5. 89
The main coordinator
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The representatives of the
municipality:
one teacher from each municipality
06
Head Teachers
01
35
All the teachers of the district
Keep developing professionallywithin ourCPDPyramid:
10. The context of designing the adapted Learning Plans:
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11. Thecontext of designing the adapted Learning Plans:
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Unfortunately, much learning has been missed because of COVID-19
pandemic.Thus, the Ministry of Education has adapted the annual
learning plans and reduced the class session to 45mn.
Moreover, it designed methodological guides to facilitate the
implementation of those plans and put them into practice.
Due to every particular school conditions, some teachers are dealing
with three sessions for each group per week, whereas others are
teaching only two sessions!
12. Where are the missing sequences
integrated?
The items which were not taught in the previous academic
year (2019-2020) are 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.
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13. Level Sequence Learning Objectives & Related Resources Adaptation
MS 1
Me,
my
Country
and
the
World
Learning objectives
*Ask and give information about :
-My country ( currency/ flag/national and religious
days
-Other countries (nationalities/ Flags / currencies/
celebration days).
Resources Lexis: *
Basic lexis related to the topic.
Grammar:
*The articles : -indefinite /a/ an -- definite/the
* Plural forms
*Preposition of location :in
*The auxiliaries to be / to have
*The present simple with related concrete details
about countries
Pronunciation: /p /, /b/-“ph” /f:/-*Silent “p”-*Silent
“ b”-/ ɒ/ ,/ɔ:/ , / aʊ
The learning sequence is integrated in level 2 / Sequence 04
“Me, and my Travels” in terms of function, related grammar
and lexis.
Learning objectives
*Ask and give information about my country and others
countries.
Resources
* Plural forms
*Preposition of location :in
*The auxiliaries to be / to have
*The present simple with related concrete details about
countries
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14. MS2
Me,
and
my
Travels
Learning objectives
*Describing amenities and places of interest
*Describing environmental sites
*Planning and interpreting itineraries
*Reading and interpreting a map
Resources
Lexis: Lexis related to the topic
Grammar:
*Simple future tense with the 3 forms
*“be going to” for future activities with the 3 forms
*Past simple tense with the 3 forms-*regular and
irregular verbs
*Demonstratives : this/these, that/those
*Word formation with “tion”
*Adjectives ending with”y”
Pronunciation:
*Pronunciation of “will”- “ ‘ll”- “won’t”:
*/wil/,/l /wəʊnt/
*Pronunciation of “ed”: /id/,/t/,/d/
*Pronunciation of “th”:/ θ/, / ð/
*Pronunciation of “tion “/ʃən/
The learning sequence is integrated in level 3 / Sequence 04 “Me and
my Environment” in terms of function, related grammar and lexis.
Learning objectives:
Describing environmental sites and places of interest
Resources:
* “be going to” with the 3 forms for planning future activities related to
the environment ( action plans on how to protect the environment and
places of interest)
N.B: The past simple tense is integrated in level 3/Sequence 02 “Me,
and my life style” as a new language form ,never dealt with before, for
describing past events
• Final pronunciation of “ed” is integrated in level 03 / Sequence 02
“ Me, and my life style” as new knowledge never dealt with before.
• Future simple will be later dealt with in level 4/ Sequence 03 “ Me,
my Community and Citizenship” as a new target structure.
• Demonstratives should be dealt with depending on the pupils needs.
• Adjectives ending with”y” ( may be included within ‘formation of
adjectives’ (Level 3/ sequence 1)
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15. MS3
Me,
and
my
Environment
Learning objectives
*Expressing obligation (Review)
*Expressing prohibition
*Making recommendations (Review)
*Expressing cause and effect
Resources Lexis: Basic
lexis related to the topic
Grammar:
*“mustn’t” (prohibition (Review)
*“should” ( mild obligation)(Review)
*The imperative(Review)
*The present perfect tense
*The present perfect tense with: “for” and “since”
*Asking questions with “How long …?”
*The comparative of superiority ( short and long
adjectives)
Pronunciation
*Pronunciation of the consonant sounds:
/ʒ/ and /dʒ/
*Silent letters: “k” , “w”, “h”, “t”
*Intonation in questions
Learning objectives:
Expressing obligation , expressing prohibition and making
recommendations areintegrated in level 4 / Sequence 03 “Me, my
Community and Citizenship” in terms of function related grammar and
lexis.
Grammar:
*“mustn’t” (prohibition
*“should” ( mild obligation)
*The imperative
Expressing Cause and effect is integrated in level 4 / Sequence 01 as a
new learning objective.
Resources
*Discourse connectors: “as”, “because”, “so”, “therefore
N.B:
• Comparative of superiority is integrated in level 4 / Sequence 01 as
new target knowledge.
• Present perfect tense ( How long / Since and for ) is integrated in level
4 / Sequence 02 “ Me, my personality and life experiences” as new
target knowledge.
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16. Within your SPC, you checked out the changes brought to the LP.
/2020
MS ONE
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
1 Me
and my
Friends
Pre- Sequence.
Pronunciation: /a/- /ɪ/
2 Me and
my Family • My preferences(food, clothes)
• to go, to like ( I like / I don’t like )
*Pronunciation: /e/ / I : /-Aspirated “h”--Intonation in “wh” question .
3 Me and
my Daily
Activities
*now
*/h/.
Me
and my
School
* Talking about rights and duties.
