new official yearly plannign with omitted lessons

1. MS1
official
yearly
planning
Months
weeks
Competency
focus
Learning
objectives
Communicative
Tasks
Resources
group
works
/TD
grammar
lexis
Pronunciation
Learning
the
inte-­‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Make
a
family
profile
09
1
I/I/P*(
the
focus
will
depend
on
the
learning
session
kind)
Learn
the
alphabet/school
things
and
school
commands/greet
someone
-­‐Sing
the
alphabet
song
-­‐Write
an
ID
card
-­‐Transfer
information
from
nonverbal
to
verbal
-­‐
Write
an
email
-­‐
Role
play
with
a
friend
-­‐
Act
out
a
conversation
-­‐
Draw
a
flag
-­‐
Complete
a
ta-­‐
ble/grid/text
-­‐
Make
a
phone
call
-­‐
Act
out
a
conversation
The
English
alphabet
-­‐Classroom
commands
-­‐school
things
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
(awareness
raising)*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
2
Introduce
yourself
The
auxiliary
‘to
be’
The
possessive
adjec-­‐
tives
(my/your)
The
personal
pronouns
(
I/you)
-­‐Topical
lexis
related
to:
self/school/
countries/
flags/
currencies
-­‐
The
col-­‐
ours
3
Introduce
someone
-­‐The
personal
pronouns
(she/he)
-­‐the
possessive
adjec-­‐
tives:
His/her
-­‐mechanics
of
writing
(
direction/cursive
let-­‐
ters/capital
letters)
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
10
4
Give
one’s
age/
coun-­‐
try/hometown/phone
num-­‐
ber/
-­‐The
cardinal
adjectives
(
1-­‐
13)
-­‐the
prepositions:
in/from
-­‐auxiliary
questions(
yes/no
answers
with
to
be)
-­‐‘wh’
questions
(
where/what/who)
5
Ask
and
answer
about
hometown/country
location
/nationality
Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
6
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
7
I/I/P*
Describe
yourself
-­‐
Conduct
a
short
inter-­‐
view
-­‐
Draw
a
family
tree
-­‐
Play
games
(
guessing/
The
qualifiers:
tall/small;
dark/
fair;
slim
-­‐mechanics
of
writing
(
punctuation
signs:
full
Topical
lexis
related
to:
self/family/
Jobs/
age/size
*

2. board
game/puzzles)
stop)
/physical
appearance
(basic
words)
8
Describe
someone’s
physical
appearance
-­‐The
auxiliary
‘to
have’
*
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
11
9
Describe
and
talk
about
family
members
The
ordinal
numbers
10
Ask
and
give
information
about
family
and
friends
(age
/height/weight/job)
-­‐Auxiliary
questions
with
‘to
have
-­‐mechanics
of
writing:
the
question
mark/
link-­‐
ing
words:
and
/but
Remedial
work
project
work
achievement
phase
(ctd)
11
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
12
Ask
and
give
information
about
family
and
friends
(physical
appearance)
-­‐Act
out
a
conversation
-­‐Transfer
information
from
non-­‐verbal
to
ver-­‐
bal
Wh
questions
The
demonstratives:
this
/that
Topical
lexis
related
to:
self/family/
Jobs/
…
(
ctd)
*
Remedial
work
(
ctd)
project
work
(presentation
phase
12
13
FIRST
TERM
EXAMS
14
I/I/P*
Describe
and
talk
about
hob-­‐
bies/sports
-­‐
Play
games
(
guessing/
board
game/puzzles
-­‐write
an
email
-­‐
Transfer
information
from
nonverbal
to
verbal
-­‐the
articles:
a/an
-­‐plural
forms
of
prac-­‐
tised
words
Topical
lexis
related
to:
hobbies/
sports
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
15
Describe
and
talk
about
hob-­‐
bies/sports
-­‐
mechanics
of
writing:
comma/
linking
words:
and
/but
WINTER
HOLIDAYS
SECOND
TERM
PROJECT:
Write
a
questionnaire
about
after
school
activities
01
16
I/I/P
Describe
and
locate
places
-­‐
Draw
a
location
-­‐
Role
play
with
a
friend
-­‐
transfer
information
from
verbal
to
non-­‐
verbal
-­‐
classify
similar
items
/match
items
The
prepositions
of
location:
near/next
to/in
the
middle/on
the
right/on
the
left/
behind
/in
front
of/
opposite
Topical
lexis
related
to:
sport
place
/
amenities
*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
17
Ask
and
answer
about
loca-­‐
tions
18
Tell
the
time
The
preposition
‘at’+time
‘Wh’questions
Topical
lexis
related
to:
school
sub-­‐
jects
On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
19
Ask
and
answer
about
sports
Auxiliary
ques-­‐
tions/wh’questions
Topical
lexis
related
to
sports

