1.2 Réagir à un message

•              Activity rubrics

•              Intonation, stress and tone in questions and answers

•              Telephone: Formal/ Informal language

•              Talks, speeches, pictures

•              Requests, permission, offer, invitation, condition, prohibition -Affirmative:

•              Yes. Yeah. Okey. All right. Fine. I am with you. -Negative:

•              Sorry, what did you say?

•              I don‟t mind, I mind…

•              Clarification

•              Agreement/disagreement

2.2 Décrire des faits réels ou imaginaires

2.3 Respecter les intonations

-Asking for/giving

•      Personal information

•      Permission

•      Directions

•      Questions

-Making a request, an offer, an invitation… -Talking about:  Family

•      Weather

•      Plans

•      Demographic, ecological and social issues

•      Education, social problems

•      Health and nutrition, sport and leisure

•      Telephoning, apologies and excuses, complaints and compliments.

-Description of:

•      A process

•      A sequence

•      A recipe

-Telling a story

2.4 Utiliser les différents types de discours

2.5 Etablir des comparaisons

2.6 Produire des phrases aux différentes formes verbales

2.7 Utiliser les règles de concordance de temps

2.8 Former des familles lexicales

2.9 Résumer un texte

2.10 Présenter le compte rendu d‟une lecture, d‟un évènement, ou de quelque chose apprise en classe.

2.11 Débattre d‟un thème

2.12 Utiliser le temps convenable pour exprimer une action ou un évènement.

2.13 Vérifier la compréhension

2.14 Chanter une chanson

•              Intonation in connected speech

•              Liaisons, assimilations

-Using different sorts of speech

•              Direct speech

•              Indirect speech

-Comparing people, things and animals

•              Comparatives

•              Superlatives

-Using forms

•              Affirmative, negative, …form

•              Passive/active voice

-Applying tense agreement

-Using affixes

•              Prefixes and suffixes

-Summary,

•              main idea, character

-Report presentation

•              Expose

-Agreement/disagreement

-Debating on themes:

•              Demographic and ecological problems

•              Education and social issues

•              Health and nutrition

•              Sport and leisure

-Using present tenses-past tenses-future tenses

•              timely dated events: since, for, ago

•              future progressive

•              future perfect -Checking understanding e.g. Alright so far?

•              Are you with me?

•              Is that clear? Do you see what I mean?

-Checking pronunciation

•              Intonation

•              Songs

3.2 Interpréter diverses formes de supports

3.3 Rechercher des indices de sens

3.4 Résumer un texte

3.5 Lire un message silencieusement

3.6 Former des familles lexicales

3.7 Etablir la relation entre certains mots d‟un texte

•              Classifying words alphabetically

•              Checking a word in a dictionary -Interpreting visual supports

•              Cartoons, pictures, signs…

•              tables, notices,

-Using text type to look for

•              main idea, characters, themes, illustrations…

-Summarizing

•              literary text,

•              story,

•              speech…

-Silent reading message

•              skimming: main/general idea of text

•              scanning: ideas in details of text -Shaping lexical groups

•              affixes

•              contextual cues

-Connecting words within a text

•              referential pronouns

•              conjunctions

4.2 Rédiger des textes sous d‟autres formes que la narration.

4.3 Organiser un texte

4.4 Utiliser les modes et les temps suivant le contexte et les intentions

4.5 Produire des phrases aux différentes formes verbales

4.6 Décrire des iconographies

•      Weather, plans

•      Demographic and ecological issues

•      Education and social problems

•      Health and Nutrition, sport and leisure.

-Writing up other types of text:

•      a report, a letter (personal, informal, business),

•      a notice, an autobiography, a memo, a composition.

-Organizing a text

•      Punctuation-capital lettersparagraphing

-Using tenses and modals

•      to have to – to be to – to be obliged to

-Affirmative, negative forms- passive, active voice.

 cartoons, pictures, tables, photos

5.2 Tenir un cahier de notes

5.3 Utiliser des outils de référence

5.4 S‟auto corriger

5.5 S‟auto évaluer

•      Weather, plans

•      Demographic and ecological issues

•      Education and social problems  Health and nutrition  Sport and leisure.

