Didactic Guide 4ps

MINISTRY OF NATIONAL EDUCATION THE NATIONAL CURRICULUM COUNCIL
‫امجلهورية اجلزائرية ادلميقراطية الشعبية‬

People’s Democratic Republic of Algeria
‫وزارة الرتبية الوطنية‬
Ministry of National Education
‫اجمللس الوطين للربامج‬
CNP
2023
Didactic Guide of English- Key Stage 1 Page 1

Table of
Contents
Presentation 03
01 General Orientation 04
- Children Growth 04
- Characteristics of young learners 05
- Learning Styles 06
02 Classroom Guidelines 08
03 The Framing of the Syllabus 11
04 Year 3 13
- Syllabus 14
- Topics and Communicative Objectives 18
- Planning 19
a. The Teaching/ Learning Framework 19
b. The Section Layout 20
c. The Section Components 20
d. The Problem Solving Situations 28
- The Learning Plan 32
- The Planning Learning Canvas 45
05 Year 4 47
- Syllabus 48
- Topics and Communicative Objectives 52
- Planning 53
a. The Teaching/ Learning Framework 53
b. The Section Layout 54
c. The Section Components 54
d. The Problem Solving Situations 58
- The Learning Plan 62
- The Planning Learning Canvas 73
06 Assessment 76
07 Glossary 79
08 Further readings 81

Presentation
In line with the goals of introducing English in Primary Education, it is of primary
importance to align the syllabus with teaching/learning and assessment to ensure that we are
providing learners-future citizens- with quality education.
The didactic guide is a reference document. It is developed by the National Education
Board. It is aligned with the Competency-Based Approach. It is a valuable tool which
complements the syllabus. It is exclusively designed to facilitate the implementation of the
syllabi of key stage 1 (the 3rd and the 4th year Primary Education) and to avoid the dilution of
information. It also aims to help the practitioners to implement the content of the syllabi in the
classroom practice in terms of what the learners should know and what they are able to do.
The purpose of this document is also to make the syllabi components readable,
accessible, usable and transferable. The presentation of key stage1 Syllabi will get
practitioners acquainted with the notions of competences, cross-curricular competences,
components of the competences, domains, the resources and the cross-curricular
resources.
A thorough reading of this document will help practitioners understand the framing of the
syllabi. In addition, this guide is meant to unify understanding of key concepts related to
pedagogy, didactics, assessment, the characteristics of young learners and the strategies
through which they learn English effectively in Primary Education. It includes teaching/
learning principles. This guide is also based on principles and considerations related to
teaching/learning English to young learners.

General Orientation
1. Children Growth
A number of thinkers and theorists have described how children develop and change. Piaget
suggested that children go through four different stages. They start at the sensori-motor stage
from birth until about age 2, and then proceed through the preoperational stage between 2
and 7. From the age of 7 to 11, they pass through the concrete-operational stage to finally
reach the formal operational stage from 12years old through adulthood. According to Piaget,
children in the concrete-operational stage begin to think logically about concrete events and
to understand the concept of conservation; that the amount of liquid in a short, wide cup is
equal to that in a tall, skinny glass, for example. Thinking becomes more logical and
organized, but still very concrete. They start using inductive logic, or reasoning from specific
information to a general principle. At this point in development, they tend to struggle with
abstract and hypothetical concepts.
Lev Vygotsky, on the other hand, argued that social interaction is crucial in the child
development and the role of the knower or what he called the ‗More Knowledgeable Other‘
who provides guidance to help a child who has entered the Zone of Proximal Development
(ZPD) where they are ready to learn new things. For Vygotsky, learning is a social process.
Abraham Maslow on his turn developed the theory of human needs and introduced his
concept of a hierarchy of needs for the first time in 1943. According to this theory, human
beings are motivated by their needs. They are born with an innate desire for self-actualization-
the fulfillment of one‘s talents and potentialities. Yet, in order to attain that ultimate goal,
some basic needs must be achieved. In a pyramid like structure, Maslow mentioned the five
key necessities (from bottom to top: Physiological needs, Safety, Social needs, Esteem, Self-
actualization) required for a child‘s development and evolution. He argued that if some
needs are not satisfied, human beings may be unable to move forward and fulfill the needs in
higher levels.
Like Maslow, Erik Erikson‘s theory of development entails that personality develops in a
predetermined order through eight stages of psychosocial development, from infancy to
adulthood. According to him, each stage builds on the preceding one and paves the way for
the following period of development. During each stage, individuals experience a
psychological crisis that might affect the personality‘s development either positively or

negatively. Successful completion of each stage results in acquiring psychological strengths

that will serve individuals for the rest of their lives. However, if they fail, they will not
develop the essential skills needed for a strong sense of self. Children from 5 to 12 years old
are in stage 4: Industry Vs. Inferiority. During this stage, children may start comparing
themselves to others and also their families to other families. When they succeed, they will
feel industrious. However, if they have repeated negative experiences, they may develop
feelings of inferiority. So, they should be helped to find areas where they can do well and
shine.
2. Characteristics of Young Learners
Young children, especially those up to the ages of nine and ten, learn differently from older
children, adolescents and adults in the following ways:
 They respond to meaning even if they don‘t understand

individual words.
 They often learn indirectly rather than directly-that is
they take the information from all sides, learning from
everything around them rather than only focusing on the
precise topic they are being taught. They rely on spoken words and the physical
world to convey meaning.
 Their understanding comes not just from explanation,
but also from what they see and hear, and crucially, have a
chance to touch and interact with. They are as well able to
work and learn from others.
 They find abstract concepts such as grammar rules
difficult to grasp. They learn better through concrete things
rather than abstract concepts.
 They generally display enthusiasm for learning and a curiosity
about the world around them.
 They have a need for individual attention and approval from
the teacher. They respond well to praising.
 They are keen to talk about themselves and respond well to learning that uses
themselves and their own lives as main topics in the classroom.

 They have a limited attention span; unless activities are

extremely engaging, they can get easily bored, losing interest
after ten minutes or so. They enjoy learning through playing
and working together.
 They ask questions all the time.
They are very active and imaginative.
 They enjoy imitating and are skilfull in listening accurately
and mimicking what they have heard.
(J. Harmer. 2007, The Practice of English Language Teaching, England: Pearson Education Limited)
3. Learning/ Perceptual Styles :
Learning/ Perceptual Styles refer to how a person learns, remembers and understands best.
The basic types of learning styles are visual, auditory , kinaesthetic and tactile ( VAKT).
Visual : learners who get information best by seeing it.

 Visual verbal learners like to see information in the form of words
or written language.
 Visual non-verbal learners like to see information in graphic form
(charts, tables, graphs, pictures, symbols or graphic organizers.
Auditory: learners who get new information best by listening and

hearing. These learners work well in group settings where vocal
collaboration is present and may enjoy reading aloud to themselves, too.
Kinesthetic: learners who get new information best by doing or moving.

kinesthetic learners are hands-on and thrive when engaging all of their
senses during course work.
Tactile: learners who get new information best by touching and

manipulating objects.

 What teaching strategies are good for different learning/perceptual styles?
Visual :
Visual verbal:
 Write instructions, questions and answers on the blackboard.

 Let learners read silently.
 Give learners an example of finished assignments so that they can see what
they should do.
Visual non verbal:
 Show assignments, activities or tasks so learners can see what to do.
 Use visual aids like diagrams, pictures, charts, graphic organizers to represent
information.
 Introduce new words and ideas using examples, images ...
Auditory:
 Read instructions for activities, tests and homework assignments aloud.

 Describe the information on charts, graphs or diagrams.
 Ask learners to work in small groups to discuss problems or answers.
 Let learners ask and answer questions during lessons or presentations.
 Give an oral summary of important ideas from lessons or readings.
 Let learners present and listen to presentations.
Kinesthetic & Tactile :
 Use role plays and simulations.

 Let learners work with models or different materials.
 Visit places connected with the topic.
 Organize group or pair work that requires learners to stand up and move
around the classroom.
Some activities are good for more than one perceptual style: flash cards are
both visual and tactile. If students repeat the words while reading it is both
auditory and kinesthetic.

Classroom Guidelines
Before we tackle learning in details, we should create conducive teaching/learning

atmosphere. Teaching English as a foreign language to young learners requires a good deal of
preparation, effective organization and good management so as to enable teachers monitor
individual as well as groups of learners. Engagement and fun are also key features to setting
firm basis for young learners‘ education. Part of the positive learning experience calls for the
following aspects:
Print rich environment

Right from the first days at school, learners should see age
appropriate books and reading materials, colourful pictures,
posters and wall charts. One way to involve learners and
encourage them to learn is to display their works.
The organization of the classroom

The classroom should be organized in a way that
facilitates the teaching/learning process and fosters
interaction between learners. The teaching/learning process
could be achieved through class-presentation, or pair and
small group work which promote collaboration and
exchange of ideas and experience. Teachers need to choose
the arrangement that is suitable to the lesson, to the
classroom and to whether the furniture is movable.
Establishing rules and routines

This ensures a positive learning experience because learners will
acquire habits that make work easy for both teachers and learners
and thus achieve the learning objectives and the instructional
goals. So, right from the beginning of the year, teachers should
discuss the classroom with the learners along with the
consequences of good behaviors and misbehaviors. The teacher
may post these rules on the classroom walls.

Classroom language
Establishing rules and routines goes hand in hand with adopting
simple and everyday language. This might include useful
phrases or expressions like greeting and saying good bye, asking
for permission, thanking, apologizing, saying one‘s name, age,
asking questions when they don‘t understand, etc.
Span of attention
The young learners‘ span of attention varies according to their
age. Children generally have a short attention span. Some
specialists say if a child can focus for only five minutes, that is
age appropriate. Others say that children aged between 8 and 10
have a span of attention that varies from 16 to 30 minutes.
However, some children may fall outside of that spectrum. Consequently, teachers should
make sure there is a variety of activities, i.e., changing activity every ten minutes or so, to
cater for different learning styles and to avoid boredom.
Instruction giving:
The instruction should be simple, brief and accurate.
Teachers should explain, demonstrate illustrate the
instructions, and check their understanding. Young learners
do not learn simply by being told what to do. In addition,
teachers are advised to pause after they give any instruction,
i.e. a wait time/think time is necessary for learners. It is also
essential to monitor learners‘ work and provide them with
enough time to carry out the activities.
Teaching strategies
Teachers are expected to bring to their classes a wide range of age appropriate learning
strategies to make learning fun and effective like using audio visuals
aids (songs, videos, realia, pictures, diagrams, etc...), games, role
plays, drilling in chorus and individually, cooperative learning, etc.

Inclusive education
All pupils even those with special needs have the right to an
education that is appropriate to their needs. The aims of
education for pupils with special needs are the same as for the
other pupils. They are
granted full access to
education so as they can
pursue their dreams and
contribute to the
development of the community.
Tips for Teaching Children
 Praise and encourage children for trying and when successful.
 Praise with words and through gestures.
 Try to link lessons with children‘s experiences and everyday life.
 Use group or paired work so that children can learn from their classmates.
 Read out what you have written on the board.
 Face the class when speaking.
 Speak clearly and loudly but don‘t shout.
 Try to ensure children practice their skills using different materials, for
example, reading words on flashcards, writing words, reading words in books.
 Check the children‘s understanding before moving on to a new topic.
 Encourage children to watch and listen to their peers.
 Make sure you have the class attention when teaching.
 Encourage the child to use a pointer or their finger when reading to help them
keep their place.

Framing of the Syllabus
It is worth introducing the terminology related to the components of Primary Education

Syllabus to facilitate its readability.
The syllabus consists of two main parts: the exit profile and a description of the syllabus
content.
A. The exit profile:
1. The global competence: defines concisely what is expected from learners and
what they are able to do, according to their age, needs and immediate environment,
at the end of the year, the key stage or the cycle to ensure the vertical coherence in
the curriculum.
2. Values: The purpose of education is to transmit the values that a society has
chosen for itself.
-Values common to all its members: political and social, cultural and spiritual
whose objective is to consolidate the national unity.
-Individual values: emotional and moral values, aesthetic values and humanist
values opening onto the universal.
According to the Orientation Law, the missions of school in terms of spiritual and
civic values are:
1.Assertion of the Algerian personality and consolidation of the unity

of the nation through the promotion and preservation of the
national values.
2.Training on citizenship, promoting and developing human
resources;
3.Openness to the world;
4.Reaffirmation of the principle of democratization.
Each discipline, according to its own vocation, takes in charge a specific and
preferential way, or in a complementary way, the values which underlie the aims
of the education system.

3. Cross-Curricular Competences:
The cross-curricular competences complement each other and are of four different
types: intellectual, methodological, communicative and personal and social.
Furthermore, learning situations very often draw on these competences synchronously.
a- Intellectual: refers to the basic competences (using information, exercising

critical thinking, solving problems and using creativity) that can be
mobilised as resources in the development of competences.
b- Methodological: is the combination of skills and procedural knowledge
that are mobilized to solve problem situations, to adapt procedures to the
resolution of specific situations, or to develop new procedures to solve new
situations.
c- Communicative: concerns all areas of communication, expression and
verbal and non-verbal interaction. Languages and the various conventional
languages are considered to support the development of communicative
competences.
d- Personal and social: these are all the integrative skills that can mobilise the
individual and/or collective resources of a group to carry out a project.
B. Domains: There are four domains: oral comprehension, oral production,

written comprehension and written production.
C. Target competences: There are four target competences. They serve the global
competence. Each one is composed of three components: knowledge, skills and
attitudes.
D. Resources: They are of two types:
1- Linguistic resources: they include key vocabulary and lexis, grammar and
pronunciation.
2- Cross-curricular resources: They are segments of each of the cross-curricular
competences, intellectual, methodological, communicative and personal and
social, used in interaction with each other to contribute to the structure of the
learner‘s skills and attitudes in a certain learning situation or for specific
instructional purposes.

Year 3

Key Stage 1- Year 3 Syllabus

KEY STAGE 1 YEAR3
Global Interact orally, comprehend oral messages and identify the meaning of words, decode symbols, read simple messages and write letters, words and
competence simple sentences.
National Identity  The learner is proud of being Algerian, Muslim, Arab and Amazigh.
National Conscience  S/he respects her/his nation‘s constant fundamental tenets.

Values
Citizenship  S/he demonstrates respect towards others.
Openness to the World  S/he Exchanges and communicates with friends from English-speaking countries to widen her/ his friendship.
The learner can
 discover the relationship between the context, paralinguistic features and the meaning of words and
Intellectual expressions.
 discover the importance of words and chunks used in oral interaction.
Exit Profile
Competence
 demonstrate understanding of the strategies of decoding symbols.
 demonstrate understanding of the features of writing.
The learner can
 make use of the context and paralinguistic features to identify the meaning of words and expressions.
Methodological
 exploit the linguistic repertoire and paralinguistic features to interact orally.
Competence
 employ the strategies of decoding symbols as required.
 implement the features of writing letters appropriately.
Cross-curricular
The learner can:
competences
 react to verbal and non-verbal messages to show understanding
 Communicative  select the appropriate words and chunks to interact orally.
Competence  communicate the decoding strategies to peers.
 achieve readability through the appropriate use of the features of writing.
The learner can:

 respond to oral messages.
 Personal and Social
 consider speech acts when interacting.
Competence
 consider the strategies of decoding symbols to achieve others‘ understanding.
 value others‘ writings.

