Ms4 course book adaptation
15 likes6,375 views
The document outlines the curriculum plan for teaching English at the middle school level in Algeria, specifically focusing on the objectives, learning sequences, and competencies expected from students. It emphasizes the importance of effective communication, national identity, and the integration of cross-curricular competencies through project-based learning and assessment. The course covers a variety of topics, including personal experiences, healthy living, and global awareness, while adhering to competency-based education principles.
Ms4 course book adaptation
- 1. الشعبية الديمقراطية الجزائرية الجمهورية الوطني التربية وزارة للبيداغوجيا العامة المفتشية بومرداسافريل2018
- 2. REPUBLIQUE ALGERIENNE DEMOCRATIQUE ET POPULAIRE Ministère de l’Education Nationale INSPECTION GENERALE DE LA PEDAGOGIE DIRECTION DE L’ENSEIGNEMENT FONDAMENTAL PLANNING LEARNING ENGLISH KEY STAGE 3 (GRADE 4) MIDDLE SCHOOL April 2018
- 3. I) LEARNING PLANS KEY STAGE 3 (MS4) 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 National identity: The learner can use the markers of his identity when introducing himself to others: name, nationality , language, religion , flag, national currency ... National conscience: He can speak about our school days, weekend and national public holidays (historic, religious, etc) Citizenship :He shows respect for the environment and protects it continually Openness to the world : He is keen on learning about others’ markers of identity CROSS-CURRICULAR COMPETENCES 1.Intellectual competency/The learner can :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 - show some degree of autonomy in all areas of learning 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 communication technology whenever he needs it for learning and research- evaluate himself and his peers 3.communicative competency: The learner can: 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-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 Target competencies 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. 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 meaningful communicative situations related to his/her environment and interests, based on written, visual or audio supports, the learner will be able to produce of descriptive, narrative, prescriptive or argumentative type messages/texts .
- 4. earning sequenc es Topics Projec ts Planning Learning Estimated time S E Q U E N C E 1 MEANDMYPERSONALITYANDEXPERIENCES SITUATION 1: STARTING OFF/INITIAL EXAMPLE: Your family celebrates a family event (wedding, anniversary,..). You are looking at photos and watching some videos; everybody starts 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. 12 WEEKS FOR BOTH SEQUENC ES SITUATION 2: INSTALLING RESOURCES (PDP / PPU LESSONS) LEARNING OBJECTIVES GRAMMAR LEXIS PRONUNCIATION COMMUNICATI VE TASKS -Make a portrait report on events, facts, experiences -Express likes and dislikes in arts, cinema, music, -Hobbies -The present simple, past simple and simple future(review) -The past continuous tense -The past continuous and past simple tense in a narrative -The present perfect with or without time markers ((always, ever, never, just) -Comparative of equality/ inferiority (as...as/not as...as) -Qualifiers(review and expansion) -Ing form after verbs of feeling (like/ love/ dislike/ hate) -Lexis related to topics -Basic Lexis( words and expressions/formulaic language) -Polite forms/greetings -Personality adjectives - ŋ -Strong and weak form of “was” “have” “has” -*Pronunciation of suffix ed : /t/, /d/ and /id/. -A portrait -A narrative account -A journal -An interview -An oral presentation/mon ologue
- 5. 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...) Learning sequenc es Topics Projec ts Planning Learning Estimated time S E Q U E N C E 2 My prospects and iniatiative s A Moudj ahid Portrai t Situation1: Starting off / Initial Example: Your school guidance counselor asks 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. Situation2: Installing Resources (PDP and PPU lessons) LEARNING OBJECTIVES GRAMMAR LEXIS PRONUNCIATION COMMUNICATIVE TASKS -Give information/respond to question about me: -My dreams, my project -Career education -Speculate -predict -Conditional type 1 (Present simple / future simple) -Future simple (review) -Time conjunctions Topical Lexis -Strong and weak forms of” have” and” has” - Vowel sounds: /ɪ/,/iː/, /e/. -An application – letter -A letter of motivation
- 6. 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/REMEDIAL WORK 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 FFFFFFIRST TERM EXAM Learnin g sequen ces Topics Projec ts Planning Learning Estimated time S E Q U E N C E 3 My World HEALTHY FOOD Healthy food and table manners Family advice Design an advert about charity compa ign 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 11 weeks Situation2: Installing Resources (PDP and PPU lessons) Learning Objectives Grammar Lexis Pronunciation Communicative Tasks -Ask for and give advice -Make recommendations for a healthy diet -Defend positive actions( -imperative (recipes) -Sequencers -should/shouldn’t Lexis related to related topics Basic lexis( words and expressions/ formulaic language): polite -Diphthongs -Strong and weak form in polite forms - Letter ( Agony letter) - Conversation - Debate
- 7. Citizenship: Commitment with charity/ clubs/ helping hand/ respect of others citizenship) forms/greetings../ Foods used in the Algerian dishes Nouns and verbs used to describe and discuss Algerian dishes / cooking/measureme nts Vocabulary related to : *Junk and healthy food *Food habits * Table manners *Recipes and mealtimes dishes *Silent letters. *Rising and falling intonation in oral interaction - Charters - Adverts -Posters -Leaflets 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. Situation4: Assessment/Remediation 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
- 8. Second Term Exam Learning sequence s Topics Projec ts Planning Learning Estimated time S E Q E N C E 4 Online Travelling: Forums of discussion Networks and Web sites on: Food and dishes around the world Landmar ks and monumen ts Outstandi ng figures in history, literature and arts SITUATION 1: 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… 9 weeks Situation2: Installing Resources (PDP and PPU lessons Learning Objectives Grammar Lexis Pronunciation Communicative Tasks -Seek exchange information on the web -Compare cooking habits -Describe famous landmarks -Describe famous figures -The passive voice(past simple tense) -The superlative -Discourse markers(review and expansion): -chronology, cause and effect, opposition -concession(unlike, whereas) - lexis related to travel/tourism -types of landmarks (monument /mosque/ tower / bridge /castle/temple…) -names of international - landmarks -strong adjectives to describe and value landmarks -word formation -Triphthongs -Consonant cluster -information transfer -e-mailing -chatting/networking -forums/blogs -leaflets/ads
