2015 2016 ms4 yearly distribution with new slimming sept 2013

By Mr. Samir bounab

[email protected]

mailto:[email protected]

Volume Horaire

Niveau 1er trimester 2eme trimestre 3eme trimestre Volume Horaire annuel

MS4 level volume horaire calendaire

Volume horaire

requis volume horaire

calendaire

Volume horaire

requis volume horaire

calendaire Volume horaire

requis volume horaire calendaire

Volume horaire requis

pour apprentissage

45 h= 15 S 39h = 13S 33h= 11S 30h=10s 18h=6S 15h= 5S 96H= 32S 84H=28S

L’horaire consacré aux TD ( travaux dirigés ) n’est pas comptabilisé. Il doit

faire l’objet d’une répartition conjointe.

[email protected]


Bloom’s taxonomy

The Competency-Based Approach is a cognitive approach. It is indeed indebted to Bloom’s taxonomy (Cf. Bloom, B. et al , Taxonomy

of Educational Objectives vol 1 ‘The Cognitive Domain’ and vol 2, ‘The Affective Domain’, New York: Mckay, New York, 1964) .

Bloom has claimed that all educational objectives can be classified as “cognitive” (to do with information and “affective” (to do with

attitudes, values and emotions) or “psychomotor” (to do with bodily movements, such as setting up some apparatus). He has said

that cognitive objectives form a hierarchy by which the learner must achieve lower order objectives before s/he can achieve higher

ones. (see Table 1 below).

Knowledge 1 Learner recalls knowledge

Comprehension 2 Learner analyses information by separating information into

Application 3 Learner applies knowledge to new situations

Analysis 4 parts for better understanding

Synthesis 5 Learner builds new knowledge from diverse elements

Evaluation 6 Learner sets a value on the new information

(Table 1 Adpated version of Bloom’s Taxonomy)

Bloom’s hierarchical model of cognitive thinking is illustrated in the importance that the Competency-Based Approach in the Middle

School Syllabus accords to the mobilisation of knowledge and skills, their gradual integration at higher levels (from level 1 to 6 in

the table above), their application to new situations of learning or use, the generation of new knowledge and skills and finally the

evaluation of the process and product of thinking. This is the ideal route to the acquisition of competency called a savoir-agir in the

syllabus. For instance, a learner will need to know a principle before s/he can understand it. S/he must understand it before s/he

can apply it. S/he should be able to cut it into smaller fragments and relate it to other principles (analysis) before s/he can

summarise it and draw conclusions, and thus evaluate it.

Source” Programme D’anglais MS1 level

\

By the end of the year and in meaningful

situations of communication, related to

his/her needs, the learner will be able to

interact, interpret oral and written

messages and produce oral and written

descriptive, prescriptive, narrative , and

argumentative texts /messages , using audio

and visual aids ( ICTs/ Video).

« Allègement du program d’Anglais Mai 2013»

By Mr. Samir Bounab

[email protected]


oral interpret, interactfile and in meaningful situation of communication , related to his /her needs , the learner will be able to is the end of th : By SWBATand written message and produce oral and written descriptive , prescriptive, and argumentative talking about : healthy and unhealthy food, describe one’ food habits and tradition and and how to preserve one’s city from food waste ( pollution)<letter of complaint

Term

Month

&

weeks File

Competency

targeted Learning objectives

Frame work

(PPU & PDP)

Resources TDs <Group work> (Module of

integration ) TASKs Project ( TDs )

Grammar Lexis

WORDS &

SOUNDS

Learning

Integration

Assessing

Integration

Communicative

tasks Productive

written tasks Group work ( TDs)

First

T

erm

septem

Week

3

septem

Week

4

october

Week

1

october

Week

2

october

Week

3

october

Week

4

File O

ne "1"

"It'

s my t

reat

! "

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

- Assessment test

- Desrcibe things

- Compare

- Decribe appearance

- Define

- Express ability /

advise/prohibition

- Report events

PPU

Speaking

PDP

writing

-S.present

-Comparative

-regular and

irregular ver

Pr.perfect

Relative

promouns

modals

Daily life

lexis

Silent

letters

No Integrated situation

mentioned in the assessment

entry test

table

filling

matching

pairs

identifying

speakers

-complete

paragraph

about life

guards

soldiers

- complete

questions

Entry Profile of MS4

level learners

- Listen & Consider (page17- page 20)

