MINISTRY OF NATIONAL EDUCATION THE NATIONAL CURRICULUM COUNCIL

‫امجلهورية اجلزائرية ادلميقراطية الشعبية‬

People’s Democratic Republic of Algeria
‫وزارة الرتبية الوطنية‬
Ministry of National Education
‫اجمللس الوطين للربامج‬
CNP

‫ادلليل دادليداكتييك للغة الإجنلزيية‬

‫الس نة ا ألوىل من التعلمي املتوسط‬
Didactic Guide of English
Middle School – Year 1

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Table of Contents

Presentation 04
01 General Orientation 05
1. The Approach 05
2. Children Growth 06
3. Characteristics of Young Learners 07
4. Learning/Perceptual Styles 09
5. Classroom Management 11
02 Classroom Guidelines 16
03 The Syllabus 24
- The Framing of the Syllabus 24
- The Syllabus 26
- Topics and Learning Outcomes 32
04 Planning 33
1. The Teaching/ Learning Framework 33
2. The Sequence Layout 34
3. The Sequence Components 34
4. Planning Learning 60
5. The Planning Learning Canvas 69
05 Glossary 70
06 Appendices 73
1. Initial Situations 74
2. Listening Scripts and Reading Texts 85
3. A Suggested Session Layout 88
07 Further reading 89

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Presentation
After the in-depth review of the middle school curriculum, the development of the
didactic guide emerged as a logical and essential next step. This process replicates the one
which took place in primary education.
Elaborating the didactic guide for the first year of middle school (M.S.1) is crucial as
it has become one of the essential documents in education. As a matter of fact, it is a reference
document for practitioners. It is developed to align with the Competency-Based Approach and
serve as a comprehensive resource designed to support practitioners in delivering the yearly
syllabi effectively; ensuring consistency and enhancing learner-centered teaching practices. It
aims at providing clear strategies and methods tailored to the specific needs of middle school
learners and the characteristics of their age group.
The first year of middle school is a transitional year which helps learners consolidate
their pre-requisites and favours their adaptation in the new cycle. It marks the continuation of
the process of learning English for Algerian learners. This process started in year three of
primary school. During the three previous years, the focus was primarily on oral
communication, approached in an interactive and playful manner while considering the
characteristics of the age group. The first two years-years 3 and 4- were dedicated to
foundational learning, while in year 5, they deepened their basic learning focusing on some
comprehension skills in listening and reading, in addition to speaking. They also began their
first steps in writing. In terms of global competence, at the end of primary education, young
learners interpret oral messages and interact orally, decode a short simple message to
understand its meaning, and produce a very short written message. English in primary
school aims to develop the learner's basic competences in the domains of oral interaction,
written comprehension and written production -decoding for the purpose of reading and
understanding very short texts, and ultimately producing very short messages. It enables
learners to receive a sound upbringing and develop gradually their cognitive abilities for
further instruction.
However, as they transition into middle school-year one, the emphasis is likely to shift
to more advanced target competences compared to primary school. This new phase will build
on the solid foundation laid during the previous years, with a focus on expanding their
knowledge, skills and values, in addition to preparing them for further study and real-world
communication in English.

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1. General Orientation
1. The approach
After the reforms that education has undergone, the Algerian government has opted for
the implementation of the Competency Based Approach (CBA). This shift aimed to enhance
the quality of education, improve the quality of learning outcomes and make education more
relevant to the needs of both society and economy (job requirements).
The Competency Based Approach refers to an educational or training model that
focuses on the development and assessment of specific knowledge, skills, and attitudes
required to achieve desired outcomes and ensure effective performance in a given role or task
(practical settings).
The competency-based approach is based on Constructivism and Socio-
Constructivism. It provides a shift from the traditional focus on teacher-centered delivery to
learning outcomes and learner-centered educational objectives.
Robert M. Gagné, a well-known educational psychologist, emphasized that
competences should be clear, measurable, and relevant. He proposed that instruction should
be designed to guide learners through clearly defined steps toward achieving these
competencies, where learners must demonstrate their ability to apply their knowledge in
practical contexts.

Key Characteristics of the Competency-Based Approach:

 Learner-Centered: it focuses on what learners can do taking into account their needs,
interests, experiences, and environment.
 Outcome-Oriented: it aims for specific, measurable learning outcomes.
 Flexible Pace: learners progress once they have demonstrated mastery, allowing for
personalized learning speeds.
 Assessment-Driven: assessment is ongoing; learners are assessed based on whether
they meet specific competences or criteria.
 Integration of Knowledge, Skills, and Attitudes: competence is seen as a
combination of knowledge, practical skills, and attitudes. This ensures that learners are
not only knowledgeable but also able to apply that knowledge effectively and
professionally.
 Learner Motivation and Engagement: the approach encourages active participation, as
learners take responsibility for their own learning.

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2. Children Growth
When children are about eleven years old, they not only transition from childhood to
adolescence but their perceptual cognition starts transition from concrete thinking (focused
on tangible objects and real world objects and situations) to abstract thinking (thinking about
concepts, possibilities and hypothetical situations). Therefore, both cognitive and emotional
changes significantly influence how they learn.

In this phase of their lives, children enter the formal operational stage of cognitive
development according to Jean Piaget who emphasized the internal development stages. This
stage- the formal operational stage- is the fourth and final one in Piaget‟s theory. It starts at
about 11 to 12, and continues throughout adulthood. It is characterized by the ability to make
deductive reasoning, think about abstract concepts, and systematically solve problems in a
logical and methodological way. They often think over ‘what if’ type situations or questions
and can think about multiple solutions or possible outcomes. As children gain awareness and
understanding of their own thought processes, they develop metacognition- the ability to
think about their thinking and adjust it to improve learning and problem-solving.

Lev Vygotsky-Piaget‟s contemporary- focused more on the socio-cultural aspect of

cognitive development. He is renowned for his concept of the Zone of Proximal
Development (ZPD) which highlights how the children‟s learning of around the age of 11 is
facilitated by others such as peers, teachers, and parents. According to him, it is strongly
impacted by scaffolding provided by more knowledgeable individuals (social interaction).
Children learn most effectively when they are guided through tasks that challenge their
current abilities within the ZPD- the space between what they can do autonomously and
what they can achieve with assistance. He believed that social interaction and cultural tools
like language, writing, and problem-solving methods help children reach their potential and
higher thinking levels.

For Maslow, children around eleven would focus on higher level needs. Assuming
their basic physical needs are being met by their caregivers, they need a stable and
predictable environment. They begin to develop a sense of physical and emotional security,
both at home and at school. They look for protection from harm and the feeling of being
loved and supported by family and friends. Social relationships are important for them.

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Friendships become essential to shaping their sense of identity. They start seeking
acceptance, recognition, and respect from others especially peers and teachers. Their sense
of achievement becomes important, and they begin to gain confidence in their abilities,
whether academic, athletic or social. Success can be a substantial motivator for them. In
addition, they may start exploring their interests and passions, gradually moving toward self-
discovery.

3. Characteristics of Young Learners

At this age, most young teens experience puberty. It results into rapid physical growth
and hormonal changes. This can lead to temporary clumsiness or awkwardness as they adjust
to their changing bodies. They often have high energy levels but may also experience fatigue
due to growth and hormonal changes. These changes can cause mood swings, making them
seem emotionally unpredictable. They can be highly sensitive to criticism and may take things
personally. They can be impulsive. They may become more self-conscious about their
appearance and how others perceive them. This age children may take risks as they test limits
and look for new experiences without fully considering the consequences. Besides, they are
digital natives. They have grown up with technology and the internet is an integral part of
their lives. They very often prefer communicating through digital means. They may be more
selective about what they share with parents and more open with peers. Therefore, they
should be trained to analyse information and verify its authenticity, distinguish between fact
and fiction.

Intellectual and cognitive development

 The rate of knowledge acquisition increases rapidly.
 They are able to group, categorize and form vocabulary.
 They achieve better learning through practice.
 They are curious and imaginative, they are more inclined to ask questions and
favour fairy tales. They can participate in theatrical and artistic activities.
 They accept questions and respond correctly and convincingly without showing
resentment.
 They are able to find the relationship between things and classify them.
 They make logical comparisons and understand transitions, transformations and
changes from one state to another.

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 They are technologically savvy. They gain information from different sources: from
mates, the media, and their experiences and from social media or platforms.

Emotional/social development

 They develop a greater sense of responsibility and emotional

connection with others. They experience emotional stability, feel
responsible and less dependent on others (increase need for
independence).
 They crave for independence – especially in choosing clothes, food and personal
items. This desire could be satisfied by giving them the opportunity to participate in
group or family decisions, give opinion in dialogues and develop the spirit of self-
reliance provided that they respect the values of the society.
 They seek self-esteem. They need to be praised for their skills and achievements.
Criticizing them in front of others and comparing their work with others‟ are
counterproductive. They may be highly emotional and have extreme reactions.
 They make new friendships at school and in the neighbourhood, and become more
influenced by peers.
 They are keen on playing new games for longer periods of time. They need to be
trained to organise their time and find a balance between school, home duties and
personal needs.
 They are often keen to negotiate anything, from homework expectations at school
to limits and regulations at home.
 They are aware of community standards and discriminate many ethical standards
and values (honesty, integrity, solidarity, cooperation).

 Linguistic/communicative development

 They are able to coordinate and connect meanings.

 Their language becomes socialized rather than egocentric.
 They express themselves freely and fluently.

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4. Learning/Perceptual Styles :
Learning/ Perceptual Styles refer to how a person learns,
remembers and understands best. The basic types of learning styles
are visual, auditory, kinaesthetic and tactile ( VAKT).

Visual: learners who get information best by seeing it.

 Visual verbal learners like to see information in the form of words or written
language.

 Visual non-verbal learners like to see information in graphic forms (charts, tables,
graphs, pictures, symbols or graphic organizers).

Auditory: learners who get new information best by listening. These

learners work well in group settings where vocal collaboration is present
and may enjoy reading aloud to themselves, too.

Kinaesthetic: learners who get new information best by doing or moving.

Kinaesthetic learners are hands-on and thrive when engaging all of their
senses during course work.

Tactile: learners who get new information best by touching and

manipulating objects.

Many young teens are multimodal learners, meaning

they use a combination of the above styles depending on
the context and subject matter. They can adapt their
learning strategies to fit different tasks and environments,
often switching between visual, auditory, and kinaesthetic
methods.

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 What teaching strategies are good for different learning/perceptual styles?

Visual:
Visual verbal:

 Write instructions, questions and answers on the blackboard.

 Let learners read silently.
 Give learners an example of finished assignments so that they can see what
they should do.
Visual non-verbal:

 Show assignments, activities or tasks so learners can see what to do.

 Use visual aids like diagrams, pictures, charts, graphic organizers to represent
information.
 Introduce new words and ideas using examples, images ...

Auditory:

 Read instructions for activities, tests and homework assignments aloud.

 Describe the information on charts, graphs or diagrams.
 Ask learners to work in small groups to discuss problems or answers.
 Let learners ask and answer questions during lessons or presentations.
 Give an oral summary of important ideas from lessons or readings.
 Let learners present and listen to presentations.

Kinaesthetic&Tactile:
 Use role plays and simulations.
 Let learners work with models or different materials.
 Visit places connected with the topic.
 Organize group or pair work that requires learners to stand up and move
around the classroom.

Some activities are good for more than one perceptual style: flash cards are
both visual and tactile. If learners repeat the words while reading, it is both
auditory and kinaesthetic.

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5. Classroom Management
Teachers play various roles in a typical classroom, but surely one of the most
important is that of classroom manager. Effective teaching and learning cannot take place in
a poorly managed classroom. If students are disorderly and disrespectful, and no apparent
rules and procedures guide behaviour, chaos becomes the norm.
Classroom management is a set of skills and techniques used by teachers to organise work in
class and keep learners engaged, attentive, and focused. When carried out effectively,
classroom management strategies enhance learning, reduce disruptive behaviours and create
conducive learning atmosphere. Generally, teachers who demonstrate strong classroom-
management skills are more effective and successful.
There is a wide range of classroom management skills and techniques. At this stage,
the focus is on the ones below.

 Planning work
Planning work is essential for successful teaching. When
planning, teachers think about the lessons‟ objective(s), the
most appropriate activities for learners, time they take,
materials they need and the interaction patterns. They also
consider how single lessons fit in the sequence, the
connection among them and how they allow for the attainment of the goals of the
syllabus. That‟s why, it is better to prepare a sequence of lessons which develops a topic
or language area over a period of time, rather than single lessons. This sequence of
lessons gives the bigger image of what teachers are expected to do or achieve with
learners.

 Varying the seating arrangements

Modifying the physical arrangements is a principle that
governs the teaching of English as a foreign language. It
facilitates the teachers‟ work in class and impacts how they
instruct learners and how learners interact with one another and with their teachers. In
language classes, learners enjoy flexible seating arrangements because they alter the
traditional setup and create a change in the routines from time to time. In addition,
whatever the seating arrangement is-roundtable, horseshoe, semicircle or pods, etc., it

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widens the opportunities for children to participate and share knowledge, experiences,
and skills. “The physical configuration of a classroom is more than an organizational or
stylistic choice by the instructor. In-person classroom seating arrangements affect
student learning, motivation, participation, and teacher-student and student-student
relationships.”(Fernandes, Huang & Rinaldo 2011).

 Encouraging participation
Participation implies short exchanges between teachers and
learners or within small groups of learners for specific purposes.
Participation, be it qualitative or quantitative, shows the readiness
of learners to be part in the teaching-learning process. It means
as well that learners are taking risks and making errors as part of the learning process
which enables them to develop their communication skills. That‟s why teachers need to
cultivate a convenient and supportive atmosphere, where errors are accepted and
indicate that learners are progressing towards the instruction goals. Teachers should
explain the rules, set clear expectations right from the beginning and make participation
a collective responsibility: the class is a tightly-knit group. Teachers need as well to
deem their position in the classroom. Moving away from the front of the classroom to
the back or the sides promotes participation. Monitoring the learners‟ work and helping
those who are struggling have a positive impact on participation and make it effective.

