4levels Official yearly planning & Omitted lessons
Texte de la première page
MS1
official
yearly
planning
Communicative
Tasks
grammar
group
works
/TD
lexis
Learning
the
inte-‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Make
a
family
profile
3
4
10
5
I/I/P*(
the
focus
will
depend
on
the
learning
session
kind)
2
6
7
Introduce
yourself
Introduce
someone
Give
one’s
age/
coun-‐
try/hometown/phone
num-‐
ber/
Ask
and
answer
about
hometown/country
location
/nationality
Describe
yourself
-‐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
The
auxiliary
‘to
be’
The
possessive
adjec-‐
tives
(my/your)
The
personal
pronouns
(
I/you)
-‐The
personal
pronouns
(she/he)
-‐the
possessive
adjec-‐
tives:
His/her
-‐mechanics
of
writing
(
direction/cursive
let-‐
ters/capital
letters)
-‐The
cardinal
adjectives
(
1-‐
13)
-‐the
prepositions:
in/from
-‐auxiliary
questions(
yes/no
answers
with
to
be)
-‐‘wh’
questions
(
where/what/who)
-‐Classroom
commands
-‐school
things
-‐Topical
lexis
related
to:
self/school/
countries/
flags/
currencies
-‐
The
col-‐
ours
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
(awareness
raising)*
Learn
the
alphabet/school
things
and
school
commands/greet
someone
1
09
Resources
Pronunciation
Competency
focus
weeks
Months
Learning
objectives
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
I/I/P*
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
Topical
lexis
-‐
Conduct
a
short
inter-‐
The
qualifiers:
*
related
to:
view
tall/small;
dark/
fair;
self/family/
-‐
Draw
a
family
tree
slim
-‐
Play
games
(
guessing/
-‐mechanics
of
writing
Jobs/
age/size
(
punctuation
signs:
full
8
11
Describe
someone’s
physical
appearance
Describe
and
talk
about
family
members
9
10
Ask
and
give
information
about
family
and
friends
(age
/height/weight/job)
11
12
13
14
I/I/P*
12
Ask
and
give
information
about
family
and
friends
(physical
appearance)
Describe
and
talk
about
hob-‐
bies/sports
15
Describe
and
talk
about
hob-‐
bies/sports
16
17
Describe
and
locate
places
Ask
and
answer
about
loca-‐
tions
19
I/I/P
01
18
Tell
the
time
Ask
and
answer
about
sports
board
game/puzzles)
stop)
/physical
-‐The
auxiliary
‘to
have’
appearance
*
(basic
words)
The
ordinal
numbers
-‐Auxiliary
questions
with
‘to
have
-‐mechanics
of
writing:
the
question
mark/
link-‐
ing
words:
and
/but
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
Topical
lexis
*
Remedial
work
(
-‐Act
out
a
conversation
Wh
questions
related
to:
ctd)
-‐Transfer
information
The
demonstratives:
self/family/
project
work
from
non-‐verbal
to
ver-‐ this
/that
(presentation
Jobs/
…
(
c
td)
bal
phase
FIRST
TERM
EXAMS
Topical
lexis
Remedial
work
(
to
be
determined
according
to
-‐
Play
games
(
guessing/
-‐the
articles:
a/an
related
t
o:
learners’
needs
for
the
whole
term)
board
game/puzzles
-‐plural
forms
of
prac-‐
hobbies/
project
work
/evaluation
-‐write
an
email
tised
words
sports
-‐
mechanics
of
writing:
-‐
Transfer
information
comma/
linking
words:
from
nonverbal
to
verbal
and
/but
WINTER
HOLIDAYS
SECOND
TERM
PROJECT:
Write
a
questionnaire
about
after
school
activities
Topical
lexis
Remedial
work
(
-‐
Draw
a
location
The
prepositions
of
*
related
to:
to
be
determined
-‐
Role
play
with
a
friend
location:
near/next
sport
place
/
according
to
-‐
transfer
information
to/in
the
middle/on
amenities
learners’
needs)
from
verbal
to
non-‐
the
right/on
the
left/
Preparation
of
verbal
behind
/in
front
of/
project
work
-‐
classify
similar
items
opposite
Topical
lexis
On-‐going
assessment/
/match
items
The
preposition
related
to:
-‐Performance
assessment
(
oral
‘at’+time
school
s
ub-‐
and
written):
‘Wh’questions
jects
• Project
work
process
assess-‐
Topical
l
exis
Auxiliary
ques-‐
ment
related
to
tions/wh’questions
sports
• Summative
assessment
/hobbies
I/I/P
20
21
02
22
Describe
one’s
daily
activities
23
Ask
and
answer
about
daily
activities
I/I/P
24
25
Describe
your
favourite
sportsman
Ask
and
answer
about
daily
activities
03
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
(
whole
class)
Topical
lexis
Remedial
work
-‐ Conduct
a
short
inter-‐ The
definite
article
*
related
t
o:
project
work
view
:’the’
sportsmen/
achievement
-‐
mechanics
of
writing:
-‐ Write
an
email
sport
a
ctivities
phase
(ctd)
comma/
linking
words:
-‐ Write
an
agenda
of
and
/but
(
consolidation)
daily
activities
Topical
lexis
The
present
simple
-‐ Write
school
sched-‐
related
to:
tense
with
common
ules
daily
life
actions
Remedial
work
(
ctd)
The
present
simple
project
work
(presentation
tense
of
common
ac-‐
phase
tions
in
questions
SECOND
TERM
EXAMS
Topical
lexis
Remedial
work
(
to
be
determined
according
to
-‐
role
play
with
a
friend
The
present
simple
*
related
t
o:
learners’
needs
for
the
whole
term)
-‐
play
games(
guessing
tense
of
common
ac-‐
project
work
/evaluation
/board
game/puzzles
tions
in
questions
and
daily
life
-‐
write
an
ID
card
of
an
short
answers
an-‐
animal
26
Describe
one’s
favourite
ani-‐
mal
I/I/P
27
Describe
and
talk
about
the
weather
04
28
Compare
countries
and
land-‐
marks
swers.
-‐
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
-‐Topical
lexis
Remedial
work
(
-‐ Complete
a
weather
-‐Qualifiers:
fine
*
related
to:
to
be
determined
forecast
map
/cold/warm/hot/
weather
f
ore-‐
according
to
-‐ Transfer
information
cloudy/snowy/windy
cast
learners’
needs)
from
weather
forecast
-‐ The
future
simple
The
cardinal
Preparation
of
symbols
tense
points
:
project
work
-‐ Give
an
oral
presenta-‐
North/south/e
tion
ast
/west+
-‐ Write
a
behaviour
prepositional
chart
for
the
protection
phrases:
in
the
of
animals
North
/……
Topical
lexis
The
comparative
of
superiority
(with
prac-‐ related
to:landmarks/
tised
qualifiers)
countries
and
practised
lexis
29
30
05
I/I/P
31
32
Express
future
intentions
Make
resolutions
to
protect
animals
33
Make
resolutions
to
protect
the
environment
Make
school
resolutions
The
future
simple
tense
(consolidation)
Animals
in
danger
of
extinction
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
Topical
lexis
Remedial
work
-‐ Write
a
behaviour
The
future
simple
related
t
o:
project
work
chart
for
the
protection
tense
to
express
reso-‐
The
p
rotec-‐
achievement
of
the
environment
lutions
/will
tion
o
f
t
he
phase
(ctd)
-‐ Write
school
regula-‐
environ-‐
tions
ment/school
life
34
THIRD
TERM
EXAMS
TERM
•
Remedial
work
(
ctd)
project
work
(presentation
phase
!
