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u

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En deuxième année d'anglais :A son entrée en deuxième année d’anglais, l’élève a déjà été exposé à la langue anglaise en termes d’interaction orale.Il a appris à identifie le système phonologique, grammatical et lexical de la langue.Il a appris à interpréter et à produire des messages verbaux et non verbaux très simple.Il a acquis des méthodes de travail personnelles et de groupe (partages, négociation…)Il a développé des stratégies pour faire face à des situations problèmes.Il a également été sensibilisé à la dimension culturelle dans l’apprentissage de l’anglais.

Source « Programme de langue anglaise document p 44 »


Slimming of the syllabus June 2008

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The Learning Objectives of ( File 6 <Inventions & Discoveries>= Talking about past events , Talking about inventions & discoveries and describing biographies) of MS1 level will be Adapted with (File 1 < A person’s profile > of MS2 level)The Learning Objectives of (File 3 –Food) will be adapted with {File3 <Health> of MS 2 level} So: There is no File 5 <Food> In the MS 1 level.No « Stress & rising and falling tone » taught in the MS1 level the pronunciation deals with recognition and discrimination between sounds.


Bloom’s taxonomyThe 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”

TermMonth

&weeks

File Competency targeted Learning objectives Frame work ( PPU

& PDP)

Resources Module of integration (project)

Bloom’s Taxonomy in

this fileSWBAT

Grammar Lexis Pronunciation Learn about culture

septem

Week3

septemWeek

4

InteractInterpretProduce Assessment &

Revision(1 week)

PPU Speaking

PDP writing

S.present tense + continuous +

adverbs of frequency

Vocabulary related to daily life,sport, animals and enivironmnt

Sounds-/i/ - / i:/-een –en-j – g –s=z-sh- ch –th –

the-n+k/n+g-final ‘s »

knowledgeunderstand applyanalyzeevaluatesynthesise

Entry Profile of MS2 level learners

Firs

Te

rmoctoberWeek

1

octoberWeek

2

octoberWeek

3

octoberWeek

4

File

one

"1"

(Ada

pted

wit

h Fi

le 6

-Inve

ntio

ns &

dis

cove

ries

-of M

S1 le

vel)

"A

Pers

on's

Pro

file "

InteractInterpretProduce






-Sequence one:(Page 8 – page 11(

Describing a person's physical appearance

Describing Daily life activities.

Describing a person's physical appearance(Integrated situation)

- Sequence Two File 6 <MS1 Level> :

Narrating past events

Talk a biography

Sequence ThreePage 16 –page 19

Talking about one’s biography-inquiring about jobs & releases

-PDP listening lesson

PPU Speaking+ grammar & Pronunciatio( PIASP) Lessons

-PDP Writing lesson

-PDP listening lesson +PIASP Simple past tense-PDP listening +PIASP Simple past te(irregular verbs) + Integrated Situation

-Simple past ) iregul+ regular verbs+ ago

present tense ( to be – to have)

present tense + adverbs of frequency

present tense ( to be – to have)

past tense ( regular verbs

)

SSimple past tense ( regular verbs + Irregular verbs)

Vocabulary related to physical appearance

vocabulary related to daily life activities

Vocabulary related to physical appearance

Vocabulary related to regular past actions

Vocabulary related to biographies& caries

- Final “s’ pronunciations

-Verb+ “ed” pronunciation /t/-/d/-/i/

A famous person's profileToday we are living the age of technologies and discoveries {TV – computer- internet – medicine- space discoveries and explorations}Choose one of your best personality you like ,and make "his /her " profile.You need: a large sheet of paper. photos / illustrations /drawings /cut outs… songs / paintings / books … a dictionary / magazines / Internet materials…Make a short biography of your famous person , stick a photo or drawing of him or her , and what has "he" or "she" done , on the large sheet.Your famous person's profile is ready stick it on the wall of your classroom and discuss your friends sheets.

