4levels official yearly planning & omitted lessons

MS1 official yearly planning

Months

weeks

Competency focus

Learning objectives

Communicative Tasks

Resources group works /TD

grammar lexis

Pronunciation

Learning the inte-‐gration

Assessing the integration

FIRST TERM PROJECT: Make a family profile

09

1

I/I/P*( the focus will depend on the learning session kind)

Learn the alphabet/school things and school commands/greet

someone

-‐Sing the alphabet song -‐Write an ID card -‐Transfer information from nonverbal to verbal -‐ Write an email -‐ Role play with a friend -‐ Act out a conversation -‐ Draw a flag -‐ Complete a ta-‐ble/grid/text -‐ Make a phone call -‐ Act out a conversation

The English alphabet -‐Classroom commands -‐school things

Pronunciation of practised words

Rising and falling intonation in oral interaction (awareness raising)*

Remedial work ( to be determined according to learners’ needs) Preparation of project work

2 Introduce yourself

The auxiliary ‘to be’ The possessive adjec-‐tives (my/your) The personal pronouns ( I/you)

-‐Topical lexis related to: self/school/ countries/ flags/ currencies -‐ The col-‐ours

3 Introduce someone -‐The personal pronouns (she/he) -‐the possessive adjec-‐tives: His/her -‐mechanics of writing ( direction/cursive let-‐ters/capital letters)

-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment

• Summative assessment

10

4 Give one’s age/ coun-‐try/hometown/phone num-‐ber/

-‐The cardinal adjectives ( 1-‐ 13) -‐the prepositions: in/from -‐auxiliary questions( yes/no answers with to be) -‐‘wh’ questions ( where/what/who)

5 Ask and answer about hometown/country location /nationality

Remedial work ( to be deter-‐mined according to learners’ needs) Achievement phase of project work

6 WEEK OF INTEGRATION/ASSESSMENT OF THE LEARNING PROCESS 7

I/I/P*

Describe yourself -‐ Conduct a short inter-‐view -‐ Draw a family tree -‐ Play games ( guessing/

The qualifiers: tall/small; dark/ fair; slim -‐mechanics of writing ( punctuation signs: full

Topical lexis related to: self/family/ Jobs/ age/size

*

board game/puzzles) stop) /physical appearance (basic words)

8 Describe someone’s physical appearance

-‐The auxiliary ‘to have’ * -‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment


11

9 Describe and talk about family members

The ordinal numbers

10 Ask and give information about family and friends (age /height/weight/job)

-‐Auxiliary questions with ‘to have -‐mechanics of writing: the question mark/ link-‐ing words: and /but

Remedial work project work achievement phase (ctd)

11 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS 12 Ask and give information

about family and friends (physical appearance)

-‐Act out a conversation -‐Transfer information from non-‐verbal to ver-‐bal

Wh questions The demonstratives: this /that

Topical lexis related to: self/family/ Jobs/ … ( ctd)

* Remedial work ( ctd) project work (presentation phase

12

13 FIRST TERM EXAMS 14 I/I/P*

Describe and talk about hob-‐bies/sports

-‐ Play games ( guessing/ board game/puzzles -‐write an email -‐ Transfer information from nonverbal to verbal

-‐the articles: a/an -‐plural forms of prac-‐tised words

Topical lexis related to: hobbies/ sports

Remedial work ( to be determined according to learners’ needs for the whole term)

project work /evaluation

15 Describe and talk about hob-‐bies/sports

-‐ mechanics of writing: comma/ linking words: and /but

WINTER HOLIDAYS SECOND TERM PROJECT: Write a questionnaire about after school activities

01

16 I/I/P

Describe and locate places -‐ Draw a location -‐ Role play with a friend -‐ transfer information from verbal to non-‐ verbal -‐ classify similar items /match items

The prepositions of location: near/next to/in the middle/on the right/on the left/ behind /in front of/ opposite

Topical lexis related to: sport place / amenities

* Remedial work ( to be determined according to learners’ needs) Preparation of project work

17 Ask and answer about loca-‐

tions

18 Tell the time The preposition ‘at’+time ‘Wh’questions

Topical lexis related to: school sub-‐jects

On-‐going assessment/ -‐Performance assessment ( oral and written): • Project work process assess-‐ment


