PEOPLE’S DEMOCRATIC REPUBLIC OF

ALGERIA
‫وزارة التربية الوطنية‬
MINISTRY OF NATIONAL EDUCATION
‫المفتشية العامة للبيداغوجيا‬

GENERAL PEDAGOGIC INSPECTORAL BOARD

TEACHER’S GUIDE

Middle School

Key stage 3/Year Four

Boumerdes, April 2018

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 Table of contents

I. Introduction and Rationale …………………………………

II. Procedural Guidelines ………………………………………
……………………………… Designing the Planning Learning 2.1
2.1.1 Themes and Topics …………………………………………..
2.1.2 Learning Objectives ………………………………………….
2.1.3 Linguistic Resources …………………………………………
.……………………………………… Communicative Tasks 2.1.4
2.1.5 The Four Sequences …………………………………………
2.2 Coursebook Adaptation Procedures …………………………..
.……………………………………………… III. Tutorial Sessions
.………………………………………IV. Yearly Assessment Plans
……………………… The Yearly Pedagogic Assessment Plan 4.1
..…………………… The Yearly Continuous Assessment Plan 4.2
V. Recommendations to teachers ………………………………….
..…………………………………………………… VI. Appendices
5.1 Appendix A: : The Guiding Principles………………………..
5.2 Appendix B: Bloom Taxonomy and Learning Objectives….
5.3 Appendix C : The Coursebook Adaptation Chart …………..

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5.4 Appendix D: The Yearly Ongoing Assessment Plan………..
5.5 Appendix E: The Yearly Pedagogic Assessment Plan …….
5.6 Appendix F : SupportingTexts

Methodological Guide
Planning Learning and Course book conformity

I. Introduction and Rationale:

First and foremost, this guide aims at helping MS4 teachers to make best use
of the current coursebook, “ON THE MOVE” which has been adapted to fit the
second generation curriculum as well as the suggested planning learning. The adapted
coursebook will be temporarily used during the school year (2018/2019) due to the
fact that the new manual could not be ready on time as it was the case for the
coursebooks of former key stages and levels (MS 1, MS 2 & MS3).
The adapted coursebook cannot but be used in line with the conceptual
framework of the Competency-Based Approach (hereafter, CBA) and within the
macro context of the intertwined processes of teaching, learning and assessment.
Thus, to meet learners’ learning needs and difficulties and to cope with their
psychological and social problems, there is perhaps no better than tutorial sessions in

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which teachers are closer to learners, building a safe tutor-tutee rapport to involve and
motivate them. Accordingly, this guide includes a set of guidelines to help teachers
design and deliver purposeful tutorials that should break with whole-class learning
environments.
The aforementioned talk implicitly foregrounds the paramount importance of
assessment to judge and collect evidence on learners’ learning, attainment, progress
and needs and to provide an evaluative lens through which a teacher can either
approve or revise a teaching method or technique. Depicting the continuous
assessment process along the school year, two types of assessment plans make part
of this guide, namely The Yearly Pedagogic Assessment Plan and The Yearly
Continuous Assessment Plan (See Appendices … & …).

II. Procedural Guidelines:

The adaptation of the coursebook underwent a two-stage process; elaborating
the planning learning to identify the different sequences and their constituents and
scrutinising the coursebook to select the content that is more or less congruent with
the elaborated learning plan.

2.1 Designing the Planning Learning

In compliance with the curricular principles and the tenets of the CBA, a
planning learning has been designed. This planning incorporates four sequences to be
covered by the end of the school year. The first two sequences should be dealt with
in the first term, sequence three in the second whereas the last one in the third
term. Along the school year, learners are required to conduct at least two projects;
one in each of the first two terms because of time constraints.
Although each sequence subsumes a model of initial problem-solving situations,
situations for installing resources, and situations for integration and assessment,
it is up to the teacher to suggest others according to his/her loci of activity and
learning contexts. The proposed learning plan also includes topics, learning
objectives, resources (grammar, lexis & pronunciation) and a variety of relevant
communicative tasks.

2.1.1 Themes and Topics

The themes/topics are related to learners’ life, their surroundings (home,
school), dreams, wishes, and relevant to their areas of interest (music , films, drama,
social networks, historical monuments ,etc.), the suggested topics primarily aim at

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expanding learners’ knowledge about culture, science, history and the like and
inculcating values of national and international citizenship, solidarity, eating ethics,
table manners, among others. Respecting the topical categories (i.e. “Me”, “My
World” & “The World”) the main topics depict:

(a) The learner’s personal life (his personality features, his embarrassing and
enriching experiences, his ambitions, his dreams, his projects);
(b) Her/his personal environment (family advice, commitment with charity clubs
and respect, healthy food and table manners, hobbies );
(c) Her / his enlarged environment (forums and discussion networks on food and
dishes around the world, landmarks and monuments, national and universal
landmarks, outstanding figures in history, literature and arts and the world ).

2.1.2 Learning Objectives

The included learning objectives are specific, measurable, achievable,
relevant and time-bound (SMART) and stated in action verbs respecting Bloom’s
Taxonomy. They identify the domains (oral & written), the competencies (interact,
interpret, produce),
cross-curricular competencies (intellectual, methodological, communicative,
personal/social) as well as values.

2.1.3 Linguistic Resources

The linguistic resources can be extracted /selected from the rubric
“Resources” in the learning plan or from the curriculum. Note that they should be
taught if met for the first time following the PPP/PPU framework or consolidated if
seen in previous key stages. Besides, structures and functions, the related topical lexis
and pronunciation should be contextualized respecting the theme of each
sequence.