Vocabulary:

•      Semantic field

•      World family

•      Alphabetical recording Grammar/structures

Using references

•      Library skills – Book reference – newspapers –

•      Index – Dictionary – Radio/T.V.

Self correction

•      Re-drafting

•      Self assessment.

6.2 Utiliser des techniques et sources

d‟informations

6.3 Animer un débat

6.4 Remplir un formulaire

•      Roles- Turn asking/taking-Interrupting

– Bringing in other people

Using information sources

•      Interview – Observation –

Questionnaires – Survey – Presentation Leading a debate

•      Asking/giving opinions

•      Turn giving Form filling

•      Form, boarding cards – Personal information Cheque.

1.2 Réagir à un message

1.3 Décoder un message spécifique

•      Socializing requests

•      Invitation. Giving/Asking opinions, advice, suggestion,

•      Instruction (direct/indirect)

•      Employment-Social and politic issues, Women, leisure, food and

health problems

Reacting from a message

•      Demographic, ecological problems

•      Agreement/disagreement:

Yes. Heath. Okay. All right.

Now. Fine.

Intonation in connected speech

2.2 Décrire des faits réels ou imaginaires

2.3 Produire un message en respectant la

•      Employment. Social and political issues. Women, leisure; food, health and nutrition

•      Demographic, ecological problems Introductions/Socializing

•      Requests. Giving/Asking opinions; advice, suggestion, inviting.

Telephoning

•      Apologies and excuses

•      Complaints, compliments, congratulations. Description of:

•      A process

•      Sequences

•      A recipe

Telling a story

Articulating language

2.4 Produire des phrases aux différentes formes verbales

2.5 Utiliser les différents types de discours

2.6 Respecter la concordance des temps

2.7 Former des familles lexicales

2.8 Résumer un texte

2.9 Présenter un compte rendu d‟une lecture ou d‟un évènement

2.10 Débattre d‟un thème

2.11 Utiliser le temps convenable pour exprimer une action

2.12 Vérifier la compréhension

2.13 Chanter une chanson

•      Intonation in connected speech

•      Tones

Producing sentences forms:

•      Affirmative, negative, interrogative

•      Voices: Active / Passive.

Using different types of discourse

•      Direct speech

•      Indirect speech

Matching tense agreement

Shaping affixes

•      Prefixes

•      Suffixes

Summarizing, main idea, characters…

Reporting facts from reading

•      Report

•      Presentation -Themes:

•      Employment

•      Social and political issues

•      Women, leisure, food and health problems

•      Expressing a opinion

•      Agreement / disagreement

-Talking about past events

•      Used to + infinitive

•      Be used to + -ing

•      Present perfect

•      Pluperfect

•      Past continuous

Checking understanding

•      -e.g. Alright so far? Are you with me? Is that clear? Do you see what I mean?

Expressing oneself by songs

•      Pronunciation – Songs

•      Reading topic sentence / head line, title/ subtitle.

•      Exploring cover, back page or illustrations.

3.3 Interpréter diverses formes de supports

3.4 Résumer un texte

3.5 Utiliser les informations d‟un texte

3.6 Former des familles lexicales

3.7 Etablir la relation entre certains mots d‟un texte

•      Text type, main idea, characters.

Interpreting diverse learning supports

•      Cartoons, pictures, maps, tables, prose.

Summarizing a text

Using text information

•      Information transfer

•      Reformulation – Drawing – Discussion – Generalization – Application

Using affixes

•      Contextual cues

Cohesion making with cohesive devices

•      Pronouns: personal, relative, conjunctions.