Domains Components of the Cross-Curricular Timing

Target Competence Resources
Competence Resources
The learner can: Intellectual
Supports: Videos, songs, cartoons, -Discover the relationship
1. recognise the meaning of words posters, pictures, short stories, etc. between the context,
paralinguistic features and the
and expressions.
Key Vocabulary meaning of words and
Comprehend oral
2. use the context and Words and chunks related to the learners‘ expressions.
Oral messages and identify interests, immediate environment and Methodological
paralinguistic features to
needs. -Make use of the context and
comprehe the meaning of words
deduce the meaning of words  Salutations. paralinguistic features to
nsion in familiar context  Numbers (0-10) identify the meaning of words
and expressions.
 Days of the week and expressions.
using paralinguistic
3. be an attentive listener.  Family members, friends, and mates. Communicative
features.  Languages. -React to verbal and non
 Colours. verbal messages to show
 School things. understanding.
 School subjects. Personal and Social
 Home (flat/ house...). -Respond to oral messages.
 Toys.
The learner can:  Pets. Intellectual
 Adjectives -Discover the importance of
1. identify simple words and  Lexis related to parties words and chunks used in oral 29h
interaction.
expressions to interact orally.
Interact orally in Grammar Methodological
communicative 2. use simple words and Oral formulaic expressions and chunks -Exploit the linguistic
Oral
situations related to related to the learners‘ interests, repertoire and paralinguistic
production expressions to interact orally.
the learner’s daily immediate environment and needs. features to interact orally.
concern and interests 3. respect the interlocutor. Communicative
using simple words  The imperative (classroom -Select the appropriate words
and expressions. commands) and chunks to interact orally.
 Contracted forms of to be and to have: Personal and Social
(‘m=am, ‘s=is/has, ‘re=are, ‘ve=have) -Consider speech acts when
 Present simple (To be / to have / to interacting.
live / to love...)

 Statements
 Questions:
*Wh-questions (how ,what, where,
when)
*yes/no questions
 Prepositions:
*time: in, on
*location: in, next to / opposite
 Articles (a, an)
 Pronouns
The learner can: Supports: Videos, songs, cartoons, Intellectual

Written Decode symbols, read posters, pictures, short stories, etc. -Demonstrate understanding of
comprehens simple messages of 1. identify reading basics and -Words, expressions and short texts. the strategies of decoding
ion symbols.
about 30 words and decoding strategies.
Phonics (Sound and Spelling) Methodological
understand the 2. use reading basics and - sounding letters of the alphabet -Employ the strategies of
- sounding numbers decoding symbols as required.
meaning of words and decoding strategies.
-vowel sound/i/ in ‗live, in..‘ Communicative
structures using 3. show respect to his peers‘ - consonant sound discrimination: -Communicate the decoding 8 h
-vowel sound /æ/-/ɒ /-/e/-ʌ strategies to peers.
graphophonic readings.
Capitalization / Punctuation Personal and Social
knowledge and  Capital letters: -Consider the strategies of
-Beginning of sentences, names of people, decoding symbols to achieve
visuals. places and languages, days of the week others‘ understanding.
personal pronoun subject ‗I/
 Punctuation:
-Full stop, question mark, comma,
apostrophe in contracted forms.

Written The learner can: Handwriting Intellectual

production -Demonstrate understanding of
 Fine motor skills through geometric the features of writing.
1. recognize the features of lines and shapes. Methodological
 Numbers as numerals. -Implement the features of
Write letters, words writing letters (sizing, spacing
 Script/print style writing letters appropriately.
and simple sentences and alignment).  Script lower case/Script upper case Communicative
 Numbers -Achieve readability through
using correct 2. use features of writing letters
 script handwriting practice at letter the appropriate use of the
handwriting and correctly. and short word/sentence/text levels features of writing. 5h
(Most of
the time, Punctuation Personal and Social
punctuation. 3. respect the features of writing
the  English question mark (?) -Value others‘ writings.
domains letters.  English comma (,)
are
integrated)
My Project : My Pictionary

Topics & Communicative Objectives
Year 3
SEQUENCE SECTIONS COMMUNICATIVE OBJECTIVES
- Introduce family members (family relationship and name).
 Family - Ask and answer questions about name.
Family - Greet people and take leave.

& -Introduce oneself (name, age, language and place of
Friends  Friends residence).
- Introduce a friend (name -age )
- Ask and answer questions about a friend‘s name and age.
 Name different classroom objects and colours.
 Identify different classroom objects and colours.
 School Objects  Locate classroom objects.
 Ask and answer questions about school objects and their
School
 colours.
 Name different school subjects and days of the week.
 School Subjects  Identify different school subjects and days of the week.
 Ask and answer questions about school subjects and
days of the week.
o Name different rooms in a flat/ house.
Describing a House o Identify different rooms in a flat/ house.
o Ask and answer questions about rooms in a flat/ house.
Home
 o Locate people in a flat/ house.
 Locating Rooms in o Locate different rooms in a flat/ house.
a House o Ask & answer questions about people in a flat/ house.
 Name toys.
 Toys  Identify different toys.
 Ask & answer questions about toys.
 Playtime  Name favourite toys and their colours.
 Identify different toys and their colours.
 Favourite Toy  Ask and answer questions about someone‘s favourite
toy and its colour.
 Pets  Name pets.
 Identify pets.
 Ask and answer questions about pet‘s names.
 Pets  Name the pets‘ body parts.
 Pet’s Body Parts  Identify the pets‘ body parts.
 Ask and answer questions about the pets‘ body parts.
 Express offers and invitations.
 Party Invitation  Express and respond to thanks.
  Ask and answer questions about a party ( time).
Birthday
 Name different objects and foods related to a party.
Party Celebration  Express wishes, feelings and emotions with simple
words.
Table : Topics and Communicative Objectives- Year 3

1. Planning
Practitioners and users of this guide need to be aware of the different stages of the
teaching/learning process. This latter comprises planning, implementation, and evaluation.
Planning learning is the first step towards successful teaching. A learning plan is an action
plan that defines how learning can be achieved. It ensures clarity of vision so that the progress
is efficient.
Time Allocation:
Key stage 1 learners have English class of forty five minutes twice a week.
Level Yearly timing Weekly timing Annual amount
Key stage 1 28 weeks 1h30 /week 42 hours
Table1: Time Allocation
N.B. The time allotted for assessment and remediation is four (04) weeks.
a. The Teaching/ Learning Framework:
There are 06 learning sequences along the 3rd Year Primary Education. Each sequence
comprises 2 sections. Each section requires 3 hours over a period of 2 weeks.
Along the school year, there are three (03) phases of 2 hours devoted to assessment,
remediation and standardization. See the table below:
Sequence 1 Pause 1 Sequence 3 Pause 2 Sequence 5 Pause 3

& standardization
& standardization
& standardization
2 sections 2 sections 2 sections

Remediation
Remediation
Remediation
Assessment,
Assessment,
Assessment,
Sequence 2 Sequence 4 Sequence 6
2 sections 2 sections 2 sections
Table3: The Teaching/ Learning Framework – Year 3

b. The section Layout: The section is the basic component of a sequence. It includes 4 sessions
of 45 minutes each. In each session, there is either one or 2 communicative objectives to be
achieved through a set of tasks.
 I Sing & Have Fun 10 mn

Session 1
 I Listen & Repeat 35 mn
Section
Session 2  I Read & Discover 45 mn
Session 3  I Read & Write 45 mn
Session4  I Play Roles 45 mn
Table 4: The Section Layout – Year 3
c. The Section Components:

Hear a word before you can say it
Say a word before you can read it 
 Read a word before you can write it
Linse
The Learners go through each section as follows:
Session 1: I Sing and Have Fun & I Listen and Repeat
 I Sing and Have Fun  10 mn
It is the opening activity of any section and it must be purposeful.

Learners need to listen to the different phonemes in English and
replicate them so that they can store them in their brains afterwards.
This activity appeals to most young learners as they are full of vitality.
Songs are valuable pedagogical tools that must be carefully selected to serve the teaching/
learning sequence. They should contain the target vocabulary and sounds of the section. Not
only will they increase learners‘ enjoyment of learning a foreign language but also maintain
motivation.
‗Songs can help young learners improve their listening skills and pronunciation,
therefore potentially helping them to improve their speaking skills. ‗Songs can also be
useful tools in the learning of vocabulary, sentence structures, and sentence patterns…‘
Using Songs Effectively to Teach English to Young Learners (Murphey, 1992).

Procedure:
Teachers deal with the song as follows:
 Introduce the song telling one interesting fact about it, using visuals.
 The teacher displays pictures to make learners memorise the new words easily.
 Sing the whole song to the class (or use CD/ smartphone, …)
 Sing the song or play it, one more time. Have students listen to the rhythm and
different pitches.
 Have the students sing the whole song with you (don‘t expect perfection)
 Let the students have the opportunity to sing the song without the teacher while
they are singing walk around and listen to the voices of individual students to
hear the different pitches.
www. eduref.org
I Listen and Repeat  35 mn
‘Listen & Repeat’ is an essential step towards improving the

listening skill of young learners, their pronunciation and their
learning of new vocabularies. During this session, the teacher
uses topic appropriate visual aids (video, realia, pictures, etc...).
The teacher is the model; he either reads (models) the words or
phrases using his voice or plays the audio and the learners
repeat. The teacher may ask simple questions that require short
answers to ensure understanding without reference to any
written form.
Phonemic awareness/ awareness of individual sounds in a word:
‘I Listen & Repeat’ is the opportunity for teachers to focus on phonemic awareness which is
the ability to manipulate the smallest unit of speech in spoken words. It is an auditory skill, ie;
teachers do not refer learners to any written vocabulary. It is important because it is decisive
for learners to read. It prepares learners to make the connection between letters (graphemes)
and sounds (phonemes), remember familiar words and decodes new ones. It also improves
their spelling and writing abilities.

Learners can demonstrate phonemic awareness in several ways , including:
1. Isolating phonemes: Learners identify specific sounds at the beginning, middle, and end
of words.
Example:- Teacher: what is the first sound in the word dog?
-Learners: /d /
2. Blending phonemes: students blend phonemes to form real words.
Example:- Teacher: what word is made from /b/, /a/, /t/ ?
-Learners : bat
3. Segmenting words into phonemes: Learners break a word into individual sounds by
counting the sounds or by moving a marker for each sound.
Example:-Teacher : How many sounds are there in ‗bake‘?
-Learners : 3
Adding phonemes: Learners make new words by adding sounds
to a word.
Example:-Teacher: What word do you make when you add a
/b/ to the beginning of the word ring?
-Learners: bring
4. Deleting phonemes Students identify the word that remains

when a phoneme is removed or deleted.
Example:-Teacher: What word is left when we drop the /s/ from
the word spot?
-Learners: pot
5. Substituting phonemes: Learners make a new word by replacing a specified phoneme
with another.
Example:-Teacher: Say the word bag. Now change the /b/ to an /r/. What is the new
word? -Learners: rag
In phonemic awareness, learners deal with vowel consonant words (VC), and then with
consonant vowel consonant words (CVC).
Key stage 1 learners are concerned only with isolating phonemes, blending phonemes
and segmenting words into phonemes. The other skills are left for the upper levels.

Procedure:
 The teacher needs to choose topic appropriate pictures or very short texts / dialogues to
practice language.
 Learners listen to the short text which is supported by pictures to engage learners and
trigger their imagination.
 The teacher can either read the story or play an audio. When reading, the teacher needs to
pronounce words clearly and adjust the speed to learners, exaggerate body gestures, face
learners and avoid any distractors.
 The teacher may ask simple questions that require short answers to ensure understanding
without reference to any written form.
 The teacher allows choral then individual repetition (drilling).
Using visuals
In addition to audios, teachers use visual aids to ensure understanding and save both time
and efforts. Visuals are valuable and purposeful pedagogical tools for young learners.
 Visuals show situations from real life.
 They engage learners and help them understand visualize key concepts.
 They encourage learners to think about the words they are reading or hearing.
 They reveal the representations and perceptions of the learner and reduce teacher‘s
talking time.
Session 2:  I Read and Discover45 mn
Reading is one of the most important skills. It does not come

naturally; it‘s a learning journey. The first step towards becoming a
fluent reader is matching the sounds of spoken English with individual
letters or group of letters. This process is called phonics. Reading can
be developed and acquired through fun and word games especially for this age range.

There are five key components of reading for every child:

 Phonemic awareness: is the ability to hear, identify and manipulate these individual units
of sound ( oral practice).
 Phonics: is the process of matching the sounds of spoken English with individual letters
or groups of letters. It is referred to as the alphabetic principle.
 Fluency: is recognizing the words in a text rapidly and accurately and using phrasing and
emphasis in a way that makes what is read sound like spoken language.
 Vocabulary: The more words learners know, the better they become at reading and
understanding the texts.
 Reading comprehension: is the culmination of the reading process and the ultimate goal
of learning to read. The purpose of mastery of each of the previous skills is to enable
comprehension.
Key stage 1 learners are concerned only with ‘Phonemic awareness’ and
‘Phonics’. The other components are left for the upper levels.
Procedure
The objective of ‘I Read and Discover’ is to focus on the target phonic(s) in the section
using decoding strategies. Learners discover how letters are pronounced in a context.
The decoding strategies should be taught right from the beginning of Primary Education and
continue in middle and high school, especially when vocabulary in a context is challenging.
Teaching decoding in reading should start with phonemic awareness (see above).
They should also be taught alongside writing so students can practice both decoding and
encoding. They should be taught then immediately applied to motivating texts.
https://study.com/learn/lesson/decoding-reading-strategies
Decoding words goes through the following steps:
-Segmentation: Learners put their fingers under the word and move from the left to the right.
They separate the sounds in the word to recognize individual sounds and understand the
relationship between letters and spoken sounds (phonics) and create phonemic awareness,
emphasizing the beginning and ending sounds.
-Blending: Learners put the sounds together in a word, giving special attention to vowels in
this stage example short /i/ and short /e/ as in /pit/ and /pet/.