2.1.4 Communicative Tasks

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 Since English should be taught as a two-way communication respecting the
principles of the communicative competence, a variety of communicative tasks (
interviewing, writing a letter, role playing…) are required to be dealt with in each
sequence. Under is a compilation of the four sequences coupled with the
corresponding learning objectives and projects.
2.1.5 The Four Sequences
By dint of the fact that the four sequences are clearly detailed in the learning
plan (See Appendix), what follows are just snapshots of each sequence to highlight
the learning objectives and present the two suggested projects.

Sequence One (“Me”): My Personality Features and Experiences

Leaarning objetcives

(a) Make a portrait

(b) Write a report on events, facts, experiences (embarrassing and positives ones
(c) Express likes and dislikes in arts, cinema, music, and the digital/ electronic
devices
(d) Talk about hobbies

Sequence Two (“Me”): My Prospects and Initiatives

Learning objectives

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 (a) Give information/respond to questions about me, my dreams, my projects,
career education and the digital/ electronic devices
(b) Speculating and predicting future actions
(c) Express condition (If clause type one)

First Term Project One

Project One (Sequence one and two) “Make a Moudjahid Portrait”

I PREPARE MY FIRST TERM PROJECT.

A MOUDJAHID PORTRAIT
We are celebrating The 1st of November very soon. Your teacher asked you to
make a portrait of a “moudjahid” / “moudjahida” who is still alive and ready to talk
about his /her experience during the war of revolution.
You are asked to meet him/her, audio-or video-record him/her and then
translate his/her speech into English.
Use the collected information to portray this “moudjahid” or “moudjahida” in
your school magazine, a reference for the upcoming generations.

Sequence Three (“My World”): Healthy Food and Table Manners

Learning objectives

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 (a) Ask and give advice
(b) Make recommendations for a healthy diet
(c) Defend positive actions (citizenship)

Second Term Project “Design an Advertisement about Charity Campaign”

I PREPARE MY SECOND TERM PROJECT

During Ramadan days, the citizens of your city decide to contribute in helping
the poor, the homeless, the jobless… They offer generous donations. You feel so
involved that you set a series of activities as an action plan.
Design an advertisement leaflet for your school to sensitize your schoolmates
to donate (collect money/ food/ clothes…)
Find some volunteers among schoolmates to be members of the school
committee and
meet once a week to organize fund raising days
Contact a local charity association (eg:Ness El Kheir / Dar El Rahma) to offer
what was collected as a help

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Sequence Four (“The World”): Travelling Online

(a) Seek exchange information on the web

(b) Compare cooking habits
(c) Describe famous landmarks
(d) Describe famous figures

2. 2 Coursebook Adaptation Procedures

As formerly stated, “ON THE MOVE”, has been adapted in accordance with
the directives of the curriculum and the designed learning plan. To do so, a set of
procedures were followed:

a) An in-depth scrutiny of the whole coursebook was undertaken by a team of

inspectors
b) Only the topics, texts, listening scripts, topical lexis, grammatical structures
and functions as well as pronunciation activities and some communicative
tasks that fit the planning learning and help construct the competencies
were selected. Note that 70% of the coursebook content has been kept;
irrelevant topics were totally omitted.
c) To cope with the lack of relevant materials that fit the topics of some
sequences, supplementary texts have been suggested to support teachers.
Needless to add that in terms of “fitness for purpose”, teachers can adapt
them or use others (see Appendix)
d) The in-depth analysis of “On the Move” revealed that most, if not all, of the
activities are mechanical; they are not tasks that should stimulate and push
learners to exploit much of their intellectual and communicative abilities.

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 Therefore, the teachers can either create their own tasks or transform the
coursebook’s activities into communicative tasks.
e) The selected content has been thematically categorized according to the
suitable sequence
f) A guiding chart (see Appendix) has been designed to help teachers find the
right page of the coursebook content that should be included within the target
sequence.
g) To facilitate its use, it has been decided that the chart should preferably
contain the four sequences, each of which should concomitantly be used
with the coursebook’s pages of the corresponding topics, texts, tasks and
linguistic resources.

III. Tutorial Sessions

The objective of the tutorial sessions is of three folds:

A- Moderation and remediation.
B- Learning how to integrate.
C- Work for excellence.
In a heterogeneous class with mixed-ability groups, the teacher should
consider each learner/ child as an individual taking into account his learning styles,
his mental capacities, multiple intelligences and how he adapts to different learning
circumstances. The teacher should therefore purposefully and rationally use a variety
of strategies that are appropriate to individuals/groups of learners and relevant to a
given learning situation. Maybe it can be more difficult for a teacher to cope with the
aforementioned learning requirements in a whole-class learning environment.
Tutorials, thus, are more likely to be a practical alternative. They mainly target, but
not limited to, moderation and remediation, integration as well as excellence

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 The tutorial sessions are primarily meant to work with the learners on specific
areas. The teacher needs to identify the strengths and the areas for improvement of his
learners along the teaching/learning process. Once he has collected data about his
learners, he should be able to address their needs accordingly. He has to identify the
main problems during his lessons. His portfolio and the learner’s portfolio will give
him sufficient data and evidence on how the learning process occurred in class. Thus,
he should focus on moderation periods and set appropriate remedial tasks after
exploiting his learners’ consequent learning results and identifying the non-acquired
criteria.
These sessions are also devoted to train learners on different ways of
integrating the previous learning in terms of knowledge, skills and attitudes and
build upon former experiences in a scaffolded way; hence constructing their bottom-
up learning process. At the integration level, learners’ inability to mobilize the
appropriate network of the previously installed resources will allow the teacher to
rethink and reshape his teaching to meet the learners’ needs in small groups.
The tutorial sessions also offer an opportunity for teachers to work towards excellence
among their students. The teacher targets good learners and asks them to work on
problem-solving situations of a higher difficulty so as to train them for real-life
problem- solving situations.
Aware of his learners’ cognitive and affective differences as well as their
learning needs and the psychological support they more likely require, the teacher
should be ready to design and deliver his tutorial session, following this unexhausted
list of guidelines:

1- Identify the frequently repeated errors in class.

