4levels Official yearly planning & Omitted lessons .pdf



Nom original: 4levels Official yearly planning & Omitted lessons.pdf
Titre: 4levels Official yearly planning & Omitted lessons
Auteur: samir

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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  

 

!

6XSSUHVVLRQV SDU QLYHDX VXU OD EDVH GH O¶DOOqJHPHQW PLV HQ DSSOLFDWLRQ GHSXLV 6HSWHPEUH
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

1H FRUUHVSRQG SDV j O¶REMHFWLI
communicatif ciblé ( surcharge
de notions et fonctions)

The imperative

1H FRUUHVSRQG SDV j O¶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  
G¶DSSUHQWLVVDJH
34  
THIRD  TERM  EXAM    
21
Talking
about
The
present
continuous
1H FRUUHVSRQG SDV j O¶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
1H FRUUHVSRQG SDV j O¶REMHFWLI
 
!
rights and duties
communicatif ciblé ( surcharge
6XSSUHVVLRQV SDU QLYHDX VXU OD EDVH GH O¶DOOqJHPHQW PLV HQ DSSOLFDWLRQ GHSXLV 6HSWHPEUH
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¶V Fareer

1AM
2AM
Ressources/ contenus
Ressources/ contenus
linguistiques

linguistiques

The present continuous
tense

The passive voice with
past simple tense

observations

observations

1H FRUUHVSRQG SDV j O¶REMHFWLI
communicatif ciblé ( surcharge
Keep the
passive voice with
de notions
et fonctions)

describing a process / how infuThe imperative
1H FRUUHVSRQG SDV j O¶REMHFWLI
sions are prepared
communicatif ciblé ( surcharge
The present perfect tense
1H FRUUHVSRQG SDV j O¶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

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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  email  
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  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-­‐
-­‐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 1H FRUUHVSRQG SDV j O¶REMHFWLI
VRPHRQH¶V Facommunicatif ciblé ( surcharge
!
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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
Defining
The relative clauses /
actions
/explaining*
who
/ which
Talking
about
The
imperative
rights and duties

MakWould you
ing/accepting
2AM
/declining
invitaCompétences /
Ressources/ contenus
tions*
objectifs
linguistiques
G¶DSSUHQWLVVDJH
Making suggesDo you mind?
Talking about
The passive voice with
tions
Prepositions???
discoveries
past
simple tense
Prediciting
The future simple
Enquiring about
The( present
review)perfect tense
VRPHRQH¶V Fareer

observations

observations
1H FRUUHVSRQG SDV j O¶REMHFWLI
communicatif ciblé ( surcharge
de notions
*Matchetit fonctions)
with week 5 / describ-

ing people
1H FRUUHVSRQG SDV j O¶REMHFWLI
*to matchciblé
with (week
six ( social
communicatif
surcharge
de notions
et fonctions)
language)
observations

Niveau de langue trop formel

Keep the passive voice with describing a process / how infusions
preparedcomme rappel
À are
considérer
1H FRUUHVSRQG SDV j O¶REMHFWLI
LQDGpTXDWLRQ DYHF O¶REMHFWLI
communicatif ciblé ( surcharge
communicatif
ciblé)
de notions
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Describing acThe present perfect per7HQGDQFH j RFFXOWHU O¶REMHFWLI GH
3AM
tions that hapfect with either since / for communication ciblé et focalisaSemaine Compétences
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pened in the/ pastRessources/
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WLRQ VXU O¶HQVHLJQHPHQW WUDGiobjectifs
linguistiques
and affect the
time : already / yet
tionnel de la grammaire
G¶DSSUHQWLVVDJH
7
Defining
The relative clauses /
*Match it with week 5 / describpresent
/explaining*
who / which
ing people
4AM
*to match
with week six ( social
by  Mr  Samir  Bounab  (  yellowdaffodil66@gmail.com  
)    
Semaine MakCompétences / Would
Ressources/
contenus language)
observations
you
ing/accepting
objectifs
linguistiques
/declining invitations*
11
Making suggesDo you mind?
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Niveau de langue trop formel

 

9#1+'7

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  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  
-­‐Topical  lexis  
Express  condition  
-­‐ Make  a  speech  
related  to  
Conditional  type  one  
-­‐ Write  an  email  
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

À considérer
rappel
REVIEW  Acomme
ND  REMEDIAL  W
ORK  (preparation  to  BEM  
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exam),  according  to  learners’  needs  
communicatif ciblé)
Third  term  exam  
19
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tions that hapfect with either since / for
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pened in the past Or with the adverbs of
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and affect the
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tionnel de la grammaire
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present
 
4AM
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Semaine Compétences /
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Semaine Compétences /
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objectifs
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29
Talking about
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intégré comme
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rights and duties
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ciblé ( surcharge
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9
Expressing abilmight
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10
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Keep
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discoveries
past
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tense
scribing
a formel
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/ how
21
Expressing unConditional type 2
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leinfucycle moyen
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are
prepared
certainty
26 /27
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perfect
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22
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23
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7

objectifs
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Defining
/explaining*
Mak-

linguistiques

 

 

!
ing people
!*to match with week six ( social

By  The
     Mr.Samir  
Bounab(yellowdaffodil66@gmail.com)  
relative
clauses /
*Match it with week 5 / describ-

who / which
Would you

language)



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