‐ Conduct a short inter-‐view -‐ Write an email -‐ Write an agenda of daily activities -‐ Write school sched-‐ules
The definite article :’the’ -‐ mechanics of writing: comma/ linking words: and /but ( consolidation)
Topical lexis related to: sportsmen/ sport activities
* Remedial work project work achievement phase (ctd)
22 Describe one’s daily activities The present simple tense with common actions
Topical lexis related to: daily life
23 Ask and answer about daily activities
The present simple tense of common ac-‐tions in questions
Remedial work ( ctd) project work (presentation phase
03
24 SECOND TERM EXAMS 25 I/I/P
Ask and answer about daily activities
-‐ role play with a friend -‐ play games( guessing /board game/puzzles -‐ write an ID card of an animal
The present simple tense of common ac-‐tions in questions and short answers an-‐swers.
Topical lexis related to: daily life
* Remedial work ( to be determined according to learners’ needs for the whole term) project work /evaluation
26 Describe one’s favourite ani-‐mal
-‐ mechanics of writing: from simple sentences to short paragraph
Topical lexis related to: animal life
SPRING HOLIDAY THIRD TERM PROJECT: Make a leaflet for the protection of your environment
04
27 I/I/P
Describe and talk about the weather
-‐ Complete a weather forecast map -‐ Transfer information from weather forecast symbols -‐ Give an oral presenta-‐tion -‐ Write a behaviour chart for the protection of animals
-‐Qualifiers: fine /cold/warm/hot/ cloudy/snowy/windy -‐ The future simple tense
-‐Topical lexis related to: weather fore-‐cast The cardinal points : North/south/east /west+ prepositional phrases: in the North /……
* Remedial work ( to be determined according to learners’ needs) Preparation of project work
28 Compare countries and land-‐marks
The comparative of superiority (with prac-‐tised qualifiers)
Topical lexis related to:landmarks/ countries and
practised lexis 29 Express future intentions The future simple
tense (consolidation) Animals in danger of extinction
• 30 Make resolutions to protect
animals
05
31 WEEK OF INTEGRATION/ASSESSMENT OF THE LEARNING PROCESS 32 I/I/P
Make resolutions to protect the environment
-‐ Write a behaviour chart for the protection of the environment -‐ Write school regula-‐tions
The future simple tense to express reso-‐lutions /will
Topical lexis related to: The protec-‐tion of the environ-‐ment/school life
Remedial work project work achievement phase (ctd)
33 Make school resolutions
Remedial work ( ctd) project work (presentation phase
34 THIRD TERM EXAMS TERM !
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
By Mr.Samir Bounab ([email protected])
MS2 official yearly planning
Months
weeks
Competency focus
Learning objectives Communicative tasks
Resources group works /TD
grammar lexis
Pronunciation
Learning the inte-‐gration
Assessing the integration
FIRST TERM PROJECT: Make a profile of your ideal hero
09
1/ 2
I/I/P*( the focus will depend on the learning session
DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)
3 Greet someone (review and ex-‐pansion)
-‐Role play with a friend -‐Complete a conversation -‐Transfer from non-‐verbal to verbal messages -‐interview your friend -‐write a short biography -‐write a timeline of events -‐give a presentation
The present simple tense ( review) Conventions of writing : ordering simple sen-‐tences
Formulaic expressions for greeting and(when meeting s.o. or parting)
Pronunciation of practised words
Rising and falling intonation in oral interaction (awareness raising)*+ ed past pro-‐
nunciation/ ‘s’ final pronunciation
Remedial work ( to be determined according to learners’ needs) Preparation of project work
10
4
Describe someone ( review and expansion): Physical appearance/personality features/abilities/preferences
-‐The present simple tense ( review and ex-‐pansion -‐Qualifiers -‐plural forms ( regular and irregular -‐‘can’ ability
-‐ Topical lexis relat-‐ed to: a person’s description
5 Describe a famous person ( short biography)
-‐ The past simple tense ( common regular and irregular verbs
-‐ Conventions of writing: -‐ Punctuation signs ( review)
-‐ Time markers in biog-‐raphy writing/linking words
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
6 Ask and give information about famous people
-‐ ‘Wh’ questions ( re-‐view and expansion / alternative questions for ‘when’: how long/how often/ )
7 Ask and give information about possessions
-‐ Possessive pronouns -‐ The genitive -‐ Aux. and WH questions
Remedial work ( to be deter-‐mined according to learners’
8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
needs) Achievement phase of project work
11
9
I/I/P*
Talk about inventions -‐draw a timeline of inven-‐tions -‐role play with friends -‐ complete a conversation -‐ solve problems -‐ create a guessing game -‐make a language game ( crossword/wordsearch…)