2- Categorize and make a thorough analysis of the common repeated errors in
class.
3- Exploit both the learners’ weak and strong results of the test
4- Find out reasons for the sake of implemented moderation.
5- Set remedial work according to non acquired criteria.
6- Work with the learners on areas that need reinforcement
7- Focus on learning how to integrate.

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 8- Be aware on how to use the knowledge acquired, the skills and the attitudes in
an integrated way to communicate in real life.
9- Give the opportunity to learners to work in groups.
10- Identify the best learners who can help their peers in group work.
11- Try to vary tasks to fit all learning styles

12- Create an interesting and enthusiastic learning environment (e.g. games, songs,
outdoors’ activities in the school playground, etc.)
13- Be closer to learners with a minimal use of the board because it is a tutorial
session where your role is the tutor for the tutee (the individual learner).

VI. Yearly Assessment Plans

Abiding by the tenets of the CBA, the curriculum and the Guiding Principles
for Teaching English in Algeria, assessment is viewed as an ongoing and regular part
of learning that should take various forms and address the competences that have been
learned in class, so that it can provide useful high-quality information on individual
progress and achievement, which teachers and learners can review to aid learning.
Reflecting this view, two different but complimentary assessment plans are
provided to help teachers be aware of what, when, how and why to assess along the
whole school year. It is of utmost importance to add that in line with the new
paradigm, focus is on the assessment of competencies (i.e. the ability to mobilize the
appropriate network of internal and external resources to accomplish a real-life task)
rather than content. Being a means, the latter can be assessed but for the sake of
competency construction, the ultimate target of all teaching/ learning processes.

4.1 The Yearly Pedagogic Assessment Plan (See Appendix)

This plan gives primacy to the assessment of learners’ competencies to
interact, interpret and produce more or less difficult messages /texts of descriptive,
prescriptive, narrative and argumentative type in each term, highlighting the
indicators and descriptors that the teacher should rely on to assess learners’
interactions, interpretations of aural and written materials and productions in writing
and speaking.

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4.2 The Yearly Continuous Assessment Plan
Depicting the ongoing nature of assessment, another plan has been designed to
help teachers assess their learners’ ability to integrate the appropriate network of

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 their prior constructions of knowledge, skills and attitudes in tandem with
the already set learning objectives. Approximately at the end of each term, through a
meaningful communicative problem-solving situation, the teacher should assess
learners’ competency to integrate the installed resources and therefore to produce a
written and/or spoken material.

V. Recommendations
Clarity, simplicity and practicability have been the driving precepts along the
whole process of elaborating the teacher’s guide to sweep away potential ambiguity
and misinterpretations. Nevertheless it should be acknowledged that different
readings are more likely to generate diverse interpretations. To minimize the risk of
possible misunderstandings and to help teachers decipher the guide’s content, a set of
recommendations is provided.
Teachers are heartily invited to respond to these recommendations for better
use of the coursebook as well as good implementation of the curriculum. They are
advised to take them into consideration:
1- Read the curriculum as well as the support document critically.
2- Follow the newly implemented sequence lay out /format in the previous key stages
1 and 2 (see both teacher guides of MS1 and MS2)
3- Be flexible with the use of the coursebook
4- Vary the materials
5- Design your own situations that meet your learners’ needs as well as interests.
6- Use ICTs devices rationally and purposefully
7- Take both assessment plans as models to signpost learners’ assessment activities
8- Exploit Bloom’s taxonomy to set your learning objectives, formulate tasks’
instructions and design tests.
9- Read the nine Guiding Principles for Teaching English in Algeria to get insights
about the different competencies required for English teaching, learning and
assessment.
10- Be faithful to the themes and topics of each sequence.

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 ‫‪V. APPENDICES‬‬

‫المفتشية العامة للبيداغوجيا ‪15‬‬

5.1 Appendix A: The Guiding Principles for Teaching English and Teacher
Competencies
English Language
#1 English facilitates two-way communication with the world
English is a tool for communication that enables learners to make connections with
the world and communicate something about one’s self, community and country to
others.

Teacher competencies:

a. The teacher uses and plans activities that allow learners to practice and
develop real-life communication skills for reading, writing, speaking and
listening (e.g. interviewing, writing about a past experience, a classmate,
reading an email, listening to a phone message).
b. The teacher chooses topics and tasks that allow learners to develop skills in
learning and communicating about themselves and their community, and about
their country and the world.
c. The teacher introduces a variety of topics of interest to the learners that are
related to other cultures, comparison of cultures and international issues.

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#2 Communicative competence is the aim of language learning

Communicative competence in English involves interacting with others using

receptive/interpretive skills (reading and listening) and productive skills (speaking
and writing), supported by the ability to use vocabulary and grammar appropriately
and employ a range of language strategies that help convey and clarify meaning.

Teacher competencies:
a. The teacher uses and plans activities that allow learners to practice and develop
real-life communication skills for reading, writing, speaking and listening.
b. The teacher chooses topics and tasks that allow learners to develop skills in
learning and communicating about themselves and their community, and about
their country and the world.
c. The teacher plans lessons that have communicative objectives and whose steps
build toward meeting them.
d. The teacher introduces grammar, pronunciation and vocabulary in context, with
a focus on communicating meaning.
e. The teacher teaches learners how to use language strategies to aid in their learn-
ing and communication
Learners & Learning
#3 Successful learning depends on supported and purposeful development
Learners benefit and get more involved when each activity builds on previous
material so that knowledge and skills build logically towards achieving and
developing specific competences.