 Providing Feedback
Feedback is all information given to someone about their
performance, or their learning, their skills or attitudes. In the
classroom, feedback is a two way communication, i.e. teachers
give feedback to learners and learners give feedback to teachers.
“Basically, feedback is information about how we are doing in our efforts to reach a
goal” (Grant Wiggins, 2012). In his book Visible Learning by John Hattie, 2012, he
described feedback as “information about how we are doing in our efforts to reach a
goal”.
Since teachers are monitoring the learners‟ progress towards clearly set objectives, their
feedback must be effective. It is ongoing: it gives lots of opportunities to learners to

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develop and progress. It guides them from the beginning (where they are, what to work
on) to the end (to achieve the objective).

Effective feedback is

 Targeted and purposeful: It provides learners with information on what they did
well and what they can improve, in line with the stated objectives or goals.
Targeted and purposeful feedback is based on learners‟ performance and activities.
It is direct and focuses on improvement.

 Clear and meaningful: Feedback is clear and meaningful when teachers use age
appropriate words that mean something to learners, i.e. learners should know what
to do with the feedback according to the teachers‟ instructions. As a result, learners
are given the chance to put feedback into practice and apply it.

 Timing of the feedback: Feedback could be immediate or delayed depending on

the stage of the lesson and whether the objective is fluency or accuracy.
Immediate or real time feedback is an instant response to the learners‟ answers; it
helps learners correct their mistakes, increase engagement and gain an insight into
language. Delayed feedback is given after the completion of the task. According
to Kehrer, Kelley, and Heffernan (2013), “Immediate feedback helps to correct
misconceptions in student learning as soon as the student makes a mistake.
However, when students receive delayed or zero feedback, they might reinforce
misconceptions by making the same mistake several times without being
corrected.”

 In conclusion, teachers should know when to give feedback, how and why. For that
purpose, they can implement the concept of a feedback sandwich to guide your
feedback: Compliment, correct, compliment.

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 Classroom Rapport
It is about building a good rapport with learners based on mutual
respect. It also entails having a positive impact on learners and
influencing their attitudes, and sometimes their whole life. This
type of relationship is created once teachers identify their learners‟
interests, preferences, background and learning styles.
The classroom is a place where learners spend most of their time. So, they should feel
secure, supported and motivated. A key technique for creating this kind of atmosphere
is to be a good behaviour manager. Teachers have to set clear rules right from the
beginning. Humour is an important factor to build bonds with learners; it creates a stress
free teaching-learning environment.

 Maintaining discipline
The purpose of discipline is to create a positive community. The
best way to deal with discipline is to have a good lesson
preparation in which a step by step work is planned, and in
which teachers and learners‟ tasks are clearly set in advance. The
more detailed a lesson plan is, the better it is because „idleness is
the root of all evil‟. The second way to create discipline is to set
clear rules right from the beginning. The rules of behaviour should be explained to all
learners who may be involved in writing them. Equity is a key element to avoiding
misbehaviour.

 Managing mixed ability classes

Mixed-ability classrooms include students with diverse skill levels, learning styles, and
prior knowledge. Teachers must adopt inclusive strategies to ensure that all students
progress without leaving some behind or slowing down others.
Managing mixed-ability classes effectively requires a combination of strategies to ensure
all students are engaged and learning at their level. Here are some:

Flexible Grouping
o Pair or group students strategically (ability-based or mixed-ability groups)
depending on the activity.

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Differentiated Instruction
o Adapt tasks to different skill levels (e.g., provide easier and more challenging
versions of the same activity).
o Provide varied and engaging activities to cater to different learning styles (visual,
auditory, kinesthetic and tactile learners).
o Offer multiple ways for students to demonstrate understanding.
o Use tiered assignments to challenge advanced learners while supporting struggling
learners.

Scaffolding Learning
o Provide additional support for struggling students (e.g., sentence starters, visuals,
extra explanations).
o Encourage advanced learners to take on leadership roles or explore more complex
tasks.

Personalized Feedback
o Give targeted feedback based on each student‟s needs to track progress.

 Giving Instructions
The instruction should be clear, brief and accurate. Teachers should explain and
demonstrate the instructions and check learners‟ understanding through ICQs
(Instruction Checking Questions). It is essential to monitor learners‟ work and provide
them with enough time to carry out the activities.

Being a good class manager may be related to a concept called “withitness” (with-it-ness).
“Withitness" is a term created by Kounin to describe ‘the teacher's awareness of what is
going on in all parts of the classroom at all times’ or ‘the ability to perceive the needs of
learners with accuracy and care’. It is commonly referred to this as “having eyes in the back
of the head”.

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2. Classroom Guidelines

Compared to primary education, in MS1 the emphasis is likely to shift to more

advanced target competences. This new phase builds on the solid foundation laid during the
previous years. Learners go deeper into the listening, speaking, reading and writing skills as
more time is devoted to learning.

1. Teaching Listening:

Listening is a receptive skill. It has the priority to be

developed because no one can say a word before listening to it. To
become skilled in language, learners need to master this skill. It
involves a conscious and dynamic activity of receiving a stream of
sound to construct meaning. These sounds make words,
expressions and sentences which, together, convey meaning and
vehicle an oral message. It is an active skill since it entails understanding a message and
responding to it appropriately.
Listening has been given various definitions but they all converge. In the opinion of
Chastain (1971) “Listening is the ability to understand native speech at normal speed”.
Morley (1972) said “Listening involves auditory discrimination, aural grammar, selecting
necessary information, remembering it, and connecting it to the process between sound and
form of meaning”.

Challenges:
 Pronunciation, accent, and unfamiliar vocabulary can interfere with comprehension.
 Background noise can interfere with the clarity of the message.
 There are often no gaps between words, and learners have to make sense out of a stream
of sound. In other words, they have to decide how to cut up that stream of sound into
meaningful chunks, words expressions and sentences.
 Length and speed of listening texts can make listening passages difficult. Learners can‟t
stop or go back as they do with a written text. If they stop paying attention for even a
few seconds, they may miss something important.
 Learners feel they have to understand every word.

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Suggested Solutions:
 Make sure all the conditions are favourable for the listening session; all distracters,
like noise and movement, should be removed. Learners should be sitting comfortably
and paying attention.
 It is important to prepare learners for the listening text and tasks. The teacher ensures
that learners understand the instruction and consequently what is expected from them,
the purpose of the listening, what and how to do the task.
 Teachers should help their learners develop the necessary skills of listening
comprehension, like listening for the main ideas. The strategy takes precedence over
the answer.
 Teachers should provide students with an age and topic appropriate input. Besides, the
input must be authentic or semi-authentic to help learners understand the natural speech
uttered by native speakers. This will ultimately prepare them for speaking.
 Teaching implicitly the phonological features -such as phonemes, intonation and stress-
used in the text is important; it facilitates the decoding and prepares learners for
speaking.
 Teachers should use different means to reinforce oral messages, such as body language,
facial expressions, gestures, mimes or acting out, pictures, and realia.
 The teacher‟s voice must be audible and the speaking speed must not exceed the
learners‟ listening abilities.
 Teachers should encourage learners to anticipate what they are going to hear using the
situation, visual aids or songs.
 They should allow for more than one listening providing opportunities for the learners
who were not able to do the task and gear it up for success.
 After learners give answers, teachers should motivate them to listen again so as to
check their answers by themselves.
 Finally, teachers should praise learners and appreciate their involvement.

2. Teaching Speaking:

It is a productive skill. It involves producing a meaningful message which

blends various components: grammar, vocabulary, pronunciation and fluency.
“Speaking is a complex cognitive active use of language to express meaning”
(Cameron, 2001). According to J. Harmer, “It requires the language users to speak fluently, to

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be able to pronounce phonemes correctly, to use appropriate stress and intonation patterns,
and to speak in connected speech” (Harmer, 2007).
As stated by Bailey (2005), “There are three principles that govern the teaching of
English speaking to young learners. These include offering a topic for discussion, facilitating
student interaction through group or pair work, and modifying physical arrangements to
facilitate speaking practice”.
Harmer (2001:87) said that there are 3 reasons for teaching speaking: (1) speaking
tasks give rehearsal opportunities. (2) Speaking tasks where students are trying to use all and
any language they know provides feedback for both teacher and students in the teaching
process (3) good speaking activities can and should be highly motivating and ensure
engagement.
In order to develop the learners‟ speaking ability, teachers should know that learners
come from different backgrounds. They also have different background knowledge, different
levels of motivation, different expectations and learning styles. Teachers are addressing
mixed ability classes. Consequently, they need to choose strategies and a variety of listening
tasks that take into account both the syllabus’ goals and the developmental stages of
learners.
Besides, listening and speaking are two sides of the same coin. They cannot be
separated as the young learners‟ linguistic input in English consists of words, expressions or
phrases and sentences in addition to nonverbal language. Hence, listening prepares for
speaking.
Listening tasks should focus on retaining chunks, discriminating sounds, reduced
forms, word boundaries and recognizing word order patterns. They should include as well
understanding speech at different speeds of delivery –this depends on the learners‟ age- and
detecting sentence components.

Challenges:

 Some young learners are reluctant or reticent to participate in speaking activities

because they may be introvert or worried to make mistakes in front of an audience.
 Speaking activities require thinking and speaking simultaneously which is quite
demanding.
 Some learners may dominate the conversation giving a few opportunities for others to
speak.

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 Some learners tend to use their mother tongue because they feel more comfortable with
that and think that utilizing a foreign language with mates is unnatural.

Suggested Solutions:
 When planning lessons, teachers should anticipate the problem of reluctance and think
ahead. They are prompters when learners face difficulties in pronouncing words and
arranging sentences, a resource by providing videos, audios, pictures, songs, etc.
 Creating a safe and supportive atmosphere is vital in speaking sessions. Learners are
more likely to participate when they are not afraid to make mistakes, or when they are
not embarrassed, or when their efforts are acknowledged and their answers are
welcome.
 Allowing for pair and group work may help learners gain confidence and enhance their
speaking abilities (They feel secure within the group).
 For some reticent learners, it is stressful not to know when they will be asked to
participate. So, teachers should create or agree with learners on a participation plan.
 Participation should be appreciated and learners should be praised, especially the
reluctant ones.
 Teachers should ensure topics are rooted in the syllabus.

3. Teaching Reading Comprehension:

Reading comprehension includes five major skills: phonemic

awareness, phonics, vocabulary, fluency and comprehension. In Primary
Education, teachers dealt with phonemic awareness, phonics. Learners
gained some vocabulary through different and various topics they studied.
In addition, they engaged in some comprehension skills: reading for the general idea
(skimming) and some explicit specific information (scanning) in context.
In MS1, teachers build upon the learners‟ previous skills and lead them to discover
text features (title, graphic features, source...) in two different text types: descriptive and
narrative.

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Challenges
 Limited word knowledge affects understanding.
 Difficulty grasping new concepts.
 Mispronunciation affecting fluency and confidence.
 A lack of interest in texts that do not align with their experiences and interests.

Suggested Solutions
 It is advisable to start the year by assessing the learners’ reading ability: the ability to
use prerequisites such as the decoding strategies (segmenting, blending…). This
allows teachers to determine their actual level in reading to decide on the learning
strategies that work best for each learner or for each group of learners.
 Pre-teach key vocabulary and use visual aids to ensure comprehension of difficult
concepts and the acquisition of more vocabularies and chunks.
 Teachers should select texts that meet their learners’ interests.
 Teachers should assign fun games and ludic activities to engage and motivate learners.
 Teachers should always check the learners’ understanding to help them retain
information, improve their skill. Assessment is an on-going process.
 Implementing reading for leisure (stories, tales, etc) is important. Struggling readers
could be supported with audio books.

4. Teaching Writing

Writing is a productive skill. It involves producing language and

communicating a message using words, chunks, expressions and
sentences. Writing also involves using writing sub-skills: some are
related to accuracy and others to communicating ideas. “Writing is a
multiplex activity” as claimed by Ling (2016).
In primary education, the focus was on some writing sub-skills that are related to
accuracy: writing legibly, using capitalization and punctuating appropriately, and using
syntax (right word order and subject verb agreement) in addition to spelling words
correctly. Learners could produce a written message of about 20 words by the end of the
cycle.

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The writing skill is a continuum. It starts with writing for literacy, followed by
writing for reinforcement and ends up with writing for communication.

 Writing for literacy involves recognizing and forming letters then

combining them into words.

 Writing for reinforcement includes different techniques such as:

copying words, sentences and texts, filling in blanks, writing captions or
labels for pictures, changing texts grammatically, and taking dictation.

 Writing for communication comprises expressing ideas accurately,

organizing ideas into recognizable written forms and writing well.

In MS1, learners are expected to produce simple written messages of

predominantly descriptive and narrative types of about 35 words related to the
learners‟ interests, daily concern and environment using the reading message
as a model and writing skill.

Challenges
 They may lack vocabulary which is a basic component of a successful writing.
 Time constraints and the pressure to achieve the target competence.
 Teachers might face difficulties in engaging and involving learners.

Suggested Solutions
 The key measure to overcome these issues is to plan work, monitor learners‟ work and
evaluate it.
 All the sessions and every activity are conducive to writing.
 Reading comprehension sessions prepare learners for writing. Learners read texts and
get acquainted with the text types and features.
 Dictation and grammar activities through games improve the learners’ writing sub-
skills (spelling, word order, capitalization and punctuation).

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 Promoting writing as a cooperative activity at the beginning of the process is essential

and necessary to teaching-learning writing. Learners take advantage of the presence of
mates; they learn from one another. And, they benefit from the teacher‟s feedback
during the learning phase.
 Individual writing, on the other hand, is necessary to assess the learners’ writing
ability and to determine whether they are progressing towards both the skill acquisition
and the target competence.

5. Teaching Grammar

Each language has a distinct set of grammar rules. These rules

dictate how different types of words are used and in what order. In English,
grammar comprises word order (syntax), tenses and different word classes.
Grammar serves, supports and facilitates both oral and written
communication.