--Compare and

contrast food habits

-Read & Consider (page21- page 23)

- Give instructions

( table manners/

recipe making)

-Listen and

Speaking:

(page29 – page31)

- Make polite

request

-Talk about one’s

traditional food

-Reading & Writing

(page32 – page34)

-Ask and give

information about

food

(New lessons)

-Application letter

-Talk about causes

and effect of Pollution (Food

waste/environment

- Writing

letter of

complaint

PDP

listening

lesson

-PDP

writing

(Origin of food

-PDP

Reading

lesson+

PIASP

<Time seq&

Imperative>

-PDP

listening

lesson+

PIASP

‘Would’

-PDP

Writing less

PDP read

-PDP writing

- PDP read

- PDP

reading

- PDP

writing

-Pr.Simple

-Tag question

<Form> -Comparative

of superiority

& inferiority

-Imperative

-Time

Sequencers

- “Would”

polite

request

-Simple

Present

Tense

-tag

question/tim

e sequencers

&

imperative+

cause and

effect

connectors

-Topical

lexis

related to

food:

- Junk

food

/healthy

food

-Food

habits/

table

manners/

recipes

food waste

and

pollution

Pronunciation of vowel sounds and consonants (review

and expan- sion to

practiced words)

o Ed past

pronunciati

on

o Silent

letters

o Rising

and falling intonation

in requests/

answers

Write it up(p20) (food origin& use)

Write it out (p23) ( Recipe for success)

Write a short letter talking about Algerian food habits ( p28)

Write a note about one’s traditional dish

produce an ad for a restaurant9p34)

Where do we stand now? (P36 to 38)

Words and sounds (activities 1-2 p 37)

Reading and Writing (activity 1p 37) + (activity 4 p 38)

Worksheets ( tag question/imperative/ ed pronunciation& comparative

BEM samples

-Text as :'recipe '

-Text as 'advertisement

Criteria & Indicators for the evaluation

1- Relevance (Pertinence de la

production) 2- Coherence

(cohérence du texte verbal et

non verbal

3-Linguistic resources

(correction de la langue)

-Role play to

order a menu

-Write a

healthy menu

-Write a

recipe of

success

- Produce an

ad for a

restaurant

-Write a

letter of

&complaint

(food waste)

-Design a

commercial

advert

Write an

account with

information from the web

-Produce a

short text

about

healthy food

-Produce a

short

paragraph to

describe food

items/origin/

daily active…

“Write a menu / recipe.”

A restaurant has just opened in your local district .

This restaurant is specialized in Algerian traditional dishes.

The manager of the restaurant edited a menu in Arabic, so he wants to make a copy in English

This manager contacted you as you have studied English and you may help him edit a menu in English.

With your friend make a list of the Algerian traditional dishes , collect photos or pictures and the recipe of each dish, origin (summary) and the occasion each food is taken.

Use what you have just learnt as grammar resources 'tag questions, imperative and sequencers'

Present your menu and recipes to your classmates and discuss them .

Take down the remarks of your friends

Put your project on your school ‘s web or Academy’s one page/email…

SWBAT : Describe one's country food

traditions and customs

and written oral interpret, interactnication , related to his /her needs , the learner will be able to :By the end of this file and in meaningful situation of commu SWBATmessage and produce oral and written descriptive , prescriptive, and argumentative talking about : One’s ability & inability , ask fro and give permission , express

obligation & prohibition and express agreement>

Term Month &

week Fil

e Competency

focus Learning Objectives

Frame

work

(PPU &

PDP)

Resources Tutorial Classes (TDs)

Tasks Project work

(1 project / Term)

<TDs sessions>

Grammar lexis Words &

Sounds

Learning

Integration

<group work>

Assessing

Integration

<Individual

integration>

Communicative

tasks Productive

written tasks First

Term

october

Week

4

novem week 1

novem week 1

novem

week

2

novem

week

3

novem

week

4

decem

Week

2

decem

Week 3

4

File T

wo

"2"

"You

can

do

it ! "

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce


-Expressing ability

& Inability

-Ask for and give

permission.