4.2 Rédiger diverses formes de textes

4.3 Organiser des messages écrits

4.4 Utiliser les modes et les temps suivant le contexte et les intentions.

4.5 Produire des phrases aux différentes formes verbales

4.6 Décrire des iconographies

4.7 Utiliser le langage approprié suivant

•      Employment. Social and political issues, women, leisure, food and health problems

•      Demographic and ecological problems

Wrriting diverse text types

•      A report, a letter (personal, formal business), a notice…

Connecting writing messages

•      Punctuation – Capital letters – Paragraphing

•      Connectives

Using tenses and context

•      Tenses – intentions- modals

Making sentences in different forms

•      Affirmative, negative, interrogative, exclamative…

•      Voices: Active, passive

Describing iconographicals  Picture description:

•      Cartoons, pictures, tables, photos

Using language right register and style

5.2 Utiliser les outils de référence

5.3 S‟auto-corriger

5.4 S‟auto-évaluer

•      Employment. Social and political issues, women, leisure, food and health problems

•      Demographic and ecological problems

Using referential tools

•      Library skills – Radio, T.V.

Self-correction

•      Redrafting

Self-assessment

6.2 Utiliser des techniques et sources

d‟informations

6.3 Animer un débat

6.4 Remplir un formulaire

•      Roles

•      Turn asking / giving / taking

•      Interrupting

•      Bringing in other people

Using information sources

•      Observation

•      Questionnaires- Survey    Interview – Radio & T.V.

Leading a debate

•      Organization – Presentation  Asking / giving opinions

•      Turn distribution

Form filling

•      Personal information – Cheque-

Boarding Cards

1.4 Réagir à des messages

1.3 Décoder un message spécifique

•        Socializing- requests

•        Invitation. Giving/Asking opinions, advice, suggestion,

•        Instruction (direct/indirect) Themes:

•        Food and health

•        Development

•        Music and sports

•        The North / South divide

•        Famous lives

•        Transport

•        Demographic, ecological problem

•        Social problems

Showing understanding

•        e.g.: Yes. Yeath. Okay. All right so far?

Asking for repetition

•        e.g. I didn‟t get what you said.                    What did you said?

Articulating language

•        Intonation in connected speech

•        Liaisons, assimilations, blending

•              Purpose / result

•              Apologies, excuses, regrets

•              Complaints, wishes, Requests

•              Asking someone to do something

2.2 Décrire des faits réels ou imaginaires

2.3 Produire un message en respectant la prosodie

2.4 Produire des phrases aux différentes formes verbales

2.5 Utiliser les différents types de discours

2.6 Respecter la concordance des temps

2.7 Former des familles lexicales

2.8 Résumer un texte

2.9 Présenter un compte rendu d‟une lecture ou d‟un évènement

2.10 Débattre un thème

2.11 Vérifier la compréhension

•      Necessity, obligation

•      Compliments, congratulation

Describing real or fictitious facts Themes :

•      Food and health

•      Development

•      Music and sports

•      The North / South divide

•      Famous lives

•      Transport

•      Demographic, ecological and social issues- politics Description of:

•      A process

•      A recipe

•      An event

Occurring sentences in diverse forms

•      Telling a story

•      Word / Sentence Stress

•      Tones

Using different types of discourse

•      Direct speech

•      Indirect speech

Tense agreement

•      Forms: Affirmative, negative, interrogative

•      Voices: Active / Passive

Word formation with affixes

•      Prefixes – Suffixes

Summarizing a text

•      main idea – characters…

Making a report for reading, a fact/event

•      Report – presentation – expose

Debating on a theme

•      Agreement / disagreement

•      Asking / giving a opinion

Checking understanding

•      Themes:

Employment

Social and political issues

2.12 Utiliser le temps convenable pour exprimer une action

•      Checking understanding

e.g. Alright so far? Are you with me?  Is that clear?Do you see what I mean?

