Level: First Year Middle School (1AM)

Subject: English
Time devoted:
Learners: 2 hours and a half ( 2 hours + 1 hour tutorial session once per 2 weeks)
Teacher: 3 hours per class
Domains: Oral and written.

GLOBAL COMPETENCE
At the end of level 1 ( 1st year middle school), the learner will be able to interact, interpret and produce short oral and written messages texts of descriptive type, using written,
visual or oral supports, in meaningful situations of communication related to his environment and interests. The learner can:
- understand simple messages related to concrete situations, his/her immediate environment and needs;
- ask and answer simple questions about topics related to their age and interest provided that the other person speaks clearly
and is prepared to help;
- use very basic phrases, short sentences to talk and write about personal experiences (family likes).
FIRST TERM:

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce short and simple descriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret short and simple descriptive messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to produce short and simple written descriptive messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers give a Situation 1 gives a hint
You want to join an international friendship blog . The problem-solving about the target
members of the blog want to know about you. Introduce situation never met competencies and their
yourself to them. before as starting off to components, the cross- 10 weeks for
declare the curricular competencies both
Learning Objectives Communicative Tasks communicated intentions and the values. sequences
* Greet people - Labelling then break it into
*Introduce myself - Email learning objectives and
*Give information/ - Role play lessons.
* Respond to questions about me: - Songs
my age, my class and my - games
Sequence 1 ME My Family hometown.
AND MY Profile *Ask about a new friends name
FRIEND 2- Installing Resources Step 2: Teachers install Situation 2: Introducing
S resources in a learning the linguistics content
Grammar Lexis Pronunciation
problem- solving related to grammar, lexis
*Auxiliary to be and to *Lexis related /a/ ,//,/a/ /ei / situation related to the and pronunciation(L.G.P)
have (present simple to greeting : environment and
tense) hi /hello interests of the learners.
*Personal pronouns *Question
*Possessive adjectives words: What?
*Demonstrative pronoun /where ?
it *Glad/nice
*Preposition: in/ location *Lexis related
( hometown) to colours
*Numbers from 1 to 13
3- Learning to integrate ( situation of integration) Step 3: Teachers train Situation 3:
You are a new member of your school blog , your friends want their learners on how to Reinvestment of previous
to know more about you. Introduce yourself to them. integrate, and mobilize learning. Learners
 their resources and mobilize to learn how to
reinvest them in a integrate the previous
problem-solving knowledge which is
situation, through group acquired in the previous
work. Thus, teachers situation to solve a real
would be able to identify problem situation in
the learners strengths groups.
and weaknesses, deal
with moderation and
organize remedial work
in tutorial sessions.
4 ) Assessment Step 4 : The learners will Situation 4 :
have to work *Assessing the learners
Sequence 1 ME My Family individually as level of performance in an
AND MY Profile integration is an integrated way (individual
FRIENDS individual learning work).
process. Teachers will *Identification of learners
give them a problem weaknesses for the sake of
solving situation of remediation (AFL)
integration for the sake Using the previous
of assessment. assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).
5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.

1-Starting off situation

Jack is your new epal on the international friendship blog. Step1: Teachers will give a Situation 1 gives a hint
He is from England . He wants to know about your family. problem-solving situation about the target
Introduce your family to Jack and send him your family tree. never met before as starting competencies and their
off to declare the components, the cross-
Learning objectives Communicative tasks communicated intentions curricular competencies and
*Give information/respond to - Email then break it into learning the values.
questions about me : - Role play objectives and lessons.
- My age , class, hometown - Family tree/ Tagging
- My preferences(food, - Songs
clothes) - Poster
*Ask and give information - cartoons
about: My family (parents, - Family game
 brothers and sisters)
2- Installing Resources Step 2: Teachers install Situation 2: Introducing
Grammar Lexis Pronunciation resources in a learning the linguistics content
problem- solving situation related to grammar,
*Present simple * Basic lexis /e/ / I : / related to the environment lexis and
ME My Family tense with the ( words and / / / / and interests of the learners pronunciation(L.G.P) )
Sequence 2 AND MY Profile verbs: to live, to go expressions)
FAMILY to like ( I like / I related to family, Aspirated h
dont like ) school things,
*Numbers from 14 clothes , food, jobs Intonation in
to 100 wh question.
*Articles a/ an
/the)
*Use of simple
sentence pattern
( memorised/
modelled ones:
affirmative and
interrogative )
*Use of question
words ( who ? ,
what ?, where ? )
*Demonstratives :
this / that, it