* The present continuous with time markers *Prepositions of time: in (the morning ); at ( time); on + day
*Pronunciation of : /ŋ / , /g/ , /j/ , /ʤ/ , /ʒ/
Me, my
Country
and the
World
*The articles :indefinite /a/ an definite/the
* Plural forms
*Pronunciation: /p /, /b/-“ph” /f:/-*Silent “p”-*Silent “ b”-/ ɒ/ ,/ɔ:/ , /aʊ/.
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17. MS Two
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
1-Me,
my
Friends
and my
Family
*Describing daily and free time activities ( 1AM)
*Reading and interpreting a house plan (extra)
*Recording daily activities on a schedule .
*Describing family relationships.
*Expressing likes and dislikes.
*Expressing abilities and inabilities (3AM)
*Expressing cause or reason (3AM/4AM)
*“Can” for ability *“Can’t” for inability
*Cause and reasons( why, because)
2- Me
and my
Shoppi
ng
*shape , size, weight, colour.
*Devising a neighbourhood street map
*Locating and showing the way to amenities
*What size are you? -*What is your size? -*What is the size of …? How big is …? -*What shape is …?
*Demonstratives: that/those
Me
and my
Health
*Planning a healthy balanced meal
*Planning a healthy weekly diet
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18. MS Two
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
4/ Me
and my
travels
*Reading and interpreting a map
Demonstratives : this/these, that/those
*Word formation with “tion”
*Pronunciation of “will”- “ ‘ll”- “won’t”:
*/wil/,/l /wəʊnt/
*Pronunciation of “ed”: /id/,/t/,/d/ 3AM
*Pronunciation of “th”:/ θ/, / ð/seq 2
*Pronunciation of “tion “/ʃən/
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19. MS Three
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
* Pronunciation of the vowel sounds: / ə/,/æ/,/ɑː/
1- Me, my
Abilities, my
Interests and
my Personality
* Pronunciation of “can” and “can/kən/,/kæn/ and /kɑːnt/
2- Me and
my Life
*Devising and selecting relevant interview questions
*Conducting an interview
*Pronunciation of the vowel sounds:/u:/ and /ʊ / , /ɜː/ and / ə/, /æ/, /ʌ/
styles *Silent letters “ w” and “t”.
*Organizing/sequencing biographical information in chronological order
Me and the *Selecting relevant biographical information
scientific *Transferring biographical information from one format (ID card) to another (plain text with specific writing
world rules and mechanics).
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20. MS Three
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
4- Me , and
my
environment
*Pronunciation of the consonant sounds:/ʒ/ and /dʒ/
*Intonation in questions.
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21. MS Four
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
1- Me ,
Universal
Landmarks and
Outstanding
Figures In
History,
Literature and
Arts
2- Me, my
Personality and
Life
Experiences.
-Seek exchange information on the web
-Locate landmarks on a map
- Organise discourse
-strong adjectives to describe and value outstanding figures and landmarks
-Consonant clusters
-Seek relevant information on the web
- Triphthongs- Weak and strong forms of the auxiliaries have, has / was, were.
- Phrasal verbs.
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22. MS Four
Seq Omitted Functions/ Resources in the Adapted Learning Plans “2020/2021”
3-Me, my
Community
and Citizenship
-Compare eating habits and table manners.
-Documenting a topic on the web.
- /ŋ/ sound.
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23. Time devoted for traditional classroom teaching
has been lessened (number of sessions and length of
the session).
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How to cover the programed learning objectives?
24. What is the new paradigme in the methodological
guides ?
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26. HYBRID LEARNING/ Blended Learning
Traditional classroom-
based learning / Face
to face course
+
Self regulated Learning/
Self-Study/ Distance
Learning
HOMEWORK /
Pedagogical
Accompaniment
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27. 28/11/2020
Level Seq Learning objectives that should be
focussed on in the classroom
Missions that may be acomplished
outside the classroom
Timing
Classify the learning objectives/ tasks included in the adapted plans in the
table below:
28. 28/11/2020
Learning objectives that should be focussed
on in the classroom
Missions that may be acomplished outside the
classroom
T
• Initial Situation: The teacher announces the
communicative intentions of the sequence through
listening and speaking lessons related to the function
being dealt with.
• Learning to install resources: Teachers install resources in
a learning problem solving situation related to the topic
dealt with in the sequence through a set of learning
objectives via PPU (Grammar) and PDP (Reading and
Writing) lessons.
• Learning to Integrate: Learners should be able to select
appropriate knowledge and mobilize it to solve a real life
situation. (PPU lesson).
• Integration / Assessment: Teachers should be able to
identify the learners’ strengths and weaknesses to deal with
remediation accordingly.
• Learners’ Portfolios.
• Extra tasks related to grammar lesson for more
practice and deeper use of the target structure.
• Using the target structure in a new situation. ( USE
stage as homework) +Feedback.
• The learners may be provided with a text in the
frame of the topic dealt with in the sequence and do
related tasks before being dealt with in class as a
reading and writing lesson.
• Problem solving situations (related to learning to
integrate and assessment) may be solved by the
learner at home before receiving feedback in the
classroom.
Classify the learning objectives/ tasks included in the adapted plans in the
table below:
38. Task/ Homework:
🠶Within your school pedagogical cell « on line », plan
Sequene Two of the levels you are dealing with
including the PedagogicalAccompaniment / Homework.
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