REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE

Ministre de lEducation Nationale

INSPECTION GENERALE DIRECTION DE LENSEIGNEMENT FONDAMENTAL

YEARLY PLANS
ENGLISH
GRADES :1,2,3,4
MIDDLE SCHOOL

September 2017
 INTRODUCTION
Dans le cadre de la rentre scolaire 2017-2018, linspection gnrale met la disposition des inspecteurs et des enseignants des outils de
travail sous forme de plans pdagogiques annuels. Ces outils compltent les supports de rfrence officiels qui sont dj utiliss dans les
cycles primaire et moyen. Conformment lesprit et la dynamique des rformes pdagogiques actuelles, ils visent faciliter la lecture,
la comprhension et lexcution des programmes dans le but damliorer la qualit de lenseignement. Ces planifications ont pour vise,
galement, dunifier le mode de structuration des contenus lors de llaboration des squences dapprentissage dans lesprit de ce que
recommandent les nouveaux programmeset les orientations des documents daccompagnement. Dun point de vue mthodologique, ces
outils de planification pdagogique permettront dasseoir une reprsentation commune du parcours dapprentissage dans les squences
travers les tapes de contextualisation des enseignements-apprentissages dans le cadre de situations de dpart, dinstallation, de
mobilisation et dintgration des ressources des fins de transfert des comptences dans les situations de la vie.
Ces documents de travail complmentaires sont prsents ainsi :
- plans annuels de construction des apprentissages ;
- plans annuels delvaluation pdagogique ;
- plans annuels du contrle continu.
Les diffrents plans sont conus de faon articuler de manire cohrente les dimensions lies la prparation des apprentissages,
lvaluation pdagogique et au contrle continu. Il est attendu des inspecteurs quils accompagnent les professeurs, notamment les
enseignants dbutants, dans la mise en uvre effective de ces plans dans les classes danglais.
 Methodological note
The results of the national consultation on evaluation presented at the national conference held on 29th April 2017, highlighted the need
to review the current evaluation practices. A necessity reinforced by the field follow-up reports of the inspectors, which revealed
imbalances in the implementation of the curricula due to ineffective reading and associated interpretations. This fact has prompted the
General Inspectorate of Pedagogy to provide practitioners with tools that illustrate the vision, dispel misinterpretations and allow for
educational performance improvement, which is one of the axes of the reform namely the training of trainers and professionalization of
the main actors of the education system.
The tools designed by the General Inspectorate of Pedagogy include: the annual learning plan, the annual pedagogic assessment plan and
the annual continuous assessment plan for each of the subjects of primary and middle school education in the key stages concerned by
the implementation of the re-written curriculum.
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global
competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and
written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its
general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration
and potential remediation. The plan also contains instructions from the support document and the teachers guide and the estimated
time to devote to the learning section to ensure an adequate implementation of this latter.
2- The annual pedagogic assessment plan
The annual pedagogic assessment plan is a plan that synchronizes with the learning implementation process and verification of the
competency development. It starts from the target competency, which is framed by standards that include the three following aspects:
knowledge, methodology and values. These standards allow for both learning assessment and assessment of the learners effortand offer
opportunityto provide learners withobjective and constructive feedback.
 LEARNING YEARLY PLAN
KEY STAGE ONE (MS1)

PLAN ANNUEL DES APPRENTISSAGES DANGLAIS 1AM

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. The learner can:
-Understand simple messages related to concrete situations, his/her immediate environment and needs.
-Ask and answer simple questions about topics related to their age and interest provided that the other person speaks clearly and is prepared to help
-Use very basic phrases, short sentences to talk and write about personal experiences (family likes)
VALUES CROSS-CURRICULAR COMPETENCES

National identity: The learner can use the markers
of his identity when introducing himself to others:
name, nationality , language, religion , flag,
national currency ...
National conscience: He can speak about our
school days, weekend and national public holidays
(historic, religious, etc)
Citizenship:He shows respect for the environment
and protects it continually
Openness to the world : He iskeen on learning
about others markers of 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 producing
oral and written messages - show some degree of autonomy in all areas of learning
2.methodological competency : The learner can:work in pairs or in groups- use strategies for listening 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 learning and research-
evaluate himself and his peers
3.communicative competency: The learner can: use dramatization and role-play to communicate appropriately-
use information and communication technology such as blogs, websites page, discussion forums , platforms to
interact with learners of other cultures-use dramatization and role-play to communicate appropriately-use
information and communication technology such as blogs, websites page, discussion forums , platforms to interact
with learners of other cultures-process digital data
4.personal and social competencies : He is aware of his role and others' role in the development of projects*He
is keen on promoting the work of his peers*He respects our national values and behaves 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 - Both

In meaningful communicative situations related to his/ her interests, based on written, visual or audio supports, the
learner will be able to interact and produce short and simple descriptive messages/texts orally.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or
audio supports, the learner will be able to interpret short and simple descriptive messages/texts orally and in
Target competencies
written.
In meaningful communicative situations related to his/her environment and interests, based on written, visual or
audio supports, the learner will be able to produce short and simple written descriptive messages/texts .
Learning Topics Projects Planning Learning Estimated
Sequences time

Situation1: Starting off / Initial

Example:You want to join an international friendship blog . The members of the blog want to know about you. Introduce yourself
to them.

