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 ‫الجمهورية الجزائرية الديمقراطية الشعبية‬
‫وزارة التربية الوطنية‬
‫المفتشية العامة للبيداغوجيا‬

‫تحديث الخاليا البيداغوج ّية و مواصلة تفعيلها‬

‫قراءة تحليل ّية ل‪:‬‬
‫ّ‬
‫مخططات ال ّتعلم المك ّيفة‬
‫و آليات تنفيذها‬
‫ألساتذة ال ّتعليم المتوسط ‪ -‬لغة انجليزية‪ /‬المقاطعة الغربية‬

‫ندوة مرئ ّية ‪-‬نوفمبر ‪2020‬‬ ‫‪28/11/2020‬‬

HOUSE KEEPING:

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Keep developing professionally within our CPD Pyramid:

The main coordinator

01

The representatives of the

municipality:
06
one teacher from each municipality

35
Head Teachers
89
All the teachers of the district
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 Main
coordinator:
Mefti Amel

Latifa
Damous
Rabea
Nadhour Siham Fatima
Sidi Gouraya
Souhila Amel
Ameur
Cherchell Messelmoun

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 School Pedagogical Cells / Leaders:
A B C
-Tefssassine -Larhat - Messelmoun
-beni Mileuk - Aghbal - Sidi Semiane
-Dmous - Gouraya - Hadjeret Ennouss
-Oued Essebt - Sidi Ghildes
13 15 15

D E F

-Cherchell -Sidi Ameur -Alhamdania

-Menaceur - Bakoura
-Temloul - Sidi Moussa
21 16 -Nadhour 09
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 Suggest a yearly schedule for your
internal cells.
Month Date & time School Topic (detailed)

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Share your most important question!

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The context of designing the adapted Learning Plans:

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 The context of designing the adapted Learning Plans:
Unfortunately, much learning has been missed because of COVID-19
pandemic.Thus, the Ministry of Education has adapted the annual
learning plans and reduced the class session to 45mn.
Moreover, it designed methodological guides to facilitate the
implementation of those plans and put them into practice.
Due to every particular school conditions, some teachers are dealing
with three sessions for each group per week, whereas others are
teaching only two sessions!
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 Where are the missing sequences
integrated?

The items which were not taught in the previous academic

year (2019-2020) are in bold and underlined in the next level
learning plan. They are integrated in higher levels as learning
objectives and resources and not as isolated learning
sequences.

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Level Sequence Learning Objectives & Related Resources Adaptation
Learning objectives The learning sequence is integrated in level 2 / Sequence 04
*Ask and give information about : “Me, and my Travels” in terms of function, related grammar
-My country ( currency/ flag/national and religious and lexis.
days
-Other countries (nationalities/ Flags / currencies/
Learning objectives
Me, my Country and the World

celebration days).
*Ask and give information about my country and others
Resources Lexis: *
Basic lexis related to the topic. countries.
Grammar:
*The articles : -indefinite /a/ an -- definite/the Resources


* Plural forms * Plural forms

MS 1
*Preposition of location :in *Preposition of location :in
*The auxiliaries to be / to have *The auxiliaries to be / to have
*The present simple with related concrete details *The present simple with related concrete details about
about countries countries
Pronunciation: /p /, /b/-“ph” /f:/-*Silent “p”-*Silent
“ b”-/ ɒ/ ,/ɔ:/ , / aʊ

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 Learning objectives
*Describing amenities and places of interest
*Describing environmental sites
The learning sequence is integrated in level 3 / Sequence 04 “Me and
*Planning and interpreting itineraries
my Environment” in terms of function, related grammar and lexis.
*Reading and interpreting a map
Learning objectives:
Resources
Describing environmental sites and places of interest
Lexis: Lexis related to the topic
Resources:
Grammar: * “be going to” with the 3 forms for planning future activities related to
*Simple future tense with the 3 forms the environment ( action plans on how to protect the environment and
Me, and my Travels

*“be going to” for future activities with the 3 forms
*Past simple tense with the 3 forms-*regular and
irregular verbs

places of interest)
N.B: The past simple tense is integrated in level 3/Sequence 02 “Me,
and my life style” as a new language form ,never dealt with before, for
describing past events

*Demonstratives : this/these, that/those • Final pronunciation of “ed” is integrated in level 03 / Sequence 02 “