3- Learning to integrate ( situation of integration) Step 3 :Teachers train their
You are a member in an international friendship blog. Your learners on how to integrate,
e-pals wants to know more about you and your family . and mobilize their resources
Post your information to tell about you : name ; age , and and reinvest them in a
your family : name , job , age .. problem-solving situation,
through group work. Thus,
teachers would be able to
identify the learners
strengths and weaknesses,
deal with moderation and
Sequence 2 organize remedial work in
tutorial sessions.
ME My Family
AND MY Profile
FAMILY
4 - Assessment *** Step 4 : The learners will
have to work individually as
integration is an individual
learning process. Teachers
will give them a problem
solving situation of
Situation 2: Reinvestment
of previous learning.
Learners mobilize to learn
how to integrate the previous
knowledge which is
acquired in the previous
situation to solve a real
problem situation in groups.
Situation 4 :
*Assessing the learners
level of performance in an
integrated way (individual
work).
*Identification of learners
 integration for the sake of weaknesses for the sake of
assessment. remediation (AFL)
Using the previous
assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).
5- Remediation Remediation is determined
via the learning/teaching
process and during some of
tutorial sessions.
FIRST TERM EXAMINATION
SECOND TERM:

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce short and simple descriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret short and simple descriptive messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to produce short and simple written descriptive messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers will Situation 1 gives a hint about 8 weeks for
You received a message from your e-pal Jack . He tells give a problem-solving the target competencies and both
you about his leisure activities . He wants to know about situation never met their components, the cross- sequences
your leisure activities . before as starting off curricular competencies and
Send him a reply and tell him about your leisure to declare the the values.
activities at week ends. communicated
intentions then break it
Learning objectives Communicative tasks into learning objectives
*Tell the time - Role play and lessons.
*Talk about daily activities - Games
ME *Talk about leisure activities - Email
Sequence 3 AND MY My school at school - Songs
DAILY presentation - Interview
ACTIVITIES

2- Installing Resources Step 2: Teachers install Situation 2: Introducing

Grammar Lexis Pronunciation resources in a learning the linguistic content
problem- solving related to grammar, lexis
*Discourse *Lexis related The situation related to the and
markers : today, to daily pronunciation of environment and pronunciation(L.G.P).
every, now activities , : interests of the learners
*The present digital time ,
simple tense with leisure /h/,/s/ , /z/ ,/z/
concrete , routine activities
actions
*Wh questions
,yes / no questions
3- Learning to integrate ( situation of integration) Step 3 :Teachers train Situation 3: Reinvestment of
You are back to school after the week-end and you want their learners on how to previous learning. Learners
to know about your friends leisure activities. Ask your integrate, and mobilize mobilize to learn how to
friend about his week-end leisure activities and write their resources and integrate the previous
about them. reinvest them in a knowledge which is acquired
 problem-solving in the previous situation to
situation, through solve a real problem situation
group work. Thus, in groups.
teachers would be able
to identify the learners
strengths and
weaknesses, deal with
moderation and
Sequence 3 ME organize remedial work
AND MY My School in tutorial sessions.
DAILY Presentation 4 - Assessment Step 4 : The learners Situation 4 :
ACTIVITIES will have to work *Assessing the learners level
individually as of performance in an
integration is an integrated way (individual
individual learning work).
process. Teachers will *Identification of learners
give them a problem weaknesses for the sake of
solving situation of remediation (AFL) using the
integration for the sake previous assessment (I think
of assessment. and write) and self-
assessment grid of the course
book (Now, I can).

5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
 1-Starting off situation Step1: Teachers will Situation 1 gives a hint about
You have duties and rights at school . You want to give a problem-solving the target competencies and
remind your mates about them . Write a poster of your situation never met their components, the cross-
rights and duties and publish it on your school blog. before as curricular competencies and
starting off to declare the values.
the communicated
Learning objectives Communicative tasks intentions then break it
* Introduce myself * - Labelling into learning objectives
Give information/ - Email and lessons.
respond to questions - Role play
about me: my age, my
- Songs
class and
- games
Sequence 4 my hometown.
*Ask about a new
friends name

ME My School 2- Installing Resources Step 2: Teachers install Situation 2: Introducing

AND MY Presentation Grammar Lexis Pronunciation resources in a learning the linguistic content
SCHOOL problem- solving related to grammar, lexis
* Prepositions of *Lexis related to *Pronunciation situation related to the and
location : from .. school / hobbies/ of : / / , /g/ , /j/ environment and pronunciation(L.G.P).
to, on, at near , *Basic lexis , // , // interests of the learners
under ( words and
*Prepositions of expressions/
time: in
formulaic
(the morning ); at
( time); on + day language) : polite
*The present forms /
continuous tense greetings../
with concrete school
actions in regulations
progress
 3- Learning to integrate ( situation of integration) Step 3 :Teachers train their
Pupils have rights and duties in their school. learners on how to
Your teacher asked you to design a poster of rights and integrate, and mobilize
duties at your school to hang it in the classroom. their resources and reinvest
them in a problem-solving
situation, through group
work. Thus, teachers
would be able to identify
the learners strengths and
weaknesses, deal with
moderation and organize
remedial work in tutorial
sessions.
ME My School 4 - Assessment *** Step 4 : The learners will
Sequence 4 AND MY Presentation have to work individually
SCHOOL as integration is an
individual learning
process. Teachers
will give them a problem
solving situation of
integration for the sake of
assessment.
5- Remediation Remediation is determined
via the learning/teaching
process and during some
of tutorial sessions.
SECOND TERM EXAMINATION
Situation 3: Reinvestment
of previous learning.
Learners mobilize to learn
how to integrate the
previous knowledge
which is acquired in the
previous situation to solve
a real problem situation in
groups.
Situation 4 :
*Assessing the learners
level of performance in an
integrated way (individual
work).
*Identification of learners
weaknesses for the sake of
remediation (AFL) using
the previous assessment (I
think and write) and self-
assessment grid of the
course book (Now, I can).
THIRD TERM:

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce short and simple descriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret short and simple descriptive messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to produce short and simple written descriptive messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers will give a Situation 1 gives a hint
You want to invite your e-pals to visit Algeria. You problem-solving situation about the target
want them to visit our beautiful country, its monuments never met before as starting competencies and their 7 weeks
and famous places. off to declare the components, the cross-
Make a leaflet to attract them including our national communicated intentions curricular competencies and
dish , national currency , famous people and celebration then break it into learning the values.
days objectives and lessons.

Learning objectives Communicative tasks

*Ask and give information - Interview Email
ME, MY
about : - Role play
Sequence 5 COUNTRY My Country
My country - Songs
AND THE Profile/
WORLD A Tourist ( currency/ - Poster
flag/national and - leaflets
Brochure
religious days
* Other countries
( nationalities/ Flags /
currencies/celebration days)
2- Installing Resources Step 2: Teachers install Situation 2:
resources in a learning Introducing the
Grammar Lexis Pronunciation problem- solving situation linguistic content
* Word formation *Names of The related to the environment related to grammar,
( adjectives of countries/ pronunciation and interests of the learners lexis and
nationalities/ nationalities of : pronunciation(L.G.P).
suffixes)
*The articles : *Basic lexis
-indefinite / a/ an ( words and /p /, /b/
definite/the expressions) ph /f:/
* Plural forms related to
*Recycling: countries : *Silent p
 Preposition of flags , *Silent b
location :in currencies , / / ,/:/ , / a/
*The auxiliaries to celebrations (
be / to have national ,
*The present religious and
simple with related others)
concrete details
ME, MY My Country about countries and
Sequence 5 COUNTRY Profile/ celebrations
AND THE A Tourist 3- Learning to integrate ( situation of integration) Step 3 :Teachers train their Situation 3: Reinvestment
WORLD Brochure Your friend received an e-mail from Kathleen . Read it learners on how to of previous learning.
and help your partner to write a reply to Kathleen. integrate, and mobilize Learners mobilize to learn
their resources and how to integrate the
reinvest them in a previous knowledge
problem-solving situation, which is acquired in the
through group work. Thus, previous situation to solve
teachers would be able to a real problem situation in
identify the learners groups.
strengths and weaknesses,
deal with moderation and
organize remedial work in
tutorial sessions.
4 - Assessment *** Step 4 : The learners will Situation 4 :
have to work individually *Assessing the learners
as integration is an level of performance in an
individual learning integrated way (individual
process. Teachers work).
will give them a *Identification of learners
weaknesses for
 a problem solving
situation of integration for
the sake of assessment.
5- Remediation Remediation is determined
via the learning/teaching
process and during some
of tutorial sessions.
the sake of remediation
(AFL) using the previous
assessment (I think and
write) and self-assessment
grid of the course book
(Now, I can).

THIRD TERM EXAMINATION

Level: Second Year Middle School (2AM)
Subject: English
Time devoted:
Learners: 2 hours and a half ( 2 hours + 1 hour tutorial session once per 2 weeks)
Teacher: 4 hours per class
Domains: Oral and written.

GLOBAL COMPETENCE
At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts of des criptive, narrative and prescriptive type, using written,
visual or oral support, in meaningful situations of communication related to his environment and interests. The learner can:
- understand messages consisting of formulaic phrases and simple sentences related to frequently used expressions related to familiar topics or situations (personal,
shopping, local places).
- communicate limited information in simple every day and routine situations by using memorised phrases and formulaic language.
-use selected simple structures correctly but still systematically produce basic errors
FIRST TERM

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers give a Situation 1 gives a hint 9 weeks
You have just seen an advertisement on TV . Actors and actresses problem-solving about the target for both
aged from 14 to 20 are wanted for an Algerian show. One of your situation never met competencies and their sequences
classmates wants to be one of them. Help her write an e-mail to before as starting off to components, the cross-
apply for this job. declare the curricular competencies
ME, MY Table communicated and the values.
Sequence 1 FRIENDS Manners intentions then break it
Learning Objectives Communicative Tasks
AND MY Worldwide into learning
*Describing physical appearance - Interview
FAMILY *Describing daily and free time - Role play objectives and lessons.
activities - Daily schedule
*Describing and locating places - Guessing game
*Reading and interpreting a house plan - Family tree
*Recording daily activities on a - Songs
schedule
*Describing family relationships
*Expressing likes and dislikes
*Expressing abilities and inabilities
*Expressing cause or reason