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2008
Semaine Compétences /
objectifs
G¶DSSUHQWLVVDJH
21
Talking about
present activities/ progressive
actions
29
Talking about
rights and duties
1AM
Ressources/ contenus
linguistiques
observations
The present continuous
tense
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communicatif ciblé ( surcharge
de notions et fonctions)
The imperative
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communicatif ciblé ( surcharge
de notions et fonctions)
By
Mr.Samir
Bounab
(yellowdaffodil66@gmail.com)
Semaine Compétences /
2AM
Ressources/ contenus
observations
MS2
official
yearly
planning
Learning
objectives
grammar
lexis
Learning
the
inte-‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Make
a
profile
of
your
ideal
hero
1/
2
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
Greet
someone
(review
and
ex-‐
pansion)
3
5
6
7
8
I/I/P*(
the
focus
will
depend
on
the
learning
session
4
The
present
simple
tense
(
review)
Conventions
of
writing
:
ordering
simple
sen-‐
tences
Formulaic
expressions
for
greeting
and(when
meeting
s.o.
or
parting)
-‐The
present
simple
tense
(
review
and
ex-‐
Describe
someone
(
review
and
pansion
expansion):
-‐Qualifiers
Physical
appearance/personality
-‐plural
forms
(
regular
-‐Role
play
with
a
friend
features/abilities/preferences
-‐Complete
a
conversation
and
irregular
-‐Transfer
from
non-‐verbal
-‐‘can’
ability
to
verbal
messages
-‐ The
past
simple
tense
(
-‐interview
your
friend
common
regular
and
-‐write
a
short
biography
irregular
verbs
-‐ Topical
-‐write
a
timeline
of
events
-‐ Conventions
of
writing:
Describe
a
famous
person
(
short
lexis
relat-‐
-‐give
a
presentation
-‐ Punctuation
signs
(
biography)
ed
to:
a
review)
person’s
-‐ Time
markers
in
biog-‐
description
raphy
writing/linking
words
-‐
‘Wh’
questions
(
re-‐
view
and
expansion
/
Ask
and
give
information
about
alternative
questions
for
famous
people
‘when’:
how
long/how
often/
)
-‐ Possessive
pronouns
Ask
and
give
information
about
-‐ The
genitive
possessions
-‐Aux.
and
WH
questions
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
(awareness
raising)*+
ed
past
pro-‐
nunciation/
‘s’
final
pronunciation
09
10
Communicative
tasks
group
works
/TD
Pronunciation
Competency
focus
weeks
Months
Resources
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Talk
about
inventions
10
11
I/I/P*
11
Make
polite
requests
12
15
Express
possibility
Conduct
an
interview
I/I/P*
12
13
14
Give
advice
Conduct
an
interview
-‐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…)
-‐Complete
a
conversation
-‐Act
out
a
conversation
The
prepositions
of
time(
in+
year/month..)on…
-‐ Can
/permission
-‐ Can
/could
/polite
requests
-‐Adverbs
of
manner
-‐the
modal
‘should’
Conventions
of
writing:
format
of
informal
letter
Can
/possibility
Topical
lexis
related
to:inventions
Formulaic
expressions
in
polite
requests
/social
lan-‐
guage
Word
for-‐
mation
:
the
suffix
‘ly’
in
adverbs
of
manner
FIRST
TERM
EXAM
Conventions
of
writing:
Social
lan-‐
Ordering
sentences
(
guage
/
scrambled
conversa-‐
tion)
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
*+
9
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
*
WINTER
HOLIDAY
Second
Term
Project:
Write
your
Ideal
Menu
16
17
I/I/P*
01
Talk
about
food
preferences
Ask
and
give
information
about
food
quantities
and
prices
18
Make
recommendations
for
a
healthy
diet
19
Express
warnings
-‐Write
a
shopping
list
-‐Classify
food
items
-‐write
a
menu/a
bill
/
a
recipe
-‐act
out
a
conversation
Write
a
notice(
for
warn-‐
ing)
Wh
questions(
review
and
expansion/
which
one(s)……
?
(food
pref-‐
erences)
-‐Wh
questions(
review
and
expansion/
how
much
/how
many….?
-‐
Some
/any
-‐
The
demonstratives
:
these/those
-‐ The
modals
:
must
/should
-‐ Conventions
of
writing:
linking
words
:
review
and
expansion
-‐ Topical
lexis
related
to:
Food
/
herb-‐
als/
food
pro-‐
cessing
-‐ Phrases/expre
ssions
/
in
pub-‐
lic
notices
*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
20
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
21
Write
instructions
I/I/P*
02
Give
instructions
22
Describe
a
process
23
Make
future
plans
Write
a
recipe
-‐Write
a
map
route
-‐Write
a
brochure
for
holi-‐
days
24
25
-‐Circle
differences
-‐
Classify
similarities
I/I/P*
03
Make
choices
Offer
help/make
suggestions/an
invitation
26
-‐Complete
a
conversation
-‐Act
out
a
conversation
-‐write
an
invitation
mes-‐
sage
-‐ The
imperative
-‐ The
passive
voice
with
the
present
sim-‐
ple
-‐ The
sequencers:
first
/
then/
after
that
/..
finally
Topical
lexis
related
to:
recipe
making
*
Topical
lexis
related
to
lei-‐
sure
activities
SECOND
TERM
EXAM
-‐Wh
questions(
review
and
expansion/
which
one(s)……
?
broader
Topical
lexis
preferences
related
to
lei-‐
-‐
why….
?
…..
because…
sure
activities
-‐Like
+
gerund
*
Formulaic
ex-‐
pressions
In
-‐
Would
in
polite
re-‐
social
language
quests
(
inviting/
mak-‐
ing
suggestions/
offering
help
The
immediate
future
‘going
to’
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Write
a
scrap
book
of
short
stories
04
I/I/P*
28
AAsk
and
give
information
about
someone’s
past
activities
29
I/I/P*
30
Ask
and
give
information
about
someone’s
career
(ctd)
Ask
and
give
information
about
someone’s
past
activities
(ctd)
-‐ 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
The
past
simple
tense
(
review
and
expansion
Topical
lexis
related
to
past
experi-‐
ences
*+
ed
past
pronunciation
Ask
and
give
information
about
someone’s
career
27
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
!