3. /hobbies
02
20
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
(
whole
class)
21
I/I/P
Describe
your
favourite
sportsman
-­‐ Conduct
a
short
inter-­‐
view
-­‐ Write
an
email
-­‐ Write
an
agenda
of
daily
activities
-­‐ Write
school
sched-­‐
ules
The
definite
article
:’the’
-­‐
mechanics
of
writing:
comma/
linking
words:
and
/but
(
consolidation)
Topical
lexis
related
to:
sportsmen/
sport
activities
*
Remedial
work
project
work
achievement
phase
(ctd)
22
Describe
one’s
daily
activities
The
present
simple
tense
with
common
actions
Topical
lexis
related
to:
daily
life
23
Ask
and
answer
about
daily
activities
The
present
simple
tense
of
common
ac-­‐
tions
in
questions
Remedial
work
(
ctd)
project
work
(presentation
phase
03
24
SECOND
TERM
EXAMS
25
I/I/P
Ask
and
answer
about
daily
activities
-­‐
role
play
with
a
friend
-­‐
play
games(
guessing
/board
game/puzzles
-­‐
write
an
ID
card
of
an
animal
The
present
simple
tense
of
common
ac-­‐
tions
in
questions
and
short
answers
an-­‐
swers.
Topical
lexis
related
to:
daily
life
*
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
26
Describe
one’s
favourite
ani-­‐
mal
-­‐
mechanics
of
writing:
from
simple
sentences
to
short
paragraph
Topical
lexis
related
to:
animal
life
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Make
a
leaflet
for
the
protection
of
your
environment
04
27
I/I/P
Describe
and
talk
about
the
weather
-­‐ Complete
a
weather
forecast
map
-­‐ Transfer
information
from
weather
forecast
symbols
-­‐ Give
an
oral
presenta-­‐
tion
-­‐ Write
a
behaviour
chart
for
the
protection
of
animals
-­‐Qualifiers:
fine
/cold/warm/hot/
cloudy/snowy/windy
-­‐ The
future
simple
tense
-­‐Topical
lexis
related
to:
weather
fore-­‐
cast
The
cardinal
points
:
North/south/e
ast
/west+
prepositional
phrases:
in
the
North
/……
*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
28
Compare
countries
and
land-­‐
marks
The
comparative
of
superiority
(with
prac-­‐
tised
qualifiers)
Topical
lexis
related
to:landmarks/
countries
and

4. practised
lexis
29
Express
future
intentions
The
future
simple
tense
(consolidation)
Animals
in
danger
of
extinction
•
30
Make
resolutions
to
protect
animals
05
31
WEEK
OF
INTEGRATION/ASSESSMENT
OF
THE
LEARNING
PROCESS
32
I/I/P
Make
resolutions
to
protect
the
environment
-­‐ Write
a
behaviour
chart
for
the
protection
of
the
environment
-­‐ Write
school
regula-­‐
tions
The
future
simple
tense
to
express
reso-­‐
lutions
/will
Topical
lexis
related
to:
The
protec-­‐
tion
of
the
environ-­‐
ment/school
life
Remedial
work
project
work
achievement
phase
(ctd)
33
Make
school
resolutions
Remedial
work
(
ctd)
project
work
(presentation
phase
34
THIRD
TERM
EXAMS
TERM
!
2008
1AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
21 Talking about
present activi-
ties/ progressive
actions
The present continuous
tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about
rights and duties
The imperative
communicatif ciblé ( surcharge
de notions et fonctions)
2AM
Semaine Compétences / Ressources/ contenus observations
By
Mr.Samir
Bounab
(yellowdaffodil66@gmail.com)