The prepositions of time( in+ year/month..)on…
Topical lexis related to:inventions
*+
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment 10 Make polite requests
-‐ Can /permission -‐ Can /could /polite
requests
Formulaic expressions in polite requests /social lan-‐guage Word for-‐mation : the suffix ‘ly’ in adverbs of manner
11 Give advice
-‐Adverbs of manner -‐the modal ‘should’ Conventions of writing: format of informal letter
Remedial work project work achievement phase (ctd)
12 Express possibility Can /possibility
12
13 FIRST TERM EXAM
14 I/I/P*
Conduct an interview -‐Complete a conversation -‐Act out a conversation
Conventions of writing: Ordering sentences ( scrambled conversa-‐tion)
Social lan-‐guage /
* Remedial work ( to be determined according to
learners’ needs for the whole term) project work /evaluation 15 Conduct an interview
WINTER HOLIDAY
Second Term Project: Write your Ideal Menu
01
16
I/I/P*
Talk about food preferences
-‐Write a shopping list -‐Classify food items -‐write a menu/a bill / a recipe -‐act out a conversation
Wh questions( review and expansion/ which one(s)…… ? (food pref-‐erences)
-‐ Topical lexis related to: Food / herb-‐als/ food pro-‐cessing *
Remedial work ( to be determined according to learners’ needs) Preparation of project work
17 Ask and give information about food quantities and prices
-‐ Wh questions( review and expansion/ how much /how many….? -‐ Some /any -‐ The demonstratives : these/those
18 Make recommendations for a healthy diet
-‐ The modals : must /should
-‐ Conventions of writing: linking words : review and expansion
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
19 Express warnings Write a notice( for warn-‐ing)
-‐ Phrases/expressions / in pub-‐lic notices
• Summative assessment
02
20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work ( to be deter-‐mined according to learners’ needs)
Achievement phase of project
work
21
I/I/P*
Give instructions Write instructions
-‐ The imperative -‐ The passive voice with the present sim-‐ple -‐ The sequencers: first / then/ after that /.. finally
Topical lexis related to: recipe making
*
22 Describe a process Write a recipe Remedial work ( to be determined according to
learners’ needs for the whole term) Presentation of project work 23 Make future plans
-‐Write a map route -‐Write a brochure for holi-‐days
The immediate future ‘going to’
Topical lexis related to lei-‐sure activities
03
24 SECOND TERM EXAM
25
I/I/P*
Make choices -‐Circle differences -‐ Classify similarities
-‐Wh questions( review and expansion/ which one(s)…… ? broader preferences -‐ why…. ? ….. because… -‐Like + gerund
Topical lexis related to lei-‐sure activities
* Remedial work ( to be determined according to
learners’ needs for the whole term) project work /evaluation
26 Offer help/make suggestions/an invitation
-‐Complete a conversation -‐Act out a conversation -‐write an invitation mes-‐sage
-‐ Would in polite re-‐quests
Formulaic ex-‐pressions In social language ( inviting/ mak-‐ing suggestions/ offering help
SPRING HOLIDAY THIRD TERM PROJECT: Write a scrap book of short stories
04
27
I/I/P*
Ask and give information about someone’s career -‐ Write about daily sched-‐
ules -‐ Act out a conversation -‐ Transfer from non-‐ verbal to verbal messages -‐ Complete a conversa-‐tion/ a table/a grid/a short paragraph -‐ Role play with a friend -‐ Give a presentation
-‐the present perfect tense / finished past with present results ( without time markers)
Topical lexis related to daily sched-‐ules/ profes-‐sional tasks/chores
*+ ed past pronunciation
Remedial work ( to be determined according to learners’ needs) Preparation of project work
28 Ask and give information about
someone’s career (ctd)
29
I/I/P*
AAsk and give information about someone’s past activities
The past simple tense ( review and expansion
Topical lexis related to past experi-‐ences
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
30 Ask and give information about someone’s past activities (ctd)
05
31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) -‐ Remedial work ( to be deter-‐mined according to learners’ needs) -‐Achievement phase of project work
32 I/I/P*
Tell a short story -‐ Write a short story -‐ Find a different end-‐
ing to a story -‐ Write a flyer/ a leaflet
-‐ The past simple tense
-‐ Time markers : transitional devices in story telling
Formulaic expressions in story tell-‐ing
*
33 Tell a short story (ctd) Presentation phase of the pro-‐ject
34 THIRD TERM EXAM
Observation: Intonation is by no means to be considered as a teaching objective. But it is important to raise awareness about rising and falling intonation in oral interaction, when acting out conversations (asking questions and giving answers / ...)