Situation2: Installing Resources (PDP and PPU lessons) 12

Learning Communicative Tasks WEEKS

Grammar Lexis Pronunciation FOR BOTH
MEAND MYFRIENDS

Objectives
SEQUENC
ES
My Family * Greet people *Auxiliary to be and to have *Lexis related to greeting : /a/ - Labelling
*Introduce myself (present simple tense) hi /hello // - Email
*Give *Personal pronouns *Question words: What? /a/ - Role play
Sequence 1 information/ *Possessive adjectives /where ? /ei / - Songs
* Respond to *Demonstrative pronoun it *Glad/nice - Games
questions about *Preposition: in/ location ( *Lexis related to colours - Fill in an ID card
me: my age, my hometown) - family tree
*Numbers from 1 to 13
Situation3: Integration ( Learning to integrate - situation of integration)
Example: You are a new member of your school blog , your friends want to know more about you. Introduce yourself to them.

Profile Situation4: Assessment

Remediation

Sequence 2 Situation1: Starting off / Initial

MEAND MY
FAMILY

Example: Jack is your new epal on the international friendship blog. He is from England . He wants to know about your family.
Introduce your family to Jack and send him your family tree.
 Situation2: Installing Resources (PDP and PPU lessons)

Learning Objectives Pronunciati Communicative Tasks C

Grammar Lexis
on

*Give information/respond to *Present simple tense * Basic lexis /e/ / I : - Email -

SEquestions about me : with the verbs: to / -
live, to go to like ( I ( words and expressions) - Role play -
- My age , class, hometown like / I dont like ) related to family, school / / // -
things, clothes , food, - Family tree/ Tagging
-
- My preferences(food, *Numbers from 14 to jobs -
- Songs
clothes) 100 Aspirated - f
h - Poster
*Ask and give information *Articles a/ an /the)
about: My family (parents, - cartoons
*Use of simple
brothers and sisters)
sentence pattern Intonation in - Family game

( memorised/ wh - information transfer

modelled ones: question.
affirmative and
interrogative )

*Use of question
words ( who ? , what
?, where ? )
*Demonstratives :
this / that, it

Situation3: Integration ( Learning to integrate - situation of integration)

Example: You are a member in an international friendship blog. Your e-pals wants to know more about you and your family . Post
your information to tell about you : name ; age , and your family : name , job , age ..

Situation4: Assessment
Remediation
Sequence 3 ME My school Situation1: Starting off / Initial 11
presentation weeks
AND Example: You received a message from your e-pal Jack . He tells you about his leisure activities . He wants to know about your for
MY leisure activities . both
sequen
DAILY Send him a reply and tell him about your leisure activities at week ends. ces
 ACTIVI Situation2: Installing Resources (PDP and PPU lessons)
TIES
Communicative
Learning Objectives Grammar Lexis Pronunciation
Tasks

*Tell the time *Discourse markers : today, *Lexis related to The pronunciation - Role play
*Talk about daily every, now daily activities , of : - Games
activities digital time , leisure - Email
*Talk about leisure *The present simple tense with activities /h/,/s/ , /z/ ,/z/ - Songs
activities at school concrete , routine actions - Interview
*Wh questions ,yes / no
questions

Situation3: Integration ( Learning to integrate - situation of integration)

Example: You are back to school after the week-end and you want to know about your friends leisure activities. Ask your friend
about his week-end leisure activities and write about them.

Situation4: Assessment

Remediation
Sequence 4 ME Situation1: Starting off / Initial

AND Example:You have rights and duties at school . You want to remind your mates about them . Write a poster of your rights and
MY duties and publish it on your school blog.
SCHOO Situation2: Installing Resources (PDP and PPU lessons)
L
Communicative
Learning Objectives Grammar Lexis Pronunciation
Tasks

* Introduce myself * Prepositions of location : from .. *Lexis related to *Pronunciation of - Labelling

* Give to, on, at near , under school / hobbies/ : / / , /g/ , /j/ ,
information/ // , // - Email
respond to *Prepositions of time: in *Basic lexis
- Role play
questions about (the morning ); at ( time); on + ( words and
me: my age, my day - Songs
expressions/
class and
formulaic language) - games
*The present continuous tense
my hometown. : polite forms /
with concrete actions in progress
greetings../ school
*Ask about a new regulations
friends name

Situation3: Integration ( Learning to integrate - situation of integration)

 Example: Pupils have rights and duties in their school. Your teacher wantsyou to design a poster of rights and duties .

