By

Mr Samir Bounab
(yellowdaffodil66@gmail.com)
 2 Generation Curriculum May 2015

LE PROJET page19 (doc

The pedagogic project Accomp)
Impliquant une centration de lacte
(Didactic unit)
ducatif sur lapprenant, le projet
pdagogique est le cadre
The number of sequences depend on intgrateur dans lequel les
the number of learning objectives Sequence (s)
apprentissages destins installer,
une ou des comptences, prennent
tout leur sens. Il se compose dun
Each session starts with: certain nombre de squences dont
Session (s) Session (s) Session (s) Session (s) le nombre est fonction des objectifs
1- problem solving situation atteindre. Chaque squence est
2- Input situation =acquisition elle-mme dmultiplie en sances
& installing resources dtermines par les tches
3- Situation of integration ( accomplir et les activits qui leur
learning integration & Situation of Evaluation correspondent.
PPU PDP
assessing integration integration ( Formative and
(speaking) + (reading/listening
4- Evaluation situation ( test (writing process ) summative
PIASP )+
exams project round up + assessment)
( grammar & PIASP Learning
pronunciation) ( grammar & integration &
+ TD pronunciation) Assessing
+ TD integration)

Le projet est galement une tche

Learning sequence Learning sequence
The project Work
de production orale ou crite que
Learning sequence
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 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 introduce Self talk , preferences , his family and his country using
competency Interaction strategies (opening , turn-taking , Taking leave , etc. )
initial PROBLEM SITUATION It's your first day in a new school. Present yourself to your classmates . Speak of yourself your family ,
(I Ps) 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
Competences transversals: cross curricular competencies
1-Dordre intellect = Intellectual order
exploits and interprets the messages of verbal or nonverbal kinds
2- Methodological :
RESOURCE ACQUISITION 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
 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 L (These willbe the subject of several learning sessions for the development of targeted skills and
INTEGRATION integrating appropriate resources )
At school
= SITUATION LEARNING to In class
INTEGRATION 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
 Suggested lesson plan model sheet

Time values interaction procedure competencies VAKT

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

By

Mr Samir Bounab

Yellowdaffodil66@gmail.com