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
By Mr.Samir Bounab
MS3 official yearly planning
Months
weeks
Competency focus
Learning objectives Communicative tasks
Resources group works /TD
grammar lexis
Pronunciation
Learning the inte-‐gration
Assessing the integration
FIRST TERM PROJECT: Make the description of your ideal friend
09
1/ 2
I/I/P*( the focus w
ill depend on the learning session kind)
DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)
3 Greet someone ( formal and in-‐formal greetings) Role play with a friend To have / to be ( review)
Formal and informal expressions
Pronunciation of practised words
Rising and falling intonation in oral interaction +’s’ final pronunciation
Remedial work ( to be determined according to learners’ needs) Preparation of project work
10
4
Describe someone: Physical appearance Personality features Likes and dislikes
-‐Write a letter to a friend -‐Write an email -‐Make a short video seg-‐ment -‐Transfer from non-‐verbal to verbal message -‐Do a survey
-‐The present simple tense ( review and ex-‐pansion) -‐qualifiers /personality features -‐ linking words: but /and with qualifiers
-‐Topical lexis related to a person’s description -‐ Topical lexis related to leisure activi-‐ties
5 Describe someone (ctd)
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment 6 Ask and answer about someone
Auxiliary questions Wh questions / what is S/he like? / what does S/he look like?
7 Define and give explanations The relative pronouns (who/which)
Remedial work ( to be determined according to learners’ needs) Achievement phase of project work 8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
11
9
I/I/P*
Ask for clarifications -‐Write an email -‐ write an e-‐card message for invitation -‐write a greeting card message -‐Write a thank you note -‐ write an apology reply to an invitation
The modals: may/could/would
Formulaic expressions in polite re-‐quests/social language
*+stress on practised strong words
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
10 Make invitations
11 Accept and decline invitations Remedial work project work achievement phase (ctd)
12 Plan a visit -‐Draw a diagram
-‐Write your diary The future simple tense ( review)
Topical lexis related to holidays
12
13 FIRST TERM EXAM
14
I/I/P*
Make future arrangements -‐Make a travel schedule -‐ transfer from non-‐verbal to verbal messages( from diary schedules to text)
-‐The present continuous tense with future mean-‐ing -‐ Wh questions ( review and expansion: How far….)
Topical lexis related to arrange-‐ments/ schedules
* Remedial work ( to be determined according to
learners’ needs for the whole term) project work /evaluation 15 Make future arrangements
WINTER HOLIDAY Second term project: Make a timeline of inventions/
01
16
I/I/P*
Talk about means of transport
Draw a road map with transport symbols Transfer from non-‐ verbal to verbal -‐Prepositions of move-‐
ment ( to show direc-‐tions) -‐Question word: How ( asking about means of transport) Prepositions of location ( review and expansion)
Means of transport/ lexis related to travelling
*
Remedial work ( to be determined according to learners’ needs) Preparation of project work
17 Ask about distance and travelling schedules
Complete a table / a grid/ a conversation / Act out a conversation Make a travel schedule
18 Describe local amenities Draw the map of your local area Topical lexis
related to amenities / places
*
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
19 Ask and give information about directions
Draw a map route Transfer from map to paragraph
02
20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work ( to be deter-‐mined according to learners’ needs)
Achievement phase of project
work
21 I/I/P*
Checking understanding and con-‐vince someone (about misunder-‐standings
Act out a conversation Complete a conversation
Auxiliaries do/will/would
-‐Expressions related to clarifications -‐ topical lexis related to animal life ( species in danger of extinction)
*+ strong and weak form
s of practised auxiliaries and m
odals
22 Ask for clarification Design an ID card of an animal
Remedial work ( to be determined according to learners’ needs for the whole term)
Presentation of project work 23 Ask for permission Role play with a friend
03
24
SECOND TERM EXAM
Third term project: Make a leaflet of your ideal city
25 I/I/P*
Express obligation Write a list of regulations -‐The imperative
-‐ should and must Topical lexis to the pro-‐
*+ stress on practised strong wor
ds Remedial work ( to be determined according to learners’ needs for the whole term) 26 Express obligation (ctd)
tection of the environ-‐ment
project work /evaluation
SPRING HOLIDAY THIRD TERM PROJECT
04
27
I/I/P*
Describe past events
-‐Write an account on past experiences/ holidays