-Chunking: Learners recognize familiar word parts (chunks) to help them pronounce a
word.
-Sight words: Sight words are words like ‗come, does, or who’ that do not follow the rules
of spelling. Decoding these words can be very difficult for young learners. At this stage,
learners are not supposed to tackle these words.
-Present meaning: make sure learners understand the meaning of each word they read,
using the context, drawings, pictures, miming, etc. Checking the understanding of meanings
should be frequent.
To achieve complementarity between the activities in the teaching/learning section, teachers

use songs/ chants, or simple word cards. Learners hear sounds and syllables in words.
Clapping rhythmically together and read words or recite songs in unison is an effective way to
build phonemic awareness. This playful and bonding activity is a fantastic way for learners
to develop the literacy skill successfully.
Another way to develop the reading skill is to cut out simple cards and write a word
containing three sounds on each one (e.g.: van, sat, dig, top, sun, fin, pot).
 Invite learners to choose a card, and then read the word together.
 Hold up three fingers
 Ask them to say the first sound they hear in the word, and then the second, and
then the third.
This simple activity builds essential phonics and the decoding strategies help children learn
how to sound out words). The teacher should focus on the sound each letter makes, more than
letter names.
Session 3: I Read and Write
This session is devoted to reading and writing the target phonics in

words, or expressions or sentences using the correct features of
handwriting. The teacher engages learners in reading and writing
activities that require them to apply the phonics they have studied.
In the process of acquiring writing, learners need first to match the sounds
of spoken English with individual letters or groups of letters, identify and manipulate these
individual units of sounds (phonics and phonemic awareness).
Acquiring writing goes through different stages:
Single letter and number formation

We believe that learners are good at handling the writing
tools (pen/pencil, etc.) and a suitable seating position to
writing. They can use the tripod grip and are developing gross
and fine motor skill. In this perspective, drawing helps
learners in acquiring a good handwriting.
‘On every occasion, suitable rhythmic pattern exercises must precede the formation of
letters and figures to develop the orientation from left to right and
the strokes related to letter formation.’ -Adapted from https:// eccurriculum.co.za
We teach letter formation in groups and families rather than in alphabetical order because
they have a designated start point and a set of directional pushes and pulls of the pencil to
reach the designated finish point. This consequently helps to limit letter reversals such as ‗b‘
and‗d‘.
Once the letters/numbers can be formed, the child can
then focus on size and accuracy. The size and accuracy Good morning
of the letter/number shape increase as the child‘s gross
and fine motor skills develop. For a good handwriting style, learners need to know how to
form the letters correctly, i.e. recognize the features of writing letters: left to right
orientation, sizing, spacing and alignment. Learners start with lower-case letters, and then
capital letters using print writing.
Learning the correct lower-case letter formation makes the transition from single letter
formation to joined letter handwriting much easier.
 Capital letters are introduced through both handwriting and their semantic
function as initials indicating proper nouns (names of people, places, languages,
days and months, etc.).
 In handwriting practice, the learners should be aware of the differences in the
direction of writing and position on the line of some punctuation marks:
‫ — )؟‬English question mark (?)

Tips to Teaching Writing:
 Teacher modelling of the correct formation, sizing and placement of letters. For
early learners, copying a letter from a correct model is helpful (Graham, 2010).
 Teacher explanations on how to form letters and words must accompany the
modeling.
 The introduction of letters of the alphabet in formation groups rather than in
ABC order. This method removes the chance for the visual confusion of letters that
are closely positioned within the alphabet (b/d and p/q). This means letters can be
taught in the following groups:
 anticlockwise letters (a, c, d, g, q, e, o, f, s)
 clockwise letters (m, n, r, x, z, h, k, p)
 the i family letters (i. t, l, j)
 the u family letters (u, y, v, w, b)
 Regardless of what order letters are chosen to be taught, it is important that students
know the names of individual letters and the sounds that can represent each one.
(Graham, 2010).
 Linking handwriting to other skills so that it is meaningful rather than just a skill or
a drill.
Session 4:  I Play Roles
Role-play is a form of drama. It is the act of imitating the character

and behavior of someone who is different from yourself, as a
training exercise. Thus, learners take on another person‘s role to
use language authentically in a
situation similar to his/her real
life – for example, greeting,
introducing oneself...The
learners either choose a scene from the text they read and
perform a dialogue or play out a dialogue they listened
to.

d. The Problem Solving Situations
Learners are put in ‗problem solving situations’ related to the global competence and thus to
the 4 target competences. The problem solving situation involves 04 different tasks which
aim at assessing the attainment of the 04 target competences. These tasks are tackled
separately in sessions/ lessons that correspond to each target competence.
They are dealt with at 4 different stages:

Stage1: At the beginning of sequence 1, during section 1 .
It is dealt with at the beginning of sequence 1, that is to say; the beginning of the year. It is
called the ‗initial situation’ and is dealt with through 04 different tasks which are tackled
separately in sessions that correspond to each target competence.
Stage2: During pause 1
During the first pause (after 2 sequences), the same situation is set to check progress using a
grid of evaluation.
During pause 2 (after 4 sequences ), the same situation is set to check progress using a grid
of evaluation.
It is dealt with during the third pause (at the end of the year). The learners are trained to
learn to integrate in groups and then individually. A global situation of integration should
be set to check whether or not the global competence is attained.
Types of Situations
1. Initial Situation:
At the beginning of the year, learners of third year primary school are put into four
problem situations; each one corresponds to one of the target competences. These
situations are presented as follows:
a- In a situation related to oral comprehension, the learners may be asked to identify the
meaning of some words and expressions in a familiar context.
b- In a situation related to oral production, the learners may be asked to interact using
simple words and expressions.
c- In a situation related to written comprehension, the learners may be asked to read a
text of about 30 words.

d- In a situation related to written production: the learners may be asked to

write/reproduce letters and words from the whiteboard/ coursebook or any other
document taking into account writing features.
The tasks mentioned above should not exceed 5 minutes as the objective behind is
to motivate the learners and stimulate their curiosity to learn and discover.
The answers of the learners should be recorded or kept in order to be used during
the pauses to check the learners’ progress towards the target competences.
Ultimately, these demands put learners in problem situations that they are unable to
overcome because they do not possess the required resources and skills. Teachers may as well
invite a learner from a higher level and ask him to perform the situations mentioned above in
front of the absolute beginners so as to generate motivation.
The teachers discuss what happened, explain to their learners that by the end of the
school year they will improve and will be able to handle the tasks successfully.
The same tasks are set during the 03 pauses to check progress and adjust learning
through remediation and standardization.
2. Learning to Integrate
a. Learning to integrate in groups: The same tasks (related to the 4 domains) are set to
check the learners‘ progress. The learners should compare their present response with
the previous one (the response related to the initial situation).
b. Learning to integrate individually: Other tasks (related to the 4 domains) are set to
check the learners‘ ability to integrate individually.
3. Situation of integration
A global situation (a set of different tasks) that is meant to serve the 04 target competences is
set and dealt with individually.
Other tasks are set during the last pause (individual learning to integrate &
integration) to check progress and adjust learning through remediation and
standardization.
A grid of evaluation must be elaborated (see page 31)

The Problem Solving Situations within the Sequences
Sequences Sections Sessions Lessons Timing
-Initial Situation ( Oral comprehension) Task 1

5mn
-Initial Situation ( Oral production) Task 2

 I Sing and Have Fun 10mn
FAMILY & FRIENDS
 I Listen and Repeat 35mn Initial

SEQUENCE 1 :
situation
 FAMILY
Initial Situation (Written comprehension)Task 3 5mn


 I Read and Discover 45m

Initial Situation ( Written production) Task 4 5mn
  I Read and Write 35mn
  I Play Roles 45mn
Pause 1 : ASSESSMENT / REMEDIATION & STANDARDISATION 2

-The same tasks are set to check progress using a grid of evaluation. hours
Task 1- Task 2- Task 3- Task 4
Pause2 : ASSESSMENT / REMEDIATION & STANDARDISATION 2

-The same tasks are set to check progress using a grid of evaluation. hours
Pause3 : ASSESSMENT / REMEDIATION & STANDARDISATION
Learning to integrate Integration

Group work Individual work Individual work:
2
To set the same initial To set a different situation To set a global hours
situation (same tasks) for (tasks) for the sake of situation ( a set of Integration
the sake of checking
progress.
checking progress. tasks related to the
target competences)

Task 1- Task 2- Task 3- for the sake of
Task 4 checking progress
and adjusting
learning.
Learning to
integrate

Table5: The Problem Solving Situations

Suggested Evaluation Grid
Full Acceptable Partial Minimum

N° Criteria
Mastery Mastery Mastery Mastery
ORAL INTERACTION
1 Demonstrate the attitude of an attentive listener.
2 Recognize the meaning of words and expressions

using phonemic awareness, paralinguistic
features and visuals.
3 Infer the topic of the oral message
4 Use paralinguistic features according to the

context.
5 Select appropriate words, or expressions and
paralinguistic features to interact orally.
WRITTEN COMPREHENSION
1 Demonstrate respect to peers‘ readings.
2 Read a simple message of about 30 words using

the decoding strategies.
3 Apply punctuation marks accurately when

reading.
4 Sound letters, or words or expressions or
sentences correctly.
5 Recognize the meaning of word, or expressions

or sentences using the context and visuals.
6 Infer the topic of the reading passage.
WRITTEN PRODUCTION
1 Value others‘ writings.
a- Shaping
Implement the b- Alignment

2 features of c- Sizing
writing:
d- Spacing between letters
and between words.
3 Achieve readability.
Table : Year 3 Evaluation Grid

Year 3 Learning Plan

Global Interact orally, comprehend oral messages and identify the meaning of words, decode symbols, read simple messages and write letters,
competence words and simple sentences.
Values National Conscience  S/he respects her/his nation‘s constant fundamental tenets.
Intellectual The learner can
Competence  discover the relationship between the context, paralinguistic features and the meaning of words and expressions.
 discover the importance of words and chunks used in oral interaction.
 demonstrate understanding of the strategies of decoding symbols.
Cross-curricular competences
 demonstrate understanding of the features of writing.

Methodological The learner can
Competence  make use of the context and paralinguistic features to identify the meaning of words and expressions.
 exploit the linguistic repertoire and paralinguistic features to interact orally.
 employ the strategies of decoding symbols as required.
 implement the features of writing letters appropriately.
Communicative The learner can:
Competence  react to verbal and non-verbal messages to show understanding
 select the appropriate words and chunks to interact orally.
 communicate the decoding strategies to peers.
 achieve readability through the appropriate use of the features of writing.
Personal and The learner can:
Social Competence  respond to oral messages.
 consider speech acts when interacting.
 consider the strategies of decoding symbols to achieve others‘ understanding.
Domains Oral comprehension - Oral production - Written comprehension - Written production
Target 1. Comprehend oral messages and identify the meaning of words in familiar context using paralinguistic features.
competences 2. Interact orally in communicative situations related to the learner’s daily concern and interests using simple words and expressions.
3. Decode symbols, read simple messages of about 30 words and understand the meaning of words and structures using graphophonic knowledge
and visuals.
4. Write letters, words and simple sentences using correct handwriting and punctuation.

Seq Sections Domains Communicative objectives Resources Cross curricular resources Values
Teaching materials: Videos, songs, Oral comprehension
cartoons, posters, pictures, short stories, Intellectual:-Discover the relationship between
etc. the context, paralinguistic features and the
- Introduce family members
Oral comprehension& Oral production

Key vocabulary: meaning of words and expressions.
(family relationship and name ). - Parents, father, (dad), mother (mum), Methodological:-Make use of the context and
brother, sister, grandfather, grandmother, paralinguistic features to identify the meaning of
- Ask and answer questions about
Respect the interlocutor.

grandparents. words and expressions.
Be an attentive listener.
family members (family Grammar Communicative:-React to verbal and non verbal
- Present simple: to be, to have messages to show understanding.
relationship and name ). - Contracted form of to be Personal and Social:-Respond to oral messages.
- Wh-question who, what…? Oral production
SEQUENCE 1: FAMILY & FRIENDS
-Recognize simple words in - Pronouns Intellectual:-Discover the importance of words

familiar context using phonemic and chunks used in oral interaction.
Suggested communicative situation Methodological:-Exploit the linguistic repertoire
awareness. -Who is it ? and paralinguistic features to interact orally.
-It is/it’s my father/mother... -He is Communicative:-Select the appropriate words
-Act a scene out. and chunks to interact orally.
my father/… -She is my mother/… -
 FAMILY


Personal and Social:-Consider speech acts when
-What’s/is/his/her name?
interacting.
-His/her name is…
-Read words related to the topic. Phonics (Sound and Spelling) Intellectual: -Demonstrate understanding of the
Show respect to his

Written comprehension
strategies of decoding symbols.

-Identify and sound letters of the Methodological: -Employ the strategies of
alphabet in simple words related - Words related to the topic.
peers’ readings.
decoding symbols as required.
to the topic. - Letters of the alphabet in simple Communicative: -Communicate the decoding
-Discover the relationship words related to the topic. strategies to peers.
Personal and Social:-Consider the strategies of
between the grapheme and the decoding symbols to achieve others‘
phoneme. understanding.
Handwriting Intellectual:-Demonstrate understanding of the
Written production
Respect the features

-Write letters represented by the features of writing.
of writing letters.
letter ‗l‘: i , j, l, t, u – Introduction of print style lower Methodological:-Implement the features of
-Apply the features of writing case: writing letters appropriately.
letters appropriately (shaping, Family 1: (represented by the letter Communicative:-Achieve readability through the
sizing, spacing and alignment). ‗l‘): i , j, l, t, u appropriate use of the features of writing.
Personal and Social: -Value others‘ writings.

Teaching materials: Videos, songs, cartoons, Oral comprehension
posters, pictures, short stories, etc. Intellectual:-Discover the relationship between the
- Greet people and take leave. context, paralinguistic features and the meaning of
Key vocabulary: friend- mate words and expressions.

-Introduce oneself (name, age, – numbers (0-10) Methodological:-Make use of the context and
language and place of residence) . Grammar paralinguistic features to identify the meaning of
-Present simple: to be, to have/ to live words and expressions.
- Introduce a friend( name -age ). -Contracted form of to be Communicative:-React to verbal and non verbal
-Wh-question what, how old…? messages to show understanding.
- Ask and answer questions about -Pronouns: I , you, he, she, it Personal and Social:-Respond to oral messages.
-Respect the interlocutor.

a friend‘s name and age. -Preposition in
-Be an attentive listener.

Oral production
SEQUENCE 1: FAMILY & FRIENDS
-Recognize simple words in Suggested communicative situation Intellectual:-Discover the importance of words and
familiar context using phonemic -Hello, my name’s Ali/ I’m Ali. I chunks used in oral interaction.
am 8. I live in… .I speak… Methodological:-Exploit the linguistic repertoire
awareness. -What’s your name ? and paralinguistic features to interact orally.
-My name’s… Communicative:-Select the appropriate words and
 FRIENDS
-Act a scene out. chunks to interact orally.

- How old are you?
-I’m/ am 9. Personal and Social:-Consider speech acts when
interacting.
Show respect to his

comprehension
-Identify words containing the Methodological: -Employ the strategies of
peers’ readings.
-Words related to the topic.
Written
sound /i/ (six- in- live). decoding symbols as required.

-Discover the relationship Communicative: -Communicate the decoding
between the grapheme and the -Vowel sound /i/ is spelt ‗i‘ (e.g. in, strategies to peers.
six, live) Personal and Social:-Consider the strategies of
phoneme decoding symbols to achieve others‘ understanding.
-Write letters represented by the Handwriting Intellectual:-Demonstrate understanding of the
Respect the features of

letter ‗l‘: I , J , L , T, U – Introduction of print style Script features of writing.
Written production
UPPER case: Methodological:-Implement the features of writing

letters appropriately.
writing letters.
-Apply the features of writing Family 1 (represented by the letter
Communicative:-Achieve readability through the
letters appropriately. (shaping, ‗l‘): I , J , L , T, U
appropriate use of the features of writing.
sizing, spacing and alignment). – personal pronoun subject ‗I ‘ is
always spelt upper case.