Situation4: Assessment

Remediation

Sequence 5 ME, MY My Country Situation1: Starting off / Initial 9weeks

Profile/
COUNT Example: You want to invite your e-pals to visit Algeria. You want them to visit our beautiful country, its monuments and famous
RY A Tourist places.
Brochure
AND Make a leaflet to attract them including our national dish , national currency , famous people and celebration days
THE

WORL
D Situation2: Installing Resources (PDP and PPU lessons)

Communicative
Learning Objectives Grammar Lexis Pronunciation
Tasks

*Ask and give *The articles : *Basic lexis - Interview Email

information about : - Role play
-indefinite / a/ an definite/the ( words and /p /, /b/
My country expressions) related - Songs
( currency/ * Plural forms to countries : flags , ph /f:/
flag/national currencies , - Poster
*Recycling:
and religious celebrations ( - leaflets
days Preposition of location :in national , religious *Silent p
* Other countries and others)
*The auxiliaries to be / to have *Silent b
( nationalities/ Flags /
currencies/celebration *The present simple with related / / ,/:/ , / a/
days) concrete details about countries
and celebrations

Situation3: Integration ( Learning to integrate - situation of integration)

Example: this an e-mail from Kathleen . Read it and help your partner to write a reply to Kathleen.

Give them an e-mail

Situation4: Assessment
 YEARLY PLAN OF ASSESSMENT
KEY STAGE ONE (MS1)

PLAN DES EVALUATIONS PEDAGOGIQUES DANGLAIS- 1ER PALIER1AM

Middle School Year One (1AM)
PERIODS DOMAINS TARGET COMPETENCIES
In a situation of meaningful communication, the
learner will be able to interact and produce
Oral interaction orally very short messages/texts of descriptive
types using written, visual or oral support.
Interpretation of oral In a situation of meaningful communication, the
and written messages learner will be able to interpret very short oral
or written messages / texts of descriptive type
using written, visual or oral support.
FIRST
TERM Production of oral In a situation of meaningful communication, the
and written messages learner will be able to produce very short oral
or written messages / texts of descriptive type
using written, visual or oral support .
In a situation of meaningful communication, the
learner will be able to interact and produce
Oral interaction orally very short messages/texts of descriptive
SECOND types using written, visual or oral support.
TERM Interpretation of oral In a situation of meaningful communication, the
and written messages learner will be able to interpret very short oral
or written messages / texts of descriptive type
using written, visual or oral support.
Production of oral In a situation of meaningful communication, the
and written messages learner will be able to produce very short oral
or written messages / texts of descriptive type
using written, visual or oral support .
DESCRIPTORS OF IMPLEMENTATION
- Can:
*Greet people, introduce himself/herself,
* Respond to questions about himself/herself : name, age, class , hometown, preferences
(food and clothes),family
*Ask about a new friends name
- Can:
* Interpret significant details in a conversation and in simple short texts on topics dealt
with in the previous domain
*understand short texts with illustrations (audio or visual: picture, graph, map, etc.)
- Can:
*Give information/respond to questions about himself/ herself : age, class, family
( parents, brothers sisters) etc. using simple phrases and sentences
* fill out a form and give simple details
*Maintain a conversation with an interlocutor
- Can:
*Tell the time
*Talk about daily activities
*Talk about leisure activities at school
- can :
*understand significant details in a conversation and in short texts dealing with topics
dealt with in the previous domain
*use paraphrases to make himself understood
- can :
* write about his preferences, daily activities , leisure activities , etc. on a
postcard or in an email using short phrases and sentences (subject + verb + object)
 In a situation of meaningful communication, the
learner will be able to interact and produce
Oral interaction orally very short messages/texts of descriptive
types using written, visual or oral support.
THIRD
TERM Interpretation of oral In a situation of meaningful communication, the
and written messages learner will be able to interpret very short oral
or written messages / texts of descriptive type
using written, visual or oral support.
Production of oral In a situation of meaningful communication, the
and written messages learner will be able to produce very short oral
or written messages / texts of descriptive type
using written, visual or oral support .
- Can:
*ask and give information about:
- Algeria ( currency/ flag/national and religious days
- Other countries ( nationalities/ Flags / currencies/celebration days)
- Can:
* understand very short dialogues on familiar subjects ( the ones dealt with in the previous
domain)
* understand short texts with illustrations (audio or visual: picture, graph, map, etc.)
- Can :
* write a simple message on a postcard or in an email about Algeria using
*short phrases with simple vocabulary Transform messages from verbal to nonverbal and
vise versa
 ONGOING ASSESSMENT
KEY STAGE ONE (MS1)

PLANS ANNUELS DU CONTROLE CONTINU 1er PALIER (1AM)

 remarks Targeted learnings for assessement sequence domain week term grade

The situation is A new complex situation that provides context for meaningful Productive
based on the learning communication related to the learners personal life (name, age, competence
objectives of address , school, likes, friends and relatives) ME AND MY FAMILY
Third week of
sequences 1 and 2
November
and incorporates the First
topics and linguistic (3me semaine de
resources dealt with novembre)
in these sequences.