Teacher competencies:

a. The teacher plans lessons that have communicative objectives and whose steps
build toward meeting them.
b. The teacher breaks down functions, genres and skills into smaller
component/skills/parts in order to present realistic ‘chunks’ of the language for
learners to process.
c. The teacher stages the lessons so that what the learner learns/practices in each
step prepares for the next ones.

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#4 Meaningful activities/tasks support and encourage learning
Classroom activities and tasks should draw on learners’ lives and interests and help
them to communicate ideas and meaning in and out of class.

Teacher competencies:

a. The teacher supplements and adapts the textbook to plan activities related to
learners’ interests, prior knowledge and experience
b. The teacher uses and plans activities that allow learners to practice and develop
real-life communication skills for reading, writing, speaking and listening
c. The teacher contextualizes the activities and provides a purpose for them.

#5 Learning is an active, evolving process

Learning a language requires opportunities to use what one knows for communicative
purposes, making mistakes and learning from them. The aim is to perform
competently, while recognizing that errors may still occur.

Teacher competencies:

a. The teacher provides a balance of activities that focus on accuracy and fluency.
b. The teacher plans activities within each lesson in which learners use the
language freely without worrying about errors, so that they can focus on
fluency and communication
c. The teacher plans activities in which learners use previously learned language
and skills and incorporate new language and skills.
d. The teacher gives learners opportunities to recognize errors and figure out how
to correct them.

#6 Assessment of learning should be ongoing

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Ongoing, or regular, assessment should take various forms and address the
competences that have been learned in class, so that the assessment can provide useful
information on individual progress and achievement, which teachers and learners can
review to aid learning.

Teacher competencies:
a. The teacher has realistic short and long term learning objectives for learners.
b. The teacher regularly assesses learner learning using a variety of assessment ac-
tivities
c. The teacher plans and uses assessment activities that assess not only what learn-
ers know, but also what learners are able to do as speakers, listeners, readers
and writers.
d. The teacher teaches learners to assess themselves and their peers so that they
are aware of their progress.

LEARNERS
#7 Active Learners
Learners acquire and retain language best when the topics meet their interests and
when they are active participants in their learning: finding personal meaning, learning
cooperatively with peers, and making connections to life outside of class.

Teacher competencies:

a. The teacher supplements and adapts the textbook to plan activities related to
learners’ interests, prior knowledge and experience.
b. The teacher sets tasks that allow the learner to discover how the language works
in its form, meaning and use.
c. The teacher plans lessons so that learners have to think and use their previous
knowledge and imagination to prepare for and carry out classroom activities.
d. The teacher sets tasks that develop cooperative learning and encourages peer
help and readiness to exchange with others;
e. The teacher uses and plans activities that allow learners to practice and develop
real-life communication skills for reading, writing, speaking and listening

Teachers & Teaching

#8 Facilitator

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Teachers support learner learning by taking a primarily facilitative role in the
classroom: designing and structuring learning experiences with learner interests and
needs in mind; guiding and monitoring learner learning; assisting learners in
contributing to their own learning in a learner-centered teaching environment.

Teacher competencies:

a. The teacher finds out the needs, interests, and language difficulties of the
learners.
b. The teacher selects and introduces activities and materials for language work
that meet learner needs.
c. The teacher fosters a group feeling (cooperation, respect, enjoyment, trust,
etc.,);
d. The teacher organizes learners so that interaction can be facilitated (using
space, classroom furniture, time, etc.) so that the teacher is not the focus of the
lesson;
e. The teacher varies patterns of interaction (e.g. teacher eliciting from class, pair
work, learners presenting to class, learners mingling) within the lesson to
support the objectives of the class and the feeling/energy of the group;
f. The teacher ensures that the learners find their involvement sufficiently
challenging;
g. The teacher teaches learners how to use language strategies to aid in their learn-
ing and communication.

# 9 Supportive Learning Environment and Classroom Management

Teachers have a positive impact on learner learning by creating a supportive and
relaxed learning environment and using appropriate classroom management:
communicating warmth and respect for learners, encouraging them to participate and
work cooperatively and to develop self-confidence.

Teacher competencies:

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 a. The teacher creates a friendly atmosphere (e.g. by using learners’ names,
encouraging them, using positive reinforcement like praising and rewards,
employing games to practice and review material;)
b. The teacher uses effective techniques to build learner self-confidence (e.g.
scaffolding so learners can succeed, using informal types of assessment that
produce less anxiety, giving feedback to learners on their work in an
encouraging way; employing self assessment and goal setting).
c. The teacher fosters a group feeling (cooperation, respect, enjoyment, trust,
etc.,);
d. The teacher provides opportunities for learners to learn cooperatively and
collaboratively
e. The teacher manages the class so learners know what is expected of them (e.g.
sharing the daily agenda and classroom rules, providing rubrics for learner
performance).

5.2 Appendix B: Bloom’s Taxonomy and Learning objectives

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‫المفتشية العامة للبيداغوجيا ‪22‬‬
5.3 Appendix C : The Coursebook Adaptation Chart

Course book Adaptation – April 2018

PROJECTS TOPICS ON THE MOVE

COURSE BOOK

ME
My personality and
experiences: File 04 :
-Personality features P.102/103/ Assessment
-School and life File 06 : &
experiences P.143/144/146/147/1 Remediatio
(embarrassing and 48/149 n
positive ones) Where do
we stand
A moudjahid portrait

now?
/Learning
log
ME File 02 :
( to be
My prospects and P.46/47
exploited by
initiatives File 03 :
the teacher)
P.50/68 /
67/68/69/70/71/72/7
3/77
-Projects and initiatives Teachers
P.82/83/84
-Career/ education can select