5. MS2
official
yearly
planning
Months
weeks
Competency
focus
Learning
objectives
Communicative
tasks
Resources
group
works
/TD
grammar
lexis
Pronunciation
Learning
the
inte-­‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Make
a
profile
of
your
ideal
hero
09
1/
2
I/I/P*(
the
focus
will
depend
on
the
learning
session
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
3
Greet
someone
(review
and
ex-­‐
pansion)
-­‐Role
play
with
a
friend
-­‐Complete
a
conversation
-­‐Transfer
from
non-­‐verbal
to
verbal
messages
-­‐interview
your
friend
-­‐write
a
short
biography
-­‐write
a
timeline
of
events
-­‐give
a
presentation
The
present
simple
tense
(
review)
Conventions
of
writing
:
ordering
simple
sen-­‐
tences
Formulaic
expressions
for
greeting
and(when
meeting
s.o.
or
parting)
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
(awareness
raising)*+
ed
past
pro-­‐
nunciation/
‘s’
final
pronunciation
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
10
4
Describe
someone
(
review
and
expansion):
Physical
appearance/personality
features/abilities/preferences
-­‐The
present
simple
tense
(
review
and
ex-­‐
pansion
-­‐Qualifiers
-­‐plural
forms
(
regular
and
irregular
-­‐‘can’
ability
-­‐ Topical
lexis
relat-­‐
ed
to:
a
person’s
description
5
Describe
a
famous
person
(
short
biography)
-­‐ The
past
simple
tense
(
common
regular
and
irregular
verbs
-­‐ Conventions
of
writing:
-­‐ Punctuation
signs
(
review)
-­‐ Time
markers
in
biog-­‐
raphy
writing/linking
words
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
6
Ask
and
give
information
about
famous
people
-­‐
‘Wh’
questions
(
re-­‐
view
and
expansion
/
alternative
questions
for
‘when’:
how
long/how
often/
)
7
Ask
and
give
information
about
possessions
-­‐ Possessive
pronouns
-­‐ The
genitive
-­‐Aux.
and
WH
questions
Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
8
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)

6. needs)
Achievement
phase
of
project
work
11
9
I/I/P*
Talk
about
inventions
-­‐draw
a
timeline
of
inven-­‐
tions
-­‐role
play
with
friends
-­‐
complete
a
conversation
-­‐
solve
problems
-­‐
create
a
guessing
game
-­‐make
a
language
game
(
crossword/wordsearch…)
The
prepositions
of
time(
in+
year/month..)on…
Topical
lexis
related
to:inventions
*+
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
10
Make
polite
requests
-­‐ Can
/permission
-­‐ Can
/could
/polite
requests
Formulaic
expressions
in
polite
requests
/social
lan-­‐
guage
Word
for-­‐
mation
:
the
suffix
‘ly’
in
adverbs
of
manner
11
Give
advice
-­‐Adverbs
of
manner
-­‐the
modal
‘should’
Conventions
of
writing:
format
of
informal
letter
Remedial
work
project
work
achievement
phase
(ctd)
12
Express
possibility
Can
/possibility
12
13
FIRST
TERM
EXAM
14
I/I/P*
Conduct
an
interview
-­‐Complete
a
conversation
-­‐Act
out
a
conversation
Conventions
of
writing:
Ordering
sentences
(
scrambled
conversa-­‐
tion)
Social
lan-­‐
guage
/
*
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
15
Conduct
an
interview
WINTER
HOLIDAY
Second
Term
Project:
Write
your
Ideal
Menu
01
16
I/I/P*
Talk
about
food
preferences
-­‐Write
a
shopping
list
-­‐Classify
food
items
-­‐write
a
menu/a
bill
/
a
recipe
-­‐act
out
a
conversation
Wh
questions(
review
and
expansion/
which
one(s)……
?
(food
pref-­‐
erences)
-­‐ Topical
lexis
related
to:
Food
/
herb-­‐
als/
food
pro-­‐
cessing
*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
17
Ask
and
give
information
about
food
quantities
and
prices
-­‐Wh
questions(
review
and
expansion/
how
much
/how
many….?
-­‐
Some
/any
-­‐
The
demonstratives
:
these/those
18
Make
recommendations
for
a
healthy
diet
-­‐ The
modals
:
must
/should
-­‐ Conventions
of
writing:
linking
words
:
review
and
expansion
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
19
Express
warnings
Write
a
notice(
for
warn-­‐
ing)
-­‐ Phrases/expre
ssions
/
in
pub-­‐
lic
notices