The situation is A new complex situation that provides context for meaningful ME AND MY SCHOOL Productive
based on the learning communication related to the learners personal environment (school, competence
objectives of school regulations; house; habits and preferences) . Third week of Year one
sequences 3 and 4
and incorporates the February
second
topics and linguistic me
(3 semaine de
resources dealt with
fvrier)
in these sequences.

A new complex situation that provides context for meaningful ME , MY COUNTRY Productive Fourth week of
communication related to the learners enlarged environment AND THE WORLD April
(common places in her/his town, famous places in our country, national competence third
days and religious celebrations.) (4mesemainedavr
il)
 YEARLY LEARNING PLAN
KEY STAGE TWO (MS 2)

Exit Profile: Key Stage 2/ MS2

GLOBAL COMPETENCE/EXIT PROFILE: At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts of
descriptive, narrative and prescriptive type, using written, visual or oral support, in meaningful situations of communicatio n related to his environment and interests.
The learner can:
-Understand messages consisting of formulaic phrases and simple sentences related to frequently used expressions related to familiar topics or situations (personal, shopping,
local places).
-Communicate limited information in simple every day and routine situations by using memorised phrases and formulaic language.
-Use selected simple structures correctly but still systematically produce basic errors
VALUES CROSS-CURRICULAR COMPETENCES
1.Intellectual competency/The learner can:usehis critical thinking skills when gathering information for learning and project work*
National identity: The learner can understand and interpret verbal and non-verbal messages* solve problem situations using a variety of communication means* show creativity
describe lifestyles, eating habits, dressing when producing oral and written messages*he can show some degree of autonomy in all areas of learning
habits and dwellings of Algeria 2.methodological competency / The learner can: work in pairs or in groups*use strategies for listening and interpreting oral discourse* develop
National conscience: He is keen on effective study methods , mobilize his resources efficiently and manage his time rationally* information and communication technology whenever
communicating about outstanding he needs it for learning and research* evaluate himself * evaluate his peers
Algerian figures 3.communicative competency/The learner can: he can use drama and role-play to communicate appropriately* he can use information and
Citizenship: He demonstrates a civic communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures* he can use
behaviour, conscious of his rights and information and communication technology such as blogs , websites page , forums of discussion , to interact with learners of other cultures* he
duties as well as those of others. can process digital data
Openness to the world : He is eager to 4.personal and social competencies /The learner: is aware of his role and others' role in the development of projects* is keen in promoting the
know about the lifestyles ,eating habits, work of his peers*respects our national values and behaves consistently* is honest and accountable for his work and respects others work*
dressing habits, and dwellings of other asserts his personal identity and behaves with self-
countries who use English for confidence*He socializes through oral or written exchanges*he develops attitudes of solidarity
communication
Domains Oral- Written Both

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

In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will
 Target 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 .

Learning Topics Projects Planning Learning Estimated time

Sequences

Situation1: Starting off / Initial situation

Example: You have read an advertisement. Actors and actresses aged from 14 to 20 are needed for an Algerian show. One of your
classmates likes the offer. Help her / him write an e-mail to apply for this job..
My Family
Situation2: Installing Resources (PDP and PPU lessons)
Profile
Learning Objectives Grammar Lexis Pronunciation Communicative Tasks

Describing physical *The simple present tense * Lexis relatedto topics ( Pronunciation of - Interview
appearance for description physical appearance , /l/ and / l/
MEAND MYFRIENDS

*Adjective for routine, activities,.) - Role play

*Describing daily and description(colour, height, *Pronunciation of
- Daily schedule
Sequence 1

free time activities build, hairstyle, beauty /r/

*Describing and and physical attraction) *Silent r - Guessing game 12 WEEKS

locating places *Possessive pronouns for
- Family tree For both
description
*Reading and *Location markers - Songs sequences 1
interpreting a house (prepositions and adverbs)
plan for description
and 2
*Can for ability
*Recording daily
*Cant for inability
activities on a
*Cause and reasons( why,
schedule because)
*Describing family
relationships

*Expressing likes and

 dislikes

*Expressing abilities
and inabilities

*Expressing cause or
reason
Situation3: Integration ( Learning to integrate - situation of integration)
You are entering a national competition organised by the Algerian Ministry of National Education for middle school students about the
Best Personal Profile written in English. Competitors are required to upload their profiles to the website of the Algerian Ministry of
National Education before December 20th.