- Name different classroom Teaching materials: Videos, songs, Oral comprehension

cartoons, posters, pictures, short stories, etc. Intellectual:-Discover the relationship between the
objects and colours. context, paralinguistic features and the meaning of
Key vocabulary: words and expressions.
-Identify different classroom -school, bag, book, chair, eraser, (colour)

Methodological:-Make use of the context and
objects and colours. pencil, crayon, pen, table, tablet… paralinguistic features to identify the meaning of
-black, white, blue, green, red, yellow, words and expressions.
-Locate classroom objects and brown Communicative:-React to verbal and non verbal
Grammar : messages to show understanding.
colours. -Contracted form of to be in present Personal and Social:-Respond to oral messages.
-Ask and answer questions simple
-Demonstrative pronoun this Oral production
about classroom objects and -Wh-question where, what…?
- Respect the interlocutor.

Intellectual:-Discover the importance of words and
- Be an attentive listener.
-articles a and an chunks used in oral interaction.
colours.
SEQUENCE 2: SCHOOL
Methodological:-Exploit the linguistic repertoire

 SCHOOL OBJECTS
-Recognize simple words in Suggested communicative situation and paralinguistic features to interact orally.
– What’s this? -It’s a... Communicative:-Select the appropriate words and
familiar context using chunks to interact orally.
– Where’s...? -It’s
phonemic awareness. Personal and Social:-Consider speech acts when
in/on/under... interacting.
-Act a scene out. – What colour is...?-It’s...
Show respect to his

-Identify and sound letters of the strategies of decoding symbols.
comprehension
Methodological: -Employ the strategies of
peers’ readings.
alphabet in simple words related -Words related to the topic .
Written

to the topic.
Communicative: -Communicate the decoding
-Discover the relationship strategies to peers.
between the grapheme and the Personal and Social:-Consider the strategies of

letter ‗‘r’‘: b, h, k, m, - Print lower case: features of writing.
production
-Apply the features of writing Methodological:-Implement the features of writing

Written
Family 2 (represented by the letter
writing letters.
letters appropriately. (shaping, ‗r‘: b, h, k, m, Communicative:-Achieve readability through the
sizing, spacing and appropriate use of the features of writing.
alignment). Personal and Social: -Value others‘ writings.

Seq Sections Domains Communicative objectives Resources Cross curricular resources values
-Name different school context, paralinguistic features and the meaning of
words and expressions.

subjects and days of the Key vocabulary:
– School subjects : Arabic, English, Methodological:-Make use of the context and
week. paralinguistic features to identify the meaning of
-Identify different school maths, etc.
– Days of the week: Saturday, Sunday… Communicative:-React to verbal and non verbal
subjects and days of the
week. messages to show understanding.
Grammar : Personal and Social:-Respond to oral messages.
-Ask and answer questions

-Wh-question when….?

different school subjects and -Preposition of time ‘on’ Oral production
days of the week. Intellectual:-Discover the importance of words and
chunks used in oral interaction.
SEQUENCE 2: SCHOOL
-Recognize simple words in

 SCHOOL SUBJECTS

familiar context using and paralinguistic features to interact orally.
phonemic awareness. -When do you have (Maths)? Communicative:-Select the appropriate words and
-Act a scene out. -I have (Maths) on (Monday)/-On chunks to interact orally.
(Monday). interacting.
Phonics (Sound and Spelling) Intellectual: -Demonstrate understanding of the
-Read words related to the topic.
Respect the features of Show respect to his

comprehension
peers’ readings.
-Words related to the topic (school
sound / ʌ / (under- number).
Written

-Discover the relationship
subjects & days). Communicative: -Communicate the decoding
between the grapheme and the -Vowel sound /ʌ / is spelt ‗u‘ (e.g.: strategies to peers.
phoneme under). Personal and Social:-Consider the strategies of
decoding symbols to achieve others‘ understanding.
Written production
letter‗‘r’‘: B, H, K, M Print UPPER case: features of writing.

-Apply the features of writing -Family 2 (represented by the letter ‗r‘): Methodological:-Implement the features of writing
writing letters.
letters appropriately. (shaping, B,H,K,M
Communicative:-Achieve readability through the
sizing, spacing and alignment). -The first letter of the days of the week is appropriate use of the features of writing.
-Practice print handwriting at always capitalized. Personal and Social: -Value others‘ writings.
letter and very short word levels.
PAUSE 1 : ASSESSMENT / REMEDIATION & STANDARDISATION
context, paralinguistic features and the meaning of
o Locate people in a flat/
Oral comprehension & Oral production

house.
-Home, bedroom, kitchen, living room, Methodological:-Make use of the context and
o Locate different rooms in a
dining room, bathroom, toilets, numbers. paralinguistic features to identify the meaning of
flat/ house.
Ask & answer questions about
Communicative:-React to verbal and non verbal
people in a flat/ house. Grammar : messages to show understanding.
-Present simple be Personal and Social:-Respond to oral messages.
Recognize simple words in

-Demonstrative pronoun this

familiar context using -articles a, an Oral production
phonemic awareness. chunks used in oral interaction.
 DESCRIBING A HOUSE
Suggested communicative situation

SEQUENCE 3: HOME
-Act a scene out. – In my house/flat, there is (a

and paralinguistic features to interact orally.
kitchen)/there are (two bedrooms). Communicative:-Select the appropriate words and
– Is there a .... chunks to interact orally.
– Yes, there is/ are ..../ No, there Personal and Social:-Consider speech acts when
isn’t /aren’t. interacting.
Show respect to his

comprehension
peers’ readings.
alphabet in simple words related
Written
- Words related to the topic (names decoding symbols as required.

to the topic. Communicative: -Communicate the decoding
-Discover the relationship of different rooms in a flat/house). strategies to peers.

Written production
letter‗‘r’‘: n, p, r features of writing.

-Apply the features of writing Print lower case: Methodological:-Implement the features of writing
letters appropriately. (shaping, letters appropriately.
writing letters.
sizing, spacing and alignment). Family 2 (represented by the letter: Communicative:-Achieve readability through the
-Practice print handwriting at ‗r‘): appropriate use of the features of writing.
letter and very short word levels. n, p, r Personal and Social: -Value others‘ writings.

Seq Sections Domains Communicative objectives Resources Cross curricular resources

– Locate people in a flat/ cartoons, posters, pictures, short stories, Intellectual:-Discover the relationship between
etc. the context, paralinguistic features and the
house.

meaning of words and expressions.
– Locate different rooms in a Key vocabulary: Methodological:-Make use of the context and
-Home, bedroom, kitchen, living room, paralinguistic features to identify the meaning of
flat/ house. dining room, bathroom, toilets, numbers, words and expressions.
family members. Communicative:-React to verbal and non verbal
– Ask & answer questions messages to show understanding.

about people in a flat/ house

-Wh- question: where…….? Oral production
– Recognize simple words in -prepositions of place: next to/ Intellectual:-Discover the importance of words
 LOCATING ROOMS IN A HOUSE
opposite/in and chunks used in oral interaction.

familiar context using Methodological:-Exploit the linguistic repertoire
SEQUENCE 3: HOME
phonemic awareness. Suggested communicative situation and paralinguistic features to interact orally.
-Where is Ali? Communicative:-Select the appropriate words
– Act a scene out. -He is in the kitchen. and chunks to interact orally.
- Where’s the (kitchen)? Personal and Social:-Consider speech acts when
interacting.
-It’s next to/opposite (the dining room).

Show respect to his

-Identify and sound letters p and Methodological: -Employ the strategies of
-Words related to the topic ( names of
peers’ readings.
b. decoding symbols as required.
-Discover the relationship different rooms in a flat/house). Communicative: -Communicate the decoding
between the grapheme and the -Consonant sound discrimination: strategies to peers.
phoneme /p/ (spelt ‗p‘) vs. /b/ (spelt ‗b‘): Personal and Social:-Consider the strategies of
decoding symbols to achieve others‘
(pen/Ben)
understanding.
Written production
letter ‗‘r’‘: N, P, R

features of writing.
of writing letters.
-Apply the features of writing Print UPPER case: Methodological:-Implement the features of
letters appropriately. (shaping, writing letters appropriately.
sizing, spacing and alignment). Family 2 (represented by the letter Communicative:-Achieve readability through the
-Practice print handwriting at ‗r‘): appropriate use of the features of writing.
letter and short word levels. N, P, R Personal and Social: -Value others‘ writings.

posters, pictures, short stories, etc. Intellectual:-Discover the relationship between
the context, paralinguistic features and the
- Name toys. Key vocabulary: meaning of words and expressions.

– Toys, ball, bike, car, doll, kite, robot, Methodological:-Make use of the context and
- Identify different toys. computer, train.. paralinguistic features to identify the meaning of
- Ask and answer questions words and expressions.
Grammar : Communicative:-React to verbal and non verbal
about toys. -yes/ no question: Have you got messages to show understanding.
-Wh-question: What/what’s…..? Personal and Social:-Respond to oral messages.
- Recognize simple words in

- Be an attentive listener.
familiar context using Oral production
Suggested communicative situation Intellectual:-Discover the importance of words
phonemic awareness. and chunks used in oral interaction.
SEQUENCE 4: PLAYTIME
-What’s this toy? Methodological:-Exploit the linguistic repertoire

- Act a scene out. and paralinguistic features to interact orally.
-It is (a doll)./It’s (a doll). Communicative:-Select the appropriate words
- Have you got toys? and chunks to interact orally.
 TOYS
-Yes, I have got/ ‘ve got a/an..... Personal and Social:-Consider speech acts when
interacting.

Show respect to his

-Words related to the topic.
peers’ readings.
alphabet in simple words related decoding symbols as required.
to the topic. Communicative: -Communicate the decoding
-Discover the relationship strategies to peers.
phoneme decoding symbols to achieve others‘
understanding.
-Write letters represented by the

Written production
letter ‗c‘: c, a, d, e, g, Print lower case: features of writing.

-Apply the features of writing Methodological:-Implement the features of
letters appropriately. (shaping, Family 3 (represented by the letter ‗ writing letters appropriately.
writing letters.
sizing, spacing and alignment). c‘): Communicative:-Achieve readability through the
- Practice print handwriting at c, a, d, e, g, appropriate use of the features of writing.
letter and short word levels Personal and Social: -Value others‘ writings.

- Name favourite toys and posters, pictures, short stories, etc. Intellectual:-Discover the relationship between the
their colours. context, paralinguistic features and the meaning of

- Identify different toys and – black, white, blue, green, red, yellow, Methodological:-Make use of the context and
brown paralinguistic features to identify the meaning of
their colours. - Toys, ball, bike, car, doll, kite, robot, words and expressions.
-Ask and answer questions computer, train.. Communicative:-React to verbal and non verbal
messages to show understanding.
about someone‘s favourite


-Wh-question: what/what’s…..? Oral production
toy and its colour.
-Recognize simple words in Suggested communicative situation chunks used in oral interaction.
SEQUENCE 4: PLAYTIME

familiar context using -What‘s your favourite toy?
 FAVOURITE TOY

phonemic awareness. -My favourite toy‘s (a doll)./It‘s (a doll). Communicative:-Select the appropriate words and
-What‘s its colour? chunks to interact orally.
-Act a scene out. -Its colour‘s (colour) / It‘s (colour). Personal and Social:-Consider speech acts when
interacting.
-Read words related to the topic strategies of decoding symbols.
comprehension
Show respect to
-Words related to the topic (names of
Written
sound /æ/ ( black, bag ). decoding symbols as required.

-Discover the relationship
different toys and their colours). Communicative: -Communicate the decoding
his peers’
readings.
between the grapheme and the strategies to peers.
phoneme
– Vowel sound /æ/ is spelt ‗a‘ (black, Personal and Social:-Consider the strategies of
bag) decoding symbols to achieve others‘ understanding.
-Write letters represented by the

Written production
letter ‗c‘: C , A , D , E , G
-Apply the features of writing
Print UPPER case: Methodological:-Implement the features of writing
writing letters.
letters appropriately. (shaping,
sizing, spacing and alignment).
Family 3 (represented by the letter Communicative:-Achieve readability through the
‗c‘): appropriate use of the features of writing.
-Practice print handwriting at
C,A,D,E,G Personal and Social: -Value others‘ writings.
letter and short word levels.

posters, pictures, short stories, etc. Intellectual:-Discover the relationship between
the context, paralinguistic features and the
- Name pets. Key vocabulary: meaning of words and expressions.

– pet, cat, dog, canary, chick, lamb, goldfish Methodological:-Make use of the context and
-Identify pets. paralinguistic features to identify the meaning of
Grammar : words and expressions.
-Ask and answer questions
-Wh-question: what …? Communicative:-React to verbal and non verbal
about pet‘s names. -Yes/no questions messages to show understanding.
-Have you got …… Personal and Social:-Respond to oral messages.
-Recognize simple words in

-articles a, an

familiar context using phonemic Oral production
Suggested communicative situation Intellectual:-Discover the importance of words
awareness. - Have you got a pet? and chunks used in oral interaction.
-Yes, I have. Methodological:-Exploit the linguistic repertoire
SEQUENCE 5 : PETS
-Act a scene out. and paralinguistic features to interact orally.

-What is it?
-It‘s a (cat). Communicative:-Select the appropriate words
and chunks to interact orally.
 PETS
-What is its name ?

-Its name is ( name)/ ( Name). interacting.
-Read words related to the topic Phonics (Sound and Spelling) Intellectual: -Demonstrate understanding of the
Show respect to his

-Identify and sound letters of the
peers’ readings.
alphabet in simple words related to decoding symbols as required.
-Words related to the topic . Communicative: -Communicate the decoding
the topic.
strategies to peers.
-Discover the relationship between Personal and Social:-Consider the strategies of
decoding symbols to achieve others‘
the grapheme and the phoneme
understanding.

letter ‗c‘: o , q , f , s
Written production
of writing letters.
-Apply the features of writing Print lower case: Methodological:-Implement the features of
letters appropriately. (shaping, writing letters appropriately.
sizing, spacing and alignment). Family 3 (represented by the letter ‗c‘): Communicative:-Achieve readability through the
-Practise handwriting using print o,q,f,s appropriate use of the features of writing.
style at the letter, word and simple
sentence levels.

- Name the pets‘ body parts. Key vocabulary: words and expressions.

– animal body parts: hair, tail, bill, Methodological:-Make use of the context and
- Identify the pets‘ body parts. feather, fin paralinguistic features to identify the meaning of
– big/small, long/short words and expressions.
- Ask and answer questions
Communicative:-React to verbal and non verbal
about the pets‘ body parts. Grammar : messages to show understanding.
-Wh-question: what …? Personal and Social:-Respond to oral messages.
- Recognize simple words in

-Yes/no questions:

-Have you got … Oral production
familiar context using
-articles a, an Intellectual:-Discover the importance of words and
phonemic awareness. chunks used in oral interaction.
 PET’S BODY PARTS
SEQUENCE 5 : PETS
- Act a scene out. - Have you got a pet? and paralinguistic features to interact orally.
-Yes, I have got a (cat ,bird...), It has got Communicative:-Select the appropriate words and
a ( tail, feather, ...). chunks to interact orally.
interacting.
Respect the features of Show respect to his

-Read words related to the topic strategies of decoding symbols.
comprehension
peers’ readings.
-Identify words containing the -Words related to the topic ( pets and
Written

sound / ɒ / (on, dog). their body parts).
-Discover the relationship between strategies to peers.
the grapheme and the phoneme . -Vowel sound / ɒ / spelt ‗o‘ (on, dog) Personal and Social:-Consider the strategies of
decoding symbols to achieve others‘ understanding.
letter ‗c‘: O , Q , F, S features of writing.
Written production
-Apply the features of writing Script print case: Methodological:-Implement the features of writing
appropriately.(shaping,
writing letters.
letters letters appropriately.
sizing, spacing and alignment). Family 3 (represented by the letter Communicative:-Achieve readability through the
-Practise handwriting using print ‗c‘): appropriate use of the features of writing.
style at the letter, word and simple O , Q , F, S Personal and Social: -Value others‘ writings.
sentence levels.