The past simple tense Topical lexis related to past experi-‐ences : holi-‐days
*+ ed past pronunciation
Remedial work ( to be determined according to learners’ needs) Preparation of project work
28 Describe one’s last holidays
-‐The past simple and the past continuous -‐time conjunctions (as/when/while)
29 Express cause and effect of events -‐ Transfer from non-‐ verbal to verbal -‐Write a newspaper article
-‐Cause and effect con-‐junctions ( so/because/as a result) The present perfect+ since/for
Topical lexis related to inventions/ leisure activi-‐ties
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment 30
I/I/P*
Describe and locate countries
Complete a map/a grid /a table/ a text Transfer’ from non -‐verbal to verbal Make an oral presentation
-‐The passive voice ( is located/ bordered… -‐Prepositions of place ( country location)
-‐Topical lexis related to amenities / places( loca-‐tion )/landmarks
05
31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
-‐ Remedial work ( to be deter-‐mined according to learners’ needs) -‐Achievement phase of project work
32
I/I/P*
Compare countries
-‐Complete a table/ a text/ -‐ transfer from non-‐ verbal to verbal ( turn graphic information to text)
-‐The comparison ( re-‐view and expansion : superiority/equality/the superlative
Lexis related to country features( bounda-‐ries/populations /scenery), in comparison or contrast with others
*+strong and weak form
of more / as…
as
33 Express feelings about monu-‐ments / places of interest
-‐Role play with a friend Write a letter / an account on famous places
Interjections: What a ….! How + adjective…..!
Topical lexis related to landmarks -‐Expressions of emotional feelings
Presentation phase of the pro-‐ject
34 THIRD TERM EXAM
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
by Mr Samir Bounab ( [email protected] )
MS4 official yearly planning
Months
weeks
Competency focus
Learning objectives Communicative tasks
Resources group works /TD
grammar lexis
Pronunciation
Learning the inte-‐gration
Assessing the integration
FIRST TERM PROJECT: Design a web page / a blog
09
1/ 2
I/I/P*( the focus will depend on the learning ses-‐sion kind)
DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)
3 Ask and give information about food
-‐ Write a healthy menu -‐ Role play to order a menu
-‐ Write a recipe for suc-‐cess
-‐ Produce an ad for a res-‐taurant
The present simple tense ( review)
-‐ Topical lexis related to food:
-‐ Junk food/heal-‐
thy food -‐ Food habits /table man-‐ners/recipes
Pronunciation of practised words
Rising and falling intonation in oral interaction + silent letters
Remedial work ( to be determined according to learners’ needs) Preparation of project work
10
4 Make recommendations about table manners
Use of modals ( should and must)
5 Give instructions ( recipe making) The imperative/ se-‐quencers
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
6 Compare and contrast food items The comparative of su-‐periority/the superlative (regular and irregular forms)
7 Compare and contrast food items (ctd)
Remedial work ( to be determined according to learners’ needs) Achievement phase of project work 8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)
11
9
I/I/P*
Describe food habits -‐ Write an email Review of present tens-‐es
Meal times /dishes *
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
10 Make polite requests -‐Write a letter of applica-‐tion -‐design a commercial ad-‐vert
The modals ( can /could /would
Topical lexis related to technolo-‐gy/skills /ICts -‐negative prefixes ( in/dis /un)
*rising and falling intonation in requests+ strong and w
eak form
of modals
11
I/I/P*
Express ability/inability/possibility -‐The modals can /could/ was able to -‐ Remedial work
project work achievement phase (ctd)
12 Express obligation/prohibition/ Write notices The modal must / have
to
Lexis related to regula-‐tions/ social skills
12 13 FIRST TERM EXAM
14
I/I/P*
Express agreement Role play with a friend Auxiliary verbs in short forms ( So am I / Neither do I)
Social lan-‐guage
*
Remedial work ( to be determined according to learners’ needs for the whole term)
project work /evaluation 15 Talk about causes and effect of pollution Write a letter of complaint Cause and effect con-‐
junctions/ connectors
Topical lexis related to the protection of the environ-‐ment
WINTER HOLIDAY Second term Project: Make a career project
01
16 Predict future actions
-‐ Write a personal diary -‐ Make a speech -‐ Write an email -‐ Complete a conversation /a table / a text
-‐ Role play with a friend
Time clauses with pre-‐sent simple and future simple tense in the main clause
Topical lexis related to educational systems
* + discrimination betw
een short and long vow
els+ consonant clusters+ stress in strong w
ords / sentence stress
Remedial work ( to be determined according to learners’ needs) Preparation of project work