The first three winners will be offered a four-week English language course in London next summer

Situation4: Assessment

Remediation

Situation1: Starting off / Initial situation

Example: It is Akrams birthday. His mother wants to make a big birthday cake .She asks Akram to buy the ingredients she needs. Help
Akram to write his shopping list and show him the way to the supermarket
My
Classmates Situation2: Installing Resources (PDP and PPU lessons)
Shopping Learning Objectives Grammar Lexis Pronunciation Communicative Tasks

Habits Describing shopping items Many, much, some, any *Basic lexis ( words and *Pronunciation of -Interview
*Expressing quantity *How many.? expressions/ formulaic /l/ and / l/ - Role play
*Asking information about *How much ? language) : polite forms / - Location Map
ME, AND MY

SHOPPING

shape , size, quantity, *What size are you? greetings../ preferences *Pronunciation of - Guessing game
weight, colour and price *What is your size? /r/. - Songs
*Devising a neighbourhood *What is the size of ? *Silent r
Sequence 2
street map *How big is ?
*Locating and showing the *What shape is ?
way to amenities *Cardinal and ordinal
numbers
*The imperative

Situation3: Integration ( Learning to integrate - situation of integration)

Sandra your English friend wants to know about shopping in Algeria. Write her an email to give her information about shopping malls ,
supermarkets, street markets and traditional craft shops in the place where you live. Tell her also about how Algerian teenagers dress and
what they usually eat. Then, ask her questions about shopping in England and what English teenagers wear and eat . Attach to you email
a street map showing the shopping amenities in your neighbourhood and the location of your home.
 Situation4: Assessment

Remediation

Situation1: Starting off / Initial situation

Example: In a forum of discussion, you read Monas message asking for help. She suffers from obesity . She weighs 98 kilos. She
feels tired and sick. Write a reply to Mona and help her lose weight.

Situation2: Installing Resources (PDP and PPU lessons)

Learning Objectives Communicative

Grammar Lexis Pronunciation
Tasks

Expressing obligation *Have to (interrogative *Lexis related to Pronunciation of - Shopping list

and affirmative forms) shopping, food, health... must : /mst/, 11 weeks
ME AND MY HEALTH

*Giving advice and /mst/ and /msnt/ - Bills

recommendations *Have got to *Basic lexis
*Pronunciation of - Leaflets
*Planning a healthy *Must with the 3 forms ( words and expressions/ should: /d/,
balanced meal formulaic - maps
* Should / Shouldnt /d/
Sequence 3 - Poster
*Planning a healthy weekly *The imperative language) : polite forms / *Pronunciation of
diet greetings shouldnt: - Information panels
/dnt/
- Charters
*Pronunciation of
sh://
My Healthy *Pronunciation of
Food and ch: /t/
Exercise
Poster Situation3: Integration ( Learning to integrate - situation of integration)
Nacer,my Tunisian friend, is overweight wants to kow what kind of diet my dietitian recommends because he knows I have the same
/ problem.Im going to send him a detailed email in which I explain my doctors dietary advice and recommendations about food and
exercise. Im also going to send him a weekly diet plan and a typical daily menu as attached documents.
My Dietary
 Flier Situation4: Assessment

Remediation

Situation1: Starting off / Initial situation

Example: In the international travel forum of tripadvisor.com website, you read a message of a tourist from England . He wants to visit
Algeria. Think of a nice place you visited and write some information about it. Turn these information into a travel brochure to be posted
in the travel forum .

Situation2: Installing Resources (PDP and PPU lessons)

Learning Objectives Grammar Lexis Pronunciation Communicative Tasks

*Describing amenities and *Simple future tense with *Lexis related to topics *Pronunciation of - Information panels
places of interest the 3 forms will- ll-
ME AND MY TRAVELS

Basic lexis wont: notices

*be going to for future 9 weeks
activities with the 3 forms ( words and expressions/ */wil/,/l /wnt/ - Brochure for holidays
My Last *Describing environmental formulaic language) :
Holiday sites *Past simple tense with polite forms / greetings../ *Pronunciation of - Map route

Mini- the 3 forms ed: /id/,/t/,/d/ - Information transfer

Sequence 4 *Word formation
Travelogue *( regular and irregular *Pronunciation of
*Reading and interpreting ( from weather forecast
verbs) th:/ /, / / symbols to text)
/ a map
*Demonstratives : Pronunciation of - Poster
A
Memorable this/these, that/those tion /n/
*Planning and interpreting - Pictionary
Holiday *Word formation with
Report itineraries
tion

*Adjectives ending
withy

Situation3: Integration ( Learning to integrate - situation of integration)

Andrew Williams, your Australian friend is going to visit Algeria next summer. Ill be his guide. So, I organise a three-day tour for him to
visit the most interesting places in the region where I live (museums, parks, forests, mountains, old medinas, souks, ksours, traditional
craft shops, etc.).I prepare a detailed itinerary of this tour using a map of my region with the necessary map icons. Then, I sent him this
itinerary and the map by email.