SWBAT :

Make researches ,discover and explore

Knowledge & Application

Knowledge & Application

Knowledge & Comprehension & Application



+Evaluation

Describe

someone’s

physical

appearance

Describe one’s

physical

appearance

Talk about

one’s daily life

activities

Talk about

action events

using regular

verbs

Describe

one’s

biography

TermMonth

&weeks

File Competency targeted Learning objectives Framework

ResourcesModule of integration

(project)

Bloom’s taxonomy in

this fileSWBAT

Grammar Lexis Pronunciation

Learn about culture

Firs

t

T

erm

octoberWeek

4novem week 1

novem week 1

novemweek

2

novemweek

3

3

File

T

wo

"2

"

"L

angu

age

G

ames

"









Sequence One (page28-page31):

Describing Games.

Describing Dictionary

Expressing possibility, ability and inability

Sequence Two (page32-page34)

Reporting a piece of news

Expressing permission and making requests

Talking about language games in the past

Expressing past ability

Sequence 3 ( page 36 – page 39)

Locating historic places

Asking and showing the way

PDP listening +PIASP “the&

th”

PDP reading

PPU speaking

PDP listening

PPU speaking

PDP reading

PDP reading

PDP Listening

PPU Speaking

simple present tensesimple present tense "can" possibility adjectives

can /can't ability

reminder ( can-those-

these )"Could" permission could "request"

Present perfect

“Could “Ability

Prepositions

”could”permission + prepostions of place

- Vocabulary related to games

- vocabulry related to words and vocabulary- Vocabulary related to ability and inability & possibiltis

-Vocabulary related to news and papers

- Vocabulary related to language games

-VOcabulary related to past abilities

-Vocabulary related to twons,cities.

- Vocabulary related to places and showing the way

Sounds

"the" this- brother

"th" = thin - nothing

different sounds of « y »/i/

many-early

/ei/ they –

may

/ai/ try –

sky

/j/ you –

yes

Identify

Compare

TThe

origin of the

crosswords

Chess

Video

games

Flipper

Puzzle

Monopo

ly

Criss

Cross

Scrabble

Language Game Booklet

You are playing a language game with your friend " crosswords-puzzle-scrabble" then your friend asked you :

What is the origin of those Games?

So your friend's question challenged you to make a research work on one of those games.

Once you have gathered information- pictures

Write small definitions about those games and stick in front each of them pictures ;

You will make a small booklet on "Language Games"

Read your booklet to your friends and discuss the subject with you colleagues.

Put your booklet in the library to be a useful resource for your next school pupils.SWBAT :

Make researches ,discover and explore

Remember

Apply

Create

Remember

Apply

Create

Remember

Remember & Apply

Remember

Apply

Create

- Talk about language games

- Use a dictionary

- Express ability, inabilty & possibility using the model “can”

- Report a piece of news

- Ask for permissions

- Make requests

- Talk about of the well know language games

- Talk about past abilities

- Locate amenities

- Locate famous places- Ask and show they way

Ter

m Month & week FIle

Competency

targetedLearning Objectives

Frame Work

(PPU & PDP)

ResourcesModule Of Integration

Bloom’s Taxonomy in this file

SWBATGrammar Lexis Pronunciation Learn about culture

Seco

nd

T

erm

January

Week1

January

Week2

January

Week3

January

Week4

File

3 “

Hea

lth

“

<

Ada

pted

wit

h Fi

le 5

( M

S1)

>InteractInterpretProduce








Sequence One (Page50-Page 54) : Inquiring about someone’s health

Inquiring about one’s health + expressing Obligation

Sequence Two ( page 55- page 59):

Advising “Fitness”

Describing someone’s behavior &Narrating

Asking and giving advice & QuestioningNarrate

Sequence Three (Adapting File 5 “Food”<MS1 level> (page60 –page63)

Naming food, Saying quantities, Instructing, Talking about aliments Advising

Describing healthy food

Describing Vitamins

PDP Listening + PIASP <models:must –should>

PDP reading

PPU Speaking + ( PIASP vowel sound

PPU Speaking

PPU Speaking

PDP reading

PPU Speaking

PPU Speaking

PDP reading

Have got should 'advice'

must obligation

must +Adverbs of frequentcy Adverbs formation

S past Adverbs

model should

Simple past +adverbs

Some/Any- How much/ How many+ countable & Uncountable nouns

Passive form

VocabularyRelated to health and illnesses

VocabularyRelated to health

-Vocabulary related to sports- daily activities and leisure times

-Vocabulary related to sports & fitness

-Vocabulary related to street accidents

-Vocabulary related to food and medicinal plans

-Vocabulary related to healthy food

-Sounds :