- Express offers and context, paralinguistic features and the meaning of
Key vocabulary: -Birthday, guests,

invitations. words and expressions.
colours –Numbers -Days of the week. Methodological:-Make use of the context and
- Express and respond to paralinguistic features to identify the meaning of
Grammar : words and expressions.
thanks. -Present simple: to be Communicative:-React to verbal and non verbal
-Preposition: at messages to show understanding.
- Ask and answer questions -wh-question: what…..?

Personal and Social:-Respond to oral messages.

about a party ( time). -Imperative. Oral production
- Recognize simple words in Suggested communicative situation chunks used in oral interaction.
SEQUENCE 6: FANCY BIRTHDAY
familiar context using - My birthday is on (Saturday). You are Methodological:-Exploit the linguistic repertoire
 PARTY INVITATION
my guests, colour your face for the party.

phonemic awareness - What time is the (birthday) party? Communicative:-Select the appropriate words and
-It’s at (two). chunks to interact orally.
- Act a scene out. Personal and Social:-Consider speech acts when
-Ok, thank you.
interacting.
-My pleasure.
-Identify and sound letters of the strategies of decoding symbols.
Show respect to his

alphabet in simple words related to
peers’ readings.
the topic -Words related to the topic ( a party
-Identify words containing the invitation). strategies to peers.
sound /e/. Personal and Social:-Consider the strategies of
-Discover the relationship between -Vowel sound /e/ is spelt ‗e‘ (ten) decoding symbols to achieve others‘ understanding.
-Write letters v, w, x, y, z Handwriting Intellectual:-Demonstrate understanding of the
Written production

-Apply the features of writing features of writing.
of writing letters.
letters appropriately (shaping, Print lower case: Methodological:-Implement the features of writing
sizing, spacing and alignment). letters appropriately.
- Practise handwriting using print Family 4: v, w, x, y, z Communicative:-Achieve readability through the
style at the letter, word and simple appropriate use of the features of writing.
sentence levels. Personal and Social: -Value others‘ writings.


- Name different objects and Key vocabulary: -My fancy face: words and expressions.
(big/small) eyes, nose, ears, mouth, lips, Methodological:-Make use of the context and
foods related to a party. cheeks. paralinguistic features to identify the meaning of
-Colours (black, pink, blue, green, red, words and expressions.
- Express wishes, feelings and yellow, brown). Communicative:-React to verbal and non verbal
emotions with simple words. -Big/small -Candles, cake, drinks (juice), messages to show understanding.
candies/sweets - -(tea/coffee) spoon, fork, Personal and Social:-Respond to oral messages.

- Recognize simple words in knife, glass--happy/glad/excited Oral production
Grammar : -a/an)—imperative Intellectual:-Discover the importance of words and
SEQUENCE 6: FANCY BIRTHDAY
familiar context using

chunks used in oral interaction.
PARTY CELEBRATION
phonemic awareness Suggested communicative situation Methodological:-Exploit the linguistic repertoire

- Happy birthday. and paralinguistic features to interact orally.
- Act a scene out. -Please, help yourself./ Please, join Communicative:-Select the appropriate words and
us./Have a drink, please. chunks to interact orally.
-Thanks. Personal and Social:-Consider speech acts when
-My pleasure. interacting.
Show respect to his

comprehension
peers’ readings.
-Words related to the topic (birthday
Written
sounds /f/ and /v/. celebration ). decoding symbols as required.

-Discover the relationship between strategies to peers.
-Consonant sound discrimination: /f/ Personal and Social:-Consider the strategies of
(spelt ‗f‘) vs. /v/ (spelt ‗v‘): (fan/van) decoding symbols to achieve others‘ understanding.
-Write letters V , W , X , Y , Z Handwriting Intellectual:-Demonstrate understanding of the
Written production
-Apply the features of writing

of writing letters.
letters appropriately. (shaping, Print UPPER case: Methodological:-Implement the features of writing
sizing, spacing and alignment). letters appropriately.
-Practise handwriting using print Family 4: Communicative:-Achieve readability through the
style at the letter, word and simple V,W,X,Y,Z appropriate use of the features of writing.
sentence levels. Personal and Social: -Value others‘ writings.

The Planning Learning Canvas

-Initial Situation ( Oral comprehension)
-Initial Situation ( Oral production)
 5 mn
SEQUENCE
 I Listen and Repeat
1  FAMILY -Initial Situation ( Written comprehension) 5 mn

 I Read and Discover 45mn
FAMILY & -Initial Situation ( Written production) 5 mn

FRIENDS  I Read and Write 45mn

 I Listen and Repeat 35mn
 FRIENDS   I Read and Discover 45mn

SEQUENCE  SCHOOL   I Read and Discover 45mn
OBJECTS
2   I Read and Write 45mn
 I Sing and Have Fun 10 mn
SCHOOL 
 SCHOOL   I Read and Discover 45mn
SUBJECTS
2 hours
PAUSE1 : ASSESSMENT / REMEDIATION & STANDARISATION


SEQUENCE  DESCRIBING   I Read and Discover 45mn
HOUSE
 I Sing and Have Fun 10 mn
HOME 
 LOCATING  I Listen and Repeat 35mn
ROOMS IN   I Read and Discover 45mn
HOUSE   I Read and Write 45mn



SEQUENCE  TOYS   I Read and Discover 45mn
4
PLAYTIME  I Sing and Have Fun 10 mn

 FAVOURITE   I Read and Discover 4mn
TOY
  I Read and Write 45 mn
2 hours
PAUSE2 : ASSESSMENT / REMEDIATION & STANDARISATION


SEQUENCE
 PETS   I Read and Discover 45mn
PETS 
 PET’S   I Read and Discover 45mn
BODY PARTS
  I Sing and Have Fun 10 mn
SEQUENCE  PARTY   I Read and Discover 45mn
INVITATION
FANCY 
 PARTY   I Read and Discover 45mn
BIRTHDAY CELEBRATION
PAUSE3 :ASSESSMENT / REMEDIATION & TANDARISATION
Group work: Individual work: Individual work:
To set the same tasks of To set different tasks To set a global situation ( a set
2hours
the initial situation for related to the global of tasks related to the target
the sake of checking competence for the sake competences) for the sake of
progress. of checking progress. checking progress and
adjusting learning.
Table7: The Planning Learning Canvas

Year 4

Key Stage 1- Year 4 Syllabus

KEY STAGE 1 YEAR 4
Global Interact orally, comprehend oral messages and identify the meaning of words, expressions and simple sentences, decode symbols, read simple
competence messages and produce relevant information to fill in a form.

Values
The learner can
 discover the relationship between the context, paralinguistic features and the meaning of words,
Intellectual expressions and sentences.
Exit Profile
Competence  discover the usage of words, expressions and sentences in oral interaction.
 demonstrate understanding of reading basics and the strategies of decoding symbols.
 demonstrate understanding of the features of correct handwriting.
The learner can
 make use of the context and paralinguistic features to identify the meaning of words, expressions and
Methodological sentences.
Competence  exploit the linguistic repertoire and paralinguistic features to interact orally.
 employ reading basics and the decoding strategies to understand messages.
Cross-curricular
 implement the features of correct handwriting.
competences
The learner can:
 react to verbal and non-verbal messages to show understanding
 Communicative
 select the appropriate words, expressions, sentences and paralinguistic features to interact orally.
Competence
 communicate reading basics and the decoding strategies to peers.
 achieve readability through the appropriate use of the features of correct handwriting.
The learner can:
 Collaborate with peers verbally and non-verbally to comprehend oral messages.
 Personal and Social
 Consider the context and paralinguistic features when interacting.
Competence
 Consider reading basics and the decoding strategies to achieve others‘ understanding.

Domains Components of the Cross-Curricular Timing

Target Competence Resources
Competence Resources
The learner can: Teaching materials: Videos, songs, Intellectual
cartoons, posters, pictures, shorts texts, -Discover the relationship
1. recognise the short stories, etc. between the context,
Oral
Key Vocabulary paralinguistic features and the

meaning of words,
Words and chunks related to the learners‘ meaning of words, expressions
expressions and interests, immediate environment and and sentences.
needs. Methodological
sentences using the
Lexis related -Make use of the context and
Comprehend oral context and  Numbers (11-30) paralinguistic features to
messages and identify the  Extended Family (aunts, uncles, identify the meaning of words,
paralinguistic
Comprehension
cousins, nephews, nieces, sons, expressions and sentences.

meaning of words, features. daughters) Communicative
expressions and  Friends & Keypals. -React to verbal and non-verbal 29h
2. use the context and
 Languages and nationalities. messages to show
sentences in familiar paralinguistic features  School mapping. understanding.
context using  Fun time Personal and Social
to infer meaning of
 games -Collaborate with peers verbally
paralinguistic features. words, expressions  Body and non-verbally to comprehend
 Health oral messages.
and sentences.
 Food
 Animals (farm, zoo)
3. be an attentive
listener.

The learner can: Grammar Intellectual

Interact orally in Oral formulaic expressions and chunks -Discover the usage of words,
communicative situations 1. identify simple words, related to the learners‘ interests, immediate expressions and sentences in
related to the learner’s environment and needs. oral interaction.
expressions,
 Nouns Methodological
immediate environment,
sentences to interact  Adjectives: related to the topics -Exploit the linguistic repertoire
daily concern and  Prepositions and paralinguistic features to
interests using simple orally.
*Location: on the left/on the interact orally.
words, expressions and 2. use simple words, right/behind/in front of Communicative
 Article: the
Oral production
sentences. -Select the appropriate words,

expressions,
 Interjections: wooow! hummm! expressions, sentences and
sentences and  Pronouns (personal & paralinguistic features to interact
demonstrative): they, you, we, this, orally.
paralinguistic features
that, these, those. Personal and Social
to interact orally.  Present simple (to love / to like / to -Consider the context and
prefer,…) paralinguistic features when
3. respect the
 Present continuous interacting orally.
interlocutor.  Statements
 Questions:
*Wh-questions (how, what, where, when,
how many)
 *yes/no questions (do/does, is/are…? is
there? /are there?)

The learner can: Teaching materials: Videos, songs, cartoons, Intellectual

posters, pictures, short stories, and short texts -Demonstrate understanding of
of about 40 words, etc. reading basics and the decoding
4. identify reading basics
Phonics (Sound and Spelling) strategies.
Decode symbols, read
and the decoding *Vowels (short, long): Methodological
simple messages of about
strategies to read - /ʊ/, /ə/ -Employ reading basics and the

40 words and understand -/i:/, /ɑ:/, /ɔ:/, /ɜ:/, /u:/ decoding strategies to
messages.
the meaning of words and - consonant sounds /θ/ /ð/, /ʃ/, /ʈʃ/ understand messages.
5. use reading basics and Communicative 8 h
Capitalization / Punctuation
sentences using
the decoding strategies  Capital letters: -Communicate reading basics
reading basics and the -At the beginning of the sentence, proper and the decoding strategies to
to understand the
decoding strategies nouns (persons, towns, countries, nationalities, peers.
meaning of messages. months,…). Personal and Social
6. show respect to his  Punctuation: -Consider reading basics and the
-Full stop, question mark, exclamation mark,
peers‘ readings. decoding strategies to achieve
comma, apostrophe in contracted forms.
others‘ understanding.
The learner can: Handwriting Intellectual

-Demonstrate understanding of
Produce words using  Numbers in letters. the features of correct
4. recognize the  Connected handwriting style (cursive) handwriting.
correct handwriting to fill
Written components of the form. Methodological
production in a form with specific Capitalization
5. complete a form using -Implement the features of
details related to the correct handwriting.
correct handwriting and  Capital letters: 5h
(Most of the learners’ immediate At the beginning of the sentence, proper nouns Communicative
relevant information. -Achieve readability through the
time, the environment, daily concern (persons, towns, countries, nationalities,
domains 6. respect others‘ writings. months,…) appropriate use of the features of
are and interests. correct handwriting.
integrated) Personal and Social
-Value others‘ writings.
My Project: Mini Dictionary

Topics and Communicative Objectives- Year 4
Year 4
SEQUENCE SECTIONS COMMUNICATIVE OBJECTIVES
- Introduce family members.
(family relationship, name, age, occupation, place of
 Family residence)
 Family - Ask and answer questions about family members.
& - Introduce friends/ e-pals.
Friends (Name, age, occupation, nationality, place of
 Friends residence, language )
- Name countries and nationalities.
- Ask and answer questions about friends/ e-pals.
 Name school facilities (classrooms, library,
 Facilities canteen, schoolyard, staffroom, toilets...
 Ask and answer questions about school facilities.
School
  Locate school facilities (classrooms, library,
canteen, schoolyard, staffroom, toilets...)
 Mapping
 Ask and answer questions about school facilities
location.
o Name fun time activities: indoor and outdoor
activities, individual and team sport...
 Fun Time o Ask and answer questions about favourite fun time
Fun Time
& activities.

Games o Name games: individual, team, physical, mental,
 Games digital...
o Ask and answer questions about favourite games.
 Name healthy food (bread, cereals, vegetables,
 Food (healthy fruit, meat, drinks, dairy, fish).
food)
Food  Ask and answer questions about healthy food.
 &  Name body parts: head, shoulders, knees, toes,
Health legs, arms, ...
 Health  Ask and answer questions about common health
problems.
 Name animals in the farm.
 Farm  Ask and answer questions about animals (name,
food, body parts, size, colour ).
 Animals
 Name animals in the zoo.
 Zoo  Ask and answer questions about animals (name,
food, body parts, colour, size, habitat).
Table3: Topics and Communicative Objectives- Year 4

1. Planning
Practitioners and users of this guide need to be aware of the different stages of the
teaching/learning process. This latter comprises planning, implementation, and evaluation.
Planning learning is the first step towards successful teaching. A learning plan is an action
plan that defines how learning can be achieved. It ensures clarity of vision so that the progress
is efficient.
Time Allocation:
Key stage 1 learners have English class of forty five minutes twice a week.
Level Yearly timing Weekly timing Annual amount
Key stage 1 28 weeks 1h30 /week 42 hours
Table1: Time Allocation
N.B. The time allotted for assessment and remediation is four (04) weeks.
a. The Teaching/ Learning Framework:
There are 05 learning sequences along the 4th Year Primary Education. Each sequence
comprises 2 sections. Each section requires 3 hours 45 minutes (5 sessions).
Along the school year, there are three (03) phases of 2 hours 15 minutes (3sessions) devoted
to assessment, remediation and standardization. See the table below:
Sequence 1 Pause 1 Sequence 3 Pause 2 Pause 3

& standardization
& standardization
& standardization
2 sections 2 sections Sequence 5

Remediation
Remediation
Remediation
Assessment,
Assessment,
Assessment,
Sequence 2 Sequence 4
2 sections
2 sections 2 sections
Table3: The Teaching/ Learning Framework

b. The Section Layout: The section is the basic component of a sequence. It includes 5
sessions of 45 minutes each. In each session, there is either one or 2 communicative
objectives to be achieved through a set of tasks.