31
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
-‐ Remedial
work
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is
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about
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Compétences /
Ressources/ contenus
observations
objectifs
linguistiquesBy
Mr.Samir
Bounab
G¶DSSUHQWLVVDJH3AM
(yellowdaffodil66@gmail.com)
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official
yearly
planning
Learning
objectives
1/
2
lexis
Learning
the
inte-‐
gration
Assessing
the
integration
4
5
6
7
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
10
11
12
I/I/P*
11
Role
play
with
a
friend
*+stress
on
practised
strong
words
8
9
Formal
and
To
have
/
to
be
(
review)
informal
expressions
Describe
someone:
-‐The
present
simple
Physical
appearance
tense
(
review
and
ex-‐
Personality
features
pansion)
Likes
and
dislikes
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/personality
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a
letter
to
a
friend
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lexis
features
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an
email
related
to
a
-‐
linking
words:
but
/and
person’s
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a
short
video
seg-‐
with
qualifiers
ment
description
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someone
(ctd)
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from
non-‐verbal
-‐
Topical
lexis
to
verbal
message
related
to
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a
survey
Auxiliary
questions
leisure
activi-‐
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questions
/
what
is
ties
Ask
and
answer
about
someone
S/he
like?
/
what
does
S/he
look
like?
The
relative
pronouns
Define
and
give
explanations
(who/which)
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
-‐Write
an
email
Ask
for
clarifications
-‐
write
an
e-‐card
message
Formulaic
for
invitation
expressions
-‐write
a
g
reeting
c
ard
The
m
odals:
in
polite
Make
invitations
message
may/could/would
re-‐
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a
thank
you
note
quests/social
-‐
write
an
apology
reply
to
language
Accept
and
decline
invitations
an
invitation
Topical
lexis
-‐Draw
a
diagram
The
future
simple
tense
Plan
a
visit
related
to
-‐Write
your
diary
(
review)
holidays
Greet
someone
(
formal
and
in-‐
formal
greetings)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
+’s’
final
pronunciation
3
10
grammar
FIRST
TERM
PROJECT: Make the description of your ideal friend
I/I/P*(
the
focus
will
depend
on
the
learning
session
kind)
09
Communicative
tasks
group
works
/TD
Pronunciation
Competency
focus
weeks
Months
Resources
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Achievement
phase
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
13
14
15
I/I/P*
12
Make
future
arrangements
Make
future
arrangements
-‐Make
a
travel
schedule
-‐
transfer
from
non-‐verbal
to
verbal
messages(
from
diary
schedules
to
text)
FIRST
TERM
EXAM
-‐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
*
WINTER
HOLIDAY
Second
term
project: Make a timeline of inventions/
16
I/I/P*
01
17
Talk
about
means
of
transport
18
Describe
local
amenities
19
Ask
and
give
information
about
directions
20
Topical
lexis
related
to
amenities
/
places
*
*
Checking
understanding
and
con-‐
vince
someone
(about
misunder-‐
standings
22
Ask
for
clarification
23
Ask
for
permission
Act
out
a
conversation
Complete
a
conversation
Auxiliaries
do/will/would
Design
an
ID
card
of
an
animal
Role
play
with
a
friend
-‐Expressions
related
to
clarifications
-‐
topical
lexis
related
to
animal
life
(
species
in
danger
of
extinction)
*+
strong
and
weak
forms
of
practised
auxiliaries
and
modals
21
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
SECOND
TERM
EXAM
Third
term
project: Make a leaflet of your ideal city
24
03
Express
obligation
Express
obligation
(ctd)
Write
a
list
of
regulations
-‐The
imperative
-‐
should
and
must
Topical
lexis
to
the
pro-‐
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
*+
stre
ss
on
pra
ctis
ed
stro
ng
wor
ds
I/I/
P*
25
26
Draw
a
map
route
Transfer
from
map
to
paragraph
-‐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
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
I/I/P*
02
Ask
about
distance
and
travelling
schedules
Draw
a
road
map
with
transport
symbols
Transfer
from
non-‐
verbal
to
verbal
Complete
a
table
/
a
grid/
a
conversation
/
Act
out
a
conversation
Make
a
travel
schedule
Draw
the
map
of
your
local
area
tection
of
the
environ-‐
ment
project
work
/evaluation
SPRING
HOLIDAY
THIRD
TERM
PROJECT
Describe
past
events
I/I/P*
04
29
I/I/P*
31
I/I/P*
33
34
Topical
lexis
related
to
past
experi-‐
ences
:
holi-‐
days
Topical
lexis
related
to
inventions/
leisure
activi-‐
ties
-‐Topical
lexis
Complete
a
map/a
grid
/a
-‐The
passive
voice
(
is
related
to
table/
a
text
located/
bordered…
amenities
/
Describe
and
locate
countries
Transfer’
from
non
-‐verbal
-‐Prepositions
of
place
(
places(
loca-‐
to
verbal
country
location)
tion
Make
an
oral
presentation
)/landmarks
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Lexis
related
to
country
features(
-‐Complete
a
table/
a
text/
-‐The
comparison
(
re-‐
bounda-‐
-‐
transfer
from
non-‐
verbal
view
and
expansion
:
ries/populati
Compare
countries
to
verbal
(
turn
graphic
superiority/equality/the
ons
information
to
text)
superlative
/scenery),
in
comparison
or
contrast
with
others
Topical
lexis
-‐Role
play
with
a
friend
related
to
Interjections:
What
a
Express
feelings
about
monu-‐
Write
a
letter
/
an
account
landmarks
-‐
….!
ments
/
places
of
interest
on
famous
places
Expressions
How
+
adjective…..!