MS2
*Word formation with “tion” Me, and my life style” as new knowledge never dealt with before.
*Adjectives ending with”y” • Future simple will be later dealt with in level 4/ Sequence 03 “ Me,
Pronunciation: my Community and Citizenship” as a new target structure.
*Pronunciation of “will”- “ ‘ll”- “won’t”: • Demonstratives should be dealt with depending on the pupils needs.
*/wil/,/l /wəʊnt/ • Adjectives ending with”y” ( may be included within ‘formation of
*Pronunciation of “ed”: /id/,/t/,/d/ adjectives’ (Level 3/ sequence 1)
*Pronunciation of “th”:/ θ/, / ð/
*Pronunciation of “tion “/ʃən/

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 Learning objectives Learning objectives:
*Expressing obligation (Review)
*Expressing prohibition Expressing obligation , expressing prohibition and making
*Making recommendations (Review) recommendations are integrated in level 4 / Sequence 03 “ Me, my
*Expressing cause and effect Community and Citizenship” in terms of function related grammar and
lexis.
Resources Lexis: Basic Grammar:
lexis related to the topic *“mustn’t” (prohibition
Grammar: *“should” ( mild obligation)
Me, and my Environment

*“mustn’t” (prohibition (Review) *The imperative

*“should” ( mild obligation)(Review)
*The imperative(Review) Expressing Cause and effect is integrated in level 4 / Sequence 01 as a
*The present perfect tense new learning objective.


MS3 *The present perfect tense with: “for” and “since”
*Asking questions with “How long …?”
*The comparative of superiority ( short and long
adjectives)
Pronunciation
*Pronunciation of the consonant sounds:
/ʒ/ and /dʒ/
*Silent letters: “k” , “w”, “h”, “t”
*Intonation in questions
Resources
*Discourse connectors: “as”, “because”, “so”, “therefore
N.B:
• Comparative of superiority is integrated in level 4 / Sequence 01 as
new target knowledge.
• Present perfect tense ( How long / Since and for ) is integrated in level
4 / Sequence 02 “ Me, my personality and life experiences” as new
target knowledge.

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Within your SPC, you checked out the changes brought to the LP.
MS ONE
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
1 Me  Pre- Sequence.
and my
Friends  Pronunciation: /a/- /ɪ/

2 Me and
my Family • My preferences(food, clothes)
• to go, to like ( I like / I don’t like )
*Pronunciation: /e/ / I : /-Aspirated “h”--Intonation in “wh” question .
3 Me and *now
my Daily */h/.
Activities

 Me
* Talking about rights and duties.
and my * The present continuous with time markers *Prepositions of time: in (the morning ); at ( time); on + day
School *Pronunciation of : /ŋ / , /g/ , /j/ , /ʤ/ , /ʒ/

 *The articles :indefinite /a/ an definite/the

Me, my * Plural forms
Country *Pronunciation: /p /, /b/-“ph” /f:/-*Silent “p”-*Silent “ b”-/ ɒ/ ,/ɔ:/ , /aʊ/.
and the
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World
 MS Two
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
1-Me,
my *Describing daily and free time activities ( 1AM)
Friends *Reading and interpreting a house plan (extra)
*Recording daily activities on a schedule .
and my
*Describing family relationships.
Family *Expressing likes and dislikes.
*Expressing abilities and inabilities (3AM)
*Expressing cause or reason (3AM/4AM)
*“Can” for ability *“Can’t” for inability
*Cause and reasons( why, because)

2- Me *shape , size, weight, colour.

and my *Devising a neighbourhood street map
Shoppi *Locating and showing the way to amenities
ng *What size are you? -*What is your size? -*What is the size of …? How big is …? -*What shape is …?
*Demonstratives: that/those

Me *Planning a healthy balanced meal

and my *Planning a healthy weekly diet
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 MS Two
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”

*Reading and interpreting a map

Demonstratives : this/these, that/those
*Word formation with “tion”
*Pronunciation of “will”- “ ‘ll”- “won’t”:
4/ Me
*/wil/,/l /wəʊnt/
and my
*Pronunciation of “ed”: /id/,/t/,/d/ 3AM
travels
*Pronunciation of “th”:/ θ/, / ð/seq 2
*Pronunciation of “tion “/ʃən/

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 MS Three
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
* Pronunciation of the vowel sounds: / ə/,/æ/,/ɑː/

1- Me, my * Pronunciation of “can” and “can/kən/,/kæn/ and /kɑːnt/

Abilities, my
Interests and
my Personality

*Devising and selecting relevant interview questions

2- Me and *Conducting an interview
my Life *Pronunciation of the vowel sounds:/u:/ and /ʊ / , /ɜː/ and / ə/, /æ/, /ʌ/
styles *Silent letters “ w” and “t”.