Situation4: Assessment

Remediation
YEARLY PLAN OF ASSESSMENT
KEY STAGE (MS2)
Middle School Year Two (2AM)
PERIODS DOMAINS TARGET COMPETENCIES
DIAGNOCTIC EVALUATION
In a situation of meaningful communication,
the learner will be able to interact and
Oral interaction produce short oral messages / texts of
descriptive, narrative, prescriptive or
argumentative type using written, visual or
oral support.
Interpretation of oral In a situation of meaningful communication,
FIRST and written messages the learner will be able to interpret short
TERM oral or written messages / texts of
descriptive, narrative, prescriptive or
argumentative type, using written, visual or
oral support.
Production of oral In a situation of meaningful communication,
and written messages the learner will be able to produce short oral
or written messages/ texts of descriptive,
narrative, prescriptive or argumentative type,
using written, visual or oral support.
In a situation of meaningful communication,
the learner will be able to interact and
Oral interaction produce short oral messages / texts of
SECOND
TERM
descriptive, narrative, prescriptive or
argumentative type using written, visual or
oral support.
DESCRIPTORS OF IMPLEMENTATION
- Can :
*describe and locate places
* deal with situations such as: order a meal in a restaurant, going on a trip doing shopping,
asking for prices ,places, train schedules, etc.
*understand essential details in a conversation, containing simple language and familiar
expressions used in everyday life
- Can:
*read and interpret a house plan
* read and understand general ideas and details in easy texts, written in simple language with
familiar vocabulary and lexical expressions and related to topics dealt with in the previous
domain.
- can write :
*a medium length descriptive paragraph on facts or stories related to his environment, family,
friends, school, living conditions, past family , past activities, events.
* simple directions , recipes, how to do text, etc.
* an outline and the first draft of a text
*generate new ideas from a model
*Devise a neighbourhood street map , locate and show the way to amenities
- Can:
*express obligation
*give advice and recommendations
* understand essential details in a conversation about food , containing simple language and
familiar expressions used in everyday life
* anticipate the meaning of messages
 Interpretation of oral In a situation of meaningful communication,
and written messages the learner will be able to interpret short
oral or written messages / texts of
descriptive, narrative, prescriptive or
argumentative type, using written, visual or
oral support.
Production of oral In a situation of meaningful communication,
and written messages the learner will be able to produce short oral
or written messages/ texts of descriptive,
narrative, prescriptive or argumentative type,
using written, visual or oral support.
In a situation of meaningful communication,
the learner will be able to interact and
Oral interaction produce short oral messages / texts of
descriptive, narrative, prescriptive or
argumentative type using written, visual or
oral support.
THIRD TERM
Interpretation of oral In a situation of meaningful communication,
and written messages the learner will be able to interpret short
oral or written messages / texts of
descriptive, narrative, prescriptive or
argumentative type, using written, visual or
oral support.
Production of oral In a situation of meaningful communication,
and written messages the learner will be able to produce short oral
or written messages/ texts of descriptive,
narrative, prescriptive or argumentative type,
using written, visual or oral support.
- Can:
* read and understand general ideas and details in easy texts, written in simple language with
familiar vocabulary and lexical expressions and related to healthy food
* understand the gist of a story, the narrators ideas and opinions clearly expressed, a simple
letter describing a person, narrating or predicting an event
*can anticipate the end of a story
- Can:
* can write simple directions , recipes, how to do text, etc.
* write an outline and the first draft of a text
- can generate new ideas from a model
- can :
*describe amenities and places of interest
*use expressions relating everyday situations , and simple sentences in a spontaneous way
- can:
*ead a map and interpret itineraries
*assess his reading strategies as efficient or not
- can:
* write a medium length descriptive paragraph on environmental sites
*write an outline and the first draft of a text
* generate new ideas from a model
ONGOING ASSESSMENT
KEY STAGE TWO (MS2)
 PLANS ANNUELS DU CONTROLE CONTINU 2er PALIER (2AM)

remarks Targeted learnings for assessement sequence domain week term grade

The situation is A new complex situation that provides context for meaningful
based on the learning communication related to learners personal life and environment (
objectives of home, daily life, likes and dislikes, shopping and shopping places ) ME, AND MY Second week of
sequences 1 and 2 November
SHOPPING Productive first
and incorporates the (2me semaine
topics and linguistic competence de novembre)
resources dealt with
in these sequences.

A new complex situation that provides context for meaningful ME AND MY HEALTH Productive
communication related to learners personal life and experience ( Second week of
physical description, eating habits; health and healthy food; physical competence
February Year two
exercise) second
(2mesemaine de
fvrier)

A new complex situation that provides context for meaningful ME AND MY TRAVELS Productive
communication related to learners enlarged environment ( travelling , Fourth week of
places of interest/tourist sites, intineraries, home types ..) competence
April third
LEARNING YEARLY PLAN
KEY STAGE TWO (MS3)
Learning Topics Projects Planning Learning Estimated
Sequences

Situation1: Starting off / Initial

Example: More and more teenagers want to get pocket money to help their parents You have read an advertisement on the popular
Algerian website www.bayt.com about part-time jobs.
Sequence 12 WEEKS
1 Your elder brother wants to apply for a part time job ( restaurant, farm, supermarket ...). Help him write an e-mail.
FOR
Situation2: Installing Resources (PDP and PPU lessons)
BOTH
Learning Objectives Communicative
Grammar Lexis Pronunciation SEQUENCES
Tasks
Lets
Preserve
ME, MYABILITIES, MY INTERESTS

Our *Expressing abilities * Can for ability ** Lexis related to related *Pronunciation of the - Interview
Cultural and and inabilities * cant for inability topics vowel sounds: - - Role play
National *Describing personal *Questions about abilities *Basic lexis / /,//,// - - Chat
AND MYPERSONALIT