19 Ask and answer about sports Auxiliary ques-‐tions/wh’questions

Topical lexis related to sports

/hobbies

02

20 WEEK OF INTEGRATION/ASSESSMENT OF THE LEARNING PROCESS ( whole class) 21 I/I/P

Describe your favourite sportsman

-‐ Conduct a short inter-‐view -‐ Write an email -‐ Write an agenda of daily activities -‐ Write school sched-‐ules

The definite article :’the’ -‐ mechanics of writing: comma/ linking words: and /but ( consolidation)

Topical lexis related to: sportsmen/ sport activities

* Remedial work project work achievement phase (ctd)

22 Describe one’s daily activities The present simple tense with common actions

Topical lexis related to: daily life

23 Ask and answer about daily activities

The present simple tense of common ac-‐tions in questions

Remedial work ( ctd) project work (presentation phase

03

24 SECOND TERM EXAMS 25 I/I/P

Ask and answer about daily activities

-‐ role play with a friend -‐ play games( guessing /board game/puzzles -‐ write an ID card of an animal

The present simple tense of common ac-‐tions in questions and short answers an-‐swers.

Topical lexis related to: daily life

* Remedial work ( to be determined according to learners’ needs for the whole term) project work /evaluation

26 Describe one’s favourite ani-‐mal

-‐ mechanics of writing: from simple sentences to short paragraph

Topical lexis related to: animal life

SPRING HOLIDAY THIRD TERM PROJECT: Make a leaflet for the protection of your environment

04

27 I/I/P

Describe and talk about the weather

-‐ Complete a weather forecast map -‐ Transfer information from weather forecast symbols -‐ Give an oral presenta-‐tion -‐ Write a behaviour chart for the protection of animals

-‐Qualifiers: fine /cold/warm/hot/ cloudy/snowy/windy -‐ The future simple tense

-‐Topical lexis related to: weather fore-‐cast The cardinal points : North/south/east /west+ prepositional phrases: in the North /……

* Remedial work ( to be determined according to learners’ needs) Preparation of project work

28 Compare countries and land-‐marks

The comparative of superiority (with prac-‐tised qualifiers)

Topical lexis related to:landmarks/ countries and

practised lexis 29 Express future intentions The future simple

tense (consolidation) Animals in danger of extinction

• 30 Make resolutions to protect

animals

05

31 WEEK OF INTEGRATION/ASSESSMENT OF THE LEARNING PROCESS 32 I/I/P

Make resolutions to protect the environment

-‐ Write a behaviour chart for the protection of the environment -‐ Write school regula-‐tions

The future simple tense to express reso-‐lutions /will

Topical lexis related to: The protec-‐tion of the environ-‐ment/school life


33 Make school resolutions

Remedial work ( ctd) project work (presentation phase

34 THIRD TERM EXAMS TERM !

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2008

1AM Semaine Compétences /

objectifs

Ressources/ contenus linguistiques

observations

21 Talking about present activi-ties/ progressive actions

The present continuous tense communicatif ciblé ( surcharge

de notions et fonctions)

29 Talking about rights and duties

The imperative communicatif ciblé ( surcharge de notions et fonctions)


objectifs


observations

17 Talking about discoveries

The passive voice with past simple tense

Keep the passive voice with de-scribing a process / how infu-sions are prepared

26 /27 Enquiring about a-

reer

The present perfect tense communicatif ciblé ( surcharge de notions et fonctions)


objectifs


observations

7 Defining /explaining* Mak-ing/accepting /declining invita-tions*

The relative clauses / who / which Would you

*Match it with week 5 / describ-ing people *to match with week six ( social language)

11 Making sugges-tions

Do you mind? Prepositions???

Niveau de langue trop formel

14 Prediciting The future simple ( review)

À considérer comme rappel

communicatif ciblé) 19

Describing ac-tions that hap-pened in the past and affect the present

The present perfect per-fect with either since / for Or with the adverbs of time : already / yet

communication ciblé et focalisa-i-

tionnel de la grammaire


objectifs Ressources/ contenus linguistiques

observations

By Mr.Samir Bounab ([email protected])


Months

weeks

Competency focus

Learning objectives Communicative tasks


grammar lexis

Pronunciation



FIRST TERM PROJECT: Make a profile of your ideal hero

09

1/ 2

I/I/P*( the focus will depend on the learning session

DIAGNOSTIC ASSESSMENT ( PREPARATION( REVIEW AND REMEDIAL WORK) AND ASSESSMENT)

3 Greet someone (review and ex-‐pansion)

-‐Role play with a friend -‐Complete a conversation -‐Transfer from non-‐verbal to verbal messages -‐interview your friend -‐write a short biography -‐write a timeline of events -‐give a presentation