of
emotional
feelings
THIRD
TERM
EXAM
*+strong
and
weak
form
of
more
/
as…as
32
05
-‐The
past
simple
and
the
past
continuous
Describe
one’s
last
holidays
-‐time
conjunctions
(as/when/while)
-‐Cause
and
effect
con-‐
-‐
Transfer
from
non-‐
verbal
junctions
(
Express
cause
and
effect
of
events
to
verbal
so/because/as
a
result)
-‐Write
a
newspaper
article
The
present
perfect+
since/for
-‐Write
an
account
on
past
experiences/
holidays
28
30
The
past
simple
tense
*+
ed
past
pronunciation
27
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
-‐ Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
-‐Achievement
phase
of
project
work
Presentation
phase
of
the
pro-‐
ject
sions are prepared
26 /27
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Semaine
21
7
29
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11
17
14
26 /27
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Compétences / 3AM
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objectifs
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by
Mr
Samir
Bounab
(
yellowdaffodil66@gmail.com
)
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official
yearly
planning
Learning
objectives
Communicative
tasks
1/
2
Learning
the
inte-‐
gration
Assessing
the
integration
4
5
10
6
7
8
Ask
and
give
information
about
food
The
present
simple
tense
(
review)
Make
recommendations
about
table
manners
Use
of
modals
(
should
and
must)
Give
instructions
(
recipe
making)
Compare
and
contrast
food
items
Compare
and
contrast
food
items
(ctd)
Describe
food
habits
11
Express
ability/inability/possibility
I/I/P*
13
The
imperative/
se-‐
quencers
The
comparative
of
su-‐
periority/the
superlative
(regular
and
irregular
forms)
Express
obligation/prohibition/
-‐ Write
an
email
-‐Write
a
letter
of
applica-‐
tion
-‐design
a
commercial
ad-‐
vert
Write
notices
Review
of
present
tens-‐
es
The
modals
(
can
/could
/would
-‐The
modals
can
/could/
was
able
to
-‐
The
modal
must
/
have
to
FIRST
TERM
EXAM
Meal
times
/dishes
Topical
lexis
related
to
technolo-‐
gy/skills
/ICts
-‐negative
prefixes
(
in/dis
/un)
Lexis
related
to
regula-‐
tions/
social
skills
*
*rising
and
falling
intonation
in
requests+
strong
and
weak
form
of
modals
I/I/P*
Make
polite
requests
11
12
-‐ Write
a
healthy
menu
-‐ Role
play
to
order
a
menu
-‐ Write
a
recipe
for
suc-‐
cess
-‐ Produce
an
ad
for
a
res-‐
taurant
-‐ Topical
lexis
related
to
food:
-‐ Junk
food/heal-‐
thy
food
-‐ Food
habits
/table
man-‐
ners/recipes
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
9
10
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
+
silent
letters
3
12
lexis
FIRST
TERM
PROJECT:
Design
a
web
page
/
a
blog
I/I/P*(
the
focus
will
depend
on
the
learning
ses-‐
sion
kind)
09
grammar
group
works
/TD
Pronunciation
Competency
focus
weeks
Months
Resources
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Achievement
phase
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
I/I/P*
15
Talk
about
causes
and
effect
of
pollution
Role
play
with
a
friend
Write
a
letter
of
complaint
Auxiliary
verbs
in
short
forms
(
So
am
I
/
Neither
do
I)
Social
lan-‐
guage
Cause
and
effect
con-‐
junctions/
connectors
Topical
lexis
related
to
the
protection
of
the
environ-‐
ment
*
14
Express
agreement
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
WINTER
HOLIDAY
Second
term
Project:
Make
a
career
project
17
01
18
I/I/P*
19
20
Describe
people’s
life
in
the
past
22
Describe
people’s
life
in
the
past
23
26
I/I/P*
03
-‐the
past
simple
tense
-‐The
semi
modal
‘used
to’
-‐ Topical
lexis
related
to
life
in
ancient
times
-‐Lexis
related
to
biog-‐
raphies
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
SECOND
TERM
EXAM
24
25
-‐ Do
a
portrait
/a
biog-‐
raphy
-‐ Draw
the
timeline
of
Arab
scientists
*+
diphthongs
21
I/I/P*
02
Topical
lexis
related
to
Predict
future
actions
educational
systems
-‐ Write
a
personal
diary
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lexis
Express
condition
-‐ Make
a
speech
related
to
Conditional
type
one
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an
email
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Make
suggestions/offers
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a
conversation
ations
/a
table
/
a
text
-‐word
for-‐
-‐ Role
play
with
a
friend
mation:
suf-‐
Verbs
of
feeling
fixing
to
form
Express
satisfaction/dissatisfaction
Idiomatic
expressions:
I
names
of
am
fond
of
/keen
on…
jobs/occu-‐
pations
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
*
+
discrimination
between
short
and
long
vowels+
consonant
clusters+
stress
in
strong
words
/
sentence
stress
16
Time
clauses
with
pre-‐
sent
simple
and
future
simple
tense
in
the
main
clause
Ask
and
give
information
about
life
in
the
past
Define
past
objects/past
places/
people’s
past
occupations
-‐ Write
an
account
of
past
and
present
life
-‐
The
relative
pronouns
(
-‐ Do
a
collage/poster
who/which/where/
presentation
on
land-‐
when
marks/great
figures
-‐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
ancient
tools
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Write
a
narrative
account
on
a
topic
of
interest
28
29
-‐ Report
events
(
tragic
/odd
ones)
-‐Tell
a
story
-‐ Write
a
narrative
account
of
your
recent
past
expe-‐
rience
04
I/I/P*
Express
cause
and
effect
in
story
telling
Write
a
narrative
account
of
your
recent
past
experi-‐
ence
• Project
work
process
assessment
30
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
-‐The
past
tenses:
the
past
simple
and
the
past
continuous
Time
clauses
with
past
tenses
:conjunctions
(
when
/while/as)
Review
of
cause
and
effext
linking
devices
Topical
lexis
related
to
fiction
(
fairy
tales/
folk
tales
and
fables)
*review
of
practised
vowel
sounds
and
consonants
/rising
and
falling
intonation
in
yes
answers
27
-‐ Write
a
newspaper
article
-‐ Transform
newspaper
headlines
into
articles
Remedial
work
(
to
be
determined
according
to
learners’
needs)
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Summative
assessment
11
14
31
05
32
tions*
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WEEK
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Mr.Samir
Bounab(yellowdaffodil66@gmail.com)
relative
clauses /
*Match it with week 5 / describ-
who / which
Would you
language)
official
yearly
planning
Communicative
Tasks
grammar
group
works
/TD
lexis
Learning
the
inte-‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Make
a
family
profile
3
4
10
5
I/I/P*(
the
focus
will
depend
on
the
learning
session
kind)
2
6
7
Introduce
yourself
Introduce
someone
Give
one’s
age/
coun-‐
try/hometown/phone
num-‐
ber/
Ask
and
answer
about
hometown/country
location
/nationality
Describe
yourself
-‐Sing
the
alphabet
song
-‐Write
an
ID
card
-‐Transfer
information
from
nonverbal
to
verbal
-‐
Write
an
-‐
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
The
auxiliary
‘to
be’