2- Installing Resources Step 2: Teachers Situation 2: Introducing

Grammar Lexis Pronunciation install resources in a the linguistics content
*The simple present *Lexis related to *Pronunciation of learning problem- related to grammar, lexis
tense for description topics ( physical s endings: /iz/,/s/ solving situation and
related to the pronunciation(L.G.P)
*Adjective for appearance , and /z/
environment and
description(colour, routine, *Pronunciation of interests of the
height, build, hairstyle, activities,.) can and cant: learners.
beauty and physical /kn/,/kn/ and
attraction) /knt/
 *Possessive pronouns *Silent letter h
for description *Silent letterd
*Location markers
(prepositions and
adverbs) for
description
*Can for ability
*Cant for inability
ME, MY Table
Sequence 1 FRIENDS Manners *Cause and reasons(
AND MY Worldwide why, because)
FAMILY 3- Learning to integrate ( situation of integration) Step 3: Teachers train Situation 3:
You are entering a national competition organised by the Algerian their learners on how Reinvestment of
Ministry of National Education for middle school students about the to integrate, and previous learning.
Best Personal Profile written in English. Competitors are required mobilize their Learners mobilize to
to upload their profiles to the website of the Algerian Ministry of resources and reinvest learn how to integrate the
National Education before December 20 th. them in a problem- previous knowledge
The first three winners will be offered a four-week English language solving situation, which is acquired in the
course in London next summer through group work. previous situation to
Thus, teachers would solve a real problem
be able to identify the situation in groups.
learners strengths and
weaknesses, deal with
moderation and
organize remedial
work in tutorial
sessions.
4 ) Assessment Step 4 : The learners Situation 4 :
will have to work *Assessing the learners
individually as level of performance in
integration is an an integrated way
individual learning (individual work).
process. Teachers will *Identification of
give them a problem learners weaknesses for
ME, MY solving situation of the sake of remediation
Sequence 1 FRIENDS Table integration for the sake (AFL)
AND MY Manners of assessment. Using the previous
FAMILY Worldwide assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching
 process and during
some of tutorial
sessions.
1-Starting off situation Step1: Teachers give a Situation 1 gives a hint
problem-solving about the target
Sequence 2 It is Akrams birthday. His mother wants to make a big birthday situation never met competencies and their
ME, AND My cake .She asks Akram to buy the ingredients she needs. Help Akram before as starting off to components, the cross-
MY Classmates to write his shopping list and show him the way to the supermarket. declare the curricular competencies
SHOPPING Shopping communicated and the values.
Habits intentions then break it
into learning objectives
Learning Objectives Communicative Tasks and lessons.
*Describing shopping items - Interview
*Expressing quantity - Role play
*Asking information about - Location Map
shape , size, quantity, weight, - Guessing game
colour and price - Songs
*Devising a neighbourhood
street map
*Locating and showing the
way to amenities

2- Installing Resources Step 2: Teachers install Situation 2: Introducing

Grammar Lexis Pronunciation resources in a learning the linguistics content
*Many, much, some, any *Basic lexis ( *Pronunciation of problem- solving related to grammar, lexis
*How many.? words and /l/ and / l/ situation related to the and pronunciation(L.G.P)
*How much ? expressions/ *Pronunciation of environment and
*What size are you? formulaic /r/ interests of the
*What is your size? language) : polite *Silent r learners.
*What is the size of ? forms /
*How big is ?
greetings../
*What shape is ?
*Cardinal and ordinal preferences
numbers
*The imperative

Sequence 2 ME, AND My

MY Classmates
3- Learning to integrate ( situation of integration) Step 3: Teachers train Situation 3:
SHOPPING Shopping
Sandra your English friend wants to know about shopping in their learners on how to Reinvestment of previous
Habits
Algeria. Write her an email to give her information about shopping integrate, and mobilize learning. Learners
malls , supermarkets, street markets and traditional craft shops in their resources and mobilize to learn how to
 the place where you live. Tell her also about how Algerian reinvest them in a integrate the previous
teenagers dress and what they usually eat. Then, ask her questions problem-solving knowledge which is
about shopping in England and what English teenagers wear and situation, through acquired in the previous
eat . Attach to you email a street map showing the shopping group work. Thus, situation to solve a real
amenities in your neighbourhood and the location of your home. teachers would be able problem situation in
to identify the learners groups.
strengths and
weaknesses, deal with
moderation and
organize remedial work
in tutorial sessions.

4 - Assessment *** Step 4 : The learners Situation 4 :

will have to work *Assessing the learners
individually as level of performance in
integration is an an integrated way
individual learning (individual work).
process. Teachers will *Identification of
give them a problem learners weaknesses for
solving situation of the sake of remediation
integration for the sake (AFL)
of assessment. Using the previous
assessment (I think and
My write) and self-
Sequence 2 ME, AND Classmates assessment grid of the
MY Shopping course book (Now, I
SHOPPING Habits can).
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.