The present simple tense ( review) Conventions of writing : ordering simple sen-‐tences

Formulaic expressions for greeting and(when meeting s.o. or parting)


Rising and falling intonation in oral interaction (awareness raising)*+ ed past pro-‐

nunciation/ ‘s’ final pronunciation


10

4

Describe someone ( review and expansion): Physical appearance/personality features/abilities/preferences

-‐The present simple tense ( review and ex-‐pansion -‐Qualifiers -‐plural forms ( regular and irregular -‐‘can’ ability

-‐ Topical lexis relat-‐ed to: a person’s description

5 Describe a famous person ( short biography)

-‐ The past simple tense ( common regular and irregular verbs

-‐ Conventions of writing: -‐ Punctuation signs ( review)

-‐ Time markers in biog-‐raphy writing/linking words



6 Ask and give information about famous people

-‐ ‘Wh’ questions ( re-‐view and expansion / alternative questions for ‘when’: how long/how often/ )

7 Ask and give information about possessions

-‐ Possessive pronouns -‐ The genitive -‐ Aux. and WH questions

Remedial work ( to be deter-‐mined according to learners’

8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)

needs) Achievement phase of project work

11

9

I/I/P*

Talk about inventions -‐draw a timeline of inven-‐tions -‐role play with friends -‐ complete a conversation -‐ solve problems -‐ create a guessing game -‐make a language game ( crossword/wordsearch…)

The prepositions of time( in+ year/month..)on…

Topical lexis related to:inventions

*+


• Summative assessment 10 Make polite requests

-‐ Can /permission -‐ Can /could /polite

requests

Formulaic expressions in polite requests /social lan-‐guage Word for-‐mation : the suffix ‘ly’ in adverbs of manner

11 Give advice

-‐Adverbs of manner -‐the modal ‘should’ Conventions of writing: format of informal letter


12 Express possibility Can /possibility

12

13 FIRST TERM EXAM

14 I/I/P*

Conduct an interview -‐Complete a conversation -‐Act out a conversation

Conventions of writing: Ordering sentences ( scrambled conversa-‐tion)

Social lan-‐guage /

* Remedial work ( to be determined according to

learners’ needs for the whole term) project work /evaluation 15 Conduct an interview

WINTER HOLIDAY

Second Term Project: Write your Ideal Menu

01

16

I/I/P*

Talk about food preferences

-‐Write a shopping list -‐Classify food items -‐write a menu/a bill / a recipe -‐act out a conversation

Wh questions( review and expansion/ which one(s)…… ? (food pref-‐erences)

-‐ Topical lexis related to: Food / herb-‐als/ food pro-‐cessing *


17 Ask and give information about food quantities and prices

-‐ Wh questions( review and expansion/ how much /how many….? -‐ Some /any -‐ The demonstratives : these/those

18 Make recommendations for a healthy diet

-‐ The modals : must /should

-‐ Conventions of writing: linking words : review and expansion


19 Express warnings Write a notice( for warn-‐ing)

-‐ Phrases/expressions / in pub-‐lic notices


02

20 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) Remedial work ( to be deter-‐mined according to learners’ needs)

Achievement phase of project

work

21

I/I/P*

Give instructions Write instructions

-‐ The imperative -‐ The passive voice with the present sim-‐ple -‐ The sequencers: first / then/ after that /.. finally

Topical lexis related to: recipe making

*

22 Describe a process Write a recipe Remedial work ( to be determined according to

learners’ needs for the whole term) Presentation of project work 23 Make future plans

-‐Write a map route -‐Write a brochure for holi-‐days

The immediate future ‘going to’

Topical lexis related to lei-‐sure activities

03

24 SECOND TERM EXAM

25

I/I/P*

Make choices -‐Circle differences -‐ Classify similarities

-‐Wh questions( review and expansion/ which one(s)…… ? broader preferences -‐ why…. ? ….. because… -‐Like + gerund

Topical lexis related to lei-‐sure activities


learners’ needs for the whole term) project work /evaluation

26 Offer help/make suggestions/an invitation

-‐Complete a conversation -‐Act out a conversation -‐write an invitation mes-‐sage

-‐ Would in polite re-‐quests

Formulaic ex-‐pressions In social language ( inviting/ mak-‐ing suggestions/ offering help