*Organizing/sequencing biographical information in chronological order

Me and the *Selecting relevant biographical information
scientific *Transferring biographical information from one format (ID card) to another (plain text with specific writing
world rules and mechanics).

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 MS Three
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”

*Pronunciation of the consonant sounds:/ʒ/ and /dʒ/

*Intonation in questions.
4- Me , and
my
environment

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 MS Four
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
1- Me ,
-Seek exchange information on the web
Universal
Landmarks and -Locate landmarks on a map
Outstanding - Organise discourse
Figures In -strong adjectives to describe and value outstanding figures and landmarks
History, -Consonant clusters
Literature and
Arts

2- Me, my -Seek relevant information on the web

Personality and
- Triphthongs- Weak and strong forms of the auxiliaries have, has / was, were.
Life
- Phrasal verbs.
Experiences.

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 MS Four
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”

-Compare eating habits and table manners.

-Documenting a topic on the web.

- /ŋ/ sound.
3-Me, my
Community
and Citizenship

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 Time devoted for traditional classroom teaching
has been lessened (number of sessions and length of
the session).

How to cover the programed learning objectives?

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What is the new paradigme in the methodological
guides ?

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 HYBRID LEARNING/ Blended Learning

Traditional classroom- Self regulated Learning/

based learning / Face Self-Study/ Distance
to face course
+
Learning

HOMEWORK /
Pedagogical
Accompaniment

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 Classify the learning objectives/ tasks included in the adapted plans in the
table below:

Level Seq Learning objectives that should be Missions that may be acomplished Timing
focussed on in the classroom outside the classroom

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 Classify the learning objectives/ tasks included in the adapted plans in the
table below:
Learning objectives that should be focussed
on in the classroom
• Initial Situation: The teacher announces the
communicative intentions of the sequence through
listening and speaking lessons related to the function
being dealt with.
• Learning to install resources: Teachers install resources in
a learning problem solving situation related to the topic
dealt with in the sequence through a set of learning
objectives via PPU (Grammar) and PDP (Reading and
Writing) lessons.
• Learning to Integrate: Learners should be able to select
appropriate knowledge and mobilize it to solve a real life
situation. (PPU lesson).
• Integration / Assessment: Teachers should be able to
identify the learners’ strengths and weaknesses to deal with
remediation accordingly.
Missions that may be acomplished outside the T
classroom
• Learners’ Portfolios.
• Extra tasks related to grammar lesson for more
practice and deeper use of the target structure.
• Using the target structure in a new situation. ( USE
stage as homework) +Feedback.
• The learners may be provided with a text in the
frame of the topic dealt with in the sequence and do
related tasks before being dealt with in class as a
reading and writing lesson.
• Problem solving situations (related to learning to
integrate and assessment) may be solved by the
learner at home before receiving feedback in the
classroom.
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 So, remember to devote a column for HOMEWORK
in your sequence plan:

Homework

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 ‫!‪Be Responsible‬‬

‫إن كسب رهان تنفيذ مخططات التعلّم االستثنائية على أكمل وجه‪ ،‬يتطلب تح ّرر‬ ‫ّ‬
‫األستاذ من أسر الممارسات التقليدية لمهنة التعليم‪ ،‬ووعيه بالمسؤولية الملقاة على عاتقه‬
‫في إدارة تعلّم التلميذ داخل القسم وخارجه‪ ،‬حيث بات من الضرورة بمكان ولوج عالم‬
‫التكنولوجيات واستغاللها في مرافقة التلميذ في تعلّمه ذاتيا خارج أسوار مؤسسات التربية‬
‫والتعليم ‪.‬‬

‫ال ّدليل المنهجي ‪. 2021 /2020‬‬

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Distance Learning Stratetegies:

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To post materials ,
Teacher provides feedback online.
…

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A learner’s work sent to her teacher via gmail

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 In case there is another lockdown!

Your suggestions?

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 Keep in touch with your learners
through facebook class groups or via
their parents’ emails.
IT is actually a MUST!

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Remember!

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 Task/ Homework:

Within your school pedagogical cell « on line », plan

Sequene Two of the levels you are dealing with
including the Pedagogical Accompaniment / Homework.

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JUST GET STARTED!

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Keep Safe and Healthy!

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