Talking about past events for actions

•      Used to + infinitive

•      Be used to + -ing

•      Present perfect

•      Pluperfect

•      Past continuous

3.2  Rechercher les informations essentielles dans le texte

3.3 Interpréter diverses formes de supports

3.4 Résumer un texte

3.5 Former des familles lexicales

3.6 Etablir la relation entre certains mots d‟un texte

•      Reading topic sentence / headline, title/ subtitle.

•      Exploring cover, back page or illustrations.

Skimming a text

•      Text type, main idea, characters.

Interpreting diverse learning supports

•      Poem – pictures – cartoons- maps- tables – prose.

Summarizing

Word making with affixes

•      Prefixes – suffixes –

•      Contextual cues

Connecting words of text

•      Information transfer – Reformulation

•      Cohesive devices (Pronouns: personal, relative, conjunctions)

•      food , health and nutrition

•      Sport – Music – Leisure

•      North / South divide

•      Transport – Environment

•      Demographic, ecological and social problems

4.2 Rédiger diverses formes de textes

4.3 Organiser des messages écrits

4.4 Utiliser les modes et les temps suivant le contexte et les intentions.

4.5 Produire des phrases aux différentes formes verbales

4.6 Décrire des iconographies

4.7 Montrer une connaissance de variation de langage et de langue suivant l‟audience

•      A report,

•      a letter (personal, formal, business),

•      a notice

•      a memo…

Organizing written messages

•      Punctuation – Capital letters – Paragraphing – connectives

Using tenses according to context Tenses:

•      Future – present –

•      Past conditional

Making sentences with diverse forms

•      Negative questions

•      Voices: Active / passive Picture description:

•      Cartoons- pictures – maps – graphs – tables- photos

Choice of appropriate register and style

•      Formal / Informal language

•      Contracted/ long forms

•      American / British English

5.2 Utiliser les outils de référence

5.3 S‟auto-corriger

5.4 S‟auto-évaluer

•              food , health and nutrition

•              Sport – Music – Leisure

•              North / South divide

•              Transport – Environment

•              Demographic, ecological and social problems

Using referential tools

•              Library skills – Index-Contents page Self-correction

•              Redrafting Self-assessment

6.2 Utiliser des techniques et sources

d‟informations

6.3 Animer un débat

6.4 Remplir un formulaire

6.5 Communiquer au téléphone

•              Interrupting politely

•              Preventing interruptions

•              Bringing in other people

•              hesitating

Using information sources

•              Observation – Questionnaires-

Survey – Interview – Radio & T.V.

Leading a debate

•              Organization – Presentation – Asking / giving opinions – Turn distribution- newspapers Form filling :

•              Personal information – Cheque

•              Boarding Cards

Telephone manners and language

Acquired Skills

Training

The teacher must appreciate:

The ability of listening and interpreting what is heard or said.

Teachings activities

listening to messages

-Rising.       Falling

intonation -Sentence intonation

-Pupils listen and choose the correct according to the stressed word.

TPR

-Understanding

various functions- requests- permissionoffers- invitations,…

fill in the missing word

-Pupils listen to a text and fill in a chart;

Reconstitute an

itinary

-Pupils listen a text

and use the information to dramatise. -Pupils practise making and responding to requests, invitations, or asking and giving permission

Writing

Blank filling Speaking sentence completion.

TPR

Pupils should be exposed to a range of situations and activities which are designed to develop their competence, precision and confidence in speaking.

Though the social environment does not allow for reinforcement of what is learned in class, pupils should be given more opportunities to practice the language in class, as well as at their homes.

Pupils should be participating in a widening variety of speaking activities, and grouping in a range of cross-curricular contexts. These should be designed to help pupils to develop their capacity to organize thoughts and curricular contexts, to accommodate wording and grammatical features a

the learner‟s oral production; the accuracy and appropriateness

appropriate responses to  instructions and questions; develop the ability to reformulate spoken language when the meaning is not clear to the listener; develop the ability to adjust the

language used and its delivery to suit a particular  audience or purpose; be able to work with other pupils.