Session 1
 I Listen & Repeat 35mn
 I Read & Discover

Section
Session 2 45mn
Session3  I read & Enjoy 45mn
Session 4  I Read & Write 45mn
Session5  I Play Roles 45mn
Table 4: The Section Layout– Year 4
c. The Section Components:
The Learners go through each section as follows:
Session 1: I Sing and Have Fun & I Listen and Repeat
 I Sing and Have Fun  10 mn
Refer to page 20
I Listen and Repeat  35 mn
Refer to page 21
Session 2:  I Read and Discover45 mn
Refer to page 23

Session 3:  I Read and Enjoy 45 mn
This session is devoted to reading through games to make learners

better readers. It helps them enrich their stock of vocabulary, develop
their spelling and writing skills and their pronunciation.
Games and fun activities are a vital part of teaching English as a foreign
language. They liven up the lesson and ensure that learners leave the
classroom wanting more. They help learners to increase self-confidence by
forgetting about the stress of giving accurate
answers. They motivate and engage them
through competition. They also add to the effectiveness of teaching.
―Games introduce an element of competition into language learning
which can help create a purposeful use of language‖ (Prasad 2003).
 Teachers should explain the rules and illustrate them before starting any game
 The game should focus on learning, practising and reviewing previously taught items.
 The game should involve a friendly competition.
 The game should involve and interest all learners.
Suggested Games:
1. Board Race
Board Race is a fun game that is used for revising vocabulary, whether they are words from
the lesson you‘ve just taught or words from a lesson you taught last week. It is a great way of
checking what your learners already know.
How to Play:
 Split the class into two teams and give each team a colored marker.
 If you have a very large class, it may be better to split the students into teams of 3 or 4.
 Draw a line down the middle of the board and write a topic at the top.
 The students must then write as many words as you require related to the topic in the
form of a relay race.
 Each team wins one point for each correct word. Any words that are unreadable or
misspelled are not counted.

2. Word Jumble Race

This is a great game to encourage team work and bring a sense of
competition to the classroom. It is perfect for practicing reading.
How to Play:
o Write out a number of words, using different colors for each word.
o Cut up the words so you have a handful of letters.
o Put each word into hats, cups, boxes or any objects you can find, keeping each
separate.
o Split your class into teams of 2, 3, or 4. You can have as many teams as you want but
remember to have enough words to go around.
o Teams must now put their letters in the correct order to get correct words.
o The winning team is the first team to have all letters correctly ordered.
4. Pictionary
This is another game that works well with any age group; children
love it because they can get creative in the classroom. Pictionary can
help learners practice their vocabulary and helps to see if they‘re
remembering the words they‘ve been learning.
How to Play:
o Before the class starts, prepare a bunch of words and put them in a bag.
o Split the class into teams of 2 and draw a line down the middle of the board.
o Give one team member from each team a pen and ask them to choose a word from
the bag.
o Tell the students to draw the word as a picture on the board and encourage their
team to guess the word.
o The first team to shout the correct answer gets a point.
o The student who has completed drawing should then nominate someone else to
draw for their team.
o Repeat this until all the words are gone - make sure you have enough words that
each student gets to draw at least once!
Session 4:  I Read and Write
In year 4, we expect learners are using the writing tools effectively (pen,
pencil, ruler, etc.). They were trained to write print handwriting, in year 3.

So, they are supposed to be able to form upper and lower case of letters using the features of
writing and write words and sentences.
Since the children‘s fine motor skills develop, they enable them to form more refined versions
of the letters/numbers using lined paper. Once, learners have learnt to form lower-case letters
correctly, now they can move to the following step which is joined handwriting (cursive).
They may copy written recording (the date, copies of very short written texts from the board/
textbook, work cards, etc.) correctly. Learning to join letters for handwriting enables children
to develop a speedy, fluid and legible handwriting style.
This session includes completing a form after having read the very short text in session 2 ‘ I
Read and Discover’. The form –they have to complete- must be be related to the topic around
which the section is revolving. For instance, the learners may be asked to design a family tree
when introducing family members and to complete an ID card when introducing a friend .
Procedure
 Learners refer to the very short text read in session 2.
 Learners may be asked to read the text aloud ( a few reading times would be enough).
 Teacher introduces the form and makes sure the learners are familiar with its
components.
 Learners select appropriate words/ expressions to complete the form.
 Learners should be trained to copy words and short sentences in joined

handwriting along the teaching/learning process.
 Teachers are the models in class; they should have good writing habits.
 Young children are not always aware that writing starts from the top left corner
and finishes at the bottom right.
 The rules must apply to both-teachers and learners.
 If teachers write anyhow, learners will replicate them. Children are good
imitators.
 The work of the teacher on the board must at all times be an example of correct,
Session 5:  I Play Roles
Refer to page 27

d. The Problem Solving Situations
Learners are put in ‗problem solving situations’ related to the global competence and thus to
the 4 target competences. The problem solving situation involves 04 different tasks which
aim at assessing the attainment of the 04 target competences. These tasks are tackled
separately in sessions/ lessons that correspond to each target competence.
They are dealt with at 4 different stages:

Stage1: At the beginning of sequence 1, during section1.
It is dealt with at the beginning of sequence 1, that is to say; the beginning of the year. It is
called the ‗initial situation’ and is dealt with through 04 different tasks which are tackled
separately in sessions that correspond to each target competence.
During the first pause (after 2 sequences), the same situation is set to check progress using a
grid of evaluation.
After 4 sequences, the same situation is set to check progress using a grid of evaluation.
It is dealt with during the third pause (at the end of the year). The learners are trained to
learn to integrate in groups and then individually. A global situation of integration should
be set to check whether or not the global competence is attained.
Types of Situations
4. Initial Situation:
At the beginning of the year, learners of fourth year primary school are put into four
problem situations; each one corresponds to one of the target competences. These
situations are presented as follows:
a. In a situation related to oral comprehension, the learners may be asked to identify the
meaning of sentences in a very short oral text.
b. In a situation related to oral production, the learners may be asked to interact orally
using simple words, expressions and sentences.
c. In a situation related to written comprehension, the learners may be asked to read a
text of about 40 words.

d- In a situation related to written production, the learners may be asked to fill in a form
with specific details using correct handwriting.
The tasks mentioned above should not exceed 5 minutes as the objective
behind is to motivate the learners and stimulate their curiosity to learn
and discover.
The answers of the learners should be recorded or kept in order to be
used during the pauses to check the learners’ progress towards the target
competences.
Ultimately, these demands put learners in problem situations that they are unable to
overcome because they do not possess the required resources and skills. Teachers may as well
invite a learner from a higher level and ask him to perform the situations mentioned above in
front of the learners so as to generate motivation.
The teachers discuss what happened, explain to their learners that by the end of the
school year they will improve and will be able to handle the tasks successfully.
The same tasks are set during the 03 pauses to check progress and adjust learning through
remediation and standardization.
5. Learning to Integrate
a. Learning to integrate in groups: The same tasks (related to the 4 domains) are set to
check the learners‘ progress. The learners should compare their present response with
the previous one (the response related to the initial situation).
b. Learning to integrate individually: Other tasks (related to the 4 domains) are set to
check the learners‘ ability to integrate individually.
6. Situation of integration
A global situation (a set of different tasks) that is meant to serve the 04 target competences is
set and dealt with individually.
Other tasks are set during the last pause (individual learning to integrate
& integration) to check progress and adjust learning through remediation
and standardization.
A grid of evaluation must be elaborated ( see page 61)

The Problem Solving Situations within the Sequences
-Initial Situation ( Oral comprehension) Task 1

5mn
-Initial Situation ( Oral production) Task 2

FAMILY & FRIENDS
 I Listen and Repeat 35mn Initial

SEQUENCE 1 :
situation
 FAMILY
Initial Situation (Written comprehension)Task 3 5mn


 I Read and Discover 45m

Initial Situation ( Written production) Task 4 5mn

 I Read and Write 45mn
  I Read and Enjoy 45mn
  I Play Roles 45mn
3
Pause 1 : ASSESSMENT / REMEDIATION & STANDARISATION
session
-The same tasks are set to check progress using a grid of evaluation.
s
Pause2 : ASSESSMENT / REMEDIATION & STANDARISATION 3

-The same tasks are set to check progress using a grid of evaluation. session
Task 1- Task 2- Task 3- Task 4 s
Pause3 : ASSESSMENT / REMEDIATION & STANDARISATION

Group work Individual work Individual work:
3
To set the same initial To set a problem solving To set a global
session
situation (same tasks) for situation (different tasks) situation ( a set of
the sake of checking for the sake of checking tasks related to the s
progress. progress. target
Task 1- Task 2- Task 3- competences) for
Task 4 the sake of Integration
checking progress
and adjusting

Learning to learning.
integrate

Table5: The Problem Solving Situations

Suggested Evaluation Grid

Accepta
Full ble Partial Minimum
N° Criteria
Mastery Mastery Mastery
Mastery
ORAL INTERACTION
1 Demonstrate the attitude of an attentive listener.
2 Recognize the meaning of words, expressions or

sentences using phonemic awareness, paralinguistic
features and visuals.
3 Infer the topic of the oral message.
4 Use paralinguistic features according to the context.
5 Select appropriate words, expressions , or sentences

WRITTEN COMPREHENSION
1 Demonstrate respect to peers‘ readings.
2 Use the decoding strategies appropriately
3 Read short texts of about 40 words using the

decoding strategies.
4 Apply punctuation marks accurately when reading.
5 Infer the meaning of words, expressions and
sentences using the context and visuals.
6 Recognize the topic of the reading passage.
WRITTEN PRODUCTION
1 Demonstrate respect to others‘ writings.
2 Recognize the components of the form.
3 Complete the form with the right piece of

information.
a. Write consistently on the line
and within lines.
b.Form all letters and numbers
Apply the correctly
features of c.Leave spaces between words
correct
and letters
4 handwriting
to achieve d. Leave spaces between words in
readability: sentences
e.Distinguish between tall and
short letters and those that sit
beneath the line.
f.Use capitals where appropriate
Table : Year4 Evaluation Grid

Year 4 learning Plan

Global Interact orally, comprehend oral messages and identify the meaning of words, expressions and simple sentences, decode symbols, read simple messages
competence and produce relevant information to fill in a form.
Values
The learner can
 discover the relationship between the context, paralinguistic features and the meaning of words, expressions and sentences.
Intellectual
 discover the usage of words, expressions and sentences in oral interaction.
Competence
 demonstrate understanding of reading basics and the strategies of decoding symbols.
 demonstrate understanding of the features of correct handwriting.
The learner can
 make use of the context and paralinguistic features to identify the meaning of words, expressions and sentences.
Methodological
 exploit the linguistic repertoire and paralinguistic features to interact orally.
Competence
 employ reading basics and the decoding strategies to understand messages.
Cross-  implement the features of correct handwriting.
curricular The learner can:
competences  react to verbal and non-verbal messages to show understanding
Communicative
 select the appropriate words, expressions, sentences and paralinguistic features to interact orally.
Competence
 communicate reading basics and the decoding strategies to peers.
 achieve readability through the appropriate use of the features of correct handwriting.
The learner can:
 collaborate with peers verbally and non-verbally to comprehend oral messages.
Personal and
 consider the context and paralinguistic features when interacting.
Social Competence
 consider reading basics and the decoding strategies to achieve others‘ understanding.
Domains Oral comprehension - Oral production - Written comprehension - Written production
 Comprehend oral messages and identify the meaning of words, expressions and sentences in familiar context using paralinguistic features.
 Interact orally in communicative situations related to the learner’s immediate environment, daily concern and interests using simple words, expressions
Target and sentences.
competences  Decode symbols, read simple messages of about 40 words and understand the meaning of words and sentences using reading basics and the decoding
strategies
 Produce words using correct handwriting to fill in a form with specific details related to the learners’ immediate environment, daily concern and interests.

posters, pictures, short stories, etc. Intellectual: Discover the relationship between the
-Introduce family members.
-Be an attentive listener./ - Respect the interlocutor.

Key vocabulary: context, paralinguistic features and the meaning of
-Numbers (11-30)- -Names of family members ( words, expressions and sentences.
( family relationship, name, family & extended family)

Methodological: -Make use of the context and
- jobs (-er , -or, -ist )
age, occupation, place of Grammar
paralinguistic features to identify the meaning of
words, expressions and sentences.
residence ). Present simple : to be-to live-to have
 personal pronouns  possessive adjectives  Communicative :-React to verbal and non-verbal
- Ask and answer questions there is / there are  Articles: a / an  preposition messages to show understanding.
: in  Wh questions: who, how old, what  Yes / Personal and Social :Collaborate with peers verbally
about family members ( name, no questions :Do/does ?,Is / are…? and non-verbally to comprehend oral messages.
SEQUENCE1: Family & Friends
Oral production
age, occupation). Suggested communicative situation Intellectual: Discover the usage of words,
-Recognize simple words in -Who is it? expressions and sentences in oral interaction.
-It’s my cousin, Ahmed. Methodological: -Exploit the linguistic repertoire and
familiar context using -How old is he ? paralinguistic features to interact orally.
 Family
- He is 25. Communicative: Select the appropriate words,

phonemic awareness. - Is he a teacher ? expressions, sentences and paralinguistic features to
-Act a scene out. - No, he is a journalist.
interact orally.
- Does he live in Algiers ?
Personal and Social : Consider the context and
- No, he lives in Tlemcen.
paralinguistic features when interacting orally.
-Read a very short text text of Phonics (Sound and Spelling) Intellectual:-Demonstrate understanding of reading
basics and the decoding strategies.
show respect to his

about 30 words related to the
comprehension
- A very short text related to the topic Methodological:Employ reading basics and the
peers’ readings.
topic using decoding strategies. decoding strategies to understand messages.
Written
-Read words containing the -The sounds : Communicative : Communicate reading basics and
sounds: /i/ vs /i :/ the decoding strategies to peers.
Identify the sounds: /i/ vs /i :/  /i/ vs /i:/ Personal and Social :-Consider reading basics and
the decoding strategies to achieve others‘
understanding.
-Copy words and sentences Handwriting Intellectual: Demonstrate understanding of the
features of correct handwriting.
respect others’
using connected handwriting (
production
 Connected handwriting (cursive). Methodological: Implement the features of correct

Written
cursive).
handwriting.
writings.
-Complete a form appropriately.  Capital letters. Communicative : Achieve readability through the
-Apply the features of correct appropriate use of the features of correct handwriting.
handwriting .  Punctuation. Personal and Social :-Value others‘ writings.