“ sh- ch – ch=k”

Vowel Sounds:/i/ - /i:/ - /ai/

Grand mothers remedies

A bee sting

Headaches

Colds

Hiccups

Burns

Beauty

Colours and health

Orange

Indigo

Purple

Green

Blue

Yellow

A poster with recommendations about health. / A health Guide

oSchool year started and you began your first séance of "physical education" so you noticed that you cannot run and move quickly, you feel heavy and uncomfortable . oYou are getting weigh , so you decided to react to the situation.oThis situation is the result of, no sports activities, bad eating habits, drugs ….oTry to make a poster with recommendations about health or a sort of health guide. choose your partners and form your group , divide the tasks. Make lists of the problems resulting of unhealthy food , no sports activities and addiction to grugs. collect photos , pictures and drawings showing those problems Ask your local area doctor about the problems and what to do to resolve them stick the photos , define the problems , give recommendations about good habits food , sports .so by the end you have a health guide. Present your guide to your classmates discuss the problems , then ask the administration to stick the poster in your school.SWBAT : Discriminate between healthy and unhealthy eating habits and exercise to keep

-Comprehension- Apply

-Knowledge-Apply

-Evaluation-Analyze

-Synthesize-Apply

-Knowledge

-Knowledge

-Comprehend-Apply

-Knowledge

-Comprehend

-Analyze & Synthesize

-Knowledge

-Knowledge-Analyze-Evaluate

-Inquire about someone’s health

- Ask for& give advice

-Discriminate between sounds (sh-ch-ch=k)- Express Obligation- Talk about someone’s behavior- Narrate- Ask and give advice- Question-Name food-Say quantities.-Instruct-Talk about aliments-Discriminate between countable and uncountable nouns

-Talk about healthy food -Describe between healthy and unhealthy food

Ter

m Month & week FIle

Competency


Frame Work

(PPU & PDP)




Seco

nd

T

erm

FebruaWeek1

FebruarWeek

2{winter

holidays 2)

FebruarWeek

3

FebruarWeek

4

March Week

1

March Week2

March Week3 Fi

le F

our

"4"

"CAR

TOO

NS

"InteractInterpretProduce








Sequence One (Page74-Page 77) : Making invitations

Making Formal & informal invitations

Accepting and refusing invitations

Sequence Two ( page 78- page 82):

planning Immediate actions

Expressing Future intentions

Sequence Three page83 – page87)

Expressing Choice

Inquiring about price

Remembering

PPU Speaking

PPU Speaking

PPU Speaking

PDP Listening

PDP reading

PPU Speaking

PPU Speaking

PDP reading

“Would »

you like …. ?Do you

+like ?

Yes/ No..Would

4

Future with "going to"

« going to form »<intention & future plans

Which “one/ones”

past/”must obligation/ futur

Which “one/ones

VocabularyRelated to daily life routine



- VocabularyRelated to daily life routine

-Vocabulary related to future events

-Vocabulary related to objects and choice

-Vocabulary related to object & price

-VocabularyRelated to past events

Sounds :"j"

job- Algeria

"g" Olga – give

"c= k" = cake, picture, music

" c = s" juice, accept, sentence

word syllables

syllable

d syllable

syllable words s

Grand mothers remedies

"C"

for

cartoon/comi

Mor

e about

cartoons

Yellow kid

Zig

et puce

Tint

in

Sup

erman

Luc

ky luke

Bou

zid

Asterix

Making a strip cartoon.

In your school , local area you see many mortal problems

which affects the youths like smoking , drugs ,violence , bad

school results…..You feel you can contribute to

arise those problems to let people (pupils) be aware of them .

You decided to make "a strip cartoon" , the best thing to let people read, laugh and discuss the problem your are talking about for example "smoking"

Collect or draw funny pictures about the situation exposing the problem, the cause and the results of such problem (you may ask your art teacher for help)

Propose solutions through cartoon pictures to solve and help people who are facing this problem.

Your strip cartoon is ready , stick it in your classroom , discuss the problem with your friends and your teacher.

Give your work to your teacher in order to stick it in your school.