–     A process, a sequence – recipe, a story. These serve as models from which pupils have to produce their own texts.

parallel text to the model provided. A further step would be to ask them to produce an authentic text  e.g. a recipe , or a description of an experience they have had.

Listening to, Asking questions on what have been said.

Write a paragraph of your own to

to the level –

Second, Première and Terminale.

to practice intonation to convey specific meaning. They have to demonstrate the accurate use of liaisons and assimilations in connected speech.

a text

e.g. The text is about

…

The main / secondary character,…

…

He explains the task.

The reading materials provided should include a range of fiction, non-fiction, as well as tables, charts, leaf lets, notices, graphs, recipes…

The teacher must appreciate: the learner‟s ability of reading and understanding the message read.

Brainstorming to be introduced systematically at this level and the teacher has to make sure that every pupil contributes to the activity.

what you have

TPR

-Drawing

-Discussion

-Generalization -Application.

filling /

sentence completion Speaking oral

activities

-Debate

-Reformulation

/learning of affixes will help pupils to

be more independent readers.

(e.g.) (a) un -; en-; dis-

(b) – er ; -or ;

– ation ;

Emphasis should be led on process writing rather than product writing. The activities should help pupils to see writing as having a number of elements:

-decision making (when the context – the specific situation, precise purpose and intended audience- is established

-Planning (when the initial thoughts and framework are recorded and ordered)

-drafting (when, with the teacher„s help, or that of other pupils, the pupil works towards clear, grammatically accurate text);

-presentation (when the “secretarial” aspects are refined in writing the final draft –evaluation (when the writer, other pupils and the teacher evaluate the writer‟s achievements and identify where improvements could have been made.

The evaluation will target the cognitive and psycho motor domains.

The teacher must appreciate: The good writing of learners in terms of cohesion, coherence, accuracy and appropriateness.

Teachings activities

It would be done through a good choice of texts and contexts which introduce such vocabulary.

introduces different text types we read or write in real life, and gives pupils practice in writing them.

He has to start from a model first, then gradually move to freer

production;

Writing written production Listening making

predictions  Speaking Talking

activities.

introduces punctuation mark, and their functions. He gives out a text, asks pupils to put in punctuation marks, and capital letters where necessary.

– on the left, on the right, on top , at the bottom, at the centre, in the foreground, in the background… , and vocabulary needed to describe the picture. He

→narration Narrative picture talk Hearing

activities

British English.

Well targeted examples may help make the point.

-become more effective learners

-take on more responsibility for their own learning.

Its aim is to prepare learners for independence, by providing them the alternatives from which to make informed choices about what, how, why, when and where they learn.

At the Lycée level, pupils should be familiar with what learner training involves.

The learner‟s way of learning by himself.

-how to use a library -how to use an index or

-how to use contents page(s) of book. These would help them to find information.

Evaluation

Along with the tasks, he gives pupils criteria for a good composition. When they finish writing, pupils can then assess their writing and say how well they have done.

Then, he asks them to write out the composition. When they finish writing, he instructs them to read what they have written and make corrections.

It is also hoped that this attainment target will provide a link between what is done in class, and what has to be done in the pupil‟s community.

The evaluation will focus on the cognitive and psycho motor domains.

The teacher will appreciate the ability of solving problem-situations.

– reporter – observer and do the task.

The observer may report in the end how members of group acted. Pupils practice how to ask / take or keep a turn: -how to interrupt politely;

-how to prevent interruptions;

-how to hesitate.

-dramatization -hearing activities

Then he sets authentic tasks which encourage pupils to go outside the classroom and

Pupils go out to school to practice each information gathering technique.

They come back to school and

/ activities

Understanding  Written productions Written production oraly

The next step would be to set an activity to practice how to lead a debate.

Then, pupils report back to the class.

Then, the group discusses what each group member has been doing.

They report back to the whole class.

Debate

Discussion

Listening

Comprehension Reading:

-comprehending understanding activities Writing: Paragraph writing Guided production.