1st MS Yearly Planning

Teacher’s name : …………………… School : ……………….. Middle School

School Year : 2023/2024

Level: Key stage 1 / MS 1 Time devoted: 2 hours and a half ( 2 hours + one hour tutorial session- once per 2 weeks)
Middle school Exit Profile: By the end of the middle school cycle( end of Key Stage 3) , the learner will be able to interact , interpret and produce oral andwritten
messages/ texts of average complexity, of a descriptive, narrative , argumentative or prescriptive type, using verbal or non-verbal supports (written
texts, audio and visual aids) and in meaningful situations related to his environment and interests.
Exit Profile: At the end of level 1 ( 1st year middle school), the learner will be able to interact, interpret and produce short oral and written messages texts of
descriptive type, using written, visual or oral supports, in meaningful situations of communication related to his environment and interests.
VALUES ROSS-CURRICULAR COMPETENCES
National identity: 1. Intellectual competency: The learner can :understand and interpret verbal and non-verbal
messagessolve problem situations using a variety of communication meansshow creativity when
The learner can use the markers of his identity when introducing producing oral and written messages show some degree of autonomy in all areas of learning.
himself to others: name, nationality, language, religion , flag,
2. methodological competency : The learner can: work in pairs or in groupsuse strategies for listening
national currency ... and interpreting oral discoursedevelop effective study methods, mobilize his resources efficiently and
manage his time rationallyuse information and communication technology whenever he needs it for
National conscience:
learning and researchevaluate himself and his peers.
He can speak about our school days, weekends, and national public
3. communicative competency: The learner can: use dramatization and role-play to communicate
holidays (historic, religious, etc)
appropriatelyuse information and communication technology such as blogs, website pages, discussion
Citizenship: forums ,and platforms to interact with learners of other culturesprocess digital data.
He shows respect for the environment and protects it continually.
4. personal and social competencies :He is aware of his role and others' role in the development of
Openness to the world: projectsHe is keen on promoting the work of his peersHe respects our national values and behaves
He is keen on learning about others’ markers of identity. consistentlyHe is honest and accountable for his work and respects others workHe asserts his
personal identity and behaves with self-confidenceHe socializes through oral or
written exchangesHe develops attitudes of solidarity.

Domains Oral- Written

In meaningful communicative situations related to his/ her environment and interests, based on written, visual or audio supports, the learner will be
able to interact and produce short and simple descriptive messages/texts orally.
Target In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will
competencies be able to interpret short and simple descriptive messages/texts orally and in written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will
be able to produce short and simple written descriptive messages/texts .
 Time
L /S Planning Learning Descriptors of Implementation

Situation1 : Initial PDP lesson(s) (listening &speaking)  Oral interaction

Example: You want to join an international friendship blog. The members of the blog want to know about you. The pupil can:
Introduce yourself to them. -greet people,
Situation2 :LearningPPU /PDP lessons ( language & reading and writing) introduce
Resources himself/herself,
Learning objectives
Lexis Grammar Pronunciation -respond to questions about
- greet people Lexis related -verb ‘to be’ (present simple tense) -/aɪ/-/ei / himself/herself: name, age, class,
-introduce myself to: a- Affirmative/negative forms. -/i/- /i:/ hometown.
-greeting b- Interrogative forms: Yes/No questions/
-give information and (hello, hi (to be integrated as -ask about a new friend’s name.
Wh questions (what?, where?, How old?)
respond to questions etc.). a skill and not as an  Interpretation of oral
- the learner’s -use of simple sentence pattern (- memorized/
about me: my age, my isolated lesson). andwritten messages
personal life: modeled ones: affirmative and interrogative ) The pupil can:
class and my hometown. (name, age, -personal pronouns [ I – you- it]
Me and my Friends

-interpret significant details in a

-ask about a new friend’s school, -possessive adjectives [ my - your ]

13 weeks ( Term 1 )
conversation and in simple short texts
name. hometown, -prepositions of location:
etc.) on topics dealt with in the previous
- in+ hometown/ - at + School
domain.
-numbers from 1 to 13
-understand short texts with
illustrations (audio or visual: picture,
Communicative tasks  Labelling Email Role play Songs Games  ID card graph, map, etc.)
 Production of oral and written
Situation3 : Learning to Integrate - group work messages


The pupil can:

Example: you are a new member of your school blog and your friends want to know more about you. Introduce -give information/respond to questions
yourself to them.
about himself/ herself: age, class,
family (parents, brothers, sisters) and
Situation4 : Integration - (assessment) solo work pets.
Example: you want to join your school English Language Club. Fill in your ID card then introduce yourself to the -use simple phrases and sentences.
club members. -fill out a form and give simple details.
-maintain a conversation with
aninterlocutor.
 L/S Descriptors of Implementation
Planning Learning
Situation1 : Initial PDP lesson(s) (listening &speaking)  Oral interaction
Example: Jack is your new e-pal on the international friendship blog. He is from England. He wants to know about The pupil can:
your family. Introduce your family to Jack and send him your family tree. -greet people, introduce
Situation2 :learningPPU /PDP lessons ( language & reading and writing) himself/herself, and his/ her
Learning objectives Resources family members.
Lexis Grammar Pronunciation -respond to questions about
- Ask and give -basic lexis -Present simple tense with the verbs: to live- himself/herself: name, age, class,
to love – to like (only affirmative form) / θ/ / δ / hometown, family.
information about related to -verbs ‘to have’ / ‘to be’ (present simpletense)  Interpretation of oral and
me and my family family, pets a- Affirmative/negative forms. (to be written messages
b- Interrogative forms:
Me and my Family

(parents, brothers and jobs. integrated as The pupil can:

-Yes/No questions
-interpret significant details in a
and sisters) and -Wh questions (who? , what ?, where ? ) a skill and not
-Use of simple sentence pattern (- memorized/ modeled conversation and in simple short
pets. as an isolated texts on topics dealt with in the
ones: affirmative andinterrogative )
-demonstratives: this / that lesson). previous domain.
- cardinal numbers from 14 to 100. -understand short texts with
-ordinal numbers. -articles a/ an illustrations (audio or visual: picture,
- possessive adjectives (his –her- its) graph, map, etc.)
-personal pronouns (he- she- it)  Production of oral and
 Use of question words (what?, where ? )/ verb ‘to be’ (present simple tense) written messages


Pre- requisites
 Email Role play - Poster Family tree/ Tagging  Songs cartoons Family
The pupil can:
Communicative
game Information transfer -give information/respond to
tasks
Situation3 : Learning to Integrate - group work Example: you are a new member of your school blog and your questions about himself/ herself: age,
friends want to know more about you. Introduce yourself to them class, family (parents, brothers,
Situation4 : Integration – ( assessment) solo work Example our English friend comes to spend Summer Holidays in sisters) and pets.
Algeria. He/she wants to know more about your family members before he/she meets them. Send him/ her a message ( -use simple phrases and sentences.
viber,…) to introduce your family members to him (names/ ages/ jobs) -fill out a form and give simple
details.
*Maintain a conversation with an
interlocutor.
 To set a new complex situation that provides context for meaningful communication related to the learner’s personal life (name, age, address, school, friends andrelatives).
/ N.B The situation is based on the learning objectives of sequences 1 and 2 and incorporates the topics and linguistic resources dealt with in these
sequences.

End of Term 1 First Term Exam ( one week)

Learning E
Planning Learning Descriptors of Implementation s
Sequences T
Situation1 : Initial PDP lesson(s) (listening &speaking)  Oral interaction
Your e-pal Jack wants to know about your leisure activities. Send him a message and tell him about your
favourite hobbies. The pupil can:
Situation2 :learningPPU /PDP lessons ( language & reading and writing) -tell the time.
Resources -talk about daily and leisure
Learning objectives
Lexis Grammar Pronunciation activities.
-lexis related -discourse markers: today, every…
to daily
-tell the time -the present simple tense with concrete ,  Interpretation of oral and written
-pronunciation of
Me and my Daily Activities

activities,
-talk about daily and routine actions: messages
digital time, the final ‘s’ :
leisure activities. leisure -positive, negative and interrogative form /s/ , /z/ ,/ɪz
The pupil can:

(Term 2)
activities. (‘Wh’ questions &Yes / no questions)
(to be integrated as -understand significant details in a
-prepositions of time: in (the morning / conversation and in short texts
a skill and not as an
afternoon…); at ( time); on (day) dealing with topics dealt with in the
isolated lesson).
previous domain
-use paraphrases to make himself

9 weeks
understood
Pre- requisites Question words (who /what / where …. ? )
 Production of oral and written
Communicative tasks Role play - Games - Email - Songs - Interview..
messages

Situation3: Learning to Integrate - PPU – group work



The pupil can:

Example: you want to know about your friend’s weekend leisure activities. Write the conversation -write about his preferences, daily
between you and your friend. activities, leisure activities , rights and
duties etc. on a postcard or in an email
Situation4 : Integration - PDP ( assessment) - solo work using short phrases and sentences
Example: you receive a letter from your e-pal Mark. His mother wants to (subject + verb + object).
know about your mother’s daily activities. Read the letter and write a reply.
Learning Planning Learning Tie
Sequences Descriptors of Implementation
Situation1 : Initial PDP lesson(s) (listening &speaking)  Oral interaction
Example: You want to remind your mates about their rights and duties at school. Design a poster and publish it on The pupil can:
your school blog. - describe his school.
Situation2 :learningPPU /PDP lessons ( language & reading and writing) - talk about his/ her rights and
Resources
Learning objectives duties at school.
Lexis Grammar Pronunciation
-the present continuous /ŋ /
- talk about his/ her leisure
activities at school.
- describe my school. -lexis related to with now. (to be integrated as  Interpretation of oral and
- talk about rights and school and leisure activities. - ‘what’ and ‘where’ with a skill and not as an written messages
Me and my School

duties at school.
- talk about leisure
activities at school.

(classroom, lab, school yard, plant
trees, decorate the classroom,
etc.).
 Preposition of place (in) /to be/ ‘what’ and ‘where’.
‘to be’ to ask about isolated lesson).
The pupil can:
location. -understand significant details in a
-prepositions and adverbs conversation and in short texts dealing
of location: (in, between, with topics dealt with in the previous
domain.
next to, behind, opposite,
-use paraphrases to make
in the middle, etc.). himself/herself understood.
Production of oral and written

Pre- requisites
messages
Communicative tasks - Labelling - Email( communicative message) - Role play- Songs- games  Production of oral and written
Situation3: Learning to Integrate - PPU - group work messages
Example: it is your first day at middle school. Describe the place where you study to your family members. The pupil can:
Situation4 : Integration – PDP - ( assessment) solo work -write about his school, leisure
Example: you have duties and rights at school. Add more rights about exams, break, homework, computer room, activities, rights and duties, etc.
class council, school website…. on a postcard or in an email using
short phrases and
sentences(subject +verb+ object).
 To set new complex situation that provides context for meaningful communication related to the learner’s personal environment (habits and leisure activities ) .
=N.B The situation is based on the learning objectives of sequences 3 and 4and incorporates the topics and linguistic resources dealt with in these sequences.

End of Term 2  Second Term Exam (one week)

Learning E
Sequences
Planning Learning Descriptors of Implementation
Situation1 : Initial PDP lesson(s) (listening &speaking)  Oral interaction
Example: you want to invite your e-pals to visit Algeria and discover our beautiful country. Share a brochure The pupil can:
including famous places, our national dish , national currency, and celebration days. -ask and give information about:
- Algeria (currency/ flag/national and
Situation2 :LearningPPU /PDP lessons ( language & reading and writing) religious days.
Resources - other countries (nationalities/ Flags /
Learning objectives
Lexis Grammar Pronunciation currencies/celebration days.)
Me, my Country and the World

-ask and give information  Interpretation of oral and

about: -lexis related -‘to be’ in the present simple with cardinal written messages.The pupil
-my country(currency/ to the topic : points //ʃ/ /tʃ/ can:
flag/national and Continents/ -‘to have’ in the present simple (to be integrated as -understand very short dialogues on

(Term 3)
religious days
Nationalities/ - personal pronoun (we - they) a skill and not as an familiar subjects (the ones dealt
-other countries
(nationalities/ Flags / Flags / -the possessive adjectives (our - their) isolated lesson). with in the previous domain.)
currencies/ celebration currencies/ -‘What’ and ‘Where’ with ‘to be’ to ask about -understand short texts with
days). celebration location. illustrations (audio or visual:

5 weeks
-preposition of location (in). picture, graph, map,
Pre-requisites  Preposition of place (in) - to be - ‘what’ and ‘where’ with ‘to be’ etc.)Production of oral and written
Communicative tasks - Labelling - Email( communicative message) - Role play- Songs- games messages
Situation3 : Learning to Integrate – PPU - group work  Production of oral and written
Example: this is an e-mail from Kathleen. Read it and help your partner to write a reply to Kathleen. messages .
NB: The e-mail provided to the learners is to be related to the global competence of the sequence. The pupil can:
-write a simple message on a


Situation4 : Integration – PDP- ( assessment) solo work

Example: your teacher asks you to participate in an online international competition to attract students from all postcard or in an email about
over the world to visit your country. Design a leaflet. Include the flag, national currency, famous places, national Algeria using short phrases with
and religious celebration days, …) simple vocabulary .Transform
messages from verbal to nonverbal
and vice versa.

 To set a new complex situation that provides context for meaningful communication related to the learner’s enlarged environment (common places in her/his town,
famousplaces in our country, national days and religious celebrations….)
N.B. The situation is based on the learning objectives of all sequences and incorporates the topics and linguistic resources dealt with in these sequences.
End of Term 3  Third Term Exam ( two weeks)