SWBAT : Promote the children's common sense (send a message through cartoons to face some of the daily society problems

Synthesize - Apply

-Knowledge- Analyze

-Evaluation

-Apply

-Know & Comprehend

comprehend

-Evaluate

-knowledge

-

-Make invitations

-Discriminate between formal & Informal invitations

- Accept & refuse invitations.

-Plan Immediate actions.

- Express Future Intentions

- Express choice

-Inquire about price

-Remember past events

N.B: 1- SWBAT = S= Student W = will B= be A = able T= to / 2- Bloom’s taxonomy = Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or

implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards through checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Ter

m Month & week FIle

Competency


Frame Work

(PPU & PDP)




Thir

d

Te

rm

AprilWeek

1

April Week

2

AprilWeek

3

AprilWeek

4

MayWeekOne

MayWeek

2

May Week

3

MayWeek

4

JuneWeek

File

Fiv

e "5

"

" TH

EATR

E"










Sequence One (Page96-Page 100) :Listen and speak:

Asking and showing the way Asking about distance Asking about period of timeGo forward:

Acting a play

Making a questionnaire

Sequence Two ( page 101- page 104):Listen and speak :

Making plansExpressing likes and dislikes .

Go forward :- Narrating-Discover the language:

Expressing likes and dislikesElaborating a questionnaireInterviewing Sequence Three page105 – page109)Listen and speak :

Reporting past eventsInquiring about past eventsGo forward

- NarratingDiscover the language:Inquiring about past events

PPU Speaking

PPU Speaking

PDP reading

PPU Speaking

PPU Speaking

PDP reading

PPU Speaking

PPU Speaking

PDP Listening

PDP reading

PPU Speaking

Simple present+ how far /how long?"

S present+ continuous

‘Whqqs words”

Would/do you like?

Simple past

Would/do you like

present perfect

Simple past

present perfect+irregular verbs

VocabularyRelated to showing the way

VocabularyRelated to time & distance

VocabularyRelated to plays

-VocabularyRelated to daily life routine

-Vocabulary related to future events

-Vocabulary related to past events

-Vocabulary related to likes& dislikes

-VocabularyRelated to past events

VocabularyRelated to past events

VocabularyRelated to past events

Sounds :"i" buy , crying , describe"a" obey , fail ,same , explain

"a"

place , Jane ,

they, paint

"oy –oi"

boy ,destroy ,

exploit

Firs

t syllable

Sec

ond syllable

Thi

rd syllable

words

Learn about culture

Theatrical

genres

Come

dy and farce

*Trag

edy

Light

comedy

Dram

a

Kabu

ki

Some records

Write a short playYour school is going to

organize a party on the 16th of April " the Day of

Science" in Algeria.You and your friends

decided to participate in this occasion .

Your participation will be with a short play.

In your play you want to arise one of the problems that faces the youths in present time or you may talk about the meaning of the "16th of April" and what does represent for our country.

Form your group .Write the script and

give it to your teacher to correct it .

Choose your costumes , repeat your rehearsals.

Get ready to present your play on the planned day.

SWBAT : Celebrate one of the most important event of the nation (nationalism

Comprehend - Apply

-Comprehend- Apply-Analyze

-Synthesize

-Knowledge-Apply

-Know & Apply

-Synthesize -Comprehend-Apply

-knowledge

-Knowledge

-Comprehend

-Knowledge

-Ask for & show the way

-Ask about distance& period

- act a paly.

-Make a questionnaire

- Make future plans

- Express likes and dislkies

-Narrate

-Interview

-Report past events

-Inquire past event

En deuxième année d'anglais :En deuxième année l’élève sera amené a consolider et développer les pré-requis linguistiques, méthodologiques et culturelles acquis en 1ére année moyenne.L’enseignement de l’anglais à pour but de permettre à l’élève sortant de la 2éme AM : - D’interagir dans des situations réelles de la vie scolaire en utilisant un anglais plus élaboré. - De s’exprimer oralement et par écrit dans une langue correcte plus élaborée. - De poursuivre son apprentissage de la langue dans le niveau scolaire suivant.Ainsi au terme de la deuxième année, l’élève pourra exploiter, interpréter des documents authentiques simples, produire des messages oraux et écrits plus complexes et tenir une conversation simple dans un anglais correct plus élaboré.

Source « Programme de langue anglaise document p 44 »

[email protected]


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