FIRST TERM EXAMINATION

SECOND TERM

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers give Situation 1 gives a hint 6 weeks
In a forum of discussion , you read Monas message asking for help. a problem-solving about the target
She suffers from obesity . She weighs 98 kilos. She feels tired and situation never met competencies and their
sick. Write a reply to Mona and help her lose weight. before as starting off components, the cross-
to declare the curricular competencies
communicated and the values.
intentions then break
Learning Objectives Communicative Tasks
My Healthy it into learning
*Expressing obligation - Shopping list
Food and objectives and lessons.
*Giving advice and recommendations - Bills
Exercise
*Planning a healthy balanced meal - Leaflets
Sequence 3 ME AND Poster
*Planning a healthy weekly diet - maps
MY /
- Poster
HEALTH My Dietary
- Information panels
Flier
- Charters

2- Installing Resources Step 2: Teachers Situation 2: Introducing

Grammar Lexis Pronunciation install resources in a the linguistics content
*Have to *Lexis related to *Pronunciation of learning problem- related to grammar, lexis
(interrogative and shopping, food, must : /mst/, /mst/ solving situation and
affirmative forms) health... and /msnt/ related to the pronunciation(L.G.P)
*Have got to *Basic lexis *Pronunciation of environment and
*Must with the 3 ( words and should: /d/, /d/ interests of the
forms expressions/ learners.
formulaic
* Should / language) : polite *Pronunciation of
Shouldnt forms / greetings shouldnt: /dnt/
*The imperative *Pronunciation of
sh://
*Pronunciation of
ch: /t/
 3- Learning to integrate ( situation of integration) Step 3: Teachers train Situation 3:
Nacer,my Tunisian friend, is overweight wants to kow what kind their learners on how Reinvestment of previous
of diet my dietitian recommends because he knows I have the to integrate, and learning. Learners
same problem.Im going to send him a detailed email in which I mobilize their mobilize to learn how to
explain my doctors dietary advice and recommendations about resources and reinvest integrate the previous
food and exercise. Im also going to send him a weekly diet plan them in a problem- knowledge which is
and a typical daily menu as attached documents. solving situation, acquired in the previous
through group work. situation to solve a real
My Healthy Thus, teachers would problem situation in
Food and be able to identify the groups.
Sequence 3 ME AND Exercise learners strengths and
MY Poster weaknesses, deal with
HEALTH / moderation and
My Dietary organize remedial
Flier work in tutorial
sessions.
4 - Assessment *** Step 4 : The learners Situation 4 :
will have to work *Assessing the learners
individually as level of performance in an
integration is an integrated way (individual
individual learning work).
process. Teachers will *Identification of learners
give them a problem weaknesses for the sake of
solving situation of remediation (AFL) using
integration for the sake the previous assessment (I
of assessment. think and write) and self-
assessment grid of the
course book (Now, I can).
5- Remediation Remediation is
determined via the
My Healthy learning/teaching
Food and process and during
Sequence 3 ME AND Exercise some of tutorial
MY Poster sessions.
HEALTH /
My Dietary
Flier

SECOND TERM EXAMINATION

THIRD TERM

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers give a Situation 1 gives a hint 5 weeks
In the international travel forum of tripadvisor.com website, you problem-solving about the target
read a message of a tourist from England . He wants to visit Algeria. situation never met competencies and their
before as starting off to components, the cross-
Think of a nice place you visited and write some information about
declare the curricular competencies
it. Turn these information into a travel brochure to be posted in the
My Last communicated and the values.
Sequence 4 ME AND Holiday travel forum . intentions then break it
MY Mini- into learning
Learning Objectives Communicative Tasks
TRAVELS Travelogue objectives and lessons.
*Describing amenities and places of - Information panels
/
interest notices
A
- Brochure for holidays
Memorable
*Describing environmental sites - Map route
Holiday
- Information transfer
Report
*Reading and interpreting a map ( from weather forecast
symbols to text)
*Planning and interpreting itineraries - Poster
- Pictionary