SPRING HOLIDAY THIRD TERM PROJECT: Write a scrap book of short stories

04

27

I/I/P*

Ask and give information about someone’s career -‐ Write about daily sched-‐

ules -‐ Act out a conversation -‐ Transfer from non-‐ verbal to verbal messages -‐ Complete a conversa-‐tion/ a table/a grid/a short paragraph -‐ Role play with a friend -‐ Give a presentation

-‐the present perfect tense / finished past with present results ( without time markers)

Topical lexis related to daily sched-‐ules/ profes-‐sional tasks/chores

*+ ed past pronunciation


28 Ask and give information about

someone’s career (ctd)

29

I/I/P*

AAsk and give information about someone’s past activities

The past simple tense ( review and expansion

Topical lexis related to past experi-‐ences



30 Ask and give information about someone’s past activities (ctd)

05

31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) -‐ Remedial work ( to be deter-‐mined according to learners’ needs) -‐Achievement phase of project work

32 I/I/P*

Tell a short story -‐ Write a short story -‐ Find a different end-‐

ing to a story -‐ Write a flyer/ a leaflet

-‐ The past simple tense

-‐ Time markers : transitional devices in story telling

Formulaic expressions in story tell-‐ing

*

33 Tell a short story (ctd) Presentation phase of the pro-‐ject

34 THIRD TERM EXAM

Observation: Intonation is by no means to be considered as a teaching objective. But it is important to raise awareness about rising and falling intonation in oral interaction, when acting out conversations (asking questions and giving answers / ...)

!

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2008


objectifs


observations







objectifs


observations





reer



objectifs


observations
















observations

!

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2008


objectifs


observations







objectifs


observations





reer



objectifs


observations
















observations

By Mr.Samir Bounab

([email protected])


Months

weeks

Competency focus



grammar lexis

Pronunciation



FIRST TERM PROJECT: Make the description of your ideal friend

09

1/ 2

I/I/P*( the focus w

ill depend on the learning session kind)


3 Greet someone ( formal and in-‐formal greetings) Role play with a friend To have / to be ( review)

Formal and informal expressions


Rising and falling intonation in oral interaction +’s’ final pronunciation


10

4

Describe someone: Physical appearance Personality features Likes and dislikes

-‐Write a letter to a friend -‐Write an email -‐Make a short video seg-‐ment -‐Transfer from non-‐verbal to verbal message -‐Do a survey

-‐The present simple tense ( review and ex-‐pansion) -‐qualifiers /personality features -‐ linking words: but /and with qualifiers

-‐Topical lexis related to a person’s description -‐ Topical lexis related to leisure activi-‐ties

5 Describe someone (ctd)


• Summative assessment 6 Ask and answer about someone

Auxiliary questions Wh questions / what is S/he like? / what does S/he look like?

7 Define and give explanations The relative pronouns (who/which)

Remedial work ( to be determined according to learners’ needs) Achievement phase of project work 8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)

11

9

I/I/P*

Ask for clarifications -‐Write an email -‐ write an e-‐card message for invitation -‐write a greeting card message -‐Write a thank you note -‐ write an apology reply to an invitation

The modals: may/could/would

Formulaic expressions in polite re-‐quests/social language

*+stress on practised strong words



10 Make invitations

11 Accept and decline invitations Remedial work project work achievement phase (ctd)

12 Plan a visit -‐Draw a diagram

-‐Write your diary The future simple tense ( review)

Topical lexis related to holidays

12

13 FIRST TERM EXAM

14

I/I/P*

Make future arrangements -‐Make a travel schedule -‐ transfer from non-‐verbal to verbal messages( from diary schedules to text)

-‐The present continuous tense with future mean-‐ing -‐ Wh questions ( review and expansion: How far….)

Topical lexis related to arrange-‐ments/ schedules


learners’ needs for the whole term) project work /evaluation 15 Make future arrangements

WINTER HOLIDAY Second term project: Make a timeline of inventions/

01

16

I/I/P*

Talk about means of transport

Draw a road map with transport symbols Transfer from non-‐ verbal to verbal -‐Prepositions of move-‐

ment ( to show direc-‐tions) -‐Question word: How ( asking about means of transport) Prepositions of location ( review and expansion)

Means of transport/ lexis related to travelling

*


17 Ask about distance and travelling schedules

Complete a table / a grid/ a conversation / Act out a conversation Make a travel schedule