Challenges:
 Grammar is abstract, making it hard for some learners to grasp.
 Teaching grammar in isolation, without connecting it to real-life language use, can make
it seem irrelevant or dry.
 Learners often complain that they know all the grammar, but they are still incorrect when
they speak or write.
 Focusing too heavily on grammatical rules can be overwhelming for learners,
particularly if they are expected to memorize complex rules without seeing their practical
application.
 Some learners may have different levels of grammatical understanding, depending on
their background, prior knowledge, and learning style.
 Grammar tasks can be non-engaging, leading to a lack of motivation.
 There is a vast amount of grammatical information to cover, including tenses, sentence
structures, articles, prepositions, and more.
 Learners can often do very controlled practice activities correctly. However, when they
are given a freer practice activity, they will often get the target grammar wrong.

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Suggested Solutions:
 Make grammar less abstract by using visual aids, teaching through stories and using real
life examples.
 Use real-life examples and communicative activities to teach grammar in context,
helping students see the relevance.
 Engage students with interactive tasks, such as games, role-plays, and collaborative
activities, to make grammar practice more enjoyable and meaningful.
 Simplify and Scaffold by breaking down complex grammar concepts into manageable
steps and gradually increasing difficulty.
 Focus on reinforcing what students do well, and offer gentle, constructive feedback on
errors to encourage a growth mindset.
 Teachers provide lots of meaningful practice, recycling, and guidance in attending to
language form.

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3. The Syllabus
1. The Framing of the Syllabus

It is worth introducing the terminology related to the components of the syllabus to

facilitate its readability.
The syllabus consists of two main parts: the exit profile and a description of the syllabus
content.

 The exit profile:

The exit profile describes what learners should be able to do by the end of the cycle and the
year. It includes the global competence, the values and Cross-Curricular Competences.

1- The global competence: defines concisely what is expected from learners and what they
are able to do, according to their age, needs and immediate environment, at the end of the
year, the key stage or the cycle to ensure the vertical coherence in the curriculum.

2- Values: The purpose of education is to instil the values that a society has chosen for
itself.
 Values common to all its members: political and social, cultural and spiritual
whose objective is to consolidate the national unity.
 Individual values: emotional and moral values, aesthetic values and humanist
values opening onto the universal.
 According to the Law of Orientation, the missions of school in terms of spiritual
and civic values are:

 Assertion of the Algerian personality and consolidation of the

unity of the nation through the promotion and preservation of the
national values.
 Training on citizenship, promoting and developing human
resources;
 Openness to the world;
 Reaffirmation of the principle of democratization.
Each discipline, according to its own vocation, takes in charge a specific and preferential way,
or in a complementary way, the values which underlie the aims of the education system.

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3- Cross-Curricular Competences:
The cross-curricular competences complement each other and are of four different types:
intellectual, methodological, communicative and personal and social.

Furthermore, learning situations very often draw on these competences synchronously.

a- Intellectual: refers to the basic competences (using information, exercising critical
thinking, solving problems and using creativity) that can be mobilised as resources in the
development of competences.
b- Methodological: is the combination of skills and procedural knowledge that are
mobilized to solve problem situations, to adapt procedures to the resolution of specific
situations, or to develop new procedures to solve new situations.
c- Communicative: concerns all areas of communication, expression and verbal and non-
verbal interaction. Languages and the various conventional languages are considered to
support the development of communicative competences.
d- Personal and social: these are all the integrative skills that can mobilise the individual
and/or collective resources of a group to carry out a project.

 Domains: there are four domains: oral comprehension, oral production, written
comprehension and written production.

Target competences: there are four target competences. They serve the global competence.
Each one is composed of three components: knowledge, skills and attitudes.

Resources: they are of two types:

1- Linguistic resources: they include key vocabulary and lexis, grammar and
pronunciation.

2- Cross-curricular resources: They are segments of each of the cross-curricular

competences, intellectual, methodological, communicative and personal and
social, used in interaction with each other to contribute to the structure of the
learner‟s skills and attitudes in a certain learning situation or for specific
instructional purposes.

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Year1 Syllabus

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First Year Middle School Programme (MS1)

Global Understand, interact orally and produce short oral messages of predominantly descriptive and narrative types, understand and produce
competence short simple written messages of predominantly descriptive and narrative types.
National Identity  be proud of one‟s cultural heritage, traditions and customs.
National Conscience  promote a sense of belonging to the community and preserve the environment.
Values
Citizenship  show respect to others‟ feelings and tolerate differences (preferences, interests, habits).
Openness to the World  show respect and be interested in learning about others‟ cultures and lifestyles.
 discover the relationship between prior knowledge, listening skills, and vocal paralinguistic features in
context.
 connect topical words, expressions simple sentences and vocal paralinguistic features to the context.
Intellectual competence
 discover the link between text types, text features, the reading skills in context.
 demonstrate understanding of the text types, features and organization, sentence structure and content, and
writing skills.
Exit Profile

 use prior knowledge, listening skills and vocal paralinguistic features in context to understand short oral
messages.
 select what is appropriate to the context from the linguistic repertoire and vocal paralinguistic features to
Methodological interact orally and produce short oral messages.
competence
Cross-curricular  make use of the text types, text features, the reading skills in context to understand written messages.
competences  use the text types, features and organization, sentence structure and content, and writing skills to produce
simple written messages.
 explain the usage of vocal paralinguistic features and listening skills to peers.
 share the oral message with peers.
Communicative  explain the usage of reading skills to peers.
competence
 communicate the usage of the text type, features, organization sentence structure and content, and writing
skills to peers.
 demonstrate a genuine curiosity to learn about different cultures.
Personal and social  collaborate with others to achieve mutual understanding.
competence  collaborate with others to benefit from what is appropriate to one‟s context.
 share with others one‟s specific identity features.

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Domains Target competence Components of the Resources Cross-curricular resources Timing

competence
Understand short oral 1-recognize the gist, Teaching materials: Videos, songs, cartoons, Intellectual
Oral Comprehension

specific information and posters, pictures, short texts, short stories, -discover the relationship
messages of
vocal paralinguistic conversations, etc. of predominantly descriptive between prior knowledge,
predominantly features in context. and narrative types. listening skills, and vocal
paralinguistic features in
descriptive and
2-use prior knowledge, Key Vocabulary related to the following topics: context.
narrative types in the gist, specific *Habits& Preferences. Methodological
information and vocal *School life -use prior knowledge,
communicative
paralinguistic features in *Past holidays & Trips. listening skills and vocal
situations related to the context to understand Oral formulaic expressions and chunks related to paralinguistic features in 24h
learners’ interests, daily
short oral messages. the learner‟s interests, daily concern and context to understand short
environment. oral messages.
concern and 3-manifest interest in Communicative
learning about the others -explain the usage of vocal
environment, using Grammar (contextualized)
paralinguistic features and
 Nouns of people, places and objects
vocal paralinguistic listening skills to peers.
related to the topics mentioned above.
Personal and social
features and listening  Nouns (singular and plural regular form).
-demonstrate a genuine
 The indefinite article: a, an
skills. curiosity to learn about
a friend/ friends, an umbrella/umbrellas.

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 Topical Adjectives and adjectives with the different cultures.

1-identify topical words, suffix “y” (e.g.: snowy, sunny, rainy,..)
expressions, simple  Adverbs of frequency(always, sometimes, Intellectual
sentences and vocal never) -Connect topical words,
paralinguistic features.  Past simple: few regular and irregular verbs expressions simple sentences
(to be, to have, to see, to travel, to stay, to and vocal paralinguistic
Interact orally and 2-use prior knowledge, spend, to visit, to do,...) features to the context.
topical words,  Discourse markers: Methodological
produce short oral expressions, simple -today, now, yesterday, last. -select what is appropriate to
messages of sentences and vocal -too the context from the
paralinguistic features to -but linguistic repertoire and
predominantly interact orally and -first, then, after that, … vocal paralinguistic features
descriptive and produce simple short oral  Statements: to interact orally and produce
messages. * with the present simple (affirmative and short oral messages.
Oral production

narrative types in negative forms) Communicative

communicative 3-express one‟s identity * with the present continuous (affirmative -share the oral message with
features when interacting and negative forms) peers.
situations related to the orally. * with the past simple (affirmative and Personal and social
learners’ interests, daily negative forms) -collaborate with others to
 Questions: achieve mutual
concern and *Wh: + do/does/did….?how often do/does? understanding.
environment using *yes/no: do/does/did….?
Pronunciation (implicit and in context)
expressions, simple *Intonation
sentences and vocal *Diphthongs:/ aʊ/ how, /aɪ/ bike, /eɪ/ day, /eə/
airport, /ɪə/ here, /ʊə /tourist, /ɔɪ/ boy, /əʊ/ home
paralinguistic features. *final„s‟/es‟: /s/looks, /z/ spends, /iz/
finishes books, days, classes
*final„ed‟: /t/ watched, /d/ travelled, /id/
started
*Stress placement in disyllabic words related to
topics: e.g.: travel, prefer, visit, study, revise,
practice

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Teaching materials: Videos, cartoons, posters, Intellectual

1-identify text types, text pictures, letters, emails, short stories, and short -discover the link between
features, the general idea texts, conversations, etc. of predominantly text types, text features, the
and specific information descriptive and narrative types of about 55 reading skills in context.
in context. words. Methodological
Phonics(Sound and Spelling)[implicit] -make use of the text types,
2-use prior knowledge, *Diphthongs:/ aʊ/ how, / aɪ/ bike, / eɪ/ day, text features, the reading
text features, text types, /eə/ airport,/ɪə/ here, /ʊə /tourist, /ɔɪ/ boy, /əʊ/ skills in context to
the general idea and home. understand written messages.
specific information to Communicative
understand the meaning Grammar ( contextualized ) -explain the usage of reading
of simple written  Nouns (singular countable nouns: a book, an skills to peers.
Understand simple
messages. orange and plural regular form). Personal and social
Written comprehension

messages of  The indefinite article: a, an -collaborate with others to

3-show interest in reading a friend: friends, an umbrella: umbrellas. benefit from what is
predominantly
about others.  Topical Adjectives and adjectives with the appropriate to one‟s context.
descriptive and suffix “y” e.g. snowy, sunny, rainy,.. 23h
narrative types of about  Past simple few regular and irregular verbs
(to be, to have, to see, to travel, to stay, to
55 words using reading spend, to visit, to do,…)
skills in context.  Statements:
* with the present simple: S+ don‟t/ doesn‟t
+stem….
*with the present continuous: S+ am/is/
are+stem+ing- S+ am/is/ are+not+stem+ing
* with the past simple: S+ V(past simple)
…/S+ didn‟t+ stem…
 Questions:
*Wh + do/does/did…? how often do/ does…?
*Yes/ no: am/is/are…+stem+ing...?,
do/does/did…?
 Adverbs of frequency: (always, sometimes,
never)

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Text types: predominantly descriptive and Intellectual

1-identify the text types narrative ones. -demonstrate understanding
Produce simple written
and features, organization, of the text types, features and
messages of sentence structure and Writing skills organization, sentence
content, and writing  Brainstorming structure and content, and
predominantly  Selecting
skills. writing skills.
descriptive and  Outlining using the reading message as a Methodological
2-employ the text types model -use the text types, features
Written production

narrative types of about

and features, organization,  Drafting and organization, sentence 23h
35 words related to the sentence structure and  Reviewing structure and content, and
content, and writing skills writing skills to produce
learners’ interests, daily  Publishing
to produce simple written simple written messages.
concern and messages. Communicative
-communicate the usage of
environment using the
3-express one‟s particular the text type, features,
reading message as a characteristics organization sentence
structure and content, and
model and writing
writing skills to peers.
skills. Personal and social
-share with others one‟s
specific identity features.

My project: My portfolio

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Topics and Learning Outcomes

Year 1
SEQUENCE LEARNING OUTCOMES
 Interact orally and produce an oral message of a predominantly
descriptive type describing habits and preferences.
 Ask and answer oral questions about someone‟s habits and
 Habits and Preferences

preferences.
 Interpret a written message of a predominantly descriptive type
about habits and preferences and identify the text type, its
features and characteristics.
 Describe habits and preferences.
 Ask and answer written questions about someone‟s habits and
preferences.
 Write a simple written message of a predominantly descriptive
type about someone‟s habits and preferences using the reading
message as a model and the writing skills.

 Interact orally and produce an oral message of a predominantly

descriptive type about school life.
 Ask and answer oral questions about school life.
 School Life

 Interpret a written message of a predominantly descriptive type

about school life and identify the text type, its features and
characteristics.
 Describe school life.
 Ask and answer written questions about school life.
 Write a simple written message of a predominantly descriptive
type about school life using the reading message as a model and
the writing skills.

 Interact orally and produce an oral message of a predominantly

narrative type about past holidays and trips.
 Past Holidays and Trips

 Ask and answer oral questions about past holidays and trips.
 Interpret a written message of a predominantly narrative type
about past holidays and trips and identify the text type, its
features and characteristics.
 Tell about past holidays and trips.
 Ask and answer written questions about past holidays and trips.
 Write a simple written message of a predominantly narrative
type about past holidays and trips using the reading message as a
model and the writing skills.

Table1: Topics and Learning Outcomes–Year 1

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4. Planning
Planning learning is an essential part for effective teaching. A learning plan is an action plan
that defines how learning can be achieved. It ensures clarity of vision and makes progress
efficient.

Time Allocation:
MS1 learners study English for one hour twice a week in addition to one hour per two weeks
devoted to tutorial sessions.

Level Yearly timing Weekly timing Annual amount

2hs /week
MS1 28 weeks 70 hours
1 h tutorial session/ 2 weeks

Table 2: Time Allocation

N.B. Time alloted to summative assessment is four (04) weeks.

1. The Teaching / Learning Framework:

Along MS1, the global competence is segmented into 03 levels of achievement. These levels
of achievement are developed through three (03) sequences which are dealt with along the
year regardless of the terms. That is to say, teachers do not need to spend a whole term
dealing with one sequence.