7. • Summative
assessment
02
20
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
21
I/I/P*
Give
instructions
Write
instructions
-­‐ The
imperative
-­‐ The
passive
voice
with
the
present
sim-­‐
ple
-­‐ The
sequencers:
first
/
then/
after
that
/..
finally
Topical
lexis
related
to:
recipe
making
*
22
Describe
a
process
Write
a
recipe
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
23
Make
future
plans
-­‐Write
a
map
route
-­‐Write
a
brochure
for
holi-­‐
days
The
immediate
future
‘going
to’
Topical
lexis
related
to
lei-­‐
sure
activities
03
24
SECOND
TERM
EXAM
25
I/I/P*
Make
choices
-­‐Circle
differences
-­‐
Classify
similarities
-­‐Wh
questions(
review
and
expansion/
which
one(s)……
?
broader
preferences
-­‐
why….
?
…..
because…
-­‐Like
+
gerund
Topical
lexis
related
to
lei-­‐
sure
activities
*
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
26
Offer
help/make
suggestions/an
invitation
-­‐Complete
a
conversation
-­‐Act
out
a
conversation
-­‐write
an
invitation
mes-­‐
sage
-­‐
Would
in
polite
re-­‐
quests
Formulaic
ex-­‐
pressions
In
social
language
(
inviting/
mak-­‐
ing
suggestions/
offering
help
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Write
a
scrap
book
of
short
stories
04
27
I/I/P*
Ask
and
give
information
about
someone’s
career
-­‐Write
about
daily
sched-­‐
ules
-­‐
Act
out
a
conversation
-­‐Transfer
from
non-­‐
verbal
to
verbal
messages
-­‐Complete
a
conversa-­‐
tion/
a
table/a
grid/a
short
paragraph
-­‐
Role
play
with
a
friend
-­‐Give
a
presentation
-­‐the
present
perfect
tense
/
finished
past
with
present
results
(
without
time
markers)
Topical
lexis
related
to
daily
sched-­‐
ules/
profes-­‐
sional
tasks/chores
*+
ed
past
pronunciation
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
28
Ask
and
give
information
about
someone’s
career
(ctd)
29
I/I/P*
AAsk
and
give
information
about
someone’s
past
activities
The
past
simple
tense
(
review
and
expansion
Topical
lexis
related
to
past
experi-­‐
ences
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
30
Ask
and
give
information
about
someone’s
past
activities
(ctd)

8. 05
31
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
-­‐ Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
needs)
-­‐Achievement
phase
of
project
work
32
I/I/P*
Tell
a
short
story
-­‐ Write
a
short
story
-­‐ Find
a
different
end-­‐
ing
to
a
story
-­‐ Write
a
flyer/
a
leaflet
-­‐ The
past
simple
tense
-­‐ Time
markers
:
transitional
devices
in
story
telling
Formulaic
expressions
in
story
tell-­‐
ing
*
33
Tell
a
short
story
(ctd)
Presentation
phase
of
the
pro-­‐
ject
34
THIRD
TERM
EXAM
Observation:
Intonation
is
by
no
means
to
be
considered
as
a
teaching
objective.
But
it
is
important
to
raise
awareness
about
rising
and
falling
intonation
in
oral
interaction,
when
acting
out
conversations
(asking
questions
and
giving
answers
/
...)
!
2008
1AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
21 Talking about
present activi-
ties/ progressive
actions
The present continuous
tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about
rights and duties
The imperative
communicatif ciblé ( surcharge
de notions et fonctions)
2AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
17 Talking about
discoveries
The passive voice with
past simple tense
Keep the passive voice with de-
scribing a process / how infu-
sions are prepared
!
2008
1AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
21 Talking about
present activi-
ties/ progressive
actions
The present continuous
tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about
rights and duties
The imperative
communicatif ciblé ( surcharge
de notions et fonctions)
2AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
17 Talking about
discoveries
The passive voice with
past simple tense
Keep the passive voice with de-
scribing a process / how infu-
sions are prepared
26 /27 Enquiring about
a-
reer
The present perfect tense
communicatif ciblé ( surcharge
de notions et fonctions)
3AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
By
Mr.Samir
Bounab
(yellowdaffodil66@gmail.com)