18 Describe local amenities Draw the map of your local area Topical lexis

related to amenities / places

*



19 Ask and give information about directions

Draw a map route Transfer from map to paragraph

02



work

21 I/I/P*

Checking understanding and con-‐vince someone (about misunder-‐standings

Act out a conversation Complete a conversation

Auxiliaries do/will/would

-‐Expressions related to clarifications -‐ topical lexis related to animal life ( species in danger of extinction)

*+ strong and weak form

s of practised auxiliaries and m

odals

22 Ask for clarification Design an ID card of an animal


Presentation of project work 23 Ask for permission Role play with a friend

03

24

SECOND TERM EXAM

Third term project: Make a leaflet of your ideal city

25 I/I/P*

Express obligation Write a list of regulations -‐The imperative

-‐ should and must Topical lexis to the pro-‐

*+ stress on practised strong wor

ds Remedial work ( to be determined according to learners’ needs for the whole term) 26 Express obligation (ctd)

tection of the environ-‐ment

project work /evaluation

SPRING HOLIDAY THIRD TERM PROJECT

04

27

I/I/P*

Describe past events

-‐Write an account on past experiences/ holidays

The past simple tense Topical lexis related to past experi-‐ences : holi-‐days

*+ ed past pronunciation


28 Describe one’s last holidays

-‐The past simple and the past continuous -‐time conjunctions (as/when/while)

29 Express cause and effect of events -‐ Transfer from non-‐ verbal to verbal -‐Write a newspaper article

-‐Cause and effect con-‐junctions ( so/because/as a result) The present perfect+ since/for

Topical lexis related to inventions/ leisure activi-‐ties


• Summative assessment 30

I/I/P*

Describe and locate countries

Complete a map/a grid /a table/ a text Transfer’ from non -‐verbal to verbal Make an oral presentation

-‐The passive voice ( is located/ bordered… -‐Prepositions of place ( country location)

-‐Topical lexis related to amenities / places( loca-‐tion )/landmarks

05

31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)

-‐ Remedial work ( to be deter-‐mined according to learners’ needs) -‐Achievement phase of project work

32

I/I/P*

Compare countries

-‐Complete a table/ a text/ -‐ transfer from non-‐ verbal to verbal ( turn graphic information to text)

-‐The comparison ( re-‐view and expansion : superiority/equality/the superlative

Lexis related to country features( bounda-‐ries/populations /scenery), in comparison or contrast with others

*+strong and weak form

of more / as…

as

33 Express feelings about monu-‐ments / places of interest

-‐Role play with a friend Write a letter / an account on famous places

Interjections: What a ….! How + adjective…..!

Topical lexis related to landmarks -‐Expressions of emotional feelings

Presentation phase of the pro-‐ject

34 THIRD TERM EXAM

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2008


objectifs


observations







objectifs


observations





reer



objectifs


observations
















observations

!

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2008


objectifs


observations







objectifs


observations





reer



objectifs


observations
















observations

by Mr Samir Bounab ( [email protected] )


Months

weeks

Competency focus



grammar lexis

Pronunciation



FIRST TERM PROJECT: Design a web page / a blog

09

1/ 2

I/I/P*( the focus will depend on the learning ses-‐sion kind)


3 Ask and give information about food

-‐ Write a healthy menu -‐ Role play to order a menu

-‐ Write a recipe for suc-‐cess

-‐ Produce an ad for a res-‐taurant

The present simple tense ( review)

-‐ Topical lexis related to food:

-‐ Junk food/heal-‐

thy food -‐ Food habits /table man-‐ners/recipes


Rising and falling intonation in oral interaction + silent letters


10

4 Make recommendations about table manners

Use of modals ( should and must)

5 Give instructions ( recipe making) The imperative/ se-‐quencers



6 Compare and contrast food items The comparative of su-‐periority/the superlative (regular and irregular forms)

7 Compare and contrast food items (ctd)

Remedial work ( to be determined according to learners’ needs) Achievement phase of project work 8 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS)

11

9

I/I/P*

Describe food habits -‐ Write an email Review of present tens-‐es

Meal times /dishes *



10 Make polite requests -‐Write a letter of applica-‐tion -‐design a commercial ad-‐vert

The modals ( can /could /would

Topical lexis related to technolo-‐gy/skills /ICts -‐negative prefixes ( in/dis /un)

*rising and falling intonation in requests+ strong and w

eak form

of modals

11

I/I/P*

Express ability/inability/possibility -‐The modals can /could/ was able to -‐ Remedial work

project work achievement phase (ctd)

