u
[email protected]
En deuxième année d'anglais :
 A son entrée en deuxième année d’anglais, l’élève a déjà été exposé à la langue anglaise en
termes d’interaction orale.
 Il a appris à identifie le système phonologique, grammatical et lexical de la langue.
 Il a appris à interpréter et à produire des messages verbaux et non verbaux très simple.
 Il a acquis des méthodes de travail personnelles et de groupe (partages, négociation…)
 Il a développé des stratégies pour faire face à des situations problèmes.
 Il a également été sensibilisé à la dimension culturelle dans l’apprentissage de l’anglais.
Source « Programme de langue anglaise document p 44 »
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Slimming of the syllabus June 2008
1. The Learning Objectives of ( File 6 <Inventions & Discoveries>= Talking
about past events , Talking about inventions & discoveries and describing biographies)
of MS1 level will be Adapted with
(File 1 < A person’s profile > of MS2
level)
2. The Learning Objectives of (File 3 –Food) will be adapted with {File3
<Health> of MS 2 level} So:
There is no File 5
<Food> In the
MS 1 level.
3. No « Stress & rising and falling tone » taught in the MS1 level the
pronunciation deals with recognition and discrimination between sounds.
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Bloom’s taxonomy
The Competency-Based Approach is a cognitive approach. It is indeed indebted to Bloom’s taxonomy (Cf. Bloom, B. et al , Taxonomy of
Educational Objectives vol 1 ‘The Cognitive Domain’ and vol 2, ‘The Affective Domain’, New York: Mckay, New York, 1964) . Bloom has
claimed that all educational objectives can be classified as “cognitive” (to do with information and “affective” (to do with attitudes,
values and emotions) or “psychomotor” (to do with bodily movements, such as setting up some apparatus). He has said that cognitive
objectives form a hierarchy by which the learner must achieve lower order objectives before s/he can achieve higher ones. (see Table
1 below).
Knowledge
1
Learner recalls knowledge
Comprehension
2
Learner analyses information by separating information into
Application
3
Learner applies knowledge to new situations
Analysis
4
parts for better understanding
Synthesis
5
Learner builds new knowledge from diverse elements
Evaluation
6
Learner sets a value on the new information
(Table 1 Adpated version of Bloom’s Taxonomy)
Bloom’s hierarchical model of cognitive thinking is illustrated in the importance that the Competency-Based Approach in the Middle
School Syllabus accords to the mobilisation of knowledge and skills, their gradual integration at higher levels (from level 1 to 6 in the
table above), their application to new situations of learning or use, the generation of new knowledge and skills and finally the evaluation
of the process and product of thinking. This is the ideal route to the acquisition of competency called a savoir-agir in the syllabus. For
instance, a learner will need to know a principle before s/he can understand it. S/he must understand it before s/he can apply it. S/he
should be able to cut it into smaller fragments and relate it to other principles (analysis) before s/he can summarise it and draw
conclusions, and thus evaluate it.
Source” Programme D’anglais MS1 level”
Term
Month
&
File
weeks
Competency
targeted
Learning objectives
Frame work ( PPU
& PDP)
Grammar
septem
Term
septem
Week
4
october
Week
1
october
Week
2
Firs
october
Week
3
october
Week
4
File one "1"(Adapted with File 6-Inventions & discoveries-of MS1 level) "A Person's Profile"
Week
3
Interact
Interpret
Produce
 Assessment &
Revision
(1 week)
PPU Speaking
S.present tense
continuous + +
adverbs of
frequency
Resources
Lexis
Vocabulary
related to daily
life,sport,
animals and
enivironmnt
PDP
writing
Interact
Interpret
Produce
-Sequence one:
(Page 8 – page 11)
 Describing a
person's physical
appearance
Interact Describing Daily
Interpret
life activities.
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
-PDP
listening
lesson
PPU Speaking
+ grammar &
Pronunciatio
( PIASP)
Lessons
 Describing a
person's physical
-PDP
appearance(Integra Writing
lesson
ted situation)
- Sequence Two
File 6 <MS1 Level>:
-PDP listening
 Narrating past
lesson +PIASP
events
Simple past
tense
Interact
Interpret Talk
Produce
a biography
Sequence Three
Page 16 –page 19
Interact
Interpret Talking about
Produce
one’s biography-
inquiring about
jobs & releases
-PDP listening
+PIASP Simple
past te(irregular
verbs) +
Integrated
Situation

Simple present
tense ( to be –
to have)

Simple present
tense + adverbs
of frequency

Simple present
tense ( to be –
to have)

Simple past
tense
( regular
verbs
)
SSimple past
tense ( regular
-Simple past ( verbs +
Irregular verbs)
iregul+
regular
verbs+ ago
Pronunciation
Learn about culture
Sounds
- /i/ - / i:/
- een –en
- j – g –s=z
- sh- ch –th
– the
- n+k/n+g
- final ‘s »
Vocabulary
related to
biographies
& caries







- Final “s’
pronuncia
tions
Today we are living the age
of technologies and discoveries
{TV – computer- internet –
medicine- space discoveries and
explorations}
knowledge
understand
apply
analyze
evaluate
synthesise
-Verb+
“ed”
pronuncia
tion /t//d/-/i/
Knowledge