The
possessive
adjec-‐
tives
(my/your)
The
personal
pronouns
(
I/you)
-‐The
personal
pronouns
(she/he)
-‐the
possessive
adjec-‐
tives:
His/her
-‐mechanics
of
writing
(
direction/cursive
let-‐
ters/capital
letters)
-‐The
cardinal
adjectives
(
1-‐
13)
-‐the
prepositions:
in/from
-‐auxiliary
questions(
yes/no
answers
with
to
be)
-‐‘wh’
questions
(
where/what/who)
-‐Classroom
commands
-‐school
things
-‐Topical
lexis
related
to:
self/school/
countries/
flags/
currencies
-‐
The
col-‐
ours
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
(awareness
raising)*
Learn
the
alphabet/school
things
and
school
commands/greet
someone
1
09
Resources
Pronunciation
Competency
focus
weeks
Months
Learning
objectives
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
I/I/P*
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
Topical
lexis
-‐
Conduct
a
short
inter-‐
The
qualifiers:
*
related
to:
view
tall/small;
dark/
fair;
self/family/
-‐
Draw
a
family
tree
slim
-‐
Play
games
(
guessing/
-‐mechanics
of
writing
Jobs/
age/size
(
punctuation
signs:
full
8
11
Describe
someone’s
physical
appearance
Describe
and
talk
about
family
members
9
10
Ask
and
give
information
about
family
and
friends
(age
/height/weight/job)
11
12
13
14
I/I/P*
12
Ask
and
give
information
about
family
and
friends
(physical
appearance)
Describe
and
talk
about
hob-‐
bies/sports
15
Describe
and
talk
about
hob-‐
bies/sports
16
17
Describe
and
locate
places
Ask
and
answer
about
loca-‐
tions
19
I/I/P
01
18
Tell
the
time
Ask
and
answer
about
sports
board
game/puzzles)
stop)
/physical
-‐The
auxiliary
‘to
have’
appearance
*
(basic
words)
The
ordinal
numbers
-‐Auxiliary
questions
with
‘to
have
-‐mechanics
of
writing:
the
question
mark/
link-‐
ing
words:
and
/but
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
Topical
lexis
*
Remedial
work
(
-‐Act
out
a
conversation
Wh
questions
related
to:
ctd)
-‐Transfer
information
The
demonstratives:
self/family/
project
work
from
non-‐verbal
to
ver-‐ this
/that
(presentation
Jobs/
…
(
c
td)
bal
phase
FIRST
TERM
EXAMS
Topical
lexis
Remedial
work
(
to
be
determined
according
to
-‐
Play
games
(
guessing/
-‐the
articles:
a/an
related
t
o:
learners’
needs
for
the
whole
term)
board
game/puzzles
-‐plural
forms
of
prac-‐
hobbies/
project
work
/evaluation
-‐write
an
tised
words
sports
-‐
mechanics
of
writing:
-‐
Transfer
information
comma/
linking
words:
from
nonverbal
to
verbal
and
/but
WINTER
HOLIDAYS
SECOND
TERM
PROJECT:
Write
a
questionnaire
about
after
school
activities
Topical
lexis
Remedial
work
(
-‐
Draw
a
location
The
prepositions
of
*
related
to:
to
be
determined
-‐
Role
play
with
a
friend
location:
near/next
sport
place
/
according
to
-‐
transfer
information
to/in
the
middle/on
amenities
learners’
needs)
from
verbal
to
non-‐
the
right/on
the
left/
Preparation
of
verbal
behind
/in
front
of/
project
work
-‐
classify
similar
items
opposite
Topical
lexis
On-‐going
assessment/
/match
items
The
preposition
related
to:
-‐Performance
assessment
(
oral
‘at’+time
school
s
ub-‐
and
written):
‘Wh’questions
jects
• Project
work
process
assess-‐
Topical
l
exis
Auxiliary
ques-‐
ment
related
to
tions/wh’questions
sports
• Summative
assessment
/hobbies
I/I/P
20
21
02
22
Describe
one’s
daily
activities
23
Ask
and
answer
about
daily
activities
I/I/P
24
25
Describe
your
favourite
sportsman
Ask
and
answer
about
daily
activities
03
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
(
whole
class)
Topical
lexis
Remedial
work
-‐ Conduct
a
short
inter-‐ The
definite
article
*
related
t
o:
project
work
view
:’the’
sportsmen/
achievement
-‐
mechanics
of
writing:
-‐ Write
an
sport
a
ctivities
phase
(ctd)
comma/
linking
words:
-‐ Write
an
agenda
of
and
/but
(
consolidation)
daily
activities
Topical
lexis
The
present
simple
-‐ Write
school
sched-‐
related
to:
tense
with
common
ules
daily
life
actions
Remedial
work
(
ctd)
The
present
simple
project
work
(presentation
tense
of
common
ac-‐
phase
tions
in
questions
SECOND
TERM
EXAMS
Topical
lexis
Remedial
work
(
to
be
determined
according
to
-‐
role
play
with
a
friend
The
present
simple
*
related
t
o:
learners’
needs
for
the
whole
term)
-‐
play
games(
guessing
tense
of
common
ac-‐
project
work
/evaluation
/board
game/puzzles
tions
in
questions
and
daily
life
-‐
write
an
ID
card
of
an
short
answers
an-‐
animal
26
Describe
one’s
favourite
ani-‐
mal
I/I/P
27
Describe
and
talk
about
the
weather
04
28
Compare
countries
and
land-‐
marks
swers.
-‐
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
-‐Topical
lexis
Remedial
work
(
-‐ Complete
a
weather
-‐Qualifiers:
fine
*
related
to:
to
be
determined
forecast
map
/cold/warm/hot/
weather
f
ore-‐
according
to
-‐ Transfer
information
cloudy/snowy/windy
cast
learners’
needs)
from
weather
forecast
-‐ The
future
simple
The
cardinal
Preparation
of
symbols
tense
points
:
project
work
-‐ Give
an
oral
presenta-‐
North/south/e
tion
ast
/west+
-‐ Write
a
behaviour
prepositional
chart
for
the
protection
phrases:
in
the
of
animals
North
/……
Topical
lexis
The
comparative
of
superiority
(with
prac-‐ related
to:landmarks/
tised
qualifiers)
countries
and
practised
lexis
29
30
05
I/I/P
31
32
Express
future
intentions
Make
resolutions
to
protect
animals
33
Make
resolutions
to
protect
the
environment
Make
school
resolutions
The
future
simple
tense
(consolidation)
Animals
in
danger
of
extinction
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
Topical
lexis
Remedial
work
-‐ Write
a
behaviour
The
future
simple
related
t
o:
project
work
chart
for
the
protection
tense
to
express
reso-‐
The
p
rotec-‐
achievement
of
the
environment
lutions
/will
tion
o
f
t
he
phase
(ctd)
-‐ Write
school
regula-‐
environ-‐
tions
ment/school
life
34
THIRD
TERM
EXAMS
TERM
•
Remedial
work
(
ctd)
project
work
(presentation
phase
!
6XSSUHVVLRQVSDUQLYHDXVXUODEDVHGHO¶DOOqJHPHQWPLVHQDSSOLFDWLRQGHSXLV6HSWHPEUH
2008
Semaine Compétences /
objectifs
G¶DSSUHQWLVVDJH
21
Talking about
present activities/ progressive
actions
29
Talking about
rights and duties
1AM
Ressources/ contenus
linguistiques
observations
The present continuous
tense
1HFRUUHVSRQGSDVjO¶REMHFWLI
communicatif ciblé ( surcharge
de notions et fonctions)
The imperative
1HFRUUHVSRQGSDVjO¶REMHFWLI
communicatif ciblé ( surcharge
de notions et fonctions)
By
Mr.Samir
Bounab
(yellowdaffodil66@gmail.com)
Semaine Compétences /
2AM
Ressources/ contenus
observations
MS2
official
yearly
planning
Learning
objectives
grammar
lexis
Learning
the
inte-‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Make
a
profile
of
your
ideal
hero
1/
2
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
Greet
someone
(review
and
ex-‐
pansion)
3
5
6
7
8
I/I/P*(
the
focus
will
depend
on
the
learning
session
4
The
present
simple
tense
(
review)
Conventions
of
writing
:
ordering
simple
sen-‐
tences
Formulaic
expressions
for
greeting
and(when
meeting
s.o.
