By

Mr Samir Bounab
(yellowdaffodil66@gmail.com)

2 Generation Curriculum May 2015

LE PROJET page19 (doc
Accomp)

The pedagogic project

(Didactic unit)
The number of sequences depend on
the number of learning objectives

Sequence (s)

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

Session (s)

Session (s)

Session (s)

Session (s)

PPU
(speaking) +
PIASP
( grammar &
pronunciation)
+ TD

PDP

Situation of
integration
(writing process )
+
Learning
integration &
Assessing
integration)

Evaluation
( Formative and
summative
assessment)

Learning sequence

(reading/listening
)+

PIASP
( grammar &
pronunciation)
+ TD

Learning sequence

The project Work

Learning sequence

Impliquant une centration de lacte

ducatif sur lapprenant, le projet
pdagogique est
le cadre
intgrateur
dans
lequel
les
apprentissages destins installer,
une ou des comptences, prennent
tout leur sens. Il se compose dun
certain nombre de squences dont
le nombre est fonction des objectifs
atteindre. Chaque squence est
elle-mme dmultiplie en sances
dtermines par les tches
accomplir et les activits qui leur
correspondent.

Le projet est galement une tche

de production orale ou crite que
ralisent les apprenants en
groupes. Il est prsenter la fin
de plusieurs squences groupes
dapprentissage.
page19 (doc Accompagnement)

By Mr Samir Bounab ( Yellowdaffodil66@gmail.com )

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
Communicative competence = ( swbat= Aim)

COMPONENTS OF TERMINAL
competency
initial PROBLEM SITUATION

1AM
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
introduce Self talk , preferences , his family and his country using
Interaction strategies (opening , turn-taking , Taking leave , etc. )

(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

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/

RESOURCE ACQUISITION

RESOURCE ACQUISITION

Competences transversals:

cross curricular competencies

1-Dordre 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

Values

promotes socialization in his behavior and oral exchanges and / or written

develops attitudes of solidarity
:
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 L
INTEGRATION
=

SITUATION LEARNING to
INTEGRATION

SOLUTION of the initial problem situation

(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

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

Suggested lesson plan model sheet

Time
Teacher need to
mention the time
allocated to each
step and stage
and needs to
master that to
reach the
objective planned

values

Pedago,
Culture,
National
All what
can show
our history
, traditions
and build a
good
citizen

interaction

Teachers and
learners
interaction in
order to
avoid TTT
time

procedure
Lesson

Can be

PDP

PPU
Speaking

Writing process

(Read/ listen)

(situation of integration)

Lesson

competencies

VAKT

Interact
Interpret
Produce
The 3 IIP that
makes the
lesson
Conform to CBA
Competency based

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

approach and bloom

taxonomy

PIASP teaching method

(presentation- isolation- analysis- stating rule

Tutorial classes ( TD) = Remedial work + project

follow up)

Practice ( based form meaning based communicative based tasks)

Grammar / pronunciation item

By
Mr Samir Bounab
Yellowdaffodil66@gmail.com