2- Installing Resources Step 2: Teachers install Situation 2: Introducing

Grammar Lexis Pronunciation resources in a learning the linguistics content
 *Simple future tense with *Lexis related to *Pronunciation of problem- solving related to grammar, lexis
the 3 forms topics will- ll- situation related to the and
*be going to for future wont: environment and pronunciation(L.G.P)
activities with the 3 forms Basic lexis interests of the learners.
*Past simple tense with the */wil/,/l /wnt/
3 forms ( words and
*( regular and irregular expressions/ *Pronunciation of
verbs) formulaic ed: /id/,/t/,/d/
*Demonstratives : language) : polite
this/these, that/those forms / *Pronunciation of
*Word formation with greetings../ th:/ /, / /
My Last tion Pronunciation of
Holiday *Adjectives ending *Word formation
tion /n/
Mini- withy
ME AND Travelogue
Sequence 4 MY /
TRAVELS A
Memorable
Holiday 3- Learning to integrate ( situation of integration) Step 3: Teachers train Situation 3:
Report Andrew Williams, your Australian friend is going to visit Algeria their learners on how to Reinvestment of
next summer. Ill be his guide. So, I organise a three-day tour for him integrate, and mobilize previous learning.
to visit the most interesting places in the region where I live their resources and Learners mobilize to
(museums, parks, forests, mountains, old medinas, souks, ksours, reinvest them in a learn how to integrate
traditional craft shops, etc.).I prepare a detailed itinerary of this tour problem-solving the previous knowledge
using a map of my region with the necessary map icons. Then, I sent situation, through which is acquired in the
him this itinerary and the map by email. group work. Thus, previous situation to
teachers would be able solve a real problem
to identify the learners situation in groups.
strengths and
weaknesses, deal with
moderation and
organize remedial work
in tutorial sessions.

4 - Assessment *** Step 4 : The learners Situation 4 :

will have to work *Assessing the learners
individually as level of performance in
integration is an an integrated way
individual learning (individual work).
Sequence 4 My Last process. Teachers will *Identification of
ME AND MY Holiday give them a problem learners weaknesses for
TRAVELS Mini- solving situation of the sake of remediation
Travelogue integration for the sake (AFL)
/ of assessment. Using the previous
A assessment (I think and
Memorable write) and self-
Holiday assessment grid of the
Report course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
THIRD TERM EXAMINATION
Level: Third Year Middle School (3AM)
Subject: English
Time devoted:
Learners: 3 hours and a half ( 3 hours + 1 hour tutorial session once per 2 weeks)
Teacher: 4 hours per class
Domains: Oral and written.

GLOBAL COMPETENCE
At the end of MS3, the learner will be able to interact, interpret and produce simple oral and written messages / texts of descriptive, narrative, prescriptive and argumentative
types, using written, visual or oral support, in meaningful situations of communication related to his environment and interests. The learner can:
- understand short texts consisting of phrases and simple sentences and frequently used expressions to familiar topics or
situations;
- communicate messages in simple tasks on everyday topics using simple sentences, which are appropriate;
- describe in short sentences some aspects of his/her background or environment and related to his/her needs.
FIRST TERM:

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports,
learner will be able to produce simple written descriptive ,narrative, prescriptive and argumentative messages/texts .

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers give a Situation 1 gives a hint 9 weeks
You have read an advertisement in the popular Algerian problem-solving about the target for both
website Bayt. com about part time jobs. situation never met competencies and their sequences
Teenagers are wanted to work in the greatest malls. Amine before as starting off to components, the cross-
wants to apply for this job. Help him write his e-mail. declare the curricular competencies
communicated and the values.
Learning Objectives Communicative Tasks intentions then break it
*Expressing abilities and - Interview into learning objectives
inabilities - Role play and lessons.
*Describing personal interests - Chat / email:
Lets *Describing personality features personal letter
Sequence 1 ME, MY Preserve - Short video segments
ABILITIES Our
MY Cultural and 2- Installing Resources Step 2: Teachers install Situation 2: Introducing
INTERESTS National resources in a learning the linguistics content
Grammar Lexis Pronunciation
AND MY Heritage problem- solving related to grammar, lexis
PERSONALITY / * Can for ability * Lexis related *Pronunciation situation related to the and pronunciation(L.G.P)
Teenage * cant for inability to related topics of the vowel environment and
Lifestyle *Questions about *Basic lexis sounds: interests of the learners.
around the abilities and inabilities ( words and / /,//,//
World ( with positive and expressions/ * Pronunciation
negative answers) formulaic of can and
cant:
 *Asking questions language) : /kn/,/kn/ and
about interests and polite forms / /knt/
personality greetings../ *Pronunciation
*Frequency adverbs: of sending:
always/ never /iz/,/s/ and /z/
*Asking about
frequency: How often
?
*Formation of
adjectives

3- Learning to integrate ( situation of integration) Step 3: Teachers train Situation 3:

Sequence 1 ME, MY Lets their learners on how to Reinvestment of
ABILITIES Preserve The editor of your school magazine asked you to write an
integrate, and mobilize previous learning.
MY Our article about Mohamed Farah Jeloud. You decided to present
their resources and Learners mobilize to
INTERESTS Cultural his profile in order to make all your schoolmates see what a 2nd
reinvest them in a learn how to integrate
AND MY and year primary school pupil can do. You want to make them
problem-solving situation, the previous knowledge
PERSONALITY National understand that reading is important and necessary for the
through group work. which is acquired in the
Heritage development of individuals and nations.
Thus, teachers would be previous situation to
/ able to identify the solve a real problem
Teenage learners strengths and situation in groups.
Lifestyle weaknesses, deal with
around the moderation and organize
World remedial work in tutorial
(wall sessions.
display)

4 ) Assessment Step 4 : The learners will Situation 4 :

have to work individually
as integration is an
individual learning
process. Teachers will
give them a problem
solving situation of
integration for the sake of
assessment.
*Assessing the learners
level of performance in
an integrated way
(individual work).
*Identification of
learners weaknesses for
the sake of remediation
(AFL)
 using the previous
assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
can).

5- Remediation Remediation is
determined via the
learning/teaching
process and during
some of tutorial
sessions.
1-Starting off situation Step1: Teachers will Situation 1 gives a hint
give a problem-solving about the target
In an international blog for fun. Members of the group posted
situation never met competencies and their
snapshots from their childhood memories and their life styles in
before as starting off components, the cross-
the past. You want to participate. Write about your memories to
to declare the curricular competencies
be published in the blog.
communicated and the values.
Learning objectives Communicative tasks
intentions then break it
*Narrating past events, - Interview
Lets into learning objectives
experiences and - Role play
Preserve and lessons.
childhood memories - Chat / email: personal letter
Our
*Describing life and
ME Cultural - Short video segments
lifestyles (past and
Sequence 2 AND and - Poster
present)
LIFESTYLES National - Id card
*Comparing life and
Heritage
lifestyles (past and
/
present)
Teenage
*Devising and selecting
Lifestyle
relevant interview
around the
questions
World
*Conducting an interview
(wall
display) 2- Installing Resources Step 2: Teachers install Situation 2:
Grammar Lexis Pronunciation resources in a learning Introducing the
problem- solving linguistics content
*Narrating past events, * Lexis related to *Pronunciation of situation related to the related to grammar,
experiences and related topics the vowel environment and lexis and
childhood memories *Basic lexis( sounds:/u:/ and / pronunciation
words and / (L.G.P)
expressions/
*Describing life and formulaic *Pronunciation of interests of the learners.
lifestyles (past and language) : the vowel sounds:
present) polite forms / // and / /
*Comparing life and greetings../ *Pronunciation of
 lifestyles (past and the vowel sounds:
present) //, //
*Devising and *Silent letters
selecting relevant w and t
interview questions
*Conducting an
Lets interview
Preserve 3- Learning to integrate ( situation of integration) Step 3 :Teachers train Situation 2:
Our It is Grandparents Day. To celebrate the event you decide to their learners on how to Reinvestment of
Sequence 2 ME Cultural make a video interview of our grandfather or grandmother. You integrate, and mobilize previous learning.
AND and will post the video on the school website and your personal blog their resources and Learners mobilize to
LIFESTYLE National to share it with other people around the world. reinvest them in a learn how to integrate
S Heritage problem-solving the previous
/ situation, through group knowledge which is
Teenage work. Thus, teachers acquired in the
Lifestyle would be able to identify previous situation to
around the the learners strengths solve a real problem
World and weaknesses, deal situation in groups.
(wall with moderation and
display) organize remedial work
in tutorial sessions.

4 ) Assessment *** Step 4 : The learners will Situation 4 :

have to work *Assessing the
individually as learners level of
integration is an performance in an
individual learning integrated way
process. Teachers will (individual work)
give them a problem *Identification of
solving situation of learners weaknesses for
integration for the sake the sake of
of assessment remediation (AFL)

using the previous

assessment (I think and
write) and self-
assessment grid of the
course book (Now, I
 can).
5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.
FIRST TERM EXAMINATION
SECOND TERM:

Domains Target competencies

In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
Oral- Written - Both In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written..
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to produce simple written descriptive , narrative, prescriptive and argumentative messages/texts ..

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers will give Situation 1 gives a hint 6 weeks
We will celebrate the 16 th of April soon .It is the a problem-solving about the target
science day in Algeria. Your teacher of English asked situation never met before competencies and their
you to write a biographical information about a famous as starting off to declare components, the cross-
the communicated curricular competencies
scientist to be published in your school magazine.
intentions then break it and the values.
Learning objectives Communicative tasks into learning objectives
and lessons.
A Brochure *Narrating - Diary/ journal
Sequence 3 about *Describing - Survey
ME AND Inventions , *Organising/sequencing - Menu
THE Innovations biographical information in - Notices/ plans / maps
SCIENTIFIC and chronological order - Posters
WORLD Discoveries *Selecting relevant - Charters
biographical information - Formal letters
*Transferring biographical - Newspaper article
information from one format
(ID card) to another (plain text
with
specific writing rules and
mechanics)

2- Installing Resources Step 2: Teachers install Situation 2: Introducing

Grammar Lexis Pronunciation resources in a learning the linguistics content
problem- solving situation related to grammar,
*The past continuous tense *Lexis related *Pronunciation
related to the environment lexis and pronunciation
*Contracted/short forms of to related of the consonant
and (L.G.P)
be in the past topics sounds: :/f/ and
interests of the learners.
*The past continuous and /v/
 simultaneous actions *Basic lexis
*Sentence connector: ( words and
while expressions/
*Spelling rules: V-ing formulaic
*Requests with: can and language) :
may polite forms /
* Relative clauses: the
greetings../

A Brochure 3- Learning to integrate ( situation of integration) Step 3 :Teachers train Situation 2:

Sequence 3 about their learners on how to Reinvestment of
Inventions , It is National Inventors Day in Algeria. To celebrate the integrate, and mobilize previous learning.
Innovations event , your teacher of English asked you to write the biography their resources and Learners mobilize to
and of a famous scientist or inventor and put it on display in the reinvest them in a learn how to integrate
Discoveries public local library where an official ceremony will be held. problem-solving situation, the previous knowledge
ME AND The best works will be awarded prizes. through group work. which is acquired in the
THE Thus, teachers would be previous situation to
SCIENTIFIC able to identify the solve a real problem
WORLD learners strengths and situation in groups.
weaknesses, deal with
moderation and organize
remedial work in tutorial
sessions.

4 ) Assessment *** Step 4 : The learners will Situation 4 :

have to work individually *Assessing the learners
as integration is an level of performance in
individual learning an integrated way
process. Teachers will (individual work)
give them a problem *Identification of
solving situation of learners weaknesses for
the sake of
integration for the sake of remediation (AFL)
assessment using the previous
ME AND A Brochure assessment (I think and
Sequence 3 THE about write) and self-
SCIENTIFIC Inventions , assessment grid of the
WORLD Innovations course book (Now, I
and can).
Discoveries 5- Remediation Remediation is determined
via the learning/teaching
process and during some
of tutorial sessions.
SECOND TERM EXAMINATION
THIRD TERM:

Domains Target competencies

Oral- Written - Both
In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the learner will be
able to interact and produce simple descriptive, narrative, prescriptive and argumentative messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to interpret simple descriptive, narrative, prescriptive and narrative messages/texts orally and in written..
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the
learner will be able to produce simple written descriptive , narrative, prescriptive and argumentative messages/texts ..

Learning Topics Projects Planning Learning Support Documents Teachers Guide Estimated
Sequences Instructions Instructions Time
1-Starting off situation Step1: Teachers will Situation 1 gives a hint 5 weeks
As a member of Greenpeace organization , you want to give a problem-solving about the target
protect the environment where you live. Prepare a short situation never met competencies and their
article to be published in social networks. Make people in before as starting off components, the cross-
your city aware about the causes and bad effects of pollution. to declare the curricular competencies
communicated and the values.
Suggest some solutions.
intentions then break it
into learning objectives
Learning objectives Communicative tasks
and lessons.
Sequence 4 My Wildlife
Pictionary *Expressing obligation - Biographies
ME AND MY / *Expressing prohibition - Pictionary/
ENVIRONMEN My School *Making recommendations - Id cards
T Environment *Comparing and evaluating - Timelines / diagrams
Litter Survey /charts
- Travel schedules
- Table completion

2- Installing Resources Step 2: Teachers install Situation 2:

Grammar Lexis Pronunciation resources in a learning Introducing the
*must (strong *Lexis related *Pronunciation of problem- solving linguistics content
obligation) to related the consonant situation related to the related to grammar,
*mustnt topics sounds: environment and lexis and pronunciation
interests of the (L.G.P)
(prohibition) // and /d/
learners.

*should ( mild *Basic lexis *Silent letters:

obligation) ( words and k , w, h,
*The imperative expressions/ t
*The present perfect formulaic *Intonation in
tense language) : questions
 *The present perfect polite forms /
tense with: for and greetings../
since
*Asking questions *Word
Sequence 4 My Wildlife with How long ? formation
Pictionary *The comparative of
ME AND MY /
superiority ( short
ENVIRONMEN My School
and long adjectives)
T Environment
Litter Survey *Discourse
connectors: as,
because, so,
therefore
3- Learning to integrate ( situation of integration) Step 3 :Teachers train Situation 2:
their learners on how to Reinvestment of
Your school has applied to become a member of the
integrate, and mobilize previous learning.
International Eco-School Programme. Write a list of ten
their resources and Learners mobilize to
eco-principles that should be discussed by your class and
reinvest them in a learn how to integrate
included in your School Eco-Charter.
problem-solving the previous knowledge
situation, through group which is acquired in the
work. Thus, teachers previous situation to
would be able to identify solve a real problem
the learners strengths situation in groups.
and weaknesses, deal
with moderation and
organize remedial work
in tutorial sessions.

4 ) Assessment *** Step 4 : The learners will Situation 4 :

have to work *Assessing the learners
individually as level of performance in
integration is an an integrated way
individual learning (individual work)
process. Teachers will *Identification of
give them a problem learners weaknesses for
Sequence 4 solving situation of the sake of remediation
My Wildlife integration for the sake (AFL)
ME AND MY Pictionary of assessment using the previous
ENVIRONMENT / assessment (I think and
My School write) and self-
Environment assessment grid of the
Litter Survey course book (Now, I
can).
5- Remediation Remediation is
determined via the
learning/teaching process
and during some of
tutorial sessions.

THIRD TERM EXAMINATION