Along the school year, there are three (03) phases devoted to remediation and
standardization. They occur after each sequence. See the table below:

Level of Pause 1 Level of Pause 2 Level of Pause 3

achievement achievement  achievement 
Evaluation and

Evaluation and

Evaluation and
Remediation

Remediation

Remediation

Sequence 1 Sequence 2 Sequence 3

Table 3: The Teaching/ Learning Framework – Year 1

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2. The Sequence Layout:

The sequence in MS1 consists of sessions of 1 hour or more each. The sessions cover the
rubrics below:

Situations Sessions / Rubrics Estimated time

Initial
Get Ready
situation
 Listen & Interact

 Listen & Consider

Learning situations

 Read & Interpret

More or less
than 22 h
 Read & Consider

 Write Together

 Write Alone

Evaluation Check your Progress

Table 4: The Sequence Layout

3. The Sequence Components:

In MS1, the sequence comprises the following rubrics:

 Get Ready (at the beginning of each sequence)

 Listen & Interact

 Listen & Consider

 Read & Interpret

 Read & Consider

 Write Together

 Write Alone

Check your Progress (at the end of the sequence)

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 Get Ready

This session occurs at the beginning of every sequence. Its main objective is to put learners in
a problem solving situation. In order to deal with this situation, learners need to
mobilize the appropriate linguistic and cross- curricular resources that learners are not
equipped with yet. During this phase, teachers should motivate learners and encourage them
to express their representations regarding the proposed tasks. This targeted problem solving
situation is dealt with as follows:

Procedure:
 The teacher shares the objective of the session with the learners to get them ready.
 The teacher sets tasks which deal with the target competences (Oral interaction, written
comprehension and written production) as follows:
1. The learners listen to the script (see appendices). The teacher instructs them to deal with
the related tasks.
2. The teacher asks the learners to read the reading text silently and then aloud. After that
they carry out tasks related to skimming and scanning (as mentioned in the
appendices).
3. The teacher provides the learners with a topic for writing related to the sequence and
asks them to write a corresponding written expression.
 At the end of the session, the teacher asks the learners to keep their answer sheets in their
personal portfolio for further use ( the last session of the sequence ‘Check your
Progress”

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Listen and Interact 

This session is devoted to listening to a short message and

interacting with peers and the teacher. Dealing with this session involves
engaging activities that encourage active listening and meaningful
interaction. The learners listen to a message and identify the gist, i.e. the
general idea of the listening message and specific information using the appropriate activity.
When listening for the gist, learners try to understand what is happening even if they
cannot understand every word or phrase. Using visual aids is essential; they give information
on the content of the listening text. Whatever their learning styles, visuals help learners
understand the idea or visualize the event which could be difficult to grasp. They encourage
learners to retrieve vocabulary and allow them to form the general picture (idea) of the
listening text and thus identify specific information.
Integrating communicative activities is always beneficial. According to Harmer
(1998:58), “Through well-prepared communicative output activities such as role plays and
discussions, it is very important to encourage the students to experiment and innovate with the
language, and create a supportive environment that allows them to make mistakes without
fear of embarrassment. This will contribute to their self-confidence as speakers and to their
motivation to learn more.”

Procedure:

Stage 1: Pre-listening
Warm-up
 Teachers activate learner‟ prior knowledge in relation to the topic with a lively warm-
up; this could be a fun game or an activity related to key vocabulary to prepare the
learners and engage them. (diagnostic assessment)
 Teachers use visual aids to give information on the listening message and focus on key
vocabulary.
Prediction (Anticipation)
 Teachers should provide time to describe the content of the pictures
using simple and easy questions like: what do you see? What/or who is
this? What is happening? What do you like or dislike about the picture?
Etc. This way, learners are involuntarily involved.

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 Teachers get learners to anticipate the topic (making guesses) of the listening passage
[see appendices] individually and then collaborate with peers and share answers.
(TPS: Think- Pair and Share)
Stage2: While/ During listening
 Checking prediction
 Teachers instruct learners to listen to the script and check their guesses (anticipation).
(self-assessment)
 Teachers read the script / play the audio and interact with learners to enable them check
their guesses and get familiar with the listening script. (whole class feedback)
 Skimming (Listening for the gist)
 Teachers set a task and instruct learners to listen to the script and identify the gist (see
below).
 Teachers read the script / play the audio again while learners carry out the activity to
identify the gist. The task should be well-elaborated and level appropriate to serve the
objective of the lesson (see below).
 Teachers should offer necessary listening times. Listening to the oral message once is
never enough. This, of course, depends on its length and the vocabulary which is used
(whether familiar or unfamiliar, easy or difficult).
 Teachers model pronunciation and intonation and use body language, mimes, and
gestures to accentuate meaning. The reading pace must be appropriate to the learners‟
age.
 Teachers provide learners with constructive feedback, correcting and encouraging them
to try again. (self-assessment - whole class feedback)
 Making mistakes is tolerable and self-correction is always possible. (self-assessment)
 Scanning (Listening for specific information)
 The teacher reads the instruction and explains what the learners are expected to do and
how.
 The learners listen to the script and carry out the task (see below). The teacher
monitors at the same time.
 When they finish, they share with peers (peer assessment).
 The teacher checks how learners recognized the answer (the process and not only the
answer). He offers feedback and repairs misunderstanding (immediate feedback).
 The teacher praises learners for their efforts.

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Stage3: Post listening

Follow up/ assessment

As a follow up task, teachers should personalize the content of the listening passage, i.e.
connect it to the learners’ real life (everyday situations) and devise communicative tasks
taking into account fluency, pronunciation and intonation. These tasks help learners
mobilize what they have just learnt, develop communication and assess the learners‟
ability to interact orally.

At the end of the session, teachers need to allow time for feedback. Learners
should be encouraged to say what they have learnt, enjoyed and what they found
challenging using the appropriate technique.

Suggested Tasks:

Anticipation:
 Describing pictures
 Arrange pictures in the order that should be confirmed or changed after listening
to the text

Skimming: (One task would be enough)

 One Yes/No question (either yes or no. Avoid ambiguity)

 One True/ false statement (either true or false. Avoid ambiguity)
 One Multiple Choice Question (04 options : one correct, one partially correct, one
relevant but not mentioned in the text, one irrelevant and not mentioned in the text)

Scanning:
 Completion ( Form Diagram Chart )
True/false statements
MCQ
 Questions ( Yes/ No -  „wh‟)

Follow up: (One task would be enough)

 Role plays and dialogues
 Information gap or information exchange

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 Listen and Consider 

This session involves retaining chunks, recognizing and using the

target language forms in context (from the listening script already dealt
with in „Listen and Interact‟), and practising pronunciation (sounds,
intonation, stress placement)

Procedure:
Stage1: Presentation (Discovery)
Warm-up
 Start with a lively warm-up activity to prepare learners and engage them.
Eliciting
 Teachers deal with a review of the listening passage dealt with in ‘Listen and
Interact’ to remind them of its content. They read the script / play the audio again.
(diagnostic assessment)
 They ask oral leading questions about the listening passage focusing on the target
language forms. This step involves raising awareness of the target language
forms.
 Learners notice how the language forms are used in a meaningful communicative
oral context through interaction.
NB. This step is dealt with interactively; it requires the learners’ involvement and participation.

Stage2: Mechanical Practice

Phase : Controlled practice [focus on form]

Drilling:Teachers repeat the target language form and model pronunciation.
Learners repeat the target structure and imitate the teacher.
Example: To focus on:  The form (structure).
Teacher: I like practising sports.  Pronunciation.
Learners: I like practising sports.
The teacher can vary the drill in terms of who repeats - whole class, half the class, boys only,
girls only, and individuals.

 Teachers provide immediate feedback (focus on accuracy) to correct learners and

help them memorise chunks.

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Note:
 Teachers join or separate fingers to show word boundaries.
 They use hand movements to indicate intonation and exaggerate the
intonation to make the language more memorable.
 This stage should be supported with visuals.

Phase : Guided practice [focus on meaning]

Teachers focus on the meaning of the target language form in an oral meaningful
communicative situation.
Substitution drill: this is valuable particularly to build confidence in speaking and to
learn useful chunks of language.
 The teacher first models the target language form and the learners repeat it.
 The teacher then substitutes one key word.
 The learners say the target language form with new words making necessary
changes.
Example: A: What‟s your favourite hobby?
B: I like jogging. How about you?
A: I prefer painting.
Then let the learners make up similar dialogues in pairs.

Stage3: Use

Communicative practice [focus on use]/ Assessment

Teachers set personalized tasks which replicate real life and require creative use of the
target structure actively and interactively.

Example: Learners play roles telling about their family members‟ habits and
preferences.

At the end of the session, teachers need to allow time for feedback. Learners
should be encouraged to say what they have learnt, enjoyed and what they
found challenging using the appropriate technique.

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 Read and Interpret 

Understanding a written message involves the abilities to read a

text -decoding symbols- and process information so as to understand its
meaning. These abilities are interrelated and cannot be separated.
This session involves reading a simple message of about 55 words,
recognising and using reading skills: skimming (to get the general idea)
and scanning (to get specific information) and instil values.
As learners are familiar with most graphemes and the
decoding strategies, teachers should support their learners through
the process of acquiring fluency which is a crucial skill to
understanding. However, teachers should not focus on speed. The
eventual objective of reading is to make sense of what is read and
not how fast it is read. “Fluency has evolved to be known as speed
reading by many teachers and students, which is not the true intent
of fluency” (Marcell, 2011).
We need to gradually improve the learners‟ reading fluency through various strategies
because it is a bridge to comprehension and spending a long time on decoding words results
in a loss of meaning and an unclear understanding of the text. We have to consolidate the
decoding strategies and deepen them. At this stage, they have to understand the relationship
between the words of the same sentence, and between sentences in the written message.
Therefore, it is important to deal with chunking at a higher level. This strategy involves
breaking down or separating a text into smaller and manageable pieces of information such
as expressions or phrases and simple sentences, i.e. grouping related items together so that
learners can easily remember them. Furthermore, this technique helps struggling readers,
allows learners to read texts, retain more information, and gradually paves the way for
fluency.
The second strategy to implement is repeated readings. In order to boost reading
fluency among learners, experts have utilized repeated readings, i.e. the practice of oral
reading repeatedly. This strategy improves accuracy, automaticity in word recognition and
prosody alongside reading comprehension. “Repeated reading also increases reading
comprehension because with each reading, students are working on decoding, and eventually
the decoding barrier to comprehension is overcome” (Samuels, 1979).

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Procedure:
Stage1: Pre- reading
Warm-up :
 Teachers engage learners and activate their prior knowledge to introduce the reading
material and get them ready for the reading message. This could be a quick preview of
vocabulary related to the reading material. (diagnostic assessment)
Prediction
 Teachers display visuals related to the topic. This allows learners to create the context
which is the first clue to understand the message and visualise the ideas or the events.
(diagnostic assessment)
 Teachers should encourage learners to describe, communicate their ideas, and express
their representations. They instruct them to predict the topic (general context).
Teachers accept all the answers as the objective is learners‟ interaction and
involvement.
Stage2: While/ During reading
 Checking prediction
 Teachers instruct learners to read the text silently and check their guesses
(predictions). (self-assessment)
 If the text contains a title, graphic features a source... (text features), teachers must
exploit them to reinforce predictions.
 Teachers interact with learners to make them check their guesses (the teacher may ask:
the text is about...., Who says yes/no? Who thinks it‟s correct/wrong?). (cross checking)
Reading
Phase 1: Decoding

 Teachers carry out the reading fluency technique to address the skill of fluency and
bridge reading to understanding.
 Teachers ask some learners to read the text or parts of it aloud individually.
 In the meantime, they provide feedback as long as they do not interrupt learners‟
fluency. If learners make mistakes, teachers instruct them to go back to the word,
decode it correctly and then reread the whole sentence in chunks.
Phase 2: Comprehension
 Skimming (Reading for the gist)
 The teacher reads the instruction and explains what the learners have to do and how.

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 The learners read the text and do the activity. The teacher monitors at the same time.
 When they finish, they share their answers with peers.( peer assessment)
 The teacher checks how learners recognized the answer (the process and not only the
answer). He offers feedback and repairs misunderstanding (feedback).
 Scanning (Reading for text layout , specific information, text type characteristics
and key vocabulary).
 Text layout is the way the content is arranged.
 Specific information refers to particular answers (facts, numbers …)
 Text type characteristics refer to specific language used in different types of texts
which help identify their purpose (to describe, to narrate…).
Text type Purpose Key characteristics
o Present tense
o Sensory language
Descriptive To describe
o Adjectives
o Time markers: now, today, every day…
 Past tense
To tell about a  Setting
Narrative
past event  Chronological order
 Time markers: yesterday, last month…

 Key vocabulary includes the most important words learners need to understand.
 The teacher explains what the learners are expected to do and how.
 The learners read the text and carry out the activities related to reading for text layout ,
specific information, text type characteristics and key vocabulary.
 The teacher monitors at the same time, when they finish, they share their answers
with peers (peer assessment).
 The teacher checks how learners recognized the answers (the process and not only the
answer). He offers feedback and repairs misunderstanding (immediate feedback).
 The teacher praises learners for their efforts.
Stage3: Post reading

Follow up / Assessment
Teachers devise communicative activities in which they connect the content of the
reading passage to the learners‟ real life.

At the end of the session, teachers need to allow time for feedback. Learners
should be encouraged to say what they have learnt, enjoyed and what they found
challenging using the appropriate technique.

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Suggested Tasks:

Note: The tasks must be leading comprehension questions that support the text type
identification, the target language forms and pave the way to the ‘Read and Consider’
sessions.

Related to predicting
 Match vocabulary with pictures
 Predict from a headline, title, group of words, pictures, etc
 Arrange pictures in the order that should be confirmed or changed after reading the text

Related to skimming (One task would be enough)

One Yes/No question (either yes or no. Avoid ambiguity)
One True/ False statement (either true or false. Avoid ambiguity)
One Multiple Choice Question (04 options : one correct, one partially correct, one
relevant but not mentioned in the text, one irrelevant and not mentioned in the text)

Related to scanning (Reading for text layout, specific information, text type
characteristics and key vocabulary).
Text layout
Rearrange pictures, cues, ideas or events according to their occurrence in the text.
Jigsaw (rearrange parts of a text into the correct order)
Specific information
 Completion ( Form Diagram Chart ) True/false statements
MCQ  Questions ( Yes/ No -  „wh‟)
N.B. A question related to text type must be included at this stage. Teachers must invite
learners to justify their answer to check understanding.