- Introduce friends/ e-pals. posters, pictures, short stories, etc. Intellectual: Discover the relationship between the

Key vocabulary: Numbers (01-30) – Languages context, paralinguistic features and the meaning of
- (Name, age, occupation, Names of countries Nationalities. words, expressions and sentences.
Grammar Methodological: -Make use of the context and

nationality, place of -Present simple : to be-to live-to have-to speak paralinguistic features to identify the meaning of
-Personal pronouns words, expressions and sentences.
residence, language ) Communicative :-React to verbal and non-verbal
-Possessive adjectives
- Ask and answer questions -Adjectives of nationality : -sh, -ch, –an, -ian, - messages to show understanding.
ese Personal and Social :Collaborate with peers verbally
about friends and e-pals. and non-verbally to comprehend oral messages.
-There is , there are
Oral production
-Preposition : in , from
- Name countries and Intellectual: Discover the usage of words,
SEQUENCE 1: Family & Friends
- Wh questions:who, what, how old, expressions and sentences in oral interaction.

nationalities. where..from? Methodological: -Exploit the linguistic repertoire and
-Yes / no questions:Is/ are... ?Do/does …? paralinguistic features to interact orally.
- Recognize simple words Suggested communicative situation Communicative: Select the appropriate words,
-This is my e-pal. expressions, sentences and paralinguistic features to
in familiar context using -Great! What’s his/her name?
 Friends
interact orally.
-His name is Jack. Personal and Social : Consider the context and
phonemic awareness. -Is he French? paralinguistic features when interacting orally.
- Act a scene out. -No, he is English. He lives in England.
-How old is he?
-He is 9 (nine)/ nine years old.
show respect to his

comprehension
peers’ readings.
topic using decoding decoding strategies to understand messages.
Written
strategies. -The sounds : Communicative : Communicate reading basics and

-Read words containing the the decoding strategies to peers.
sounds: /ʃ/ vs /ʧ/  /ʃ/ vs /ʧ/ Personal and Social :-Consider reading basics and
Identify the sounds: /ʃ/ vs /ʧ/. understanding.
using connected handwriting ( features of correct handwriting.
respect others’
production
cursive).  Connected handwriting ( cursive). Methodological: -Implement the features of correct

Written
handwriting.
-Complete a form
 Capital letters.
writings.
Communicative : Achieve readability through the
appropriately. appropriate use of the features of correct handwriting.
-Apply the features of correct  Punctuation Personal and Social :-Value others‘ writings.
handwriting .


- Name school facilities - School facilities ( classrooms, library, canteen, words, expressions and sentences.

schoolyard, staffroom, toilets, ..) Methodological: -Make use of the context and
(classrooms, library, - Trees, grass, flowers, water taps..) paralinguistic features to identify the meaning of
- Big , small, large, nice, beautiful, colours words, expressions and sentences.
canteen, schoolyard, Grammar : Communicative :-React to verbal and non-verbal
-Present simple : to be messages to show understanding.
staffroom, toilets...) Personal and Social :Collaborate with peers verbally
-There is, there are
and non-verbally to comprehend oral messages.
- Ask and answer questions - Articles: a , an, the Oral production
-Prepositions : in – Intellectual: Discover the usage of words,
about school facilities. -Yes / no questions - Is / are…? expressions and sentences in oral interaction.
- Recognize simple words Suggested communicative situation Methodological: -Exploit the linguistic repertoire and
SEQUENCE 2: School
-Hello Nassima! paralinguistic features to interact orally.

in familiar context using -Hi Nora. Is this your school? Communicative: Select the appropriate words,
-Yes, it is. expressions, sentences and paralinguistic features to
Facilities
phonemic awareness. -Is there a library? interact orally.

- Act a scene out. -Yes, there is. There are large classrooms, a
big yard with flowers and trees. I like my
school.
Intellectual:-Demonstrate understanding of reading

-Read a very short text text of Phonics (Sound and Spelling)

about 30 words related to the basics and the decoding strategies.

show respect to his

peers’ readings.
strategies. -The sounds : Communicative : Communicate reading basics and
sounds:/ʊ/ vs /u:/.  /ʊ/ vs /u:/ Personal and Social :-Consider reading basics and
Identify the sounds: /ʊ/ vs understanding.
/u:/.
respect others’
production
cursive).  Connected handwriting ( cursive). Methodological: -Implement the features of correct

Written
handwriting.
-Complete a form
writings.
Communicative : Achieve readability through the
-Apply the features of correct  Punctuation Personal and Social :-Value others‘ writings.
handwriting .

the
- Locate school facilities Key vocabulary: School facilities ( classrooms, context, paralinguistic features and the meaning of
Respect
library, canteen, schoolyard, staffroom, words, expressions and sentences.

(classrooms, library, Methodological: -Make use of the context and
toilets...).
canteen, schoolyard, paralinguistic features to identify the meaning of
Grammar :
-Present simple : to be
staffroom, toilets...). Communicative :-React to verbal and non-verbal
-
-There is, there are messages to show understanding.
listener./
- Ask and answer questions -Articles: a , an, the Personal and Social :Collaborate with peers verbally
-Prepositions : in, next to, opposite, on the left and non-verbally to comprehend oral messages.
about school facilities , on the right/ behind/ in front of.
-Yes / no questions Is / are…? Oral production
location. Intellectual: Discover the usage of words,
an attentive
-wh questions: where?
expressions and sentences in oral interaction.
SEQUENCE 2: School
- Recognize simple words Methodological: -Exploit the linguistic repertoire and

Suggested communicative situation
paralinguistic features to interact orally.
interlocutor.
in familiar context using -Amine: my teacher wants the ruler for the
Mapping
Communicative: Select the appropriate words,

lesson, where is the staffroom please? expressions, sentences and paralinguistic features to
phonemic awareness.
-Farid: oh! it’s/is in front of the library, on the interact orally.
- Act a scene out. right/left.
-Be
-Amine: thank you Farid. paralinguistic features when interacting orally.
-Read a very short text of Phonics (Sound and Spelling) Intellectual:-Demonstrate understanding of reading

show respect to his

comprehension
peers’ readings.
Written
strategies. -The sound : Communicative : Communicate reading basics and

Personal and Social :-Consider reading basics and
sounds: :/ð/ - /ð/
-Identify the sounds:/ð/ understanding.
Written production

 Connected handwriting ( cursive). Methodological: -Implement the features of correct
cursive).
respect others’
handwriting.
-Complete a form  Capital letters. Communicative : Achieve readability through the
writings.
 Punctuation Personal and Social :-Value others‘ writings.
-Apply the features of correct
handwriting .

- Name fun time activities: posters, pictures, short stories, etc. Intellectual: Discover the relationship between the

indoor and outdoor - Fun time activities ( indoor and outdoor): words, expressions and sentences.

individual and team sport , music... Methodological: -Make use of the context and
activities, individual and paralinguistic features to identify the meaning of
- Seasons
team sport... - Weekend words, expressions and sentences.
Communicative :-React to verbal and non-verbal
- Happy , excited
- Ask and answer questions messages to show understanding.
Grammar : Personal and Social :Collaborate with peers
about favourite fun time -Present simple : verbally and non-verbally to comprehend oral
o To be
SEQUENCE 3: Fun Time & Games
messages.
activities. o Love, prefer, like Oral production
-Possessive adjectives
- Recognize simple words Intellectual: Discover the usage of words,
-Prepositions of time : on – in expressions and sentences in oral interaction.
in familiar context using -Yes / no questions : Do...? Methodological: -Exploit the linguistic repertoire
Time
phonemic awareness. Suggested communicative situation Communicative: Select the appropriate words,
-Yes! It’s the break. Let’s have fun! expressions, sentences and paralinguistic features
- Act a scene out. to interact orally.
- Do you like playing hide and seek in the
 Fun
yard? Personal and Social : Consider the context and

- No, I prefer to play cord skipping. paralinguistic features when interacting orally.
show respect to his

comprehension
peers’ readings.
Written

sound: /ɔ:/  /ɔ:/ the decoding strategies to achieve others‘
-Identify the sound:/ɔ:/ understanding.
Written production
using connected handwriting features of correct handwriting.

( cursive).
respect others’
handwriting.
writings.
handwriting .

-Be an attentive listener./ - Respect the

- Name games : individual,

- Names of games ( individual, team, physical, words, expressions and sentences.
team, physical, mental, mental, digital): board games, card games, paralinguistic features to identify the meaning of
cord skipping, hide and seek, water balloon words, expressions and sentences.
digital.. fight.. Communicative :-React to verbal and non-verbal
Grammar :
- Ask and answer questions -Present simple : To be, love, prefer, like
Personal and Social :Collaborate with peers verbally
about favourite games. -Possessive adjectives and non-verbally to comprehend oral messages.
SEQUENCE 3: Fun Time & Games
-Prepositions of time : on – in Oral production

- Recognize simple words -Yes / no questions :Do...? Intellectual: Discover the usage of words,
-Wh questions: What ...? expressions and sentences in oral interaction.
in familiar context using Methodological: -Exploit the linguistic repertoire and
Suggested communicative situation paralinguistic features to interact orally.
interlocutor.
phonemic awareness. -On weekends, I play (game/sport) , do you like Communicative: Select the appropriate words,
to play(game/sport)? expressions, sentences and paralinguistic features to
Games
- Act a scene out. - My favourite game/sport is … / I like (name interact orally.

of the game/sport). Personal and Social : Consider the context and
- Me too. We can play after school. paralinguistic features when interacting orally.

show respect to his

comprehension
peers’ readings.
Written

sound : /ɑ:/.  /ɑ:/ the decoding strategies to achieve others‘
Identify the sound :/ɑ:/. understanding.
Written production

( cursive).
respect others’
handwriting.
writings.
handwriting .

posters, pictures, short stories, etc. Intellectual: Discover the relationship between
- Name healthy food Key vocabulary: the context, paralinguistic features and the

(bread,cereals, vegetables, Healthy food ( bread,cereals, vegetables, fruit, meaning of words, expressions and sentences.
meat, drinks): tomato, potato,orange, banana, Methodological: -Make use of the context and

fruit, meat, drinks, dairy, apple, meat, chicken, fish, milk, water, fresh paralinguistic features to identify the meaning of
juice.. words, expressions and sentences.
fish). Grammar : Communicative :-React to verbal and non-verbal
- Ask and answer questions -Present simple : Love, prefer, like, eat, drink messages to show understanding.
-Plural Personal and Social :Collaborate with peers
about healthy food. -Yes / no questions : Do.?/Is / are…? verbally and non-verbally to comprehend oral
SEQUENCE 4: Food & Health
-Present continuous messages.

- Recognize simple words in -Wh questions:What ...? Oral production
familiar context using Suggested communicative situation Intellectual: Discover the usage of words,
Son: What’s for (lunch/ dinner) mum? I’m expressions and sentences in oral interaction.
Healthy Food
phonemic awareness. hungry, I want a burger with fries and ketch Methodological: -Exploit the linguistic repertoire
up. and paralinguistic features to interact orally.
- Act a scene out. Mum: we are having a soup, fish and fresh Communicative: Select the appropriate words,
orange juice. expressions, sentences and paralinguistic features
Son: I prefer a burger with fries and ketch up, to interact orally.
please, mom. I love burgers! Personal and Social : Consider the context and
Mom: It’s not healthy dear ! paralinguistic features when interacting orally.

show respect to his

comprehension
peers’ readings.
topic using decoding strategies.
Written
decoding strategies to understand messages.

-Read words containing the -The sounds : Communicative : Communicate reading basics and the
sounds: /ɚ/ vs /ɜ:/ decoding strategies to peers.
-Identify the sounds:/ɚ/ vs /ɜ:/  /ɚ/ vs /ɜ:/ Personal and Social :-Consider reading basics and the
decoding strategies to achieve others‘ understanding.
-Copy words and sentences Handwriting Intellectual: Demonstrate understanding of the features
of correct handwriting.
respect others’
using connected handwriting
production

Written
( cursive).
handwriting.
writings.
-Complete a form appropriately.
 Capital letters. Communicative : Achieve readability through the
-Apply the features of correct appropriate use of the features of correct handwriting.
handwriting .  Punctuation Personal and Social :-Value others‘ writings.


Intellectual: Discover the relationship between the
- Name body parts: Head, posters, pictures, short stories, etc.

shoulders, knees, toes, words, expressions and sentences.
Key vocabulary:
-Body parts:Head, shoulders, knees, toes, legs, paralinguistic features to identify the meaning of
legs, arms, ... arms. words, expressions and sentences.
- Ask and answer questions -Common illnesses:Headacke, toothacke, flue, Communicative :-React to verbal and non-verbal
stomachacke messages to show understanding.
about common health Grammar : Personal and Social :Collaborate with peers verbally
-Present simple and non-verbally to comprehend oral messages.
problems.
-The imperative: Do/ do not... Oral production
SEQUENCE 4: Food & Health
Intellectual: Discover the usage of words,

- Recognize simple words -Wh questions: what...?
Suggested situation paralinguistic features to interact orally.
interlocutor.
phonemic awareness. Son: I want to have a snack. Let’s have hot Communicative: Select the appropriate words,
chocolate. Oops, I have a terrible toothache. expressions, sentences and paralinguistic features to
Health
- Act a scene out. Mom: Brush your teeth after each meal, and interact orally.
stop eating sweets or cake. Personal and Social : Consider the context and
Written production Written comprehension


show respect to his

topic using decoding
peers’ readings.
strategies.
Communicative : Communicate reading basics and
-Read words containing the -The sounds : the decoding strategies to peers.
sound : /θ/ Personal and Social :-Consider reading basics and
Identify the sound :/θ/  /θ/ the decoding strategies to achieve others‘
understanding.
 Connected handwriting ( cursive).
respect others’
( cursive). Methodological: -Implement the features of correct
-Complete a form handwriting.
writings.
appropriately. Communicative : Achieve readability through the
-Apply the features of correct  Punctuation appropriate use of the features of correct handwriting.
handwriting . Personal and Social :-Value others‘ writings.


- Name animals in the Key vocabulary: context, paralinguistic features and the meaning of

farm. Animals: (four legged, two legged) cow, sheep, goat,
- Ask and answer questions chicken, chick, sheep, horse, duck, donkey, mouse.
Body parts: tail, beak, hair, feather, horns… paralinguistic features to identify the meaning of
about animals (name, Food: grass/green plants, seeds/grains/ insects.. Communicative :-React to verbal and non-verbal
Brown, black, small, big, nice, beautiful,
food, body parts, size, Grammar : Personal and Social :Collaborate with peers verbally
-Articles: a, an, the
colour ). and non-verbally to comprehend oral messages.
-Plurals
Oral production
-There is/ are ../ -Is/are there…?
- Recognize simple words Intellectual: Discover the usage of words,
- Do they eat…?
in familiar context using Suggested situation Methodological: -Exploit the linguistic repertoire and
SEQUENCE 5 : Animals
Dad: Look at the animals in the farm. What is paralinguistic features to interact orally.
your favourite one?
interlocutor.
phonemic awareness. Communicative: Select the appropriate words,
Farm Animals
Son: I love the horse. It is strong and beautiful. expressions, sentences and paralinguistic features to
- Act a scene out. Daughter: I prefer the rabbit. Its fur is beautiful. interact orally.
Mom : Look at the chicken and its chicks. Personal and Social : Consider the context and
Daughter: Do they eat grass? paralinguistic features when interacting orally.
Dad: No, they eat grains.