or
parting)
-‐The
present
simple
tense
(
review
and
ex-‐
Describe
someone
(
review
and
pansion
expansion):
-‐Qualifiers
Physical
appearance/personality
-‐plural
forms
(
regular
-‐Role
play
with
a
friend
features/abilities/preferences
-‐Complete
a
conversation
and
irregular
-‐Transfer
from
non-‐verbal
-‐‘can’
ability
to
verbal
messages
-‐ The
past
simple
tense
(
-‐interview
your
friend
common
regular
and
-‐write
a
short
biography
irregular
verbs
-‐ Topical
-‐write
a
timeline
of
events
-‐ Conventions
of
writing:
Describe
a
famous
person
(
short
lexis
relat-‐
-‐give
a
presentation
-‐ Punctuation
signs
(
biography)
ed
to:
a
review)
person’s
-‐ Time
markers
in
biog-‐
description
raphy
writing/linking
words
-‐
‘Wh’
questions
(
re-‐
view
and
expansion
/
Ask
and
give
information
about
alternative
questions
for
famous
people
‘when’:
how
long/how
often/
)
-‐ Possessive
pronouns
Ask
and
give
information
about
-‐ The
genitive
possessions
-‐Aux.
and
WH
questions
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
(awareness
raising)*+
ed
past
pro-‐
nunciation/
‘s’
final
pronunciation
09
10
Communicative
tasks
group
works
/TD
Pronunciation
Competency
focus
weeks
Months
Resources
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Talk
about
inventions
10
11
I/I/P*
11
Make
polite
requests
12
15
Express
possibility
Conduct
an
interview
I/I/P*
12
13
14
Give
advice
Conduct
an
interview
-‐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…)
-‐Complete
a
conversation
-‐Act
out
a
conversation
The
prepositions
of
time(
in+
year/month..)on…
-‐ Can
/permission
-‐ Can
/could
/polite
requests
-‐Adverbs
of
manner
-‐the
modal
‘should’
Conventions
of
writing:
format
of
informal
letter
Can
/possibility
Topical
lexis
related
to:inventions
Formulaic
expressions
in
polite
requests
/social
lan-‐
guage
Word
for-‐
mation
:
the
suffix
‘ly’
in
adverbs
of
manner
FIRST
TERM
EXAM
Conventions
of
writing:
Social
lan-‐
Ordering
sentences
(
guage
/
scrambled
conversa-‐
tion)
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
*+
9
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
*
WINTER
HOLIDAY
Second
Term
Project:
Write
your
Ideal
Menu
16
17
I/I/P*
01
Talk
about
food
preferences
Ask
and
give
information
about
food
quantities
and
prices
18
Make
recommendations
for
a
healthy
diet
19
Express
warnings
-‐Write
a
shopping
list
-‐Classify
food
items
-‐write
a
menu/a
bill
/
a
recipe
-‐act
out
a
conversation
Write
a
notice(
for
warn-‐
ing)
Wh
questions(
review
and
expansion/
which
one(s)……
?
(food
pref-‐
erences)
-‐Wh
questions(
review
and
expansion/
how
much
/how
many….?
-‐
Some
/any
-‐
The
demonstratives
:
these/those
-‐ The
modals
:
must
/should
-‐ Conventions
of
writing:
linking
words
:
review
and
expansion
-‐ Topical
lexis
related
to:
Food
/
herb-‐
als/
food
pro-‐
cessing
-‐ Phrases/expre
ssions
/
in
pub-‐
lic
notices
*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
20
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
21
Write
instructions
I/I/P*
02
Give
instructions
22
Describe
a
process
23
Make
future
plans
Write
a
recipe
-‐Write
a
map
route
-‐Write
a
brochure
for
holi-‐
days
24
25
-‐Circle
differences
-‐
Classify
similarities
I/I/P*
03
Make
choices
Offer
help/make
suggestions/an
invitation
26
-‐Complete
a
conversation
-‐Act
out
a
conversation
-‐write
an
invitation
mes-‐
sage
-‐ The
imperative
-‐ The
passive
voice
with
the
present
sim-‐
ple
-‐ The
sequencers:
first
/
then/
after
that
/..
finally
Topical
lexis
related
to:
recipe
making
*
Topical
lexis
related
to
lei-‐
sure
activities
SECOND
TERM
EXAM
-‐Wh
questions(
review
and
expansion/
which
one(s)……
?
broader
Topical
lexis
preferences
related
to
lei-‐
-‐
why….
?
…..
because…
sure
activities
-‐Like
+
gerund
*
Formulaic
ex-‐
pressions
In
-‐
Would
in
polite
re-‐
social
language
quests
(
inviting/
mak-‐
ing
suggestions/
offering
help
The
immediate
future
‘going
to’
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Write
a
scrap
book
of
short
stories
04
I/I/P*
28
AAsk
and
give
information
about
someone’s
past
activities
29
I/I/P*
30
Ask
and
give
information
about
someone’s
career
(ctd)
Ask
and
give
information
about
someone’s
past
activities
(ctd)
-‐ 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
The
past
simple
tense
(
review
and
expansion
Topical
lexis
related
to
past
experi-‐
ences
*+
ed
past
pronunciation
Ask
and
give
information
about
someone’s
career
27
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
!
31
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
-‐ Remedial
work
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(
to
be
deter-‐
mined
according
-‐
The
past
simple
2008
to
learners’
tense
I/I/P*
05
32
Tell
a
short
story
-‐
-‐
Semaine
Write
a
short
story
Formulaic
needs)
-‐
Time
markers
:
Find
a
different
end-‐
expressions
-‐Achievement
transitional
1AMdevices
in
story
tell-‐ *
ing
to
a
story
phase
of
project
in
story
telling
Write
Ressources/
a
flyer/
a
leaflet
contenusing
observations
work
Compétences -‐/
Presentation
phase
of
the
pro-‐
objectifs
linguistiques
Tell
a
short
story
(ctd)
33
ject
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34
THIRD
TERM
EXAM
21
Talking
about
The
present
continuous
1HFRUUHVSRQGSDVjO¶REMHFWLI
present activitense
communicatif ciblé ( surcharge
ties/ progressive
notionsto
et
fonctions)
Observation:
Intonation
is
by
no
means
to
be
considered
as
a
teaching
objective.
But
it
de
is
important
raise
awareness
about
rising
actions
and
falling
intonation
in
oral
interaction,
when
acting
out
conversations
(asking
questions
and
giving
answers
/
...)