9. MS3
official
yearly
planning
Months
weeks
Competency
focus
Learning
objectives
Communicative
tasks
Resources
group
works
/TD
grammar
lexis
Pronunciation
Learning
the
inte-­‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT: Make the description of your ideal friend
09
1/
2
I/I/P*(
the
focus
will
depend
on
the
learning
session
kind)
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
3
Greet
someone
(
formal
and
in-­‐
formal
greetings)
Role
play
with
a
friend
To
have
/
to
be
(
review)
Formal
and
informal
expressions
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
+’s’
final
pronunciation
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
10
4
Describe
someone:
Physical
appearance
Personality
features
Likes
and
dislikes
-­‐Write
a
letter
to
a
friend
-­‐Write
an
email
-­‐Make
a
short
video
seg-­‐
ment
-­‐Transfer
from
non-­‐verbal
to
verbal
message
-­‐Do
a
survey
-­‐The
present
simple
tense
(
review
and
ex-­‐
pansion)
-­‐qualifiers
/personality
features
-­‐
linking
words:
but
/and
with
qualifiers
-­‐Topical
lexis
related
to
a
person’s
description
-­‐
Topical
lexis
related
to
leisure
activi-­‐
ties
5
Describe
someone
(ctd)
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
6
Ask
and
answer
about
someone
Auxiliary
questions
Wh
questions
/
what
is
S/he
like?
/
what
does
S/he
look
like?
7
Define
and
give
explanations
The
relative
pronouns
(who/which)
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Achievement
phase
of
project
work
8
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
11
9
I/I/P*
Ask
for
clarifications
-­‐Write
an
email
-­‐
write
an
e-­‐card
message
for
invitation
-­‐write
a
greeting
card
message
-­‐Write
a
thank
you
note
-­‐
write
an
apology
reply
to
an
invitation
The
modals:
may/could/would
Formulaic
expressions
in
polite
re-­‐
quests/social
language
*+stress
on
practised
strong
words
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
10
Make
invitations
11
Accept
and
decline
invitations
Remedial
work
project
work
achievement
phase
(ctd)
12
Plan
a
visit
-­‐Draw
a
diagram
-­‐Write
your
diary
The
future
simple
tense
(
review)
Topical
lexis
related
to
holidays

10. 12
13
FIRST
TERM
EXAM
14
I/I/P*
Make
future
arrangements
-­‐Make
a
travel
schedule
-­‐
transfer
from
non-­‐verbal
to
verbal
messages(
from
diary
schedules
to
text)
-­‐The
present
continuous
tense
with
future
mean-­‐
ing
-­‐
Wh
questions
(
review
and
expansion:
How
far….)
Topical
lexis
related
to
arrange-­‐
ments/
schedules
*
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
15
Make
future
arrangements
WINTER
HOLIDAY
Second
term
project: Make a timeline of inventions/
01
16
I/I/P*
Talk
about
means
of
transport
Draw
a
road
map
with
transport
symbols
Transfer
from
non-­‐
verbal
to
verbal
-­‐Prepositions
of
move-­‐
ment
(
to
show
direc-­‐
tions)
-­‐Question
word:
How
(
asking
about
means
of
transport)
Prepositions
of
location
(
review
and
expansion)
Means
of
transport/
lexis
related
to
travelling
*
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
17
Ask
about
distance
and
travelling
schedules
Complete
a
table
/
a
grid/
a
conversation
/
Act
out
a
conversation
Make
a
travel
schedule
18
Describe
local
amenities
Draw
the
map
of
your
local
area
Topical
lexis
related
to
amenities
/
places
*
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
19
Ask
and
give
information
about
directions
Draw
a
map
route
Transfer
from
map
to
paragraph
02
20
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
21
I/I/P*
Checking
understanding
and
con-­‐
vince
someone
(about
misunder-­‐
standings
Act
out
a
conversation
Complete
a
conversation
Auxiliaries
do/will/would
-­‐Expressions
related
to
clarifications
-­‐
topical
lexis
related
to
animal
life
(
species
in
danger
of
extinction)
*+
strong
and
weak
forms
of
practised
auxiliaries
and
modals
22
Ask
for
clarification
Design
an
ID
card
of
an
animal
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
23
Ask
for
permission
Role
play
with
a
friend
03
24
SECOND
TERM
EXAM
Third
term
project: Make a leaflet of your ideal city
25
I/I/
P*
Express
obligation
Write
a
list
of
regulations
-­‐The
imperative
-­‐
should
and
must
Topical
lexis
to
the
pro-­‐
*+
stre
ss
on
pra
ctis
ed
stro
ng
wor
ds
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
26
Express
obligation
(ctd)