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 Designing Charity advertisement leaflet
My World File 01 : ALL the
HEALTHY FOOD PAGES appropriate
-Healthy food and table statements
manners File 03: to elaborate
-Family advice Words & sounds the
Citizenship: ( Diphtongs) P99 assessment
Commitment with grid
charity/ clubs/ helping
hand/ respect of others

The World
Online Travelling :
Forums of discussion File 03
Networks and Web sites P.76/78/79/80/81
on: File 04
Travelling on line

- Food and dishes around P.101/107 /

the world 109/110/128/129/
-Landmarks and P.96/97/104/105/106
monuments
-Outstanding figures in
history, literature and
arts

5.4 Appendix D : The Yearly Continuous Assessment Plan

PERIODS DOMAINS TARGET COMPETENCIES DESCRIPTORS OF IMPLEMENTATION

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 Oral interaction In a situation of meaningful communication, Can:
the learner will be able to interact and - ask questions and answer briefly
produce oral messages/ text of descriptive, - deal with situations related to his personal
narrative prescriptive or argumentative type , life and experience and his
using written, visual or oral support. . community.
FIRST - use familiar expressions relating everyday
TERM situations , and simple sentences in a
spontaneous way.
-ask and Can speak about his plans and
projects .
- Can give his opinion , give and understand
instructions, ask for and give help,etc.

Can:
Interpretation of In a situation of meaningful -understand instructions in easy classroom
oral and written communication, the learner will be able to language
messages interpret oral or written messages/ text of - guess meaning of instruction from context.
descriptive, narrative , prescriptive or - understand gist and details in medium length
argumentative type , texts describing topics familiar to him relating
using written, visual or oral support. , to his everyday life, to his interest (sports,
hobbies),
his needs ,wants, expectations..), current
events occurring in the world ,etc
- read, understand and anticipate meaning in
clearly stated opinions and view points
- understand a personal letter written in
simple and easy English .
- understand written texts and involving
prediction of naration , personal stories,
feelings ,wishes.
-

. Can:
Production of oral In a situation of meaningful -describe facts in short narrative texts
and written communication , the learner will be able to relating to the learner’s environment,
messages produce oral or written family ,school; work ,experiences and events
messages / text o descriptive,narrative, (past and present )

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 prescriptive or argumentative type , - produce different types of texts (descriptive,
using written, visual or oral support. . narrative , argumentative and prescriptive) of
a medium length /complexity using a wide
range of connectors and time sequencers
(first, and, but, because, so, the, next ,finally)
- write a personal letter or an email to
describe his environment, his life…

Can:
SECOND Oral interaction In a situation of meaningful communication, - ask for and give information about food.
TERM the learner will be able tointeract and -make recommendation for a healthy diet /
produce oral messages/ text of descriptive, table manners.
narrative prescriptive or argumentative type , -give instructions.
using written, visual or oral support. . -Compare and contrast food items.
-describe food habits.
-Ask for and give advice
-Defend positive actions(

can :
read,understand and anticipate meaning in
clearly stated opinions and view points
Interpretation of
oral and written In a situation of meaningful
messages communication, the learner will be able to
interpret oral or written messages/ text of - understand a personal letter written in
descriptive, narrative , simple and easy English .
prescriptive or argumentative type , - understand written texts and involving
using written, visual or oral support. , prediction of naration , personal stories,
feelings ,wishes. - 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 narrator’s
ideas and opinions clearly expressed, a
simple letter describing a person, narrating or
predicting an event

26 ‫المفتشية العامة للبيداغوجيا‬

 .
Production of oral In a situation of meaningful
and written communication , the learner will be able to
messages produce oral or written
messages / text of descriptive,narrative,
prescriptive or argumentative type ,
using written, visual or oral support. Can:

. - write simple instructions for

recipes ,instructions for use, itinerary ;etc…
- produce coherent writing and generate
ideas
- build conversation/role play/interview
-defend positive actions

- Can:
Oral interaction In a situation of meaningful communication,
THIRD the learner will be able to interact and
TERM produce orally very short messages/ texts
of descriptive types using written, visual or
oral support.
-Describe famous landmarks / outstanding
figures
-compare coking habits / monuments
-exchange information on the web

Can:

27 ‫المفتشية العامة للبيداغوجيا‬

 Interpretation of In a situation of meaningful communication, * understand medium dialogues on familiar
oral and written the learner will be able to interpret very subjects ( the ones dealt with in the previous
messages short oral or written messages / texts of domain)
descriptive type using written, visual or oral
support.

* understand short texts with illustrations

(audio or visual: picture, graph, map, etc.)
Information transfer from a network
research

Can :
- write a medium length descriptive paragraph
on environmental sites, Landmarks and
monuments, outstanding figures in history ,
Production of oral In a situation of meaningful communication, literature and arts
and written the learner will be able to produce very -compare food and dishes around the world
messages short oral or written messages / texts of -express cause and effects / opposition /
descriptive type using written, visual or oral concession (unlike / whereas)
support .