Vocabulary (the selected vocabulary must be key words in the text)

 Matching words to synonyms or opposites
 Gap filling using key words from the reading text
 Finding words that are closest in meaning or opposites
 Guessing the meaning of a word/ words from the text ( underline words and give an
MCQ activity : nice ( from the text ) means: a) beautiful b) kind c) horrible
 Classify key words into categories ( hobbies / jobs …)

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Related to assessment/ Follow up (One task would be enough)

 Role-plays
 Make and tell a similar or personal story
 Speculate about what happened before or after the events in the text
 Speculate about the characters in the text

 Read and Consider

It targets language forms in context (the previously read text in

„Read and Interpret’. Learners recognize and use target language forms
through exposure to context/ written texts.
Procedure:
Stage1: Presentation (Discovery)
Warm-up:
 Start with a lively warm-up activity to prepare learners and engage them.
Presentation (Discovery)
 Teachers ask leading questions about the reading passage and write the answers.
 They direct the learners‟ attention to the target language form and let them notice
and discover it.
 Learners recognize the target language form. This involves raising awareness of
the target language form and its pronunciation.
 Teachers highlight the target language form and ask concept checking questions and
let the learners guess its structure ( is/are/ am + stem + ingpresent continuous).
 This step is carried out interactively where the learners‟ involvement and
participation are necessary.
Stage2: Mechanical practice
Learners need immediate practice to remember the structure and the meaning of the
language form to increase accuracy and correctness.
Phase : Controlled practice [focus on form]
 Learners deal with some instructional tasks where they manipulate the target
language form, and drill it individually, in pairs or in groups. This step facilitates the
internalization. It develops their skill and prepares them for real communication.
Phase : Guided practice [focus on meaning]
Teachers focus on the meaning of the target language form into meaningful communicative
situations.

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Communicative practice [focus on use]/ Assessment

 Teachers extend practice and personalize activities (link practice to learners‟ real life).
Teachers create a realistic context to encourage learners to communicate using
meaningful and correct target language forms to increase fluency.
 As this step prepares for writing, learners should produce a very short written product
-in the frame of the topic- using the target language forms (writing for learning).
 This step is vital, learners should listen to each other and the teacher has to offer
immediate feedback to avoid the fossilization of mistakes whether related to target
language forms. (immediate feedback)

At the end of the session, teachers need to allow time for feedback. Learners
should be encouraged to say what they have learnt, enjoyed and what they
found challenging using the appropriate technique.

Suggested Tasks:
Mechanical practice
 Controlled practice
Picture Prompt Find pictures related to the target language forms. Then,
elicit some answers from your learners about that. Drill it!

Guided practice
Gap Fill
Fill in the blank exercises are good practice. To assist learners, provide them with
the missing words depending on the objective of the lesson and the target forms.

Sentence Anagram
This task allows learners to rearrange scrambled words into correct and
meaningful sentences.

 Sentence Completion:
Provide cues for learners and ask them to produce sentences with the
grammatical structure that they have recently learned.
Example: What do you like doing in your free time?

Like/ read /books love / paint enjoy / play /games

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Others:
Matching parts of sentences
Selecting the correct answer
Transformation drills
Finding and correcting errors
Asking and answering questions (Q&A)
Completing a sentence or question starter

 Communicative practice

Role Plays and Dialogues:

The teacher prepares learners first, and then gets out of the way. This activity
is an opportunity to focus on the target language forms.

Information Gap or Information Exchange:

Learners work in pairs or more. They have different pieces of information
they need to convey orally to each other.

 Write together

Previously, in year 5 of primary education, learners discovered

the writing mechanics (spelling, capitalization, word order and
subject-verb agreement).
Now that they transition to middle school, learners should be able to produce simple
written messages of predominantly descriptive and narrative types of about 35 words related
to their interests, daily concern and environment using the reading message as a model and
writing skills (brainstorming, selecting, outlining, drafting, reviewing and publishing).
The objective of this session is to train learners to write. It prepares them for the
upcoming step which is writing on their own in ‘Write Alone’ and helps them acquire the
writing skills. Write together is conducted collaboratively so as learners benefit from one
another and from the teacher‟s instruction and feedback. “Children learn through social
interaction” (Vygotsky 1978).

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It‟s worth mentioning that teachers guide learners in their writing by first engaging
them in listening, speaking, and reading activities related to a specific topic before moving
on to writing. This way, learners work on the language of the topic and develop some ideas
about it in advance. They use models (clear examples) as tools or resources when teaching
writing. These models illustrate patterns of language, vocabulary, layout or how to structure
writing. Teachers also support learners through the stages of the process of writing. They
move from planning work, to drafting it, and then on to editing, re-drafting and publishing.
These stages allow learners to focus on different stages of writing.
This session requires careful planning, monitoring progress and assessment. It
focuses on developing the learners‟ writing skills gradually, with plenty of opportunities for
guidance and feedback.
Writing encompasses different forms of written communication like: a postcard, a
letter, emails, a diary, text messages, or a story…
Each form has different characteristics. Thus, it is essential for learners to study these
characteristics before they start writing; they need to learn how to produce them in their
writings, depending on what they are writing, who they are writing to, and why.

Procedure:

Stage1: Pre-writing  lead- in and planning

 Lead- in
 Teachers start with a lead- in to engage, motivate learners and arouse their interest in
the task.
 Teachers explain the objective of the session and what learners are expected to do and
how.
 They write the topic of the writing task which is a problem solving situation related to
their real life, age and interests. It should address a common concern so as to involve all
the group members.
 Its formulation should be specific and includes precise elements:

 A context (a real-life situation, e.g. Your friend wants to learn about your holidays.)
 A task (what to write and the audience: e.g. Write a letter to your friend …)
 A structure (the purpose of the task and the progression of ideas e.g. Describe
your holidays: where you went, what you did and what you liked most.
N.B. the structure should include 03 options only.

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The following sample illustrates the formulation of the topic of the writing task.

Context Instruction

You went on a school trip to a historical site. Write a message to your best friend . Tell
him what you saw, what you did and how you felt.

Structure

 Teachers interact with learners and they study the topic and identify the what? To whom?
What for? How (organization)? They may use a mind map for that purpose.

 Planning

Planning writing is an essential step in producing clear, well-organized, and effective

writing. It refers to the process of brainstorming, selecting and organizing ideas before
starting the actual writing.

Brainstorming: to generate ideas

 Teachers set groups and ask learners to take a few minutes to brainstorm ideas for
their productions using an appropriate technique (e.g.: Round-Robin Brainstorming,
mind mapping, listing, asking questions…).
 Teachers encourage learners to jot down any thoughts or details/ sensory details
(notes, words, descriptions, feelings, and interesting moments) related to the topic.

Selecting Ideas: to focus on the best ideas

 Teachers interact with learners and help them review their brainstorming notes and
select the most relevant ideas to include in their written expression.
 Teachers ask learners to choose key ideas or details that will help them convey their
message clearly and effectively.

Outlining: to organize ideas logically and coherently.

 Teachers instruct learners to organize the selected ideas into the outline format which
replicates the text model.
 Teachers monitor the learners‟ work and offer support and guidance.

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Stage2: Writing  drafting, revising and redrafting

 Drafting
Drafting is the stage where the learners begin to put their ideas into full sentences
and paragraphs, using the text as a model. It is the first attempt at getting the content down
on paper without worrying too much about perfection. The focus during drafting is on
maintaining a logical flow of ideas rather than on accuracy.

 Teachers instruct them to develop ideas into complete sentences.

 Teachers ask learners to follow the outline they created.
 Learners organize their sentences into a coherent flow of ideas using the text as
model.
 Teachers monitor learners‟ work, encourage collaboration and interaction between
them during the writing process.
 While monitoring, teachers pick up different sentences that need improvement to vary
the mistakes types.
 Teachers should provide constructive guidance and self-checking opportunities
without aiming at spelling, grammar or any other type of mistakes.
 If learners are frustrated during the task, teachers should minimize their stress level by
giving them time to verbalize difficulties and ask questions or exchange information
with other groups. Teachers may suggest pauses and address weaknesses.
 Revising
Improving content
‘Revising’ entails making changes to improve the quality of the writing. During this
phase, learners focus on refining the content, enhancing clarity, and improving the overall
effectiveness.

 Teachers write examples of weak and strong sentences (gathered earlier while
monitoring) to illustrate key points (Example: capitals, punctuation, sentence
structure, spelling, clarity, coherence...).
 They should walk learners through the revision of sample sentences or paragraphs,
showing them how to make improvements.
 Once learners have finished revising the samples with their teacher, they are asked to
re-read their paragraphs and check for key points (proofread).

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 After that, teachers allow time for peer reviewing, where learners exchange their
productions with another group and provide constructive feedback (peer assessment).
This time, they use a Yes/No checklist including the following criteria relevance,
coherence, correct use of English, values and excellence, formulated in simple words
by the teacher.
 Writing the final version

 Later, teachers allot time to groups to revise their products based on feedback
provided by other groups and write the final version.
 Teachers should praise learners for the effort and improvement, and emphasize how
revision leads to better writing.

Stage3: Post writing  sharing the final product 

Publishing is the final stage of the writing process, where the completed piece of
writing is shared with the audience.

 At this stage, learners should ensure the writing is fully polished and ready for
presentation.
 Teachers and learners decide how and where the writing will be made available to the
audience (e.g.: reading aloud, gallery walk …).
 Learners should be ready to respond to feedback, comments, or questions from the
audience.
 Teachers may provide learners with a checklist to evaluate their mates‟ production.
N.B. The formulation of the checklist should be adapted to the learners’ level.
Criteria Indicators

 Relevance  The content directly addresses the topic or purpose of the writing.
 All information included is meaningful and contributes to the
ideas.

 Coherence  The writing follows a clear, logical progression of ideas, making it

easy for the reader to follow.
 Sentences and/or paragraphs are well-organized.

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 Correct use of  The writing is free of grammatical errors, such as incorrect

English punctuation, spelling, and sentence structure.
 The correct use of tenses, articles, prepositions, and other parts of
speech is evident, contributing to the overall clarity.

 Values  The writing engages the audience.

 The writing includes specific identity features.

 Excellence  The writing demonstrates originality or critical thinking,

presenting fresh ideas.
 The piece is well-crafted, showcasing a high level of thought and
effort in both content and presentation.

-Evaluation checklist-

 Write Alone

During this session, learners work individually to produce a written

message of about 35 words using the text a model and the writing skills. This
session provides a great opportunity for teachers to monitor and assess
learners’ abilities without the teachers’ assistance.

Procedure:

Stage1: Pre-writing  lead- in and planning

 Lead- in 
 Teachers start with a lead-in to engage, motivate learners and arouse learners‟
interest in the task.
 Teachers review the phases of writing with learners.(diagnostic assessment)
 Teachers explain the objective of the session and what learners are expected to do and
how.
 They write the topic of the writing task . It should address a personal concern or
interest.
 The topic should be well-formulated (see Write together).
 Teachers allot time to learners to study the topic and identify the „what? To whom?
Why? How (organization)?’ using a mind map.

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 Planning

Brainstorming: to generate ideas

 Teachers instruct learners to take a few minutes to brainstorm ideas for their
productions using a given technique (e.g.: mind mapping, listing, asking
questions…).

Selecting Ideas: to focus on the best ideas

 Learners review their brainstorming notes and select the most relevant ideas to include
in their written expression.
 Learners choose key ideas or details that will help them convey their message clearly
and effectively.

Outlining: to organize ideas logically and coherently.

 Learners organize the selected ideas into the outline format which replicates the text
model.
 Teachers monitor the learners‟ work.

Stage2: Writing  drafting, revising and redrafting

 Drafting
Drafting: writing the first version.

 Before learners start working individually, teachers ask instruction checking

questions to ensure learners remember what to do. (diagnostic assessment)
 Teachers provide learners with necessary time to write their first draft.
 Teachers monitor the learners while writing individually and gather information
about their gaps. (formative assessment)
 While monitoring, teachers pick up different sentences that need improvement to vary
the mistakes types (spelling, word order, punctuation, capital letter…).
 Revising
 Teachers write examples of weak and strong sentences or paragraphs (gathered earlier
while monitoring) to illustrate key points (Example: capitals, punctuation, sentence
structure, spelling, clarity, coherence...). (formative assessment)
 Teachers invite the learners to highlight their strengths and identify the mistakes and
correct them to improve the product.

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 After learners have finished revising the samples with their teacher, they are asked to
re-read their productions silently and check for key points individually (self-
assessment).
 After that, teachers allow time for peer reviewing, where learners exchange their
productions with mates and provide constructive feedback (peer assessment).
 Learners use a Yes/No checklist including the following criteria relevance,
coherence, correct use of English, values and excellence, formulated in simple words
by the teacher.
 Redrafting
 Later, teachers allot time to learners to revise their productions based on feedback
provided by mates and write the final version.
 Teachers thank learners for their efforts and improvement, and emphasize how every
step leads to better writing.

Stage3: Post writing

 Sharing the final product 
Publishing: sharing with others.

 At this stage, learners ensure the writing is ready for presentation.

 Teachers and learners decide how and where the writing will be made available to the
audience (e.g.: reading aloud, gallery walk …).
 Learners should be ready to respond to feedback, comments, or questions from the
audience.
 Teachers may provide learners with a checklist to evaluate their mates’ production.

N.B. The formulation of the checklist should be adapted to the learners’ level.

Criteria Indicators

 Relevance  The content directly addresses the topic or purpose of the writing.
 All information included is meaningful and contributes to the ideas.

 Coherence  The writing follows a clear, logical progression of ideas, making it

easy for the reader to follow.
 Sentences and/or paragraphs are well-organized.

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 Correct use  The writing is free of grammatical errors, such as incorrect

of English punctuation, spelling, and sentence structure.
 The correct use of tenses, articles, prepositions, and other parts of
speech is evident, contributing to the overall clarity.

 Values  The writing engages the audience.

 The writing includes specific identity features.

 Excellence  The writing demonstrates originality or critical thinking, presenting

fresh ideas.
 The piece is well-crafted, showcasing a high level of thought and
effort in both content and presentation.