11. tection
of
the
environ-­‐
ment
project
work
/evaluation
SPRING
HOLIDAY
THIRD
TERM
PROJECT
04
27
I/I/P*
Describe
past
events
-­‐Write
an
account
on
past
experiences/
holidays
The
past
simple
tense
Topical
lexis
related
to
past
experi-­‐
ences
:
holi-­‐
days
*+
ed
past
pronunciation
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
28
Describe
one’s
last
holidays
-­‐The
past
simple
and
the
past
continuous
-­‐time
conjunctions
(as/when/while)
29
Express
cause
and
effect
of
events
-­‐
Transfer
from
non-­‐
verbal
to
verbal
-­‐Write
a
newspaper
article
-­‐Cause
and
effect
con-­‐
junctions
(
so/because/as
a
result)
The
present
perfect+
since/for
Topical
lexis
related
to
inventions/
leisure
activi-­‐
ties
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
30
I/I/P*
Describe
and
locate
countries
Complete
a
map/a
grid
/a
table/
a
text
Transfer’
from
non
-­‐verbal
to
verbal
Make
an
oral
presentation
-­‐The
passive
voice
(
is
located/
bordered…
-­‐Prepositions
of
place
(
country
location)
-­‐Topical
lexis
related
to
amenities
/
places(
loca-­‐
tion
)/landmarks
05
31
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
-­‐ Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
needs)
-­‐Achievement
phase
of
project
work
32
I/I/P*
Compare
countries
-­‐Complete
a
table/
a
text/
-­‐
transfer
from
non-­‐
verbal
to
verbal
(
turn
graphic
information
to
text)
-­‐The
comparison
(
re-­‐
view
and
expansion
:
superiority/equality/the
superlative
Lexis
related
to
country
features(
bounda-­‐
ries/populati
ons
/scenery),
in
comparison
or
contrast
with
others
*+strong
and
weak
form
of
more
/
as…as
33
Express
feelings
about
monu-­‐
ments
/
places
of
interest
-­‐Role
play
with
a
friend
Write
a
letter
/
an
account
on
famous
places
Interjections:
What
a
….!
How
+
adjective…..!
Topical
lexis
related
to
landmarks
-­‐
Expressions
of
emotional
feelings
Presentation
phase
of
the
pro-­‐
ject
34
THIRD
TERM
EXAM

12. !
2008
1AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
21 Talking about
present activi-
ties/ progressive
actions
The present continuous
tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about
rights and duties
The imperative
communicatif ciblé ( surcharge
de notions et fonctions)
2AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
17 Talking about
discoveries
The passive voice with
past simple tense
Keep the passive voice with de-
scribing a process / how infu-
sions are prepared
26 /27 Enquiring about
a-
reer
The present perfect tense
communicatif ciblé ( surcharge
de notions et fonctions)
3AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
7 Defining
/explaining*
Mak-
ing/accepting
/declining invita-
tions*
The relative clauses /
who / which
Would you
*Match it with week 5 / describ-
ing people
*to match with week six ( social
language)
11 Making sugges- Do you mind? Niveau de langue trop formel
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+'7
sions are prepared
26 /27 Enquiring about
a-
reer
The present perfect tense
communicatif ciblé ( surcharge
de notions et fonctions)
3AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
7 Defining
/explaining*
Mak-
ing/accepting
/declining invita-
tions*
The relative clauses /
who / which
Would you
*Match it with week 5 / describ-
ing people
*to match with week six ( social
language)
11 Making sugges-
tions
Do you mind?
Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple
( review)
À considérer comme rappel
communicatif ciblé)
19 Describing ac-
tions that hap-
pened in the past
and affect the
present
The present perfect per-
fect with either since / for
Or with the adverbs of
time : already / yet
communication ciblé et focalisa-
i-
tionnel de la grammaire
4AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
by
Mr
Samir
Bounab
(
yellowdaffodil66@gmail.com
)