- 9. 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 /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 -a sample of a touristic leaflet/-the map of your hometown THIRD TERM EVALUATION
- 10. II) COURSEBOOK ADAPTATION PROJECTS TOPICS ON THE MOVE COURSE BOOK The1stTerm Sequence.1 Amoudjahidportrait ME My personality and experiences: -Personality features -School and life experiences (embarrassing and positive ones) File 04 : P.102/103/ File 06 : P.143/144/146/147/148/149 Assessment & Remediation Where do we stand now? /Learning log ( to be exploited by the teacher) Teachers can select the appropriate statements to elaborate the assessment grid Sequence.2 My prospects and initiatives -Projects and initiatives -Career/ education File 02 : P.46/47 File 03 : P.50/68 /67/68/69/70/71/72/73/77 P.82/83/84 The2ndTerm Sequence.3 DesigningCharity advertisementleaflet My World HEALTHY FOOD -Healthy food and table manners -Family advice Citizenship: Commitment with charity/ clubs/ helping hand/ respect of others File 01 : ALL PAGES File 03: Words & sounds ( Diphtongs) P99 The3rdTerm Sequence.4 Travellingonline The World Online Travelling : Forums of discussion Networks and Web sites on: - Food and dishes around the world -Landmarks and monuments -Outstanding figures in history, literature and arts File 03 P.76/78/79/80/81 File 04 P.101/107 /109/110/128/129/ P.96/97/104/105/106 KEEP USING THE LISTENING SCRIPTS ACCORDING TO THE CHART
- 11. III) Methodological Guide Learning Plan and Course book conformity Introduction and Rationale: This guide aims at helping MS4 teachers to make best use of the current course book,“On the Move” which has been adapted to fit the curriculum as well as the suggested learning plan. The adapted course book will be temporarily used during the school year (2018/2019) due to the fact that the new manual could not be ready on time. Procedural Guidelines: The adaptation of the course book undergoes a two-stage process; elaborating the learning plan to identify the different sequences and their constituents and scrutinizing the course book to select the content that is more or less congruent with the elaborated learning plan. 1-The Learning Plan: In compliance with the curricular principles and the tenets of the competency-based approach (CBA), a learning plan has been designed. This plan 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 term whereas the last one in the third term. Along the school year, learners are required to conduct at least two projects in 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. The proposed learning plan also includes learning objectives, resources (grammar, lexis & pronunciation) and a variety of relevant communicative tasks. The included learning objectives are specific, measurable, achievable, relevant and time bound (SMART) and stated in action verbs. They identify the domains (oral & written), the competencies( interact, interpret, produce), cross-curricular competencies(intellectual, methodological, communicative, personal/social) as well as values. 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 under study. 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. 2-The four sequences Sequence One: “Me” my personality features and experiences - Make a portrait report on events, facts, experiences - Express likes and dislikes in arts, cinema, music
- 12. Sequence Two: “Me” my Prospects and initiatives - Give information / respond to question about me ( my dreams / my projects… - Sequence Three: “My World” healthy food and table manners - Ask and give advice - Make recommendations for a healthy diet - Defend positive actions (citizenship) Sequence Four: “ The World” Virtual Travelling - Seek exchange information on the web - Compare cooking habits - Describe famous landmarks - Describe famous figures 3-The Linguistic Resources:(Grammar, vocabulary, pronunciation) The linguistic resources can be extracted / selected from the suggested documents in the rubric resources o or from the curriculum that comprises them. They should be taught if met for the first time following the PPP/PPU. They should be consolidated if seen before (designing a set of tasks from mechanical to meaningful drilling) remaining faithful to the theme under study. 4-Project One: Sequence one and two “Make a Moudjahid Portrait” I PREPARE MY FIRST TERM PROJECT. SECON 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 to record his /her speech, film him/her as well, translate into English and then design a school magazine to be a reference for the upcoming generations.
- 13. 5-Project Two : Sequence Three “Design a charity advertisement leaflet” I PREPARE MY SECOND TERM PROJECT 6-The 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 appreciate each learner/ child as an individual taking into account his learning styles, his mental capacities, multiple intelligences and the way he adapts himself with the types of learning. The teacher should use the appropriate strategies when working with different groups to the extent that he knows when to apply x strategy with x group and for what purpose. The tutorial sessions are primarily meant to work with the learners on specific areas. The teacher needs to identify the strengths and the weaknesses of his learners in the course of time. 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’ resulting weaknesses and identifying the non-acquired criteria. A CHARITY ADVERTISEMENT LEAFLET” 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 school mates to be members of the school committee. 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.
- 14. The tutorial sessions 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 rate so as to train them for real life problem solving situations. The 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 the new experiences in a scaffolded way; hence constructing their own down to top learning process. This evidence will allow the teacher to rethink and reshape his teaching to meet the learners’ needs. The teacher is aware of the differences of levels in his class and thus, he should be ready to organize his tutorial session as follows: 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. 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 your learners to work in groups. 10- Who identify the best learners can help in group work. Assessment plan ongoing Pronunciation to be revisited A sample of lesson plan Word formation Think about sequence one and two about word formation” Self assessment grid learning log Recommendations Sommaire Content page Appendix