-Evaluation checklist-

Check your Progress

At the end of every sequence, teachers are required to check the level of achievement
of the global competence by assessing their learners‟ ability to integrate the acquired
resources (linguistic, cross-curricular and attitude) and the degree of effectiveness of the
learners in dealing with the suggested situations.
Learners are assigned the same tasks set in the initial situation (Get Ready). This step
allows the teachers to identify learners‟ strengths and areas for improvement in order to
remedy and minimise the deficiencies in each case.

Procedure:

 Set the same tasks of „Get Ready‟.

 The learners use the same answer sheets of the initial situation (‘Get Ready’) they kept
in their personal portfolios and do the tasks included in „Get Ready‟.
 At the end of the session, the teacher collects the learners‟ answer sheets and analyses
samples from groups of learners having different abilities ( different ability groups:
fast, average and slow learners), categorizes the areas for improvement and prepares
remediation accordingly to be carried out during the pauses.

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Recommendations

 At the beginning of each session, assess how much your learners remember from
the previous one (diagnostic assessment).
 All the sessions should be conducive to writing.
 The session should be communicative and interactive.
 While dealing with skills/ teaching skills, the focus is on teaching how to identify
the answer (learning to learn) and not to get or find the right answer (formative
assessment).
 Listening should prepare learners to communicate about real life topics, „NOT‟
school topics only.
 Listening tasks should focus on retaining chunks, discriminating sounds, reduced
forms, word boundaries and recognizing language patterns.
 The communicative activities should foster learners‟ fluency and accuracy.
 The communicative activities should ensure retention of new vocabularies and
recycling the previous ones.
 They should boost the learners‟ creativity, imagination as well as their public
speaking skills.
 Teachers should illustrate all activities.
 Teachers should grade activities and language games from easy to difficult and
from simple to complex.
 Teachers should vary the tasks within the sequence and the sequence as well.
 Teachers should select tasks appropriately depending on the session‟s objective and
the target structure.
 Visual aids should be used to support learners‟ understanding of activities.
 Teachers are advised to use an ice breaker to start the sessions. They may suggest a
game, a song… to attract the learners and involve them.
 Teachers should avoid using words like „skim, scan, gist, prediction..’ with
learners.

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Tutorials:

In the middle school, tutorials in English serve several important purposes:

 Reinforcing Classroom Learning – They help learners review and practice what they
have learned in regular lessons.
 Providing Extra Support – Tutorials can assist learners who struggle with certain
topics, such as grammar, vocabulary, or pronunciation.
 Encouraging Active Participation – Small-group or individual tutorials allow learners
to practice speaking and writing in a more interactive setting.
 Developing Study Skills – Tutorials teach learners how to learn independently,
improving their reading comprehension and writing abilities.
 Preparing for Exams – They help learners revise key topics, complete exercises, and
practice for tests.

Teachers can engage learners through the following tutorial tasks:

 Role-Playing Conversations
Task: Have learners practice everyday dialogues in English.
Objective: Improve speaking skills, vocabulary, and conversational fluency.

 Improving Writing
Task: Ask learners to improve their writings or write for learning.
Objective: Develop writing skills, creativity, and grammar.

 Grammar Practice through Games and Dictation

Task: Create grammar games or devise dictation activities focusing on
target language forms.
Objective: Reinforce grammar concepts, improve learners‟ listening
skills, pronunciation and spelling in an interactive way.

 Reading Comprehension
Task: Provide learners with short English texts (stories, articles, or
poems) and have them answer questions based on the reading.
Objective: Improve reading comprehension, vocabulary, and critical
thinking skills.

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 Vocabulary Building with Flashcards

Task: Teachers create or have learners create flashcards for new words
they encounter and use them in sentences.
Objective: Expand their vocabulary and learn to use words in context.

 Pronunciation Practice
Task: Focus on difficult English sounds and have learners practice them
aloud (for example, the difference between "ship" and "sheep").
Objective: Improve pronunciation and listening skills.

 Sentence Scramble
Task: Give learners jumbled words/ sentences and ask them to rearrange
them correctly.
Objective: Strengthen sentence/ text structure and word order.

 Group Discussions
Task: Have learners discuss topics in groups, such as "What is your
favourite season?" or "Describe your school day."
Objective: Enhance speaking fluency and ability to express ideas in English.

 Listening Tasks
Task: Play a short audio clip or an educational song in English and have
learners answer questions or fill in missing words from the audio clip.
Objective: Improve listening comprehension and vocabulary.

 Presentations
Task: Learners prepare short presentations on the studied topics,
writing products and present them to the class.
Objective: Develop public speaking skills and learn how to organize
thoughts in English.

 Language Games
Task: Set fun activities that help learners practice various skills in an
interactive and enjoyable way, such as: hot seat, memory games, etc.
Objective: Improve communication skills.

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The Project:

Learners are expected to create their own portfolio throughout

learning. A portfolio is a collection of works, documents, or projects that

showcase a learner‟s skills, experiences, and achievements. It can serve as

a visual or written representation of the learner's progress and personal growth over the year.

Portfolios are used to highlight a learner's work.

1. Cover Page

 Title, learner‟s name, class, teacher‟s name, school.

2. Introduction

 Brief description of the sequence and the topic which is studied.

3. Main Content

 Writing Samples
 Reading: key vocabulary list, chunks and expressions.
 Grammar/Vocabulary: New words, sentences with the target language forms.
 Listening /Speaking: Conversation script or reflections .

4. Reflection

 What was learned during the three sequences, the challenges, and future wishes.

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Year1 Planning
Learning

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Year 1 Planning Learning

Global Understand, interact orally and produce short oral messages of predominantly descriptive and narrative types, understand and produce short
competence simple written messages of predominantly descriptive and narrative types.
National Identity  be proud of one‟s cultural heritage, traditions and customs.
National Conscience  promote a sense of belonging to the community and preserve the environment.
Values Citizenship  show respect to others‟ feelings and tolerate differences (preferences, interests, habits).
Openness to the  show respect and be interested in learning about others‟ cultures and lifestyles.
World
 discover the relationship between prior knowledge, listening skills, and vocal paralinguistic features in context.
Intellectual  connect topical words, expressions simple sentences and vocal paralinguistic features to the context.
Competence  discover the link between text types, text features, the reading skills in context.
 demonstrate understanding of the text types, features and organization, sentence structure and content, and writing skills.

 use prior knowledge, listening skills and vocal paralinguistic features in context to understand short oral messages.
 select what is appropriate to the context from the linguistic repertoire and vocal paralinguistic features to interact orally and
Methodological produce short oral messages.
Competence  make use of the text types, text features, the reading skills in context to understand written messages.
Cross-  use the text types, features and organization, sentence structure and content, and writing skills to produce simple written
curricular messages.
competences  explain the usage of vocal paralinguistic features and listening skills to peers.
Communicative  share the oral message with peers.
Competence  explain the usage of reading skills to peers.
 communicate the usage of the text type, features, organization sentence structure and content, and writing skills to peers.
 demonstrate a genuine curiosity to learn about different cultures.
Personal and
 collaborate with others to achieve mutual understanding.
Social
 collaborate with others to benefit from what is appropriate to one‟s context.
Competence
 share with others one‟s specific identity features.
Domains Oral comprehension - Oral production - Written comprehension - Written production
 Understand short oral messages of predominantly descriptive and narrative types in communicative situations related to the learners’ interests,
daily concern and environment, using vocal paralinguistic features and listening skills.
Interact orally and produce short oral messages of predominantly descriptive and narrative types in communicative situations related to the
Target
learners’ interests, daily concern and environment using expressions, simple sentences and vocal paralinguistic features.
competences
Understand simple messages of predominantly descriptive and narrative types of about 55 words using reading skills in context.
Produce simple written messages of predominantly descriptive and narrative types of about 35 words related to the learners’ interests, daily
concern and environment using the reading message as a model and writing skills.

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Level of
Seq Domain Learning outcomes Resources Cross curricular resources Values
achievement
Teaching materials: Videos, songs, cartoons, posters, Intellectual
understand simple written messages of predominantly descriptive type of about 45 words and produce short
pictures, short texts and stories, and conversations, etc. -discover the relationship between prior
knowledge, listening skills, and vocal
Level 1: Understand, interact orally and produce short oral messages of predominantly descriptive type,

Key vocabulary
 Nouns of people: friends, family members… paralinguistic features in context.
 Places: stadium, club, gym, games room, Methodological
playground, library, garden, swimming pool, -use prior knowledge, listening skills and
forest.. vocal paralinguistic features in context
to understand short oral messages.
simple written messages of predominantly descriptive type of about 25 words .

 Objects: a ball, a match, a game, hobbies,

sports, physical/mental/digital games, indoor/ Communicative
outdoor games -explain the usage of vocal
 Interact orally and paralinguistic features and listening skills
Grammar (contextualized)
to peers.
produce an oral message  Nouns (singular and plural regular form): a
Personal and social
of a predominantly game/games, an umbrella/umbrellas.
-demonstrate a genuine curiosity to learn
SEQUENCE 1: Habits & Preferences


Oral comprehension & Oral production
descriptive type The indefinite article: a, an
about different cultures.
describing habits and a friend/ friends, an umbrella/ umbrellas.
Intellectual
preferences.  Topical Adjectives: busy, free, favourite, -Connect topical words, expressions
daily/weekly/monthly, regular, best, interesting, simple sentences and vocal paralinguistic
cool, exciting, fun, weird… features to the context.
 Ask and answer oral
 Adverbs of frequency: always, sometimes, never. Methodological
questions about
 Present simple in: -select what is appropriate to the context
someone‟s habits and

- express one’s identity features when interacting orally.

-Statements: affirmative and negative forms from the linguistic repertoire and vocal
preferences. -Questions: paralinguistic features to interact orally
*Wh: + do/does/ ….? how often do/does? and produce short oral messages.
*yes/no: do/does/ ….? Communicative

- manifest interest in learning about the others

 Prefer/like/love enjoy+V+ing -share the oral message with peers.
 Discourse markers: Personal and social
-too -collaborate with others to achieve mutual
-but understanding.
-first, then, after that, …
 Prepositions: on, in, at
Pronunciation (implicit and in context)
*Intonation
*Diphthongs:/ aʊ/ how, /aɪ/ bike, /eɪ/ day, /ɪə/ here,
/ɔɪ/ boy, /əʊ/ home
*/ŋ/ practising, playing, reading
*final„s‟/es‟: /s/looks, /z/ spends, /iz/
finishes books, days, classes
*Stress placement in disyllabic words:
e.g.: prefer, revise, dislike, football,
hobby…

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Teaching materials: Videos, cartoons, posters, Intellectual

pictures, letters, emails, and texts, etc. of a -discover the link between text types, text
predominantly descriptive type of about 45 words. features, the reading skills in context.
 Interpret a written Methodological
message of a Grammar ( contextualized ) -make use of the text types, text features,
 Nouns (singular countable nouns: a book, an the reading skills in context to understand
predominantly
orange and plural regular form). written messages.
descriptive type about Communicative
 The indefinite article: a, an
habits and preferences -explain the usage of reading skills to
a friend: friends, an umbrella: umbrellas.

-show interest in reading about others.

Written comprehension
and identify the text peers.
type, its features and  Topical Adjectives: busy, free, favourite, Personal and social
characteristics. daily/weekly/monthly, regular, best, interesting, -collaborate with others to benefit from
cool, exciting, fun, weird… what is appropriate to one‟s context.
 Present simple in:
 Describe habits and
-Statements: affirmative and negative forms
preferences.
-Questions:
*Wh: + do/does/ ….? how often do/does?
 Ask and answer written
*yes/no: do/does/ ….?
questions about
someone‟s habits and
 Discourse markers:
-too
preferences.
-but
-first, then, after that, …
 Adverbs of frequency: (always, sometimes,
never)
Text type: predominantly descriptive. Intellectual
-demonstrate understanding of the text

- express one’s particular characteristics

Writing skills types, features and organization, sentence
 Write a simple written  Brainstorming structure and content, and writing skills.
message of a  Selecting Methodological
Written production

predominantly -use the text types, features and

 Outlining using the reading message as a model organization, sentence structure and
descriptive type about
 Drafting content, and writing skills to produce
someone‟s habits and
preferences using the  Reviewing simple written messages.
Communicative
reading message as a  Publishing -communicate the usage of the text type,
model and the writing features, organization sentence structure
skills. and content, and writing skills to peers.
Personal and social
-share with others one‟s specific identity
features.

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Level of
Seq Domain Learning outcomes Resources Cross curricular resources Values
achievement
Teaching materials: Videos, songs, cartoons, Intellectual
understand simple written messages of predominantly descriptive type of about 50 words and produce short posters, pictures, very short texts and -discover the relationship between prior
Level 2: Understand, interact orally and produce short oral messages of predominantly descriptive type,

conversations, etc. knowledge, listening skills, and vocal

Key vocabulary paralinguistic features in context.
-School facilities Methodological
-School subjects -use prior knowledge, listening skills and
vocal paralinguistic features in context to
simple written messages of predominantly descriptive type of about 30 words .

-School objects
-Nouns of people: teacher, head teacher, understand short oral messages.
Communicative
-explain the usage of vocal paralinguistic
Grammar (contextualized)
features and listening skills to peers.
Personal and social
 Interact orally and produce
 Topical Adjectives: interesting, exciting, -demonstrate a genuine curiosity to learn
Oral comprehension & Oral production
boring, fantastic, tired, easy, difficult, simple... about different cultures.
an oral message of a
 Intellectual
SEQUENCE 2: School Life

predominantly descriptive Present continuous in:

-Connect topical words, expressions simple
type about school life. -Statements: affirmative and negative forms
sentences and vocal paralinguistic features
-Questions: to the context.
 Ask and answer oral *Wh: + is/are/+S+ V+ ing….? Methodological
questions about school life. *yes/no: is/are/+S+ V+ ing….? -select what is appropriate to the context

- express one’s identity features when interacting orally.

 Discourse markers: from the linguistic repertoire and vocal
-today, now paralinguistic features to interact orally and
produce short oral messages.