17
I/I/P*
Express condition Conditional type one
-‐Topical lexis related to hopes/expectations -‐word for-‐mation: suf-‐fixing to form names of jobs/occu-‐pations
18 Make suggestions/offers
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment
• Summative assessment
19 Express satisfaction/dissatisfaction Verbs of feeling Idiomatic expressions: I am fond of /keen on…
02
20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work ( to be deter-‐mined according to learners’ needs)
Achievement phase of project
work
21 I/I/P*
Describe people’s life in the past -‐ Do a portrait /a biog-‐raphy
-‐ Draw the timeline of Arab scientists
-‐the past simple tense -‐The semi modal ‘used to’
-‐ Topical lexis related to life in ancient times -‐Lexis related to biog-‐raphies
*+ diphthongs
22 Describe people’s life in the past Remedial work ( to be determined according to learners’ needs for the whole term)
Presentation of project work 23
03
24 SECOND TERM EXAM
25
I/I/P*
Ask and give information about life in the past
-‐ Write an account of past and present life
-‐ Do a collage/poster presentation on land-‐marks/great figures
-‐ The relative pronouns ( who/which/where/ when
-‐Lexis related to ancient places/ trades/ occu-‐pations -‐ Names of
Remedial work ( to be determined according to
learners’ needs for the whole term) project work /evaluation 26 Define past objects/past places/
people’s past occupations
ancient tools
SPRING HOLIDAY THIRD TERM PROJECT: Write a narrative account on a topic of interest
04
27
-‐ Report events ( tragic /odd ones)
-‐ Write a newspaper article -‐ Transform newspaper headlines into articles
The present tenses in newspaper reports The present simple ( review and expansion) The present perfect simple+ adverbs of time ( just/so far/yet/already/since /for)
-‐Topical lexis related to Media / the press( news in brief/ sad and funny events
*review of practised vow
el sounds and consonants /rising and falling intonation in yes answers
Remedial work ( to be determined according to learners’ needs)
28 29
I/I/P*
-‐Tell a story -‐ Write a narrative account of your recent past expe-‐rience
-‐The past tenses: the past simple and the past continuous Time clauses with past tenses :conjunctions ( when /while/as)
Topical lexis related to fiction ( fairy tales/ folk tales and fables)
Express cause and effect in story telling
Write a narrative account of your recent past experi-‐ence • Project work process assessment
Review of cause and effext linking devices
-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Summative assessment
30
05
31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) REVIEW AND REMEDIAL WORK (preparation to BEM exam), according to learners’ needs
32 Third term exam
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
2008
1AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
21 Talking about present activi-ties/ progressive actions
The present continuous tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about rights and duties
The imperative communicatif ciblé ( surcharge de notions et fonctions)
2AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
17 Talking about discoveries
The passive voice with past simple tense
Keep the passive voice with de-scribing a process / how infu-sions are prepared
26 /27 Enquiring about a-
reer
The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)
3AM Semaine Compétences /
objectifs
Ressources/ contenus linguistiques
observations
7 Defining /explaining* Mak-ing/accepting /declining invita-tions*
The relative clauses / who / which Would you
*Match it with week 5 / describ-ing people *to match with week six ( social language)
11 Making sugges-tions
Do you mind? Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple ( review)
À considérer comme rappel
communicatif ciblé) 19
Describing ac-tions that hap-pened in the past and affect the present
The present perfect per-fect with either since / for Or with the adverbs of time : already / yet
communication ciblé et focalisa-i-
tionnel de la grammaire
4AM Semaine Compétences /
objectifs Ressources/ contenus linguistiques
observations
!
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!
5 Seeking agree-
ment Tag questions
préalable pour le développement de compétences communica-
.Ce point de langue peut être intégré comme formes lexicales
9 Expressing abil-
ity/inability/possibility
might cycle moyen
10 Expressing obli-gation
Need to Prête à amalgame entre obliga-
m-munication
21 Expressing un-certainty
Conditional type 2 Trop formel pour le cycle moyen
22 Asking And Giv-ing Recommen-dations
Might / would and could Trop formel pour le cycle moyen
23 Seeking and giv-ing advice
If I were
25 Giving Warnings Might Trop formel
!!!!!!!!!!!!!!!!
By Mr.Samir Bounab([email protected])