13. MS4
official
yearly
planning
Months
weeks
Competency
focus
Learning
objectives
Communicative
tasks
Resources
group
works
/TD
grammar
lexis
Pronunciation
Learning
the
inte-­‐
gration
Assessing
the
integration
FIRST
TERM
PROJECT:
Design
a
web
page
/
a
blog
09
1/
2
I/I/P*(
the
focus
will
depend
on
the
learning
ses-­‐
sion
kind)
DIAGNOSTIC
ASSESSMENT
(
PREPARATION(
REVIEW
AND
REMEDIAL
WORK)
AND
ASSESSMENT)
3
Ask
and
give
information
about
food
-­‐ Write
a
healthy
menu
-­‐ Role
play
to
order
a
menu
-­‐ Write
a
recipe
for
suc-­‐
cess
-­‐ Produce
an
ad
for
a
res-­‐
taurant
The
present
simple
tense
(
review)
-­‐ Topical
lexis
related
to
food:
-­‐ Junk
food/heal-­‐
thy
food
-­‐ Food
habits
/table
man-­‐
ners/recipes
Pronunciation
of
practised
words
Rising
and
falling
intonation
in
oral
interaction
+
silent
letters
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
10
4
Make
recommendations
about
table
manners
Use
of
modals
(
should
and
must)
5
Give
instructions
(
recipe
making)
The
imperative/
se-­‐
quencers
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
6
Compare
and
contrast
food
items
The
comparative
of
su-­‐
periority/the
superlative
(regular
and
irregular
forms)
7
Compare
and
contrast
food
items
(ctd)
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Achievement
phase
of
project
work
8
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
11
9
I/I/P*
Describe
food
habits
-­‐ Write
an
email
Review
of
present
tens-­‐
es
Meal
times
/dishes
*
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
10
Make
polite
requests
-­‐Write
a
letter
of
applica-­‐
tion
-­‐design
a
commercial
ad-­‐
vert
The
modals
(
can
/could
/would
Topical
lexis
related
to
technolo-­‐
gy/skills
/ICts
-­‐negative
prefixes
(
in/dis
/un)
*rising
and
falling
intonation
in
requests+
strong
and
weak
form
of
modals
11
I/I/P*
Express
ability/inability/possibility
-­‐The
modals
can
/could/
was
able
to
-­‐
Remedial
work
project
work
achievement
phase
(ctd)
12
Express
obligation/prohibition/
Write
notices
The
modal
must
/
have
to
Lexis
related
to
regula-­‐
tions/
social
skills
12
13
FIRST
TERM
EXAM

14. 14
I/I/P*
Express
agreement
Role
play
with
a
friend
Auxiliary
verbs
in
short
forms
(
So
am
I
/
Neither
do
I)
Social
lan-­‐
guage
*
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
15
Talk
about
causes
and
effect
of
pollution
Write
a
letter
of
complaint
Cause
and
effect
con-­‐
junctions/
connectors
Topical
lexis
related
to
the
protection
of
the
environ-­‐
ment
WINTER
HOLIDAY
Second
term
Project:
Make
a
career
project
01
16
Predict
future
actions
-­‐ Write
a
personal
diary
-­‐ Make
a
speech
-­‐ Write
an
email
-­‐ Complete
a
conversation
/a
table
/
a
text
-­‐ Role
play
with
a
friend
Time
clauses
with
pre-­‐
sent
simple
and
future
simple
tense
in
the
main
clause
Topical
lexis
related
to
educational
systems
*
+
discrimination
between
short
and
long
vowels+
consonant
clusters+
stress
in
strong
words
/
sentence
stress
Remedial
work
(
to
be
determined
according
to
learners’
needs)
Preparation
of
project
work
17
I/I/P*
Express
condition
Conditional
type
one
-­‐Topical
lexis
related
to
hopes/expect
ations
-­‐word
for-­‐
mation:
suf-­‐
fixing
to
form
names
of
jobs/occu-­‐
pations
18
Make
suggestions/offers
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Project
work
process
assess-­‐
ment
• Summative
assessment
19
Express
satisfaction/dissatisfaction
Verbs
of
feeling
Idiomatic
expressions:
I
am
fond
of
/keen
on…
02
20
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
Remedial
work
(
to
be
deter-­‐
mined
according
to
learners’
needs)
Achievement
phase
of
project
work
21
I/I/P*
Describe
people’s
life
in
the
past
-­‐ Do
a
portrait
/a
biog-­‐
raphy
-­‐ Draw
the
timeline
of
Arab
scientists
-­‐the
past
simple
tense
-­‐The
semi
modal
‘used
to’
-­‐ Topical
lexis
related
to
life
in
ancient
times
-­‐Lexis
related
to
biog-­‐
raphies
*+
diphthongs
22
Describe
people’s
life
in
the
past
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
Presentation
of
project
work
23
03
24
SECOND
TERM
EXAM
25
I/I/P*
Ask
and
give
information
about
life
in
the
past
-­‐ Write
an
account
of
past
and
present
life
-­‐ Do
a
collage/poster
presentation
on
land-­‐
marks/great
figures
-­‐
The
relative
pronouns
(
who/which/where/
when
-­‐Lexis
related
to
ancient
places/
trades/
occu-­‐
pations
-­‐
Names
of
Remedial
work
(
to
be
determined
according
to
learners’
needs
for
the
whole
term)
project
work
/evaluation
26
Define
past
objects/past
places/
people’s
past
occupations

