How to apply the 2 G curriculum 1 - The pedagogic project 2- The sequence 3- The session ( 4 situations) 3- Guided sheet = lesson focus 5- Lesson plan model 6- The project work By : Mr Samir Bounab ( Teacher Trainer at MONE)

1. By
Mr Samir Bounab
(yellowdaffodil66@gmail.com)

2. 2 Generation Curriculum May 2015
By Mr Samir Bounab ( Yellowdaffodil66@gmail.com )
The pedagogic project
(Didactic unit)
Sequence (s)
Session (s) Session (s) Session (s) Session (s)
PPU
(speaking) +
PIASP
( grammar &
pronunciation)
+ TD
PDP
(reading/listening
) +
PIASP
( grammar &
pronunciation)
+ TD
Situation of
integration
(writing process )
+
Learning
integration &
Assessing
integration)
Evaluation
( Formative and
summative
assessment)
LE PROJET page19 (doc
Accomp)
Impliquant une centration de l’acte
éducatif sur l’apprenant, le projet
pédagogique est le cadre
intégrateur dans lequel les
apprentissages destinés à installer,
une ou des compétences, prennent
tout leur sens. Il se compose d’un
certain nombre de séquences dont
le nombre est fonction des objectifs
à atteindre. Chaque séquence est
elle-même démultipliée en séances
déterminées par les tâches à
accomplir et les activités qui leur
correspondent.
The number of sequences depend on
the number of learning objectives
Each session starts with:
1- “problem solving situation
2- Input situation =acquisition
& installing resources
3- Situation of integration (
learning integration &
assessing integration
4- Evaluation situation ( test –
exams – project round up……
The project Work
Le projet est également une tâche
de production orale ou écrite que
réalisent les apprenants en
groupes. Il est à présenter à la fin
de plusieurs séquences groupées
d’apprentissage.
page19 (doc Accompagnement)
Learning sequence Learning sequence Learning sequence

3. 2 Generation curriculum : Learning sequence ( lesson plan)
Sample of MS 1 level learning sequence
Reminder of “global competence = exit profile of MS 1 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 text /messages , using audio and visual aids ( ICTs/ Video)
Level 1AM
Communicative competence = ( swbat= Aim) By the end of this sequence and in a situation of meaningful communication,using written,visual of oral
support,the learner will be able to interact orally,interpret and produce oral and written messages to
« introduce oneself”
COMPONENTS OF TERMINAL
competency
introduce Self talk , preferences , his family and his country using
Interaction strategies (opening , turn-taking , Taking leave , etc. )
initial PROBLEM SITUATION
(I Ps)
It's your first day in a new school. Present yourself to your classmates . Speak of yourself your family ,
your country and what you love
Number of teaching-learning sessions Two to three sessions
RESOURCE ACQUISITION
RESOURCE ACQUISITION
Function : Introducing Oneself
Structures
-Auxiliary: to be
Personal pronouns: I – you
Possessive adjectives my/your
Pronoun : it
Preposition: in /from
Numbers : from 1 to 13
Lexis :Hello /Hi What/where Glad/nice
sounds: /i/ /ai/ /en / /een/
Competences transversals: cross curricular competencies
1-D’ordre intellect = Intellectual order
 exploits and interprets the messages of verbal or nonverbal kinds
2- Methodological :
 adopts behaviors that promote work by peer group
 uses listening strategies , interpretation and oral and written production
3- communicative :
 operates its ability to communicate with others and using ICT
 uses modern means (chat) to interact with learners / speakers from other cultures where English is the medium of
communication
4- personal and social :
 values its role and that of others

4.  promotes socialization in his behavior and oral exchanges and / or written
 develops attitudes of solidarity
Values :
 The learner values its identity in its three dimensions ( Arabic , Islamic identity , Amazigh ) communicating in English
 and identity markers (name, nationality , flag, its national currency )
 He shows his curiosity for the people of his other countries age and identity markers .It Made known his country , its
national and regional festivals
Cultural aspect : Any cultural aspect that can exist in the learners areas
Exit Profile by Key Stage : Key Stage 1/ MS1 ( national curriculum pages 116 -13)
By the end of the Key Stage 1, the learner will be able to interact , interpret and produce oral and written
messages/ texts ofaverage complexity, of a descriptive type, using verbal or non-verbal supports (written texts,
audio and visual aids) and inmeaningful situations related to his environment and interests.
Guiding Principles for Teaching English and Teacher Competencies = “ 9 guiding
principles ( National curriculum :page 56 – 59)
SITUATION APPRENTISSAGE à L’
INTEGRATION
= SITUATION LEARNING to
INTEGRATION
(These will be the subject of several learning sessions for the development of targeted skills and
integrating appropriate resources )
At school
In class
A web chat
SOLUTION of the initial problem situation Communicative tasks related to the competence terminal will serve as benchmarks in the formative
evaluation :
role play with a friend
Write an ID card
Write an email
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com

5. Suggested lesson plan model sheet
Time values interaction procedure competencies VAKT
Teacher need to
mention the time
allocated to each
step and stage
and needs to
master that to
reach the
objective planned
Pedago,
Culture,
National
All what
can show
our history
, traditions
and build a
good
citizen
Teachers and
learners
interaction in
order to
avoid TTT
time
Lesson
Can be
PPU PDP Writing process
Speaking (Read/ listen) (situation of integration)
Lesson
Tutorial classes ( TD) = Remedial work + project
PIASP teaching method follow up)
(presentation- isolation- analysis- stating rule
Practice ( based form – meaning based – communicative based tasks)
Grammar / pronunciation item
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com
Interact
Interpret
Produce
The 3 IIP that
makes the
lesson
Conform to CBA
Competency based
approach and bloom
taxonomy
VAKT = deals
with the learning
styles of the
learners
Or the type of
visual aids used
to perform the
lesson , they
must be
mentioned at
each stage of the
lesson
V= visual
A= audio
K=kinesthetic
T = t