- manifest interest in learning about the others

Communicative
Pronunciation (implicit and in context) -share the oral message with peers.
*Intonation Personal and social
*Diphthongs: (according to the context) -collaborate with others to achieve mutual
*Stress placement in disyllabic understanding.
words: (according to the context)

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Teaching materials: Videos, cartoons, posters, Intellectual

pictures, letters, emails, and short texts, etc. of a -discover the link between text types, text
 Interpret a written message
predominantly descriptive type of about 50 words. features, the reading skills in context.
of a predominantly Methodological
descriptive type about Grammar (contextualized) -make use of the text types, text features,
school life and identify the the reading skills in context to understand

Written comprehension
text type, its features and written messages.
 Topical Adjectives: interesting, exciting,
Communicative
characteristics. boring, fantastic, tired, easy, difficult, simple... -explain the usage of reading skills to peers.
 Present continuous in: Personal and social
 Describe school life.
-Statements: affirmative and negative forms -collaborate with others to benefit from
-Questions: what is appropriate to one‟s context.

 Ask and answer written *Wh: + is/are/+S+ V+ing….?

questions about school life. *yes/no: is/are/+S+ V+ing….?
 Discourse markers:
-today, now

-show interest in reading about others.

Text type: predominantly descriptive. Intellectual
-demonstrate understanding of the text
Writing skills types, features and organization, sentence
 Brainstorming structure and content, and writing skills.
 Write a simple written  Selecting Methodological
Written production

message of a -use the text types, features and

 Outlining using the reading message as a organization, sentence structure and
predominantly descriptive model content, and writing skills to produce
type about school life
 Drafting simple written messages.
using the reading message
as a model and the writing
 Reviewing Communicative
-communicate the usage of the text type,
skills.  Publishing features, organization sentence structure
and content, and writing skills to peers.
Personal and social


-share with others one‟s specific identity
features.

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Level of
Seq Domain Learning outcomes Resources Cross curricular resources Values
achievement
Teaching materials: Videos, songs, cartoons,
Level 3: Understand, interact orally and produce short oral messages of predominantly narrative type,

posters, pictures, very short texts and stories, etc. Intellectual

understand short simple written messages of predominantly narrative type of about 55 words and

Key vocabulary -discover the relationship between prior

produce short simple written messages of predominantly narrative type of about 35 words .

-Holiday, trip, travel, tourist, pictures, photos, car, knowledge, listening skills, and vocal
plane, taxi, countryside, city cold, hot, flight, paralinguistic features in context.
boat, Methodological
-use prior knowledge, listening skills and
Topical Adjectives: vocal paralinguistic features in context to
-long, short, expensive, cheap, sunny, rainy, snowy, understand short oral messages.
etc… Communicative
-explain the usage of vocal paralinguistic
 Adjectives with „y‟: rainy, sunny, snowy…
features and listening skills to peers.
SEQUENCE 3: Past Holidays and Trips

Grammar (contextualized)
Oral comprehension & Oral production
 Interact orally and produce Personal and social
an oral message of a -demonstrate a genuine curiosity to learn
The past simple in:

- express one’s identity features when interacting orally.

predominantly narrative about different cultures.
Statements: affirmative and negative forms. Intellectual
type about past holidays Questions: -Connect topical words, expressions simple
and trips. *Was/ were+ S+….? sentences and vocal paralinguistic features
*Wh: + did+S+ Stem+….? to the context.
 Ask and answer oral *yes/no: did+S+ Stem+….? Methodological
questions about past Discourse markers: -select what is appropriate to the context

- manifest interest in learning about the others

holidays and trips. from the linguistic repertoire and vocal
-yesterday, last week/ month, …
paralinguistic features to interact orally and
-prepositions: by, on, in, at produce short oral messages.
 Past simple: few regular and irregular verbs Communicative
(to be, to have, to see, to travel, to stay, to -share the oral message with peers.
spend, to visit, to do, to take.…) Personal and social
-collaborate with others to achieve mutual
Pronunciation (implicit)
understanding.
* Intonation
Pronunciation (implicit and in context)
*Intonation
*Diphthongs:
/eə/ airport,/ɪə/ here, /ʊə /tourist
*Stress placement in disyllabic words


(according to the context)

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Teaching materials: Videos, cartoons, posters, Intellectual

pictures, letters, emails, short stories, and short -discover the link between text types, text
texts, conversations, etc. of predominantly features, the reading skills in context.
descriptive and narrative types of about 55 words. Methodological
-make use of the text types, text features,
Key vocabulary the reading skills in context to understand
 Interpret a written message written messages.
-Holiday, trip, travel, tourist, pictures, photos, car,
of a predominantly Communicative
plane, taxi, countryside, city cold, hot, flight, boat,
narrative type about past -explain the usage of reading skills to peers.
holidays and trips and Personal and social
Topical Adjectives: -collaborate with others to benefit from
identify the text type, its
-long, short, expensive, cheap, sunny, rainy, snowy,

Written comprehension
features and what is appropriate to one‟s context.
etc…
characteristics.

-show interest in reading about others.

-Adjectives with „y‟: rainy, sunny, snowy…

 Tell about past holidays Grammar (contextualized)

and trips.
The past simple in:
Statements: affirmative and negative forms.
 Ask and answer written Questions:
questions about past *Was/ were+ S+….?
holidays and trips. *Wh: + did+S+ Stem+….?
*yes/no: did+S+ Stem+….?
Discourse markers:
-yesterday, last week/ month, …
-prepositions: by, on, in, at
 Past simple: few regular and irregular verbs


(to be, to have, to see, to travel, to stay, to
spend, to visit, to do, to take.…)

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Text type: predominantly narrative. Intellectual

-demonstrate understanding of the text
Writing skills types, features and organization, sentence
 Brainstorming structure and content, and writing skills.
 Methodological

- express one’s particular

 Write a simple written Selecting

Written production
-use the text types, features and
message of a  Outlining using the reading message as a organization, sentence structure and
predominantly narrative model content, and writing skills to produce
type about past holidays  Drafting simple written messages.

characteristics
and trips using the reading  Reviewing Communicative
-communicate the usage of the text type,
message as a model and  Publishing features, organization sentence structure
the writing skills.
and content, and writing skills to peers.
Personal and social
-share with others one‟s specific identity
features.

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The Planning Learning Canvas

Sequences Sessions Estimated Timing

Get Ready
 Habits and Preferences

 Listen & Interact

 Listen & Consider
 Read & Interpret
22 h
 Read & Consider
 Write Together
 Write Alone
Check your Progress
Pause 1: Remediation and Standardization
Get Ready
 Listen & Interact
 Listen & Consider
 School Life

 Read & Interpret

22 h
 Read & Consider
 Write Together
 Write Alone
Check your Progress
Pause 2: Remediation and Standardization
Get Ready
 Past Holidays and Trips

 Listen & Interact

 Listen & Consider
 Read & Interpret
22 h
 Read & Consider
 Write Together
 Write Alone
Check your Progress
Pause 3: Remediation and Standardization

Table5: The Planning Learning Canvas

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5. Glossary

Any type of activity during class that engages learners in deep

Active learning
thought about the subject matter in the course. They require learners
strategies
to become active participants in their learning process rather than
passively “receiving” content.

The process of evaluating student progress and providing targeted

Assessment
support to address learning gaps.
Concept checking Questions used to find out if a learner has understood a new item
questions (CCQs) (grammar structure, vocabulary, expression…)
Refers to the ability to perform a specific task or role effectively,
combining knowledge, skills, and attitudes required to achieve desired
Competence
outcomes. It‟s not just about knowing facts but also being able to
apply that knowledge in real-world situations.
Refers to teaching/ learning grammar in meaningful, real-life context
Contextualized
rather than in isolation showing how it fits into authentic
grammar
communication and understanding how grammar works in practice.
Cultural Dimension The integration of cultural references, perspectives, and contexts into
learning to enhance students' understanding and appreciation of
diverse backgrounds.
is a set of behaviours based on the effective mobilization and use of a
Cross-Curricular range of resources. They transcend the limits of subject-specific
Competences knowledges and reinforce their application and transfer to concrete
life situations precisely because of their cross-curricular nature.
Instructional materials and activities designed to connect different
Cross-Curricular
subject areas, promoting interdisciplinary learning and real-world
Resources
application.
Broad areas of learning relevant to a subject, typically categorized
Domains into cognitive (knowledge-based), affective (emotional and social
skills), and psychomotor (physical and practical skills) domains.
The overall knowledge, skills, and attitudes that students are expected
Global Competence
to develop by the end of a learning process.
Are those where learners have different pieces of information about
Information-gap
the same subject and have to share this information in order for them
activities
both to get all the information they need to perform a task.
The resources, materials, and conditions necessary for the teaching
Inputs and learning process. Inputs include curriculum content, instructional
materials, teacher expertise, classroom environment, and student prior
knowledge. Inputs determine the quality of the educational experience
and influence learning outcomes. (OECD, 2018; UNESCO, 2015)

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Instruction
Questions used to confirm whether someone has understood and can
checking questions
follow given instructions correctly.
(ICQs)
Different ways in which learners process information, including
Learning Styles visual (seeing), auditory (hearing), and kinesthetic (hands-on)
learning preferences.
Lessons framework A structured plan that outlines the key components of a lesson.

The knowledge, skills, attitudes, and competences that students are

expected to acquire after completing a lesson, sequence, or an
Outcomes educational program. Learning outcomes should be measurable and
aligned with curriculum standards and assessment criteria. (European
Commission, 2018; Wiggins & McTighe, 2005)
The immediate and tangible results of the learning process, such as
test scores, completed assignments, and student projects. Outputs
Outputs
provide evidence of learning but may not fully capture deeper
understanding or long-term competence. (OECD, 2018; UNESCO,
2017)
Procedure
The step-by-step approach to delivering a lesson, ensuring clarity,
organization, and alignment with learning objectives.

Prosody the patterns of stress and intonation in a language

Includes corrective measures, such as additional exercises, tutoring,
Remediation or differentiated instruction, to ensure all learners meet expected
outcomes.
Real-life contexts in which students apply their knowledge and skills
Situations
to solve problems, make decisions, or engage in meaningful learning
(Learning
activities. Learning situations encourage active engagement and
Situations)
deeper understanding. (Wiggins & McTighe, 2005)
Scanning is reading a text to find specific information like names, dates, etc

Skimming is reading a text for a gist to get its general idea.

Teaching techniques and approaches used to engage learners
Strategies effectively, such as cooperative learning, inquiry-based learning, or
differentiated instruction.
Substitution drill is a classroom technique used to practise new language. It involves
the teacher first modelling a word or a sentence and the learners
repeating it. The teacher then substitutes one or more key words, or
changes the prompt, and the learners say the new structure.
The specific knowledge, skills or abilities and attitudes that students
Target Competence
should master within a particular lesson, unit, or learning sequence.
Text features Include all the components of text that are not the main body of text.

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These include the table of contents, index, glossary, headings, bold

words, sidebars, pictures and captions, and labeled diagrams.
Additional instructional support provided to students who require
Tutorial Sessions reinforcement or remediation. These sessions help learners meet
expected learning outcomes through personalized guidance.
The moral, ethical, and social principles embedded in education,
Values
fostering responsible citizenship, empathy, and respect for diversity.
Are the aspects of spoken communication that go beyond the actual
Vocal paralinguistic
words use. They include variations in voice quality, pitch, loudness,
features
tempo, volume, tone, intonation, rhythm, and silence.

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Appendices

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6. Appendices

1. Initial Situations

SEQUENCE 

Habits and Preferences

Oral Interaction

 Teachers should introduce the context of the listening script before setting tasks.

Archie and Sarah are two pupils. They are having a conversation.

Peter: Hi Sarah, how is your day going?

Sarah: Oh, hello Archie. My day always starts at 6:30. But I don‟t
get out of bed immediately. First, I get ready and have a hot
chocolate for my breakfast. Then, I go to school on foot.

Peter: I prefer eating a fruit during the break at school.

Sarah: Nice! What do you do in the evening?

Peter: Well, I enjoy playing video games. Ah, I sometimes play basketball too. After that, I
revise my lessons and go to bed.

Sarah: I rarely exercise; I‟m not a sporty person. I prefer reading stories.

Peter: Well, we have different habits and preferences!

 Teachers read the text and ask the learners to carry out a task related to skimming.

Task: Tick the right answer.

- Archie and Sarah are talking about:

 School Projects
 Daily habits and preferences
 Daily habits
 Healthy food

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 Teachers read the text and ask the learners to carry out a task related to scanning.

Task: Listen to the text and fill in the chart below.

Peter Sarah

 …………………………  …………………………
A daily habit

 …………………………  …………………………
A preference

 Teachers read the text and ask the learners to carry out a task related to the target
language forms.

Task: Reorder the words to get a correct conversation.

Weekends- do-What-? -you-do- in- the the - always-. -to- I -park- go

/ jogging -like -.- I

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Written Comprehension

 Teachers should introduce the context of the reading text before setting tasks.
The reading text:

Hi!
I‟m Lisa. I‟m 24 and I‟m English. I‟m always busy, but I‟m very
happy. From Monday to Friday, I work in a bookstore. On weekends,
I love gardening. I always visit garden centres. I love flowers. My
home is full of beautiful white lilies. I don‟t cook on Sunday, I prefer
eating out.
Adapted from: Soars, L., & Soars,J. (2011). New Headway: Elementary student‟s book ( 4th ed). Oxford University Press

 Teachers ask the learners to read the text silently for familiarization.
 Teachers ask some learners to read the text or parts of it aloud to check their reading
performance.
 Teachers ask the learners to read the text and carry out a task related to skimming / text
type.
Task: Read the text and write „true‟ or „false‟.
 Lisa is describing her habits and preferences. -----------

 Teachers ask the learners to read the text and carry out a task related to text layout.
Task: Read the text and rearrange the following ideas according to the text.
a) Lisa works in a bookstore.
b) Lisa likes gardening.
c) Lisa is from England.

 Teachers ask the learners to read the text and carry out a task related to scanning.
Task: Read the text and complete the form.
Name: Lisa
Age: ……………
Nationality: …………
Daily habits: ……………
Preferences: -……………
-……………

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 Teachers ask the learners to carry out a task related to the target language forms.
Task: fill in the gaps with 4 words from the list.
(play - books - hiking - book – always - hike - plays )

I love reading books in the evening. I buy a ------ every month.