Methodological:Employ reading basics and the
show respect to his

topic using decoding


- A very short text related to the topic
peers’ readings.
strategies. Communicative : Communicate reading basics and
sounds identified previously. -Review of the sounds identified during the the decoding strategies to achieve others‘
-Identify the sounds studied previous sequences. understanding.
peviously.
features of correct handwriting.
Written production
using connected handwriting

( cursive). handwriting.
respect others’
 Punctuation
writings.
Personal and Social :-Value others‘ writings.
handwriting .


-Animals: (lion, zebra, elephant, panda, giraffe, tiger, words, expressions and sentences.
- Name animals in the zoo.

snake, deer, etc.), cage… Methodological: -Make use of the context and
- Ask and answer -Food: meat, grass/green plants, seeds/grains/ insects paralinguistic features to identify the meaning of
-Body parts: horn, tail, fur, feather, beak -names of words, expressions and sentences.
questions about animals countries Communicative :-React to verbal and non-verbal
-Beautiful, rapid/fast, large, big, small, tall messages to show understanding.
(name, food, bodyparts, Grammar: Personal and Social :Collaborate with peers verbally
-Articles: a, an, the and non-verbally to comprehend oral messages.
colour, size, habitat). -Plurals
-There is/ are ../ -Is/are there…? Oral production
- Recognize simple words - Do they eat…? Intellectual: Discover the usage of words,
SEQUENCE 5 : Animals
-Names of countries expressions and sentences in oral interaction.

Suggested situation
Zoo Animals
phonemic awareness. Dad: Look at those animals, son! What’s your paralinguistic features to interact orally.
favourite? Communicative: Select the appropriate words,
- Act a scene out. Son: I love the lion, it’s big and has a beautiful expressions, sentences and paralinguistic features to
brown colour. interact orally.
Daughter: My favourite is the zebra, I love its balck Personal and Social : Consider the context and
and white strips , it is fast. paralinguistic features when interacting orally.
Dad: Let’s take a picture

-Read a very short text of about 40 Phonics (Sound and Spelling) Intellectual:-Demonstrate understanding of reading basics
show respect to his

and the decoding strategies.
comprehension
words related to the topic using
peers’ readings.
Methodological:Employ reading basics and the decoding
decoding strategies. - A very short text related to the topic
Written
strategies to understand messages.

-Read words containing the sounds
-Review of the sounds identified during the Communicative : Communicate reading basics and the
identified previously. decoding strategies to peers.
-Identify the sounds studied previous sequences.
Personal and Social :-Consider reading basics and the
previously. decoding strategies to achieve others‘ understanding.
-Copy words and sentences using Handwriting Intellectual: Demonstrate understanding of the
respect others’
connected handwriting (cursive). features of correct handwriting.
production

Written
-Complete a form appropriately.

handwriting.
writings.
-Apply the features of correct  Capital letters. Communicative : Achieve readability through the
handwriting .  Punctuation appropriate use of the features of correct handwriting.
Personal and Social :-Value others‘ writings.

Planning Learning Canvas
PLANNING LEARNING
-Initial Situation ( Oral comprehension)

5 mn
-Initial Situation ( Oral production)

 I Sing & Have Fun
40 mn
I Listen & Repeat
-Initial Situation ( Written 5 mn
FAMILY  comprehension)
 I Read & Discover 45 mn
  I Read & Enjoy 45 mn
FAMILY & 5 mn
-Initial Situation ( Written
FRIENDS  comprehension)
 I Read & Write 45 mn
  I Play Roles 45 mn

I Listen & Repeat 35 mn
  I Read & Discover 45 mn
FRIENDS
  I Read & Write 45 mn

FACILITIE   I Read & Discover 45 mn
S   I Read & Enjoy 45 mn
SCHOOL

MAPPING
PAUSE1 :ASSESSMENT / REMEDIATION & STANDARDISATION 3
sessions


FUN TIME
FUN   I Read & Discover 45 mn
& GAMES
TIME   I Read & Enjoy 45 mn



GAMES

FOOD
FOOD (HEALTHY
FOOD)   I Read & Enjoy 45 mn
&
HEALTH

HEALTH
PAUSE2 :ASSESSMENT / REMEDIATION & STANDARDISATION 3
sessions
ANIMALS  I Sing & Have Fun 10 mn

FARM
  I Sing & Have Fun 10 mn
ZOO
PAUSE3 :ASSESSMENT / REMEDIATION & STANDARDISATION
Group work: Individual work: Individual work: 3
To set the same tasks of To set different tasks To set a global situation ( a set of sessions
the initial situation for the related to the global tasks related to the target
sake of checking competence for the sake competences) for the sake of
progress. of checking progress. checking progress and adjusting
learning.
Table7: The Planning Learning Canvas

Suggested Session Layout
Class profile:
-Level -
-Number of learners -
Sequence
Section
Session
Session Objective(s)
Subsidiary objectives
Target competence
Teaching materials
Anticipated problems
Solutions/Plan B
Stage (s) Procedure/tasks Interaction Time
( warmer )
( install
resources)
( assessment)
Self-reflection
What worked What hindered Action plan

Assessment
Assessment is the ongoing process of gathering evidence of what each student actually
knows, understands, and can do to increase their learning and development.
Diagnostic Assessment
Diagnostic assessment can help identify students‘ current knowledge of a subject, their skill
sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing
students‘ strengths and weaknesses can help teachers plan what to teach and how to teach it.
Formative Assessment:
It refers to a wide variety of tools that teachers use to conduct in-process evaluations of
students‘ learning progress during a lesson, section, or unit. Formative assessment helps
teachers identify learners‘ strengths and weaknesses so that adjustments can be made.
Formative Assessment Tools

When we think of assessment, we often think about tests. But good assessment is much more
than tests - it‘s a chance to discover what our students understand so that we can help them
learn and grow.
“The goal of formative assessment is to monitor student learning to provide ongoing

feedback that can be used by instructors to improve their teaching and by students to
improve their learning. More specifically, formative assessments:
 Help students identify their strengths and weaknesses and target areas that need work.
 Help teachers recognize where students are struggling and address problems
immediately.
Formative assessments are generally low stakes, which means that they have low or no
point value.

 Nonverbal Assessment
This type of assessment is very useful with the young learners. It helps teachers to
determine whether the individual truly understands concepts by asking him to
physically demonstrate his understanding of words and text through physical
demonstration or the creation of a visual representation such as a drawing or a model.
 Emoji self /peer Assessment
This technique involves the students to assess themselves or their peers by showing
the appropriate emoji that reflects their performance in a given task.
 K-W-L Chart
The K-W-L chart is a simple way to ask questions concerning "who" and "what"
questions. The K category asks the learners to state what they knew before they began
the course to check their pre-requisites. The W section provides learners with the
opportunity to state what they want to know or gain from the instruction provided. The
L category provides students with an area to state what they have learned in the class.
 Think- Pair – Share
Students do the task individually (think). Then, they pair up with a classmate and discuss
their answers (pair).Finally, they discuss their answers in groups (share).
 Portfolio assessments
Portfolios are practical ways of assessing student work throughout the entire year. With
this method, you can systematically collect descriptive records of a variety of student
work over time that reflects growth toward the achievement of the objectives set before.
Portfolios include information, sample work, and evaluations that serve as indicators for
student performance. By documenting student performance over time, portfolios are a
better way to crosscheck student progress than just one measure alone. Portfolios can
include:
o Samples of students‘ handwriting.
o Re-ordered short stories images.
o Tasks sheets.
o Drawings representing student content knowledge.
o Teacher descriptions of student accomplishments, such as performance on oral
tasks.
o Checklists.
o Drafts related to the initial situation.

 Entry tickets
This technique (sometimes called Warm-Up, Do Now or Bell Ringer) gets students working
as soon as they enter the classroom, increasing instruction time. Students are given Entry
Tickets as they arrive at the door, follow the instructions, and complete the task immediately.
 Exit Tickets
Exit Tickets or "Tickets to leave" are a formative assessment tool offering an effective way to
end a class. Teachers may use exit tickets to assess students' understanding of the topics they
are teaching in class.
Summative assessment
Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process. Typically, no more
formal learning is taking place at this stage. Learners usually receive a score or a mark from
this kind of testing.

Glossary
Assessment Judging learners‘ performance by collecting information about it.
Chunks Collection of words which occur together. Examples: good morning, nice
to see you...
Decoding Sounding out letters and understanding the word they make up.
Segmentation: separating the sounds in a word

Decoding Strategies
Blending: putting sounds together in a word
Chunking: recognizing familiar word parts to help pronounce a word
Sight words: memorizing non-phonetic high-frequency words
Present meaning: make sure learners understand the meaning of the
word.
Diagnostic Assessment Identifies learners‘ knowledge of a subject, their skill sets and capabilities,
and to clarify misconceptions before teaching takes place.
Drilling A technique where the teacher asks the learners to repeat words and
phrases (in chorus and individually) and them to practice substitute
phrases.
Dysgraphia When children start writing, some of them might face difficulties in
forming, sizing and spacing letters or write wrong or misspelled words.
These are the symptoms of a writing disability called dysgraphia.
Dyslexia It is a learning difficulty that affects the reading and the writing skills.
Learners encounter difficulties in phonological awareness, verbal memory
and verbal processing speed.
Involve small muscles working with the brain and nervous system to
Fine motor skills
control movements in areas such as the hands, fingers, lips, tongue and
eyes. (Eating, writing, manipulating objects and getting dressed).
Formative assessment Provides feedback and information during the learning process and
measures both learners‘ and teacher‘s progress.

Grapheme A letter or group of letters representing the sound. You use the letter names
to identify Graphemes, like the ―c‖ in car where the hard ―c‖ sound is
represented by the letter ―c.‖
Learning sequence Refers to the organization and presentation of activities of a teaching-

learning period in a complete structure, carried out by both teachers and
pupils, with the aim of creating situations that enable to develop
meaningful learning.
Letter reversals Refers to reversing letters in reading or writing such as forming a letter ‗b’
as a letter ‗d‘ or letter ‗p’ as a letter ‗q‘.
Linguistic repertoire Refers to the collection of linguistic resources that a person has
accumulated over the course of their life and that they utilize and interpret
in their interactions with other people. (Blommaert & Backus 2011)
Paralinguistic features The aspects of language that are not related to the formal systems of
language (such as phonology, syntax, grammar etc.). These include the use
of body gestures, facial expressions, eye contact, the voice tone to convey
a message without using words.
Phoneme The smallest sound unit in a language that distinguishes one word from
another such as the /s /of sing and the /r/ of ring.
Phonemic Awareness The ability to identify and manipulate phonemes in spoken words. It is an
important skill that gets learners ready to develop into readers.
Phonics The understanding of the relationship between the phoneme (the sound of
spoken language) and the grapheme (the letters of written language).
Readers use these relationships to recognize familiar words and to decode
unfamiliar ones.
Summative assessment Takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.
Test A tool that is intended to measure students' knowledge or their ability to

complete a particular task.

Furthter Reading
– Harmer, Jeremy. The Practice of English Language Teaching. Pearson Education Limited,
2007
– https://www.readingrockets.org/helping/target/phonics
– https://www.gooverseas.com/blog/10-best-games-esl-teachers#paragraph-item-41683
– cmu.edu
– file:///C:/Users/sol/AppData/Desktop/formative%20and_summative_assessment.pdf
– https://www.twinkl.com/teaching-wiki/decoding
– https://essentialskills.com/blog/how-to-improve-reading-fluency-in-young-learners
– https://youtu.be/NzFplG1vmLM
– https://childdevelopment.com.au/areas-of-concern/writing/handwriting-performance/
– https://childdevelopment.com.au/areas-of-concern/diagnoses/dyslexia/
– https://childdevelopment.com.au/areas-of-concern/diagnoses/dysgraphia/
– https://www.readingrockets.org/teaching/reading-basics/phonemic
– https://www.axcultures.com/synthetic-versus-analytical-phonics/
– https://leia.org/LEiA/LEiA%20VOLUMES/Download/LEiA_V2_I1_2011/LEiA_V2I
1A11_Millington.pdf
– http://schoolofeducators.com/2008/07/multiple-intelligences-strategies-in-the-
classroom/
– https://study.com/academy/topic/teaching-strategies-for-multiple-intelligences.html

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MINISTRY OF NATIONAL EDUCATION THE NATIONAL CURRICULUM COUNCIL

‫امجلهورية اجلزائرية ادلميقراطية الشعبية‬

Didactic Guide of English- Key Stage 1 Page 1

Didactic Guide of English- Key Stage 1 Page 2

In line with the goals of introducing English in Primary Education, it is of primary

providing learners-future citizens- with quality education.

The didactic guide is a reference document. It is developed by the National Education

Board. It is aligned with the Competency-Based Approach. It is a valuable tool which

complements the syllabus. It is exclusively designed to facilitate the implementation of the

practitioners acquainted with the notions of competences, cross-curricular competences,

components of the competences, domains, the resources and the cross-curricular

teaching/learning English to young learners.

Didactic Guide of English- Key Stage 1 Page 3

Didactic Guide of English- Key Stage 1 Page 4

negatively. Successful completion of each stage results in acquiring psychological strengths

2. Characteristics of Young Learners

 They respond to meaning even if they don‘t understand

Didactic Guide of English- Key Stage 1 Page 5

 They have a limited attention span; unless activities are

3. Learning/ Perceptual Styles :

Visual : learners who get information best by seeing it.

Auditory: learners who get new information best by listening and

Kinesthetic: learners who get new information best by doing or moving.

Tactile: learners who get new information best by touching and

Didactic Guide of English- Key Stage 1 Page 6

 What teaching strategies are good for different learning/perceptual styles?

 Write instructions, questions and answers on the blackboard.

 Show assignments, activities or tasks so learners can see what to do.

 Read instructions for activities, tests and homework assignments aloud.

Kinesthetic & Tactile :

 Use role plays and simulations.

Didactic Guide of English- Key Stage 1 Page 7

Before we tackle learning in details, we should create conducive teaching/learning

Print rich environment

The organization of the classroom

Establishing rules and routines

Didactic Guide of English- Key Stage 1 Page 8

Didactic Guide of English- Key Stage 1 Page 9

Tips for Teaching Children

 Praise and encourage children for trying and when successful.

 Praise with words and through gestures.

 Try to link lessons with children‘s experiences and everyday life.

 Read out what you have written on the board.

 Face the class when speaking.

 Speak clearly and loudly but don‘t shout.

example, reading words on flashcards, writing words, reading words in books.

 Check the children‘s understanding before moving on to a new topic.

 Encourage children to watch and listen to their peers.

 Make sure you have the class attention when teaching.

keep their place.

Didactic Guide of English- Key Stage 1 Page 10

Framing of the Syllabus

It is worth introducing the terminology related to the components of Primary Education

1.Assertion of the Algerian personality and consolidation of the unity

Didactic Guide of English- Key Stage 1 Page 11

a- Intellectual: refers to the basic competences (using information, exercising

B. Domains: There are four domains: oral comprehension, oral production,

Didactic Guide of English- Key Stage 1 Page 12

Didactic Guide of English- Key Stage 1 Page 13

Key Stage 1- Year 3 Syllabus

National Conscience  S/he respects her/his nation‘s constant fundamental tenets.

The learner can:

Didactic Guide of English- Key Stage 1 Page 14