Heritage interests and inabilities ( words and * Pronunciation of / email:

/ *Describing personality ( with positive and negative expressions/formulaic can and -
Teenage features answers)*Asking questions language) : polite forms / can/kn/,/kn/ and person
Lifestyle about interests and greetings../ /knt/ al letter
around the personality *Pronunciation of - - Short
World *Frequency adverbs: sending: /iz/,/s/ video
always/ never and /z/t/ segme
*Asking about frequency: nts
How often ?
*Formation of adjectives
Situation3: ( Learning to integrate)
Example: Many teenagers in the Arab World heard about Mohamed Farah Jeloud who won the first Arab Reading Challenge Prize.
They want to know more about him. Post on your school blog a portrait about him including his abilities, personal interests and
describing personal features.

Situation4: Situation of integration: Use of assessment grids related to the competences targeted, values and Cross-curricular
competences
Remediation
Sequence
2
Situation1: Starting off / Initial

Example: In an international blog for fun. Members of the group posted snapshots from their childhood memories and their life styles
in the past. You want to participate. Write about your memories to be published in the blog.
Situation2: Installing Resources (PDP and PPU lessons)

Learning Objectives Grammar Lexis Pronunciation Communicative Tasks

*Narrating past events, *Narrating past *Lexis related to related *Pronunciation - Interview -
experiences and events, experiences topics of the vowel -
childhood memories and childhood sounds:/u:/ and - Role play -
*Describing life and lifestyles memories *Basic lexis( words and / / -
expressions/ - Chat / email: personal letter
(past and present) -
*Comparing life and lifestyles *Pronunciation - Short video segments -
Formulaic language):
Me and my life styles

(past and present) *Describing life and of the vowel -

*Devising and selecting relevant lifestyles (past and polite forms / greetings../ sounds: // and - Poster
interview questions present) / /
*Conducting an interview *Comparing life and *Pronunciation - Id card
lifestyles (past and of the vowel
present) sounds: //, //
*Devising and *Silent letters
selecting relevant w and t.
interview questions
*Conducting an
interview

Situation3: Integration ( Learning to integrate - situation of integration)

Example: It is Grandparents Day. To celebrate the event you decide to make a video interview of our grandfather or grandmother.
You will post the video on the school website and your personal blog to share it with other people around the world.

Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences
 Remediation

Sequence ME AND A Brochure Situation1: Starting off / Initial 11 WEEKS

3 THE
SCIENTI about Example:We will celebrate the 16 th of April soon .It is the science day in Algeria. Your teacher of English asked you to write
FIC biographical information about a famous scientist to be published in your school magazine.
Inventions ,
WORLD Innovations
and Situation2: Installing Resources (PDP and PPU lessons)
Discoveries
Communicative
Learning Objectives Grammar Lexis Pronunciation
Tasks

*Narrating *The past continuous tense *Lexis related to *Pronunciation of Diary/ journal
*Describing related topics the consonant - Survey
*Organising/sequencin *Contracted/short forms of be sounds: :/f/ and - Menu
g biographical in the past *Basic lexis /v/ - Notices/ plans /
information in *The past continuous and ( words and maps
chronological order simultaneous actions expressions/ - Posters
*Selecting relevant formulaic language) - Charters
biographical *Sentence connector: while : polite forms / - Formal letters
information greetings../ - Newspaper article
*Spelling rules: V-ing
*Transferring
biographical *Requests with: can and may
information from one
format (ID card) to * Relative clauses: the
another (plain text with
specific writing rules
and mechanics)

Situation3: Integration ( Learning to integrate - situation of integration)

Example: It is National Inventors Day in Algeria. To celebrate the event , your teacher of English asked you to write the biography
of a famous scientist or inventor and put it on display in the public local library where an official ceremony will be held. The best
works will be awarded prizes.

Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences

Remediation
Sequence 9WEEKS
4 Situation1: Starting off / Initial
My Wildlife Example:As a member of Greenpeace organization , you want to protect the environment where you live. Prepare a short article to be
Pictionary published in social networks. Make people in your city aware about the causes and bad effects of pollution. Suggest some solutions.
/ Situation2: Installing Resources (PDP and PPU lessons)
My School Communicative
Environment Learning Objectives Grammar Lexis Pronunciation
Tasks
Litter
Survey *Expressing obligation *must (strong obligation) *Lexis related to *Pronunciation of -
related topics the consonant
*Expressing prohibition *mustnt (prohibition sounds: - Biographies
*Basic lexis
*Making *should ( mild obligation) // and /d/ - Pictionary/
recommendations ( words and
ME AND *The imperative *Silentletters: k - Id cards
Comparing and * expressions/
MY , w, h, t
evaluating *The present perfect tense formulaic - Timelines /
ENVIRON language): polite diagrams /charts
MENT *The present perfect tense with: *Intonation in
forms / greetings../
for and since questions
- Travel schedules
*Word formation
*Asking questions with How - Table completion
long ?