15. ancient
tools
SPRING
HOLIDAY
THIRD
TERM
PROJECT:
Write
a
narrative
account
on
a
topic
of
interest
04
27
-­‐ Report
events
(
tragic
/odd
ones)
-­‐ Write
a
newspaper
article
-­‐ Transform
newspaper
headlines
into
articles
The
present
tenses
in
newspaper
reports
The
present
simple
(
review
and
expansion)
The
present
perfect
simple+
adverbs
of
time
(
just/so
far/yet/already/since
/for)
-­‐Topical
lexis
related
to
Media
/
the
press(
news
in
brief/
sad
and
funny
events
*review
of
practised
vowel
sounds
and
consonants
/rising
and
falling
intonation
in
yes
answers
Remedial
work
(
to
be
determined
according
to
learners’
needs)
28
29
I/I/P*
-­‐Tell
a
story
-­‐ Write
a
narrative
account
of
your
recent
past
expe-­‐
rience
-­‐The
past
tenses:
the
past
simple
and
the
past
continuous
Time
clauses
with
past
tenses
:conjunctions
(
when
/while/as)
Topical
lexis
related
to
fiction
(
fairy
tales/
folk
tales
and
fables)
Express
cause
and
effect
in
story
telling
Write
a
narrative
account
of
your
recent
past
experi-­‐
ence
• Project
work
process
assessment
Review
of
cause
and
effext
linking
devices
-­‐On-­‐going
assessment/
-­‐Performance
assessment
(
oral
and
written):
• Summative
assessment
30

16. 05
31
WEEK
OF
INTEGRATION/
ASSESSMENT
OF
THE
LEARNING
PROCESS
(WHOLE
CLASS)
REVIEW
AND
REMEDIAL
WORK
(preparation
to
BEM
exam),
according
to
learners’
needs
32
Third
term
exam
!
2008
1AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
21 Talking about
present activi-
ties/ progressive
actions
The present continuous
tense communicatif ciblé ( surcharge
de notions et fonctions)
29 Talking about
rights and duties
The imperative
communicatif ciblé ( surcharge
de notions et fonctions)
2AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
17 Talking about
discoveries
The passive voice with
past simple tense
Keep the passive voice with de-
scribing a process / how infu-
sions are prepared
26 /27 Enquiring about
a-
reer
The present perfect tense
communicatif ciblé ( surcharge
de notions et fonctions)
3AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
7 Defining
/explaining*
Mak-
The relative clauses /
who / which
Would you
*Match it with week 5 / describ-
ing people
*to match with week six ( social
language)
!"#$#%&'(#%)'*#"'&+',-.'/ #01&#%2'34#%'5678' 9#1+
!
tions*
11 Making sugges-
tions
Do you mind?
Prepositions???
Niveau de langue trop formel
14 Prediciting The future simple
( review)
À considérer comme rappel
communicatif ciblé)
19 Describing ac-
tions that hap-
pened in the past
and affect the
present
The present perfect per-
fect with either since / for
Or with the adverbs of
time : already / yet
communication ciblé et focalisa-
i-
tionnel de la grammaire
4AM
Semaine Compétences /
objectifs
Ressources/ contenus
linguistiques
observations
!
5 Seeking agree-
ment
Tag questions
préalable pour le développement
de compétences communica-
.Ce point de langue peut être
intégré comme formes lexicales
9 Expressing abil-
ity/inability/possi
bility
might
cycle moyen
10 Expressing obli-
gation
Need to Prête à amalgame entre obliga-
m-
munication
21 Expressing un-
certainty
Conditional type 2 Trop formel pour le cycle moyen
22 Asking And Giv-
ing Recommen-
dations
Might / would and could Trop formel pour le cycle moyen
23 Seeking and giv-
ing advice
If I were
25 Giving Warnings Might Trop formel
!
!
!
By
Mr.Samir
Bounab(yellowdaffodil66@gmail.com)