29
Talking about
The imperative
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!
rights and duties
communicatif ciblé ( surcharge
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de notions et fonctions)
2008
Semaine
Semaine
21
17
29
26 /27
Semaine
17
Semaine
Compétences /
Compétences
/
objectifs
G¶DSSUHQWLVVDJH
objectifs
Talking about
G¶DSSUHQWLVVDJH
present activiTalking
about
ties/ progressive
actions
discoveries
Talking about
rights and duties
Enquiring about
VRPHRQH¶VFareer
1AM
2AM
Ressources/ contenus
Ressources/ contenus
linguistiques
linguistiques
The present continuous
tense
The passive voice with
past simple tense
observations
observations
1HFRUUHVSRQGSDVjO¶REMHFWLI
communicatif ciblé ( surcharge
Keep the
passive voice with
de notions
et fonctions)
describing a process / how infuThe imperative
1HFRUUHVSRQGSDVjO¶REMHFWLI
sions are prepared
communicatif ciblé ( surcharge
The present perfect tense
1HFRUUHVSRQGSDVjO¶REMHFWLI
de notions
et fonctions)
communicatif ciblé ( surcharge
de notions et fonctions)
2AM
Compétences /
Ressources/ contenus
observations
objectifs
linguistiquesBy
Mr.Samir
Bounab
G¶DSSUHQWLVVDJH3AM
(yellowdaffodil66@gmail.com)
Talking about
passive
voice
with
Keep
the passive voice with deCompétences
/ The
Ressources/
contenus
observations
discoveries
past simple tense
scribing a process / how infuobjectifs
linguistiques
sions are prepared
G¶DSSUHQWLVVDJH
MS3
official
yearly
planning
Learning
objectives
1/
2
lexis
Learning
the
inte-‐
gration
Assessing
the
integration
4
5
6
7
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
10
11
12
I/I/P*
11
Role
play
with
a
friend
*+stress
on
practised
strong
words
8
9
Formal
and
To
have
/
to
be
(
review)
informal
expressions
Describe
someone:
-‐The
present
simple
Physical
appearance
tense
(
review
and
ex-‐
Personality
features
pansion)
Likes
and
dislikes
-‐qualifiers
/personality
-‐Write
a
letter
to
a
friend
-‐Topical
lexis
features
-‐Write
an
related
to
a
-‐
linking
words:
but
/and
person’s
-‐Make
a
short
video
seg-‐
with
qualifiers
ment
description
Describe
someone
(ctd)
-‐Transfer
from
non-‐verbal
-‐
Topical
lexis
to
verbal
message
related
to
-‐Do
a
survey
Auxiliary
questions
leisure
activi-‐
Wh
questions
/
what
is
ties
Ask
and
answer
about
someone
S/he
like?
/
what
does
S/he
look
like?
The
relative
pronouns
Define
and
give
explanations
(who/which)
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
-‐Write
an
Ask
for
clarifications
-‐
write
an
e-‐card
message
Formulaic
for
invitation
expressions
-‐write
a
g
reeting
c
ard
The
m
odals:
in
polite
Make
invitations
message
may/could/would
re-‐
-‐Write
a
thank
you
note
quests/social
-‐
write
an
apology
reply
to
language
Accept
and
decline
invitations
an
invitation
Topical
lexis
-‐Draw
a
diagram
The
future
simple
tense
Plan
a
visit
related
to
-‐Write
your
diary
(
review)
holidays
Greet
someone
(
formal
and
in-‐
formal
greetings)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
+’s’
final
pronunciation
3
10
grammar
FIRST
TERM
PROJECT: Make the description of your ideal friend
I/I/P*(
the
focus
will
depend
on
the
learning
session
kind)
09
Communicative
tasks
group
works
/TD
Pronunciation
Competency
focus
weeks
Months
Resources
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Achievement
phase
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
13
14
15
I/I/P*
12
Make
future
arrangements
Make
future
arrangements
-‐Make
a
travel
schedule
-‐
transfer
from
non-‐verbal
to
verbal
messages(
from
diary
schedules
to
text)
FIRST
TERM
EXAM
-‐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
*
WINTER
HOLIDAY
Second
term
project: Make a timeline of inventions/
16
I/I/P*
01
17
Talk
about
means
of
transport
18
Describe
local
amenities
19
Ask
and
give
information
about
directions
20
Topical
lexis
related
to
amenities
/
places
*
*
Checking
understanding
and
con-‐
vince
someone
(about
misunder-‐
standings
22
Ask
for
clarification
23
Ask
for
permission
Act
out
a
conversation
Complete
a
conversation
Auxiliaries
do/will/would
Design
an
ID
card
of
an
animal
Role
play
with
a
friend
-‐Expressions
related
to
clarifications
-‐
topical
lexis
related
to
animal
life
(
species
in
danger
of
extinction)
*+
strong
and
weak
forms
of
practised
auxiliaries
and
modals
21
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
SECOND
TERM
EXAM
Third
term
project: Make a leaflet of your ideal city
24
03
Express
obligation
Express
obligation
(ctd)
Write
a
list
of
regulations
-‐The
imperative
-‐
should
and
must
Topical
lexis
to
the
pro-‐
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
*+
stre
ss
on
pra
ctis
ed
stro
ng
wor
ds
I/I/
P*
25
26
Draw
a
map
route
Transfer
from
map
to
paragraph
-‐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
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
I/I/P*
02
Ask
about
distance
and
travelling
schedules
Draw
a
road
map
with
transport
symbols
Transfer
from
non-‐
verbal
to
verbal
Complete
a
table
/
a
grid/
a
conversation
/
Act
out
a
conversation
Make
a
travel
schedule
Draw
the
map
of
your
local
area
tection
of
the
environ-‐
ment
project
work
/evaluation
SPRING
HOLIDAY
THIRD
TERM
PROJECT
Describe
past
events
I/I/P*
04
29
I/I/P*
31
I/I/P*
33
34
Topical
lexis
related
to
past
experi-‐
ences
:
holi-‐
days
Topical
lexis
related
to
inventions/
leisure
activi-‐
ties
-‐Topical
lexis
Complete
a
map/a
grid
/a
-‐The
passive
voice
(
is
related
to
table/
a
text
located/
bordered…
amenities
/
Describe
and
locate
countries
Transfer’
from
non
-‐verbal
-‐Prepositions
of
place
(
places(
loca-‐
to
verbal
country
location)
tion
Make
an
oral
presentation
)/landmarks
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Lexis
related
to
country
features(
-‐Complete
a
table/
a
text/
-‐The
comparison
(
re-‐
bounda-‐
-‐
transfer
from
non-‐
verbal
view
and
expansion
:
ries/populati
Compare
countries
to
verbal
(
turn
graphic
superiority/equality/the
ons
information
to
text)
superlative
/scenery),
in
comparison
or
contrast
with
others
Topical
lexis
-‐Role
play
with
a
friend
related
to
Interjections:
What
a
Express
feelings
about
monu-‐
Write
a
letter
/
an
account
landmarks
-‐
….!
ments
/
places
of
interest
on
famous
places
Expressions
How
+
adjective…..!
of
emotional
feelings
THIRD
TERM
EXAM
*+strong
and
weak
form
of
more
/
as…as
32
05
-‐The
past
simple
and
the
past
continuous
Describe
one’s
last
holidays
-‐time
conjunctions
(as/when/while)
-‐Cause
and
effect
con-‐
-‐
Transfer
from
non-‐
verbal
junctions
(
Express
cause
and
effect
of
events
to
verbal
so/because/as
a
result)
-‐Write
a
newspaper
article
The
present
perfect+
since/for
-‐Write
an
account
on
past
experiences/
holidays
28
30
The
past
simple
tense
*+
ed
past
pronunciation
27
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
-‐ Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
-‐Achievement
phase
of
project
work
Presentation
phase
of
the
pro-‐
ject
sions are prepared
26 /27
Enquiring about
The present perfect tense 1HFRUUHVSRQGSDVjO¶REMHFWLI
VRPHRQH¶VFacommunicatif ciblé ( surcharge
!