*The comparative of superiority (

short and long adjectives)

*Discourse connectors: as,

because, so, therefore

Situation3: Integration ( Learning to integrate - situation of integration)

Example: Your school has applied to become a member of the International Eco-School Programme. Write a list of ten eco-principles that should be discuss
your School Eco-Charter.

Situation4: Assessment : Use of evaluation grids related to the competences targeted, values and Cross-curricular competences

Remediation
Yearly plan of Assessment
key stage Two (MS3)
Middle School Year Three (MS3)
PERIODS DOMAINS TARGET COMPETENCIES DESCRIPTORS OF IMPLEMENTATION

DIAGNOSTIC EVALUATION

In a situation of meaningful communication,

the learner will be able to interact and
produce oral messages / texts of
Oral interaction descriptive, narrative, prescriptive or
argumentative type using written, visual or
oral support.
- Can:
*describe personal interests and personality features
*use words and expressions related personal interests and personality features
*narrate past childhood memories

In a situation of meaningful communication, - Can:

the learner will be able to interpret oral or
Interpretation of oral *understand gist and important details in dialogues and paragraphs written in simple and easy
written messages / texts of descriptive,
and written messages English and familiar expressions that describe or compare life and lifestyles
narrative, prescriptive or argumentative type,
FIRST TERM

using written, visual or oral support. * manage his work and assess his own reading strategies

-Can :

*conduct an interview
In a situation of meaningful communication,
the learner will be able toproduce oral or *devise and select relevant interview questions
Production of oral
written messages/ texts of descriptive,
and written messages *describe facts in short narrative texts relating to the learners experiences and events (past
narrative, prescriptive or argumentative type,
using written, visual or oral support. and present )using a wide range of connectors and time sequencers (first, and, but, because,
so, the, next, finally)

* draft, redraft and edit a text.

In a situation of meaningful communication,

the learner will be able to interact and - Can :
SECOND TERM

produce oral messages / texts of
descriptive, narrative, prescriptive or
Oral interaction
argumentative type using written, visual or
oral support.
*ask for and give biographical information about a famous person
*select relevant biographical information
* use familiar expressions and simple sentences in a spontaneous way

In a situation of meaningful communication, - Can:

the learner will be able to interpret oral or *organise/sequence biographical information in chronological order
Interpretation of oral
written messages / texts of descriptive,
and written messages * understand gist and identify relevant biographical information
narrative, prescriptive or argumentative type,
using written, visual or oral support. *manage his work, develop efficient reading methods and assess his own reading strategies
 In a situation of meaningful communication, - Can:
the learner will be able toproduce oral or
Production of oral *Transfer biographical information from one format (ID card) to another (plain text with
written messages/ texts of descriptive,
and written messages specific writing rules and mechanics)
narrative, prescriptive or argumentative type,
using written, visual or oral support.

In a situation of meaningful communication, - Can :

the learner will be able to interact and
Oral interaction produce oral messages / texts of
descriptive, narrative, prescriptive or
argumentative type using written, visual or
THIRD TERM
* ask and answer question about the main sources of pollution
*make recommendations on how to protect the environment
*takes part in conversations with the support of her/ his peers, her/his teacher.
*use familiar expressions and simple sentences in a spontaneous way

oral support.

In a situation of meaningful communication, - Can:

Interpretation of oral the learner will be able to interpret oral or
and written messages * understand gist and details in medium length texts describing topics familiar to him relating
written messages / texts of descriptive,
to eco-behaviour, health , urban life, and animals in danger of extinction
narrative, prescriptive or argumentative type,
using written, visual or oral support. * understand and anticipate meaning in clearly stated opinions and view points

- Can:
In a situation of meaningful communication,
the learner will be able toproduce oral or * write School Eco-Charter demonstrating
Production of oral
written messages/ texts of descriptive, * use the acquired lexis and expressions having a relation with the need for written
and written messages
narrative, prescriptive or argumentative type, expression
using written, visual or oral support.
PLANS ANNUELS DU CONTROLE CONTINU
2emPALIER (3AM)
 PLANS ANNUELS DU CONTROLE CONTINU 2emPALIER (3AM)

remarks Targeted learning for assessement Sequence domain week term grade
The situation is based
on the learning A new complex situation that provides
objectives of context for meaningful communication
sequences 1 and 2 and related to learners personal life and Second week
ME AND Productive
incorporates the environment (his and teenage lifestyle, of November first
topics and linguistic personality features and personal interests LIFESTYLES competence
resources dealt with .)
in these sequences.

A new complex situation that provides

context for meaningful communication Year three
related to learners enlarged environment ME AND THE Second week
Productive
(Outstanding figures in sciences and SCIENTIFIC of February second
WORLD competence
sport;inventions and discoveries in )
sciences and technology.

A new complex situation that provides Fourth week

ME AND MY Productive of April
context for meaningful communication
ENVIRONME third
related to the protection of the competence
NT
environment (ecobehaviour)at school and
in the neighbourhood