12 Express obligation/prohibition/ Write notices The modal must / have

to

Lexis related to regula-‐tions/ social skills

12 13 FIRST TERM EXAM

14

I/I/P*

Express agreement Role play with a friend Auxiliary verbs in short forms ( So am I / Neither do I)

Social lan-‐guage

*


project work /evaluation 15 Talk about causes and effect of pollution Write a letter of complaint Cause and effect con-‐

junctions/ connectors

Topical lexis related to the protection of the environ-‐ment

WINTER HOLIDAY Second term Project: Make a career project

01

16 Predict future actions

-‐ Write a personal diary -‐ Make a speech -‐ Write an email -‐ Complete a conversation /a table / a text

-‐ Role play with a friend

Time clauses with pre-‐sent simple and future simple tense in the main clause

Topical lexis related to educational systems

* + discrimination betw

een short and long vow

els+ consonant clusters+ stress in strong w

ords / sentence stress


17

I/I/P*

Express condition Conditional type one

-‐Topical lexis related to hopes/expectations -‐word for-‐mation: suf-‐fixing to form names of jobs/occu-‐pations

18 Make suggestions/offers



19 Express satisfaction/dissatisfaction Verbs of feeling Idiomatic expressions: I am fond of /keen on…

02



work

21 I/I/P*

Describe people’s life in the past -‐ Do a portrait /a biog-‐raphy

-‐ Draw the timeline of Arab scientists

-‐the past simple tense -‐The semi modal ‘used to’

-‐ Topical lexis related to life in ancient times -‐Lexis related to biog-‐raphies

*+ diphthongs

22 Describe people’s life in the past Remedial work ( to be determined according to learners’ needs for the whole term)

Presentation of project work 23

03

24 SECOND TERM EXAM

25

I/I/P*

Ask and give information about life in the past

-‐ Write an account of past and present life

-‐ Do a collage/poster presentation on land-‐marks/great figures

-‐ The relative pronouns ( who/which/where/ when

-‐Lexis related to ancient places/ trades/ occu-‐pations -‐ Names of

Remedial work ( to be determined according to

learners’ needs for the whole term) project work /evaluation 26 Define past objects/past places/

people’s past occupations

ancient tools

SPRING HOLIDAY THIRD TERM PROJECT: Write a narrative account on a topic of interest

04

27

-‐ Report events ( tragic /odd ones)

-‐ Write a newspaper article -‐ Transform newspaper headlines into articles

The present tenses in newspaper reports The present simple ( review and expansion) The present perfect simple+ adverbs of time ( just/so far/yet/already/since /for)

-‐Topical lexis related to Media / the press( news in brief/ sad and funny events

*review of practised vow

el sounds and consonants /rising and falling intonation in yes answers

Remedial work ( to be determined according to learners’ needs)

28 29

I/I/P*

-‐Tell a story -‐ Write a narrative account of your recent past expe-‐rience

-‐The past tenses: the past simple and the past continuous Time clauses with past tenses :conjunctions ( when /while/as)

Topical lexis related to fiction ( fairy tales/ folk tales and fables)

Express cause and effect in story telling

Write a narrative account of your recent past experi-‐ence • Project work process assessment

Review of cause and effext linking devices

-‐On-‐going assessment/ -‐Performance assessment ( oral and written): • Summative assessment

30

05

31 WEEK OF INTEGRATION/ ASSESSMENT OF THE LEARNING PROCESS (WHOLE CLASS) REVIEW AND REMEDIAL WORK (preparation to BEM exam), according to learners’ needs

32 Third term exam

!

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2008


objectifs


observations







objectifs


observations





reer



objectifs


observations
















observations

!

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2008


objectifs


observations







objectifs


observations





reer



objectifs


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observations

!

!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7:'!

5 Seeking agree-

ment Tag questions

préalable pour le développement de compétences communica-

.Ce point de langue peut être intégré comme formes lexicales

9 Expressing abil-

ity/inability/possibility

might cycle moyen

10 Expressing obli-gation

Need to Prête à amalgame entre obliga-

m-munication

21 Expressing un-certainty

Conditional type 2 Trop formel pour le cycle moyen

22 Asking And Giv-ing Recommen-dations

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23 Seeking and giv-ing advice

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25 Giving Warnings Might Trop formel

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By Mr.Samir Bounab([email protected])

4levels official yearly planning & omitted lessons

Education

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selffamily jobsctd

physical appearance

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