‫مالحظات‬ ‫التعلمات المستهدفة بالتقويم‬ ‫الميدان‬ ‫األسبوع‬ ‫الفصل‬ ‫المستوى‬

‫المقطع‬

28 ‫المفتشية العامة للبيداغوجيا‬

 ‫السنة الرابعة‬
A new complex ‫متوسط‬
The situation is based on
situation that provides
the learning objectives of ME AND Productive
context for meaningful
sequences 1 and 2 and MY competence
communication related to
incorporates the topics and PERSONA
the learner’s personality
linguistic resources dealt with LITY AND
features and school life and
in these sequences. EXPERIEN Third week
experiences ( ambarassing
CES of
and positive ones)
Prospects November
Prospects and ‫األول‬
and 3ème(
initiatives(Career/education Initiatives semaine de
/ambitions/projects…) )novembre

Hobbies :
(Cinema, literature,
theatre, , fashion, music ,
and the digital/ electronic
devices)

The situation is based on Third ‫الثاني‬

the learning objectives of week of
A new complex situation
sequences 3 and incorporates Productive February
the topics and linguistic that provides context for MY competence 3ème(
resources dealt with in this WORLD semaine de
meaningful communication
sequence. )février
related to the learner’s
Citizenship
personal world ( Citizenship
/ commitment with charity
clubs/ helping hand /respect
of others.Healthy food and
table manners/Family

29 ‫المفتشية العامة للبيداغوجيا‬

 advice )

A new complex situation

The situation is based on the that provides context for Productive
learning objectives of meaningful communication THE competence Fourth
sequence 4 and incorporates related to the learner’s WORLD week of
the topics and linguistic country and the world April
‫الثالث‬
resources dealt with in this ( Travelling /compare food The digital 4ème(
sequence. and dishes around the world world semaine
/Landmarks and On line )d’avril
monuments /Outstanding travelling
figures in history, literature
and arts)

5.6 Appendix E : The Yearly Pedagogic Assessment Plan

5.5 Appendix: E: Supporting Texts

Equal Inheritance 

A rich man had two sons. The older son was his favorite, and the man decided to
leave all his money to him when he died. The mother felt sorry for her younger son. She
asked her husband not to tell the boys about his plans. 

One day the mother was sitting at the window and crying. A traveler came to the
window and asked her Why. 

”How can I stop crying?” she said. “There is no difference between my two sons, but their
father wants to leave everything to one of them and nothing to the other. I asked their father
not to tell the boys this. But I have no money of my own to give my younger son.” 

Then the traveler said, ”Tell your sons that the older brother will get all the money
and the younger one will get nothing. Then they will be equal.” 

When the younger son learned that he wasn’t going to get any money, he went to
another country and he learned a trade.1 The older son lived at home and learned nothing; he
was sure about his future as a rich man. 

30 ‫المفتشية العامة للبيداغوجيا‬

 When the father died, the older son did not know how to do anything. He spent all his
money, and he became poor. But the younger son was prepared. He knew how to make
money, and he became rich. 

Violent Video Games: Cause for Concern

Entertainment companies make more money from the sale of video games than from
the sale of movies. This is because young people all over the world spend a lot of time
playing video games, and many of them are violent video games. Many parents, teachers, and
psychologists are  very concerned about the effects of these games on the players. Some
games encourage violent behavior against other people such as women, police officers, and
people with different political views. 

Some people believe that violent video games may be very harmful because they are
interactive. That means, the player takes part in the  action of the game. The player becomes
an aggressor, the person who plans the attack and causes the violence. Many people worry
that children will become too aggressive in real life. They believe that children will learn to
find solutions to problems only through violence. 

Some researchers are studying the effects of violent video games. One study included
210 college students. Some of the students played violent video games like “Grand Theft
Auto” and some played non-violent video games like “Myst.” The study showed that students
who played more violent video games showed more aggressive behaviour. 
In Washington State, there is a law against selling violent video games  20 to young
people under age 17. Storeowners who sell these games to children must pay a fine of $500.
Other states are considering such a law. Many people want to completely ban, or forbid, the
sale of these violent games. We need to understand the possible dangers of violent video
games. 

The question is: What can we do about this serious problem? 

TRY SOMETHING NEW

Are you bored with your usual school vacations? Come join us! Work for Habitat for
Humanity and help homeless families. Your Spring Break won’t be /bored anymore! 

Be a volunteer worker and build houses that homeless families can buy at low cost.
It’s  an interesting work and you’ll get to meet hundreds of young people like yourselves from
all over the country. You’ll be surprised how quickly the time goes by.
Homelessness is a frightening experience for people. But you will see their smiles
when they get the thrilling news about a home. 
Are you depressed about homelessness? Do something to help! Join Habitat
for Humanity! We have offices all over the world. 

SOUTHSIDE CITY GAZETTE

Dear Gazette Readers,

31 ‫المفتشية العامة للبيداغوجيا‬

 1 need your advice. Here’s the situation. Every day on my way to school, I  see a man on the
street. He always asks for money. He looks like a homeless person. Should I give money to
people on the street? How much money should I give? I don’t know what to do. 

Confused 

Letter 1
Dear Confused, 
I feel sorry for people who ask for money on the street. Many people want to work,
but there is a lot of unemployment. Sometimes they cannot find a job, and they get
depressed. 
Also, many people are homeless. and they have no family to help them. Housing is
very expensive now. In addition, many people are cold and hungry. I think about each
situation and decide what to do. Sometimes I give a little money or some food. In the winter, I
sometimes give a hat or gloves. We should try to help. 
Helping Out 

Letter 2
Dear Confused, 
You should not give money to people on the street. I have two reasons for this
advice. 
First of all, everyone has to earn money. This man should get a job. Why should you
give your money to him? Are you very rich? 
Second, you shouldn’t give money to people on the street because they usually don’t
spend your money on healthy things. Instead, you should give the money to an organization
that helps homeless people. 

A Neighbor 

32 ‫المفتشية العامة للبيداغوجيا‬

‫المفتشية العامة للبيداغوجيا ‪33‬‬
‫المفتشية العامة للبيداغوجيا ‪34‬‬
 PLANNING LEARNING
ENGLISH
KEY STAGE 3 / GRADE :4

35 ‫المفتشية العامة للبيداغوجيا‬

Level: Fourth Year Middle School (4MS) Keystage 3 Time devoted: Learners: 3 hours and a half ( 3 hours + 1 hour tutorial session once per 2 weeks)

Teacher: 4 hours per class

36 ‫المفتشية العامة للبيداغوجيا‬

Exit Profile:
By the end of the middle school cycle, the learner will be able to interact ,interpret and produce oral and written messages/texts of average complexity ,of a descriptive ,narrative
,argumentative and prescriptive type ,using verbal and non verbal supports written texts ,audio and visual aids in meaningful situations related to his environment and interests
The learner can:
-Understand the main points of a familiar text on personal and cross-curricular topics.
-Describe, in speech and writing, experiences and events giving some simple explanations for opinions or plans related to his/her background.
-Produce short simple connected speech on familiar topics or personal interest.

VALUES CROSS-CURRICULAR COMPETENCES

National identity: The learner can use the markers 1.Intellectual competency/The learner can :understand and interpret verbal and non-verbal messages- solve problem situations
of his identity when introducing himself to others: using a variety of communication means- show creativity when producing oral and written messages - show some degree of
name, nationality , language, religion , flag, autonomy in all areas of learning
national currency ... 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
National conscience: He can speak about our communication technology whenever he needs it for learning and research-evaluate himself and his peers
school days, weekend and national public holidays
(historic, religious, etc)

Citizenship :He shows respect for the

environment and protects it continually

37 ‫المفتشية العامة للبيداغوجيا‬

Openness to the world : He is keen on learning 3.communicative competency: The learner can: use dramatization and role-play to communicate appropriately-use information
about others’ markers of identity 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 a situation of meaningful communication, the learner will be able to interact and produce oral messages/ texts of descriptive,
narrative, prescriptive or argumentative type, using written, visual or oral support.

38 ‫المفتشية العامة للبيداغوجيا‬

Target competencies In a situation of meaningful communication, the learner will be able to interpret 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 produce oral or written messages/ texts of descriptive,
narrative, prescriptive or argumentative type, using written, visual or oral support

FIRST TERM

Learning Topics Projects Planning Learning Estimated

Sequence Time

39 ‫المفتشية العامة للبيداغوجيا‬

 SITUATION 1: STARTING OFF/INITIAL
EXAMPLE:
You are celebrating a family event (wedding, anniversary,..). While looking at photos and watching some videos;
you start talking about intense moments and emotional past events as well as experiences warmly kept in your heart.
You come across some pictures or scenes that remind you of one of your family members who missed the event.

SITUATION 2: INSTALLING RESOURCES (PDP / PPU LESSONS)

12
Sequence ME AND MY weeks
PERSONALITY
One ( both
AND
EXPERIENCES sequences)
Learning objectives Communicative tasks

-Make a portrait -A portrait

- Write a report on events, facts, -Writing a narrative account of your past experience.
experiences (embarrassing and -Writing a journal
positives ones -An interview
-Express likes and dislikes in arts, -An oral presentation/
cinema, music, and the digital/ -Monologue

40 ‫المفتشية العامة للبيداغوجيا‬

 electronic devices
- Talk about hobbies

Grammar Lexis Pronunciation

-The present simple, past simple and -topical lexis -/ŋ/ sound
simple future(review) -Basic Lexis( words and
-The past continuous tense expressions/formulaic language) -Weak and strong forms
-The past continuous and past simple -Polite forms/greetings - of the auxiliaries was,
tense in a narrative -Personality adjectives ( review and were, can, do and have:
-The present perfect with or without expansion) /hæv/,
time markers ((always, ever, never, -Suffixes :adj / ful /həv /, / əv/, /wɒz/,
just) -Collocations (accident words: get /wəz/, /wɜː/, /wə/.
-Comparative of equality/ inferiority hit/break a bone/ twisted ankle….to
(as...as/not as...as) discuss dreamt misfortune: get -
-Qualifiers(review and expansion) lost/run out of money…)

41 ‫المفتشية العامة للبيداغوجيا‬

 -Ing form after verbs of feeling (like/ love/
dislike/ hate)

Week of Integration / Assessment and Remediation

Situation3: Integration ( Learning to integrate)

You experienced an embarrassing moment in your sports club during an inter-school sports competition (match loss
/ unfair referee / player absence...). The sports teacher, who didn’t attend the match, asked you to write a report.
-a video of the match
-pictures
-investigation /-match statistics

Situation4: Assessment/REMEDIAL WORK

Your English teacher has just awarded you for the remarkable progress you’ve made. Prepare a speech to
talk about your experience: efforts, challenges, strategies... in order to motivate your classmates.
Support:
Your portfolio (study plans, study skills, time management...)

42 ‫المفتشية العامة للبيداغوجيا‬

Learning Topics Project Planning Learning Estimated
Sequence Time

Situation1: Starting off / Initial

Example:
Your school guidance counselor asked all MS4 learners to fill in the stream-options form concerning their
future education. After having made a choice with the help of your parents, you want to inform your
guidance counselor about your projects and dreams.

ME
Sequence A Moudjahid SITUATION 2: INSTALLING RESOURCES (PDP / PPU LESSONS)
Two My prospects Account
and Iniatiatives

Learning Objectives Communicative Tasks

-An application letter

-A letter of motivation
Give information/respond to question -An interview
about me: -An oral presentation / monologue
-My dreams, my project -Role play
-Make a speech

43 ‫المفتشية العامة للبيداغوجيا‬

 -Career education
- and the digital/ electronic devices
-Speculating
- Predicting future actions
-Expressing condition

Lexis Pronunciation

Grammar

-Conditional type 1 -Basic lexis( words and -Rising and falling intonation
-(Present simple / future simple) expressions/ formulaic in requests.
-Future simple (review) language) : polite forms / /kən/, /kæn/, /du: / and /də/.
-Time conjunctions -vowel sounds( review and
greetings../
expansion)
-Topical lexis related to:
career/projects /dreams/
hopes/expectation
-Suffixes: ‘er’, ‘ist’,’ ian’ and ‘or’
to form
-names of jobs and occupations.
genres of movies (fiction/

44 ‫المفتشية العامة للبيداغوجيا‬

 nonfiction /adventure…)
genres of music/books

-Prefixing adjectives (negative

meaning: dis /un/in/ il/ir/im

Week of Integration /Assessment and Remediation

Situation3: Integration ( Learning to integrate)

Example:
The teacher informs you about the UNESCO contest about the best project “The school of my dreams”. If
you win a scholarship, talk about your future plans.
Support: UNESCO website

Situation4: Assessment and remediation

It’s the end of the term; your teacher asks you to reflect on your learning experience. Write about
your strengths, weaknesses and expectations for the coming term.
Support : Learning log / quizzes/tests/exams/projects

45 ‫المفتشية العامة للبيداغوجيا‬

 FIRST TERM EVALUATION

SECOND TERM

Learning Topics Project Planning Learning Estimated

Sequence Time

Situation1: Starting off / Initial

Example:
The town council has organized a school contest to raise children’s awareness of the negative effects of junk food.
From the set of materials provided(pictures, graphs, newspaper articles, CDs, videos ,etc) identify these effects,
then devise a leaflet and give recommendations and advice to stop the excessive consumption of junk food by
children (this can be for a balanced diet/ a low- calorie menu) or a poster with your comments to prevent food
poisoning
My World
Sequence Design an
Three HEALTHY FOOD advert
Healthy food and about
Situation2: Installing Resources (PDP and PPU lessons
table manners
Family advice

46 ‫المفتشية العامة للبيداغوجيا‬

 charity Learning Objectives Communicative Tasks 11 weeks
Citizenship compaign
(charity)

- -Ask for and give information about food. - Write a Letter ( Agony letter)
-Make recommendation for a healthy diet / - -Write a healthy menu.
table manners. - Conversation
-Give instructions. - Debate
-Compare and contrast food items. - Charters
-describe food habits. - Adverts
-Ask for and give advice -Design posters
-Defend positive actions( citizenship) - Make leaflets

Grammar Lexis Pronunciation

-comparative (regular &irregular adjs) -Topical lexis - -Diphthongs

-imperative (recipes) -Basic lexis( words and -Strong and weak form in polite
-Sequencers expressions/ formulaic forms
-should/shouldn’t language): polite - Silent letters

47 ‫المفتشية العامة للبيداغوجيا‬

 forms/greetings../ Foods
used in the Algerian dishes
-Nouns and verbs used to
describe and discuss
Algerian dishes /

Week of Integration /Assessment and Remediation

Situation3: Integration ( Learning to integrate)

Example:
Situation3: Integration ( Learning to integrate)
Many unethical behaviours are daily witnessed during the fasting month (Ramadhan).More and more
people complain about this situation but they do not act. The religious authorities of your town have
decided to raise people’s awareness about food waste and price rises during this sacred month.
As an active citizen, you want to participate in this campaign .
Conduct a survey in your neighborhood /town about these bad manners.

48 ‫المفتشية العامة للبيداغوجيا‬

 Situation4: Assessment and remediation
Example:
Your schoolmates are very sad because of the poor scores of your football team in the local
championship. Some players can’t keep up with the rhythm of the game. They are very tired during the
half time as they are addicted to unhealthy food habits.
The headteacher wants to improve the school team performance .He is seeking your advice to change the
players‟ eating habits.
Suggest an ideal balanced menu.
Support: food pyramid

SECOND TERM EVALUATION

THIRD TERM

Learning Topics Project Planning Learning Estimated

Sequence Time

49 ‫المفتشية العامة للبيداغوجيا‬

 Situation1: Starting off / Initial
Example:
You are among the best learners who were selected by the Ministry of National Education for a trip to
Los Angeles. You are curious to know about this city. So, you conduct a research on the net to find out
more information about the places of interest, the landmarks, food…

Situation2: Installing Resources (PDP and PPU lessons

Online Travelling:
Sequence Forums of
Four discussion
Networks and Web
sites on: Learning Objectives Communicative Tasks
Food and dishes
around the world 9
Landmarks and weeks
monuments
Outstanding figures
in history, literature
and arts -Seek exchange information on the web -information transfer
-Compare cooking habits -e-mailing
-Describe famous landmarks -chatting/networking
-Describe famous figures
-forums/blogs
-leaflets/ads

50 ‫المفتشية العامة للبيداغوجيا‬

 Grammar Lexis Pronunciation

-Basic lexis( words and expressions/

-Describe famous landmarks formulaic language):- lexis related to
-Describe famous figures travel/tourism -triphtongs
-The passive voice(past simple tense)- -types of landmarks (monument -Consonant
Compare cooking habits /mosque/ tower / bridge cluster
-The superlative
/castle/temple…)
-Discourse markers(review and expansion): -Names of international landmarks/
-chronology, cause and effect, opposition famous figures
-concession (unlike, whereas) -strong adjectives to describe and value
landmarks
-word formation

Week of Integration /Assessment and Remediation

51 ‫المفتشية العامة للبيداغوجيا‬

 Situation3: Integration ( Learning to integrate)

Example:
You are planning to travel abroad for your next Summer holidays. Your parents still hesitate on the
destination but there is a country which you have always dreamed of visiting. Try to persuade them that
it is the best destination. Write the conversation and act it out.

Support/
-pictures
-videos

Situation4: Assessment and remediation

A group of foreign students are visiting your home town next month. Your teacher asked you to design a
touristic leaflet about the best places, monuments, food, figures...
Support

52 ‫المفتشية العامة للبيداغوجيا‬

 -a sample of a touristic leaflet/-the map of your hometown

THIRD TERM EVALUATION

53 ‫المفتشية العامة للبيداغوجيا‬