6XSSUHVVLRQVSDUQLYHDXVXUODEDVHGHO¶DOOqJHPHQWPLVHQDSSOLFDWLRQGHSXLV6HSWHPEUH
reer
de notions et fonctions)
2008
Semaine
Semaine
21
7
29
Semaine
11
17
14
26 /27
19
1AM
Compétences / 3AM
Ressources/ contenus
objectifs
Compétences / linguistiques
Ressources/ contenus
G¶DSSUHQWLVVDJH
objectifs
linguistiques
Talking about
The present continuous
G¶DSSUHQWLVVDJH
present
activitense
ties/
progressive
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MS4
official
yearly
planning
Learning
objectives
Communicative
tasks
1/
2
Learning
the
inte-‐
gration
Assessing
the
integration
4
5
10
6
7
8
Ask
and
give
information
about
food
The
present
simple
tense
(
review)
Make
recommendations
about
table
manners
Use
of
modals
(
should
and
must)
Give
instructions
(
recipe
making)
Compare
and
contrast
food
items
Compare
and
contrast
food
items
(ctd)
Describe
food
habits
11
Express
ability/inability/possibility
I/I/P*
13
The
imperative/
se-‐
quencers
The
comparative
of
su-‐
periority/the
superlative
(regular
and
irregular
forms)
Express
obligation/prohibition/
-‐ Write
an
-‐Write
a
letter
of
applica-‐
tion
-‐design
a
commercial
ad-‐
vert
Write
notices
Review
of
present
tens-‐
es
The
modals
(
can
/could
/would
-‐The
modals
can
/could/
was
able
to
-‐
The
modal
must
/
have
to
FIRST
TERM
EXAM
Meal
times
/dishes
Topical
lexis
related
to
technolo-‐
gy/skills
/ICts
-‐negative
prefixes
(
in/dis
/un)
Lexis
related
to
regula-‐
tions/
social
skills
*
*rising
and
falling
intonation
in
requests+
strong
and
weak
form
of
modals
I/I/P*
Make
polite
requests
11
12
-‐ Write
a
healthy
menu
-‐ Role
play
to
order
a
menu
-‐ Write
a
recipe
for
suc-‐
cess
-‐ Produce
an
ad
for
a
res-‐
taurant
-‐ Topical
lexis
related
to
food:
-‐ Junk
food/heal-‐
thy
food
-‐ Food
habits
/table
man-‐
ners/recipes
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
9
10
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
+
silent
letters
3
12
lexis
FIRST
TERM
PROJECT:
Design
a
web
page
/
a
blog
I/I/P*(
the
focus
will
depend
on
the
learning
ses-‐
sion
kind)
09
grammar
group
works
/TD
Pronunciation
Competency
focus
weeks
Months
Resources
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Achievement
phase
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
project
work
achievement
phase
(ctd)
I/I/P*
15
Talk
about
causes
and
effect
of
pollution
Role
play
with
a
friend
Write
a
letter
of
complaint
Auxiliary
verbs
in
short
forms
(
So
am
I
/
Neither
do
I)
Social
lan-‐
guage
Cause
and
effect
con-‐
junctions/
connectors
Topical
lexis
related
to
the
protection
of
the
environ-‐
ment
*
14
Express
agreement
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
WINTER
HOLIDAY
Second
term
Project:
Make
a
career
project
17
01
18
I/I/P*
19
20
Describe
people’s
life
in
the
past
22
Describe
people’s
life
in
the
past
23
26
I/I/P*
03
-‐the
past
simple
tense
-‐The
semi
modal
‘used
to’
-‐ Topical
lexis
related
to
life
in
ancient
times
-‐Lexis
related
to
biog-‐
raphies
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-‐
ment
• Summative
assessment
Remedial
work
(
to
be
deter-‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
SECOND
TERM
EXAM
24
25
-‐ Do
a
portrait
/a
biog-‐
raphy
-‐ Draw
the
timeline
of
Arab
scientists
*+
diphthongs
21
I/I/P*
02
Topical
lexis
related
to
Predict
future
actions
educational
systems
-‐ Write
a
personal
diary
-‐Topical
lexis
Express
condition
-‐ Make
a
speech
related
to
Conditional
type
one
-‐ Write
an
hopes/expect
Make
suggestions/offers
-‐ Complete
a
conversation
ations
/a
table
/
a
text
-‐word
for-‐
-‐ Role
play
with
a
friend
mation:
suf-‐
Verbs
of
feeling
fixing
to
form
Express
satisfaction/dissatisfaction
Idiomatic
expressions:
I
names
of
am
fond
of
/keen
on…
jobs/occu-‐
pations
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
*
+
discrimination
between
short
and
long
vowels+
consonant
clusters+
stress
in
strong
words
/
sentence
stress
16
Time
clauses
with
pre-‐
sent
simple
and
future
simple
tense
in
the
main
clause
Ask
and
give
information
about
life
in
the
past
Define
past
objects/past
places/
people’s
past
occupations
-‐ Write
an
account
of
past
and
present
life
-‐
The
relative
pronouns
(
-‐ Do
a
collage/poster
who/which/where/
presentation
on
land-‐
when
marks/great
figures
-‐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
ancient
tools
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Write
a
narrative
account
on
a
topic
of
interest
28
29
-‐ Report
events
(
tragic
/odd
ones)
-‐Tell
a
story
-‐ Write
a
narrative
account
of
your
recent
past
expe-‐
rience
04
I/I/P*
Express
cause
and
effect
in
story
telling
Write
a
narrative
account
of
your
recent
past
experi-‐
ence
• Project
work
process
assessment
30
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
-‐The
past
tenses:
the
past
simple
and
the
past
continuous
Time
clauses
with
past
tenses
:conjunctions
(
when
/while/as)
Review
of
cause
and
effext
linking
devices
Topical
lexis
related
to
fiction
(
fairy
tales/
folk
tales
and
fables)
*review
of
practised
vowel
sounds
and
consonants
/rising
and
falling
intonation
in
yes
answers
27
-‐ Write
a
newspaper
article
-‐ Transform
newspaper
headlines
into
articles
Remedial
work
(
to
be
determined
according
to
learners’
needs)
-‐On-‐going
assessment/
-‐Performance
assessment
(
oral
and
written):
• Summative
assessment
11
14
31
05
32
tions*
Making suggestions
Prediciting
Do you mind?
Prepositions???
The future simple
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
T(HE
LEARNING
PROCESS
(WHOLE
CLASS)
review)
Niveau de langue trop formel
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rappel
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By
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relative
clauses /
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who / which
Would you
language)
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