-Read & Consider

(page46- page 51):

- Express obligation

/ prohibition

-Listen and

Speaking:

(Page29 – page31)

- Expressing

Agreement.

- Reading & Writing

Talking about technology

and future life (58 – 75)

PDP

listening

lesson

PPU

speaking

lesson (

PIASP can

& may

permission)

-PPU

speaking

lesson . (

PIASP)

models <

must /have

to)

-PDP

listening

lesson+

PIASP

‘Would’

-PDP

Writing

lesson

-PDP

reading

-Modals:

can/

could/wil

l be able /

Models

‘can- may

must

/have to

So /

neither

-Modals:

can/

may/could

/will be

able

Vocabular

y related to

school and

daily life

Vocabulary

related

animal life

Vocabular

y related to

animals and

environment

V

ocabulary

related to

animals , school

& daily life

-Topical

lexis related

to ICTs(

Information and

Communication

Technologies)

Technologies

/inventions

Rising

and

falling

intonati

on in

request

s

Stron

g and

weak

form

of

modals

Prefixes

:

"il, im,

in, ir, un

-Make School

report about

school abilities

and inabilities

(p 45)

- Write report

about an

animal.( p53)

- Write a ten

lines charter to

ensure

protection of

animals (p53)

-Write a short

dialogue about

likes & dislikes

using “so &

neither”

Free

exercises

BEM

samples :

Text as :

'table'

Text as

"Instructions

- worksheets (

model can +

may+


1- Relevance (Pertinence de la

production) 2- Coherence

(coherence du texte verbal et

non verbal



- Pair work (

what could

people do)

- Write

School report

about one’s

school abilities

- Write

dialogues ( use

may)

- Write report

about animals in

danger

- Write ten

rule charter to

ensure

protection of

animals.

- Group work (

dialogues about

“so /neither/ -

likes and

dislikes”

-Write ten

lines

newspapers

about robots

in future.

- Make notes of one ‘s answers -Write

sentences

(using models

–can /coild)

- Write

sentence about

famous

travellers ( to

be able to)

-Produce

School report

-Re-write

dilagues and

make

questions

using (

may/may not)

-Form

opposite using

prefixes

-Mark the

stressed

syllable.

-Produce

charter.s

“Write a menu /

recipe.”

A restaurant has just opened in your local district .

This restaurant is specialized in Algerian traditional dishes.

The manager of the restaurant edited a menu in Arabic, so he wants to make a copy in English

This manager contacted you as you have studied English and you may help him edit a menu in English.

With your friend make a list of the Algerian traditional dishes , collect photos or pictures and the recipe of each dish, origin (summary) and the occasion each food is taken.

Use what you have just learnt as grammar resources 'tag questions, imperative and sequencers'

Present your menu and recipes to your classmates and discuss them .

Take down the remarks of your friends.

Put your project on your school ‘s web or Academy’s one page/email …

SWBAT : Describe one's country food traditions and

customs.

and written oral interpret, ctinterato :By the end of this file and in meaningful situation of communication , related to his /her needs , the learner will be able SWBATmessage and produce oral and written descriptive , prescriptive, and argumentative talking about : predicting , express condition , panning future activities , expressing

happiness , grief & sadness and make contingency plans>

Term Month &

week File

Compet

ency

focus

Learning Objectives Frame work

( PPU & PDP)


Tasks Project work (1 project /

Term) <TDs

sessions>


Sounds

Learning

Integration

Assessing

Integration

Communicative

tasks Productive written

tasks

Seco

nd

Term

januar

Week

1

januar

Week

2

januar

Week

3

januar

Week

4

Februa

Week

1 Februar

Week

2

File T

hre

e "3"

"Gre

at

Expe

ctation

s "

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce


-Predicting

-Read & Consider

(page70- page 72):

- Express Condition

-Listen and

Speaking:

(Page79 – page81)

- Planning future

activities

-Reading & Writing :

(Page82– page84)

-Expressing

happiness, grief

sadness ( poetry)

-Making

contingency plans (

Integration)

-PDP listening

lesson+ PIASP

‘Time clause

referring to future’

-PDP writing

(One’s school expectaition”using time clause)

-PDP Reading

lesson+ PIASP <if

type1>

-PDP Writing

lesson<future

school possibility

using if type 1>

-PDP listening

lesson

-PDP writing

(planning a

visit)

-PDP Reading

lesso

-PDP writing

Time

clauses:

"when –

before-till

…

The simple

present

Conditional

"type 1"

The

future tense

with "will"

Time

clause

referring to

future

Conditional

"type 1"

Vocabular

y related

to hopes

and

expectation

s

Vocabulary

related to

U.S.educatio

nal syste

Vocabulary related to Tourism Vocabulary related to daily life and poetry , feeling , emotions & excursions

suffixes:

"er,or,ian &

ist

Tone in

« if »

clauses

Tone &

function

Words containing

vowels /

/- // -// - /

/ - // - // -

//

-consonants clusters

-Write it up

p69: “Write

email about

future studies”

(time clause)

- Write it out

p72: “write a

letter about

one’s future

expectation “

( if type 1)

-Write it up

p81:” Write a

tourist plan to

you local

area….”

-Write it out

p84 : “Making

contingency

plans” <email>

BEM

samples

Text as :

'Transport

schedule '

Text as:

"Report "

-worksheets (

time clause +

first conditional)


1-

Relevance (Pertinence de la production)

2- Coherence (coherence du texte verbal et

non verbal

3-Linguistic resources (correction

de la langue)

-Do a

collage/pos

ter

presentation

on

landmarks

Write

your

personal

diary

Make a

speech

Identify writing devices :more on capitalization and punctuation. -Write a paragraph on the basis of prompts/key words/ grid/timeline/ diagram - Write a comparison between 2 educational system - Produce a short text on predictable topics / future plans

Make

a career

project

and written message and produce oral interpret, interactto :By the end of this file and in meaningful situation of communication , related to his /her needs , the learner will be able SWBAToral and written descriptive , prescriptive, and argumentative talking about : Describing people’s life in the past – describing biographu – asking and giving information about people-writing

letter of opinion>

Term Month &

week File

Compet

ency

focus

Learning Objectives

Frame work

( PPU &

PDP)


Tasks Project work


Sounds

Learning

Integration

Assessing

Integration Communicative


tasks (1 project / Term)

<TDs sessions>

Seco

nd

Term

Februar

Week

3

Februar

Week

4

March

Week

1

March

Week 2

April

Week 2

April

Week 3

File F

our

"4"

"Then

and

Now

!"

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce


- Describing

People’s life in the

past.

-Read & Consider

(page95- page 98):

-Describing

people’s life in the

past.

-Describing

Biography

-Listen and

Speaking:

(Page104 – page106)

- Asking & Giving

information about

people

-Listing

information

-Reading & Writing

:

(Page107– page110)

-Writing a letter of

opinion)

-Describing a

process

-PDP

listening

lesson+

PIASP ‘semi

model-used

to-

-PDP writing

(talking about reminiscences )

-PDP Reading

lesson+

PIASP

<Relative

pronouns>

-PDP Writing

lesson<Note

about life in

the past in

Algerian

Sahara &

Write

Biography>

-PDP

listening

lesson

PDP writing

-PDP Reading

lesson

-PDP

writing

- The Simple

past tense +

‘ semi-model

used to’

semi-model

‘used to+

relative

pronouns’

- Simple

present

- Relative

pronouns

- Simple past

- elpmi

pe eli

siecieuie

Vocabulary

related to

past and

recent

people’s

lives

Vocabulary

related Tassili

& Cave arts

Idioms and

colloquialism

Vocabulary related to History and civilization Vocabulary related to history and famous personalities

- nortrinnunor

os noos fotr f

nr iorfornruf

(nsnnso nr

sotnrfnor uo

tnniunis oon f

+

Diphthongs [ day-] [my-][boy-][low-][how-near-][hair-]poor

ge eeR

&

emmeeR

ee tee ete

ee eci te

eee ee ie

-Write it up

page 94 ( talk

about one’s

reminiscences

-Write it out

p98 : Write a

short note for

tourists about

what life used

to be in the

Sahara.

- Write it out

p108: Write a

letter of

opinion about

one’s national

symbol.

Where do

we stand

now? (p112

to 114)

Progress

check .

(activities 1-2-

3-4-5-6-7-

8p112/113) +

activities : 9–

10(p 114)

Free

exercises

BEM

samples :

Text as :

'Biograph"

Text as :

"Narrative

worksheets


1- Relevance (Pertinence de la production)


non verbal



- Do portrait (

biography)

- Do an oral

presentation

- Draw the

timeline of

Arab

Scientists.

- Make a

speech

Write complex sentences (time clauses / if clause Fill in tables/grids/ diagrams -Write a paragraph on the basis of prompts/key words/ grid/timeline/ diagram

- Write the

account of past

events

- Write a

questionnaire

-Write personal

letter ( opinion)

- Produce a

biography

- write a poem

Make

a career

project

and written message and produce oral interpret, interacto y the end of this file and in meaningful situation of communication , related to his /her needs , the learner will be able t:B SWBAT

oral and written descriptive , prescriptive, and argumentative talking about : Report events / tragic and odd events / telling tales / Express cause and effects >

Term Month &

week File

Compet

ency

focus

Learning Objectives Frame work

( PPU & PDP)


Tasks Project work (1 project /

Term) <TDs

sessions>


Sounds

Learning

Integration

Assessing

Integration

Communicative


tasks

Third

Term

April

Week 3

April

Week 4

May

Week

One

May

Week

2

May

Week

3

May

Week

4

F F

ile S

ix "6"

"Fact

& Fiction

"

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Interact

Interpret

Produce

Listen & Consider (page142- page 1145)

-Report/tragic/odd

events

-Expressing cause

& effect in telling

story .

Reading & Writing

:

(Page156– page158)

-Telling Tales

PPU lesson +

PIASP Adverbs

of time ( just/so

far/yet/already/

since / for)

PDP listening

lesson+ PIASP ‘ interrupted &

simultaneous

actions –

PDP Writing

(talking about

unlucky day)

-PDP Reading

lesson+ PIASP

<past actions>

-PDP Writing

lesson<News paper

report>

-PDP Reading

lesson

-PDP writing(

developing cues

and hints into

tale)

- The

present

perfect

without /

and with

adverbs of

time ( just

/so/far/yet/al

ready/since/

for)

Time

clauses with

past tenses (

while/as/wh

en)

Vocabular

y related to

traffic &

accidents

Vocabular

y related to

daily life

routine

Vocabular

y related to

tales &

stories

word

formation

:”suffixing

“"ion"

Rising

and falling

intonation

in

questions

/answers

Vowels /e/ and

-Write it up

p145:

( Write a

paragraph

about your

unlucky day

-

- Where do

we stand

now? (p160

to 161)

Progress

check .

(activities 1-2-

p160)

Reading

and Writing

(activity 1

& 2 p 161)

Free

exercises

BEM

samples :

Text as :

"Reports"

Text as

"Diaries" worksheets


1-

Relevance (Pertinence de la production)


non verbal

3-Linguistic resources (correction

de la langue)

- Write a

newspaper

article

-Write a

narrative

account of

your recent

past

experiences

- transform

newspaper

headlines into

articles

- Write letter

- Produce tags/labels - Improve simple sentences -write complex sentences with ( when /as/while) -Identify writing devices :more on capitalization and punctuation. -Write a report / a narrative. -Organize the chronological order of a sequence of events -Transform headlines into newspaper’s article. -Produce short text ( story telling /joke) - Write a formal letter (agony letter)

Write a

narrative

account

on a topic

of

interest

By the end of the year and in meaningful

situations of communication, related to his/her

needs, the learner will be able to interact,

interpret oral and written messages and

produce oral and written descriptive,

prescriptive, narrative , and argumentative

texts /messages , using audio and visual aids (

ICTs/ Video).

« New slimming down of the syllabus Mai2013»

[email protected]