I ------ read for 30 minutes before bed. On weekends, I never

------ video games, I prefer ------.

Written Production

 Teachers ask the learners to read the topic and write a message.

Lisa wants to know more about you. Write a message to her. Introduce yourself and describe
your daily habits and preferences.

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SEQUENCE 

School Life

Oral Interaction

 Teachers should introduce the context of the listening script before setting tasks.

Sarah and David are looking for a good school for their son. They are now touring the school
with the headmaster, Mr. Carter. They are visiting different classrooms to learn more about
the school‟s programs.

Mr. Carter: Alright, let‟s start with our first classroom. This is the Math class.

Sarah: What are the pupils doing?

Mr. Carter: They are using colorful blocks to make learning Math fun.

David: That‟s a great! Let‟s move on to the next class, please.

Mr. Carter: Now we‟re in the Science class. The pupils are learning about plants today. They
are growing seeds in small pots. This helps them see how plants grow.

David: Wow, that‟s cool! This helps them learn more about nature.

Sarah: Yes, it looks like the pupils are having fun too. Are these activities part of their
regular lessons?

Mr. Carter: Yes, we like to make learning interesting. The teachers use different activities to
make subjects exciting. The students really enjoy this.

 Teachers read the text and ask the learners to carry out a task related to skimming.
Task: Listen and answer the question.

 Are Sarah and David asking about the school‟s programs?

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 Teachers read the text and ask the learners to carry out a task related to scanning.
Task: Listen and write „true‟ or „false‟.

- Sarah and David are visiting a museum. ------

- The pupils are using colorful blocks to learn Math. ------

- The pupils are reading a text about planting seeds. ------

- The teachers use different activities to make subjects exciting. ------

 Teachers ask the learners to carry out a task related to the target language forms.

Task: Ask the appropriate question.

Hey Liz, -------------------? I am at home.

------------------------?
I am watching a movie.

Written Comprehension

 Teachers should introduce the context of the reading text before setting tasks.
The reading text:

Today I'm visiting the UK's first gaming school for teens. Students mix lessons with real
work. Some students are arriving at school. They're all wearing uniforms and they look smart.
The school looks cool. Today is Games Day at the school and the students are doing projects
in teams all day. Each team is designing, writing and making a computer game.

Adapted from Pearson. (n.d.). High Note 1 Student Book – Unit 4. https://www.pearson.com/content/dam/one-dot-
com/one-dot-com/english/SampleMaterials/Secondary/highnote/HighNote_StudentBook_Level1_Unit4.pdf

Teachers ask the learners to read the text silently for familiarization.
Teachers ask some learners to read the text or parts of it aloud to check their reading
performance.

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 Teachers ask the learners to read the text and carry out a task related to skimming.
Task: Read the text and tick the right answer.

- The text is about :

 School subjects.
 Hobbies.
 The first gaming school for teens in the UK.
 Students‟ marks.

 Teachers ask the learners to read the text and carry out a task related to text layout.
Task: Read the text and rearrange the following ideas according to the text.

a) Students clothing.
b) Students grouping.
c) Visiting the UK's first gaming school.

 Teachers ask the learners to read the text and carry out a task related to scanning.
Task: Read the text and answer the questions.

 Are students wearing casual clothes?

 What are students doing today?
 Are they working alone?
 Is the text descriptive?

 Teachers ask the learners to carry out a task related to the target language forms.
Task: Circle the right word from the options in brackets.

I am in the school library now. I am (read - reading) an interesting

book. I (am searching – is searching) for information for my
project. Some students (is – are) in front of me. They (study - are
studying) together and sharing ideas.

Written Production

 Teachers ask the learners to read the topic and write a paragraph.

You are at school. Write a paragraph describing where you are and what you and your
classmates are doing.

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SEQUENCE 3:

 Past Holidays and Trips

Oral Interaction

Teachers should introduce the context of the listening script before setting tasks.

Anna is asking Leo about his summer holidays.

Anna: Hey, Leo! How was your last holiday in Thailand?

Leo: It was amazing! I stayed on a beach island. The

weather was sunny all the time.

Anna: Awesome! Did you do anything special there?

Leo: Oh, yes! I went swimming one day. I saw all sorts of
fish. I went on a boat trip around the island, too. It was
amazing!

Anna: Wow! Was the food good there?

Leo: The street food was delicious and cheap.

Anna: What did you enjoy most in the trip?

Leo: I loved sunsets! It was so peaceful.

Anna: That sounds like the perfect vacation.

Leo: Absolutely!

 Teachers read the text and ask the learners to carry out a task related to skimming.

Task: Read the text and write „true‟ or „false‟

 The text is about Leo‟s future holiday. --------------

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 Teachers read the text and ask the learners to carry out a task related to scanning.

Task: Task: Listen to the text and tick () the right answer.

 Leo went :
 swimming  camping  shopping  hiking

 The weather in the island was:

 hot  rainy  sunny  windy

 The food was:

 chilly  delicious  healthy  expensive

 Leo loved most:

 the food  the beach  the weather  sunsets

 Teachers read the text and ask the learners to carry out a task related to the target
language forms.
Task: Ask the appropriate question.

Alex: Hey Jake! How was your holiday?

Jake: Hey Alex! It was amazing!

Alex: Nice! --------------------------------?

Jake: I went to Italy. It was incredible!

Alex: wow! --------------------------------?

Jake: Yes, I stayed in a hotel. It was small, but cosy near the Coliseum.

Alex: What about the weather? --------------------------------?

Jake: No. It was sunny, perfect for touring.

Alex: That‟s good! -----------------------------there?

Jake: I visited the Coliseum and the Trevi Fountain. I also went to some local markets and
took a food tour.

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Written Comprehension

The reading text:

 Teachers ask the learners to read the text and carry out a task related to text layout.
 Read the cuts and reconstruct the text.

Brian‟s Holiday in Vancouver

Finally, before we left Vancouver, we went shopping and bought

souvenirs to remember our time in Canada.
It was fantastic!
We did fun and interesting things. We visited
Stanley Park and the Vancouver Art Gallery.

Later in the week, we visited some museums and then got

on a special boat to watch whales.

My last summer holiday was great. I went to Vancouver by

plane with my parents. It was our first time to visit Canada.

https://www.allthingstopics.com/uploads/2/3/2/9/23290220/lesson-travel-vancouver.pdf

 Teachers ask the learners to read the text silently for familiarization.
 Teachers ask some learners to read the text / parts of it aloud to check their reading
performance.

 Teachers ask the learners to read the text and carry out a task related to skimming/ text

type.

Task: Answer the following question.

 Is Brian telling you about his past holiday?

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 Teachers ask the learners to read the text and carry out a task related to scanning.
Task: Read the text and answer the following questions.

1. Where did Brian go?

2. Did they visit the Vancouver Art Gallery
3. What did they do before leaving Vancouver?

 Teachers ask the learners to carry out a task related to the target language forms.
Task: Correct the underlined mistakes.

Hi!
I‟m on way to Washington. I left New York yesterday. I do not write to you because I was
busy. I walked for miles and take many pictures. I am going to museums and theatres. I
really enjoyed my trip!
Love,
Leo

Written Production

 Teachers ask the learners to read the topic and write a message.

Brian wants to know about your winter holiday. Write a paragraph telling him about:
- Your destination.
- The weather.
- Your activities.

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2. Listening Scripts and Reading Texts

Sequence : Habits and Preferences

Listening script
Reading text
Emma and Jack are in the school yard.
Emma: Jack! What do you do every day? My family always eats dinner together. We always laugh and
Jack: Well, I always wake up at 7 o‟clock. First, I get ready for school talk about our day. Then, we help mom in washing the
and then I have my breakfast.
dishes. We sometimes play chess. Dad always wins. He likes
Emma: Me too! But I sometimes wake up late. After that, I eat
playing smart games a lot. After that, we go to bed. We
breakfast. I always eat toast. I don‟t like milk. I prefer drinking juice.
What about you? never watch TV in the evening. We prefer reading books

Jack: I always have cereals with milk. After that, I pack my school before sleeping.
bag and ride my bike to school. Adapted from https://myteflsolutions.com/reading-texts-for-beginners/

Emma: I never go to school by bus. I enjoy walking. It‟s fun!

Jack: Nice! Maybe I will walk sometimes, too!

Key vocabulary: wake up -get ready-eat/ have breakfast- ride my bike- Key vocabulary: dinner- wash dishes- play chess- smart games
refer- drinking juice
Target language forms: Target language forms :
What do you do every day?  I always wake up at 7 o‟clock We always laugh - We prefer reading
 I prefer walking I don‟t like milk… Regular plural form in dishes, books, games…
Pronunciation: */ei/ in late - /əʊ/ in toast -/aɪ/ bike – final „s‟
pronunciation - Stress placement in prefer , enjoy …
*Intonation

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Sequence: School Life

Listening script Reading text

Carrie and Peter are students. They are waiting for the teacher in the
hall.
Carrie: Is the teacher coming?
Hi Jin,
Peter No, she isn't. Oh, wait ... No, it's Mr Blake!
Today is ‘Takeover Day‟ at my school. It happens once a
Mr Blake: Hello, Carrie. What are you doing here in the hall? Lessons
year. Students take over adult roles for just one day. Some
are starting now. And are you making phone calls in school? You know
students are teaching for the day, some are cooking and
the rule: no phone at school!
others are secretaries. I'm the head teacher of my school at
Carrie: I'm not talking to anyone, Mr Blake. I'm doing some new
the moment. I am sitting in a meeting. All the other teachers
subjects this term, so I'm checking my timetable. It's on my phone. Ah,
are listening to my opinions! It‟s so cool!
yes. My next lesson is in the art room.
See you soon,
Mr Blake: Ah, with Miss Stobart? Well, she's sitting in the staffroom
Lily
at the moment. Anyway, I've got a class in the library and I'm late. And
Adapted from Pearson. (n.d.). High Note 1 Student Book – Unit 4.
you are too! https://www.pearson.com/content/dam/one-dot-com/one-dot-
com/english/SampleMaterials/Secondary/highnote/HighNote_StudentBook_Level1_Unit4.pdf

Key vocabulary: the hall-teacher- subjects-term- the rule-staffroom-

art room library Key vocabulary: takeover – secretaries- head teacher- meeting-
Target language forms : opinions
Is the teacher coming?I'm checking my timetable. I'm not Target language forms :
talking to anyone  What are you doing here in the hall? Some students are teaching.
Pronunciation:*/ aʊ / in now - /ŋ/ in coming - /ɪə/ here
*Intonation

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Sequence: Past Holidays and Trips

Listening script Reading text

Emma and mark are talking
Emma: Hey, Mark! How was your trip to England?
Mark: I had a lot of joy! We visited London. The weather was cool My last holiday was a five-day trip to Prague in the Czech
and cloudy, but it didn‟t rain.
Republic. I stayed in a hotel. I did some touristy things. I
Emma: That‟s good! Did you see Big Ben?
visited the Petrin Hill Castle. The views of the city are
Mark: Yes, we did! We took lots of pictures, and the clock tower
looked impressive. There were too many tourists. amazing up there. I walked across the historic Charles
Emma: I can imagine! What else did you do? Bridge. I also went to the supermarket near the hotel. I was
Mark: We went to Buckingham Palace and watched the Changing of really happy to find my favourite cheese and chocolate
the Guard. We also went to the British Museum. It was interesting!
biscuits.
Emma: Wow! What about the food?
Mark: The food was good! We tried fish and chips, and it was Adapted from https://learnenglish.britishcouncil.org/skills/writing/a2-
delicious. But the tea was too strong for me. writing/my-last-holiday

Emma: That sounds like a fantastic trip!

Key vocabulary: trip- weather- cloudy- cool- tourist- food- tower- Key vocabulary: last- holiday- trip- hotel- touristy- castle- views-
palace- museum bridge
Target language forms : Target language forms :
 We visited London.  We went to Buckingham Palace   I visited the Petrin Hill Castle.
Did you see Big Ben?  How was your trip to England?  What else  I also went to the supermarket near the hotel.
did you do? The weather was cool and cloudy  I was really happy.
Pronunciation:* /ɔɪ/ in joy - final „ed‟ pronunciation  I did some touristy things.
*Intonation
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3. A Suggested Session Layout

Class profile -
Level -
Number of learners -

Sequence

Target competence

Session

Session outcomes

Teaching materials

Anticipated problems

Solutions/Plan B

Stage (s) Procedure/tasks Interaction Time

Self-reflection
Whatworked What hindered Action plan

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4. Further Reading
Celce-Murcia, M. Brinton, D. M. Snow, M.A, (2014) Teaching English as a Second or
Foreign Language (4th edition).SherriseRoehr

Harmer, J. (1998).How to teach English. Harlow: Longman

Harmer, J. (2007).The practice of English language teaching (4th edition). New York:
Longman.
https://core.ac.uk/download/pdf/230810965.pdf
Lipscomb, A. Swanson, J. & West, A.(2010) Emerging Perspectives on Learning, Teaching,
and Technology, Global Text, Michael Orey. Chapter
21.https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf
https://files.eric.ed.gov/fulltext/EJ1101226.pdf (English Language Teaching; Vol. 9, No. 6;
2016 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and
Education)
https://repository.radenfatah.ac.id/18904/2/2.pdf
https://www.academia.edu/9080928/_How_to_Teach_Speaking_in_an_EFL_Class_Terry, C.
(2008). How to teach speaking in an EFL class. San Miguel: Ministry of Education.
https://pce.sandiego.edu/how-to-teach-reading-in-the-classroom-10-strategies
https://www.researchgate.net/publication/31130727
https://www.researchgate.net/publication/240640542
https://nyelvkonyvbolt.hu/uploads/files/grammar.pdf
https://scottthornbury.wordpress.com/2011/11/27/g-is-for-gist/
https://poorvucenter.yale.edu/ClassroomSeatingArrangements
https://www.ascd.org/el/articles/seven-keys-to-effective-feedback
https://journal.imse.com/how-spelling-affects-reading-and-writing/
Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World

Didactic Guide of English- MS1 Page 89