Ms2 sept 2020 learning plan
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This document provides the yearly learning plan for English language instruction for second year middle school students in Algeria. It outlines four main learning sequences over three terms that will help students develop competencies in oral and written interaction, interpretation of messages, and production of messages. Each sequence focuses on a theme and includes target language skills, vocabulary, grammar structures, projects and assessment activities. The overarching goals are for students to be able to communicate in English about themselves, their friends, family, shopping, health, diet, exercise and travel. Adaptations have been made to the plan due to disruptions from the COVID-19 pandemic.
Ms2 sept 2020 learning plan
- 1. الالسنوية مخططات الوطنية التربية وزارة1 الشعبية الديمقراطية الجزائرية الجمهورية الوطنية التربية وزارة المديرلل العامة يةتعليم مديريةالتعليمالمتوسط المخططاتالسنوية مادةا اللغةإلنجليزية السنةالثانيةالمتوسط التعليم من سبتمبر0202
- 2. الالسنوية مخططات الوطنية التربية وزارة0 Introduction The learning plans are essential pedagogical supports meant to organise, set and control the process of installing, integrating and assessing the resources required to construct a set of target competencies for learners in all educational levels. Along this process, these pedagogical scaffoldings help establish smooth and logical transition between what has been constructed and new constructions. Because of the aftermath of Covid-19 pandemic, much learning has unfortunately been missed during the third term of the school year 2019- 2020, and the new school comeback (2020-2021) has also been postponed. Accordingly, to bridge this gap and ensure the continuity of learning in higher levels safely and without any learning constraint, the Ministry of National Education has decided to adapt the current annual learning plans as an exception for the school year 2020-2021. .
- 3. الالسنوية مخططات الوطنية التربية وزارة3 Methodological Note In the present document, the learning objectives and the resources which were not dealt with in the 2019-2020 academic year are included. On the other hand, certain learning objectives and resources which have been already dealt with or are not really essential to install different competencies have been exceptionally left out. The items which were not taught in the previous academic year (2019-2020) are in written in bold and underlined in the next level learning plan. They are integrated in higher levels as learning objectives and resources and not as isolated learning sequences. The Yearly Learning Plan: The yearly learning plan is a comprehensive template which contains learning objectives, resources, integration and assessment as well as educational projects that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain (oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections. Each plan starts from the target competency to achieve ; its development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conductive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter. In this planning, the pre-requisites are included in order to draw teachers’ attention to the importance of the learners’ background knowledge while preparing lessons and help them regulate their teaching. Teachers are requested to check the level of assimilation of the pre-requisites regulate their teaching accordingly.
- 4. المخططاتالسنوية الوطنية التربية وزارة4 Yearly Learning Plan Key Stage 2/Level 2
- 5. المخططاتالسنوية الوطنية التربية وزارة5 Level: Key stage 2 / MS 2 Time devoted: 2 hours and a half ( 2 hours + 1 hour tutorial session once per 2 weeks) e oralBy the end of the middle school cycle( end of Key Stage 3) , the learner will be able to interact , interpret and producMiddle school Exit profile verbal supports-type, using verbal or nonprescriptiveorargumentative,narrative,descriptiveand written messages/ texts of average complexity, of a (written texts, audio and visual aids) and in meaningful situations related to his environment and interests. At the end of MS2, the learner will be able to interact, interpret and produce short oral and written messages / texts ofExit Profile:Exit Profile: descriptive, and prescriptive type, using written, visual or oral support, in meaningful situations of communication related to his environment and interests. VALUES National identity: he learner can describe lifestyles, eating habits,T dressing habits and dwellings of Algeria He is keen on:National conscience communicating about outstanding Algerian figures demonstrates a civic behaviour,HeCitizenship : conscious of his rights and duties as well as those of others. He is eager to know:Openness to the world about the lifestyles ,eating habits, dressing habits, and dwellings of other countries who use English for communication CROSS-CURRICULAR COMPETENCES his critical thinking skills when gathering information forusecan:The learner:Intellectual competency1. learning and project work* understand and interpret verbal and non-verbal messages* solve problem situations using a variety of communication means* show creativity when producing oral and written messages*he can show some degree of autonomy in all areas of learning work in pairs or in groups*use strategies for listening andcan:The learnery :methodological competenc2. interpreting oral discourse* develop effective study methods , mobilize his resources efficiently and manage his time rationally* information and communication technology whenever he needs it for learning and research* evaluate himself * evaluate his peers play to communicate-he can use drama and rolecan:The learnercommunicative competency:3. appropriately* he can use information and communication technology such as blogs , websites page , discussion forums , platforms to interact with learners of other cultures* he can use information and communication technology such as blogs , websites page , forums of discussion , to interact with learners of other cultures* he can process digital data is aware of his role and others' role in the developmentThe learner::personal and social competencies4. of projects* is keen in promoting the work of his peers*respects our national values and behaves consistently* is honest and accountable for his work and respects others work* asserts his personal identity and behaves with self- confidence*He socializes through oral or written exchanges*he develops attitudes of solidarity Domains Oral- Written Target competencies In meaningful communicative situations related to his/ her environment and interests , based on written, visual or audio supports, the learner will be able to interact and produce short and simple descriptive, and prescriptive messages/texts orally. In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will be able to interpret short and simple descriptive, and prescriptive messages/texts orally and in written. In meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will be able to produce short and simple written descriptive, and prescriptive messages/texts .
- 6. المخططاتالسنوية الوطنية التربية وزارة6 Term Projects Learning Sequence Planning Learning Estimated Time 1 Me,myFriendsandmyFamily PDP lesson(s) (listening &speaking): InitialSituation1 Example: You have read an advertisement. Actors and actresses aged from 14 to 20 are needed for an Algerian show. One of your classmates likes the offer. Help her / him write an e-mail to apply for this job 11Weeks 37H(bothsequences) PPU /PDP lessons ( language & reading and writing):learningSituation2 jectivesLearning ob Resources Lexis Grammar Pronunciation *Describing physical appearance *Describing and locating places (Consolidation ‘locating and describing school’ MS1) *Topicallexis *The simple present tense for description *Adjectives for description(colour, height, build, hairstyle, beauty and physical attraction) *Possessive pronouns for description *Location markers (prepositions and adverbs) for description * silent letter ‘h’ *Silent “d” To be integrated as a skill Pre- requisites Present simple of “ be” and “ have” Colours Preposition of location “ in” Communicative tasks Interview - Role play - Guessing game-Songs Situation3 : Learning to Integrate PPU ( I learn to Integrate) group work Example: You are entering a national competition organised by the Algerian Ministry of National Education for middle school students about the “Best Personal Profile” written in English. Competitors are required to upload their profiles to the website of the Algerian Ministry of National Education before December 20th .The first three winners will be offered a four-week English language course in London next summer. Write your profile to enter this competition. + self assessment) solo workThink and WritePDP ( I: IntegrationSituation4 Your English friend Liz is asking you to tell her about the place where you live. Send her a message ( viber, e.mail, whatssUp…) communicative message) with a detailed description of your house and your room with a plan of your house as an attached document.
- 7. المخططاتالسنوية الوطنية التربية وزارة7 Term Projects Learning Sequence Planning Learning Estimated Time 1 MyClassmates’ShoppingHabits MeandmyShopping PDP lesson(s) (listening &speaking): InitialSituation1 Example: It is Akram’s birthday. His mother wants to make a big birthday cake .She asks him to buy the ingredients she needs. Help Akram to write his shopping list and show him the way to the supermarket PPU /PDP lessons ( language & reading and writing):learningSituation2 jectivesLearning ob Resources Lexis Grammar Pronunciation *Describing shopping items *Expressing quantity *Asking information about, quantity, and price *Locating and showing the way to amenities *Topicallexis *Many, much, some, any *How many….? *How much… ? * Plural forms *Demonstratives : this/these, that/those *Cardinal and ordinal numbers *The imperative *Pronunciation of /l/ and / l/ *Pronunciation of /r/. *Silent “r” Pre- requisites Cardinal and ordinal numbers Demonstratives : this /that Communicative tasks - Interview- Role play- Location map- Guessing game - Songs PPU ( I learn to Integrate) group work: Learning to IntegrateSituation3 Example: Sandra your English friend wants to know about shopping in Algeria. Write to her an email to give her information about shopping in malls , supermarkets, street markets and traditional craft shops in the place where you live. Tell her also about how Algerian teenagers dress and what they usually eat. Attach to your email a street map showing the shopping amenities in your neighbourhood and the location of your home. workPDP (I Think and Write + self assessment) solo: IntegrationSituation4 Example: You are spending your summer holiday in another town in Algeria ( or a foreign country). When you return to school, your English teacher asks you to write a report about your shopping there ( the local shops, markets, malls, traditional craft shops, bazaars, souks, and the local products that attract your attention ). Describe these products and draw a street map to explain to your classmates the location of all these location places.
- 8. المخططاتالسنوية الوطنية التربية وزارة8 Term Projects Learning Sequence Planning Learning Estimated Time 2 MyHealthFood&ExercisePoster/MyDietaryFlyer MeandmyHealth PDP lesson(s) (listening & speaking): InitialSituation1 weighs 98Sheobesity.In a forum of discussion, you read Mona’s message asking for help. She suffers fromExample: kilos. She feels tired and sick. Write a reply to Mona and help her lose weight. 12weeks PPU /PDP lessons ( language & reading and writing):learningSituation2 jectivesLearning ob Resources Lexis Grammar Pronunciation *Giving advice and recommendations *Topicallexis * “Should” / “Shouldn’t” *The imperative *Pronunciation of “should: /ʃəd/, /ʃʊd/ *Pronunciation of “shouldn’t”: /ʃʊdnt/ *Pronunciation of “sh”:/ʃ/ *Pronunciation of “ch”: /tʃ/ *Pronunciation of “sh”:/k/ Pre- requisites The imperative Communicative tasks -Shopping list - Bills - Leaflets - Information panels - Charters PPU ( I learn to Integrate): Learning to IntegrateSituation3 Example Nacer,your Tunisian friend, is overweight. He wants to know what kind of diet your Algerian dietician recommends because he knows you have the same problem. Send him a detailed (email, viber, whatsUp, messenger..) in which you explain your doctor’s dietary advice and recommendations about food and exercise. Send him also a weekly diet plan and a typical daily menu as attached documents. PDP (I Think and Write + self assessment) solo work: IntegrationSituation4 Example: You want to make a poster, put it up in your school and post it on your school website and your blog to help other teenagers stay healthy. The poster should contain ‘five dietary keys’ ( or recommendations ), each with “one important reason explaining why it should be followed and respected “. You can add drawings or pictures to your poster.
- 9. المخططاتالسنوية الوطنية التربية وزارة9 Term Projects Learning Sequence Planning Learning Estimated Time 3 AMemorableHolidayReport/WhattoSeeinAlgeria/PlanninganIteneraryfor mynextHoliday.. MeandmyTravels PDP lesson(s) (listening &speaking): InitialSituation1 Example: In the international” travel forum” of tripadvisor.com website, you read a message of a tourist from England. He wants to visit Algeria. Think of a nice place and write some information about it. Turn this information into a travel brochure to be posted in the “travel forum “. 7 weeks PPU /PDP lessons ( language & reading and writing):learningSituation2 jectivesLearning ob Resources Lexis Grammar Pronunciation *Ask and give information about my country and others countries. ( learning objective related to level 1 sequence 5) NB: to be integrated *Describing amenities and places of interest *Describing environmental sites *Planning and interpreting itineraries *Topicallexis *Preposition of location :in *The auxiliaries to be / to have *The present simple with related concrete details about countries (related to level 1 sequence 5) NB: to be integrated *Simple future tense with the 3 forms *“be going to” for future activities with the 3 forms *Adjectives ending with”y” Review of the sounds already dealt with in the previous sequences) Pre- requisites Communicative tasks -Information panels - notices - Brochure for holidays - Map route - Information transfer ( from weather forecast symbols to text) - Poster - Pictionary PPU ( I learn to Integrate): Learning to IntegrateSituation3 Example : Andrew Williams, your Australian friend is going to visit Algeria next summer. You will be his guide. So, organise a three-day tour for him to visit the most interesting places in the region where you live (museums, parks, forests, mountains, old medinas, souks, “ksours”, traditional craft shops, etc.).Prepare a detailed itinerary of this tour using a map of my region with the necessary map icons. Then, send him this itinerary and the map. assessment) solo workPDP (I Think and Write + self: IntegrationSituation4 Next summer holidays, you are going on a weekend tour to another region in Algeria (or abroad, to a foreign country). Write a a schedule about this tour ( the places you will and the activities you will do ).