Ibn Roshd Middle School

School year: 2022 / 2023. Subject: English.

Teacher: Ms Bouras Khadidja Level: 4rdMS.

Learning Estimated
Sequences Planning Learning Descriptors of Implementation Time
Situation 01: Initial  PDP lesson(s) (listening & speaking) Oral interaction
Example: You are among the best learners who were selected by the Ministry of National Education for a trip to The pupil can:
Los Angeles. You are curious to know about this city. Conduct a research on the net to find out more information - Describe famous landmarks/
about the places of interest, the landmarks, food… outstanding figures.
Situation 02: Learning  PPU /PDP lessons ( language & reading and writing) - Compare landmarks /
 Me, universal landmarks and outstanding figures

monuments.
Resources
Learning objectives
Lexis Grammar Pronunciation Interpretation of oral and
- Diphthongs: written messages
- Describe famous - Qualifiers / Adjectives.
Basic lexis related //, // The pupil can:
in history, literature and arts.

landmarks using specific - Comparative of equality/ inferiority/ - Understand medium dialogues

to: Travel / Tourism.
information. superiority with short and long adjectives. - Silent letters: on familiar subjects ( The ones
- Types of landmarks

13 weeks (Term 01).

- Narrate using historical - The passive voice (past simple tense): Must ‘k’ - ‘w’ - ‘l’ - dealt with in the previous
( Monument/ Mosque/
information about landmarks. be related to describing monuments and sites ‘t’ - ‘b’ - ‘m’ domain).
Tower/ Bridge/ Castle/ - Understand short texts with
- Narrate using biographical (was built, was discovered, etc.) and not
Temple…) (To be integrated as illustrations (Audio or visual:
information about outstanding describing a process.
- Names of international a skill and not as a Picture, graph, map, etc.)
figures. - Chronology sequencers: ( First, then, next,
landmarks / famous whole lesson) - Information transfer from
- Compare landmarks. after that, later, finally.) network research.
figures. (Review)
- Describe an itinerary and - Cause and effect ( Because, as, since,
identify its components in therefore, so, as a result) ( Review & Production of oral and
chronological order. expansion) written messages
- Diphthongs //, // - Cause and effect ( Because, as, therefore, so) The pupil can:
Pre-requisites
- Write a medium-length
- Information transfer - E-mailing - Chatting - Networking - Forums - Blogs - Leaflets - Ads / Form- descriptive paragraph on
Communicative tasks
filling / ID card - Bio card - Itinerary - A fact File - A narrative account / Biography - Photo captions. environmental sites, landmarks
Situation 03 : Learning to Integrate - Group work and monuments, outstanding
Example: You have just come back from a trip around Algeria with a group of friends. You want to post on your Facebook page the figures in history, literature and
report of this trip to make people around the world aware of the cultural and historical richness of your country. Describe your itinerary arts.
and talk about the landmarks you visited and the outstanding figures in history, literature, or arts that you learned about during this trip. - Compare landmarks and
Situation 04: Integration - (Assessment) Solo work monuments around the world.
Example: Your English web e-pal Richard has asked you about famous Algerian writers. Write him an e-mail in which you give him - Express cause and effects.
some biographical information about Kateb Yacine, an outstanding modern Algerian writer.
 To set a new complex situation that provides context for meaningful communication related to the learner’s country and the world (Travelling /comparing landmarks and monuments around
the world/ Outstanding figures in history, literature, and art).
N.B: The situation is based on the learning objectives of sequence 1 and incorporates the topics and linguistic resources dealt with in this sequence.

End of term 01 First term exam ( One week )

Learning Estimated
Sequences Planning Learning Descriptors of Implementation Time
Situation 01: Initial  PDP lesson(s) (listening & speaking) Oral interaction
Example: Your teacher of history told you about one of the Algerian freedom fighters. You want The pupil can:
to know more about him/her. Conduct research to collect more information about him/her and - Ask questions and answer briefly.
share it with your classmates. - Deal with situations related to his personal life and
Situation 02: Learning  PPU /PDP lessons ( language & reading and writing) experience and his community.
Learning Resources - Use familiar expressions relating everyday situations,
objectives Lexis Grammar Pronunciation and simple sentences in a spontaneous way.
- Speak about his plans and projects.
- Make a profile. - Basic lexis - The superlative with long and short Pronunciation
Me‚ my personality and life experiences.

Interpretation of oral and written messages

- Report significant related to the adjectives. of the final
The pupil can:
events and life topic: - The present simple, past simple and ‘ed’: - Understand instructions in easy classroom language.
experiences. - Adjectives ( simple future tenses. //, //, /ɪ/ - Guess meaning of instruction from context.
- Give information Self- confident, - The past continuous and the past

09 weeks (Term 02).

- Understand gist and details in
and respond to ambitious,) simple tenses in a narrative ( While, ( To be
medium-length texts describing topics familiar to
questions about me, - Dream careers when). integrated as a
him relating to his everyday life, to his interests
my dreams, and my (Future job…) - Comparison and contrast skill and not as
(sports, hobbies), his needs, wants, expectations, and
projects. - Childhood markers ( like, unlike, whereas) a whole current events occurring in the world, etc.
- Express memories/ Lives - Word formation using affixes: lesson) - Understand a personal letter written in simple and
similarities and and personalities) Prefixes adjectives ( Negative (Review) easy English.
differences. meaning: Dis_/ Un_/ In_/ Il_/ Ir_/ - Understand written texts and involve prediction of
Im_) / Suffixes (_ful/ _less) narration, personal stories, feelings, dreams.
Pre-requisites - Final pronunciation of ‘ed’. - Present simple.
Production of oral and written messages
- A profile - Information gap - Information transfer - Writing a journal - An
The pupil can:
Communicative tasks interview/ Conversations - An oral presentation - Formal letter - Video
survey - Web articles. - Describe facts in short narrative texts relating to the
Situation 03 : Learning to Integrate - Group work learner’s environment, family, school; work,
experiences and events (past and present).
Example: Your school is organizing an exhibition to commemorate the 1st of November 1954.
- Express opposition / concession (unlike / whereas).
Design a poster about a moudjahid / a moudjahida of your choice to take part in this event. Include
short texts about his/her childhood memories and experiences.- Produce different types of texts (descriptive and
Situation 04: Integration - (Assessment) Solo work narrative) of a medium length /complexity using a
wide range of connectors and time markers (first, and,
Example: Lalla Fatma N’Soumer is one of the most famous women freedom fighters who fought
but, because, so, next, finally).
for the independence of Algeria. Write an article in which you tell about her profile, life
- Write a personal letter or an email to describe his
experiences, and victories to be posted in an international education blog.
environment, his life…
 To set a new complex situation that provides context for meaningful communication related to the learner’s personality features and school life and experiences
( Embarrassing and positive ones) Prospects and initiatives ( Career / Education / Ambitions / Projects…) Hobbies: ( Cinema, literature, theatre, fashion, music, and the digital/
electronic devices) .
N.B: The situation is based on the learning objectives of sequence 2 and incorporates the topics and linguistic resources dealt with in this sequence.
End of term 02 Second term exam ( One week )
Learning Estimated
Sequences Planning Learning Descriptors of Implementation Time
Situation 01: Initial  PDP lesson(s) (listening & speaking) Oral interaction
Example: At the beginning of every school year, Algerian schools help learners in need. You feel concerned and wonder whether or The pupil can:
not you can help. This raises your curiosity about your schoolmates’ attitude towards the necessity of being charitable. Conduct a - Talk about school charity.
survey to find out how much they feel and believe their charity may make a change in society. - Ask for and give advice.
Situation 02: Learning  PPU /PDP lessons ( language & reading and writing) - Defend positive actions.
- Express likes and dislikes.
 Me‚ my community and citizenship.

Resources
Learning objectives
Lexis Grammar Pronunciation
Interpretation of oral and
written messages
- Give advice and make - Basic lexis related - Imperative: (Review). Review of the The pupil can:

05 weeks (Term 03).

recommendations. to the topic: Citizenship, - Conditional type one ( Present simple/ future previous sounds - Read, understand and anticipate
- Express likes and charity work, charity simple / present simple imperative). (Whole cycle). meaning in clearly stated opinions
dislikes. organisation, globalization … - “ ing “ form after the verbs: Enjoy , prefer, and viewpoints.
- Defend opinions and love, hate, like, dislike. (To be integrated - Understand a personal letter
written in simple and easy English.
positive actions. - Discourse markers: to link arguments. (First, as a skill and not
- Understand written argumentative
moreover, in addition, etc. as a whole lesson) texts.
(Review) .
Pre-requisites Present simple – Imperative. Production of oral and written
Communicative tasks Open letter - Interview - Debate - Speech - Investigating - Oral presentation - Chatters messages
The pupil can:
Situation 03 : Learning to Integrate - Group work
- Produce coherent writing and
Example: The use of the internet can have a bad influence on our culture and traditions. Give advice and make recommendations to
generate ideas
your young fellow citizens on how / why to protect your national identity and culture. - Build conversation/ role play/
Situation 04: Integration - (Assessment) Solo work interview.
Example: You read an interview about ‘Ness El Khir’ and searched the internet for more information about youth charities in - Defend positive actions.
Algeria and other countries. Write an article for your school magazine to sensitize your schoolmates to the need for volunteer - Write a short argumentative essay.
charity work recommending a list of civic and environmental activities that can help our community.
 To set a new complex situation that provides context for meaningful communication related to the learner’s world ( Citizenshi / commitment with charity clubs/ Helping hand/ Respect of
others/ Family advice).
N.B: The situation is based on the learning objectives of all sequences and incorporates the topics and linguistic resources dealt with in these sequences.
End of term 03 Third term exam ( One week )

Teacher: Headmistress: Inspector:

Ms. Bouras Khadidja Mrs. assiha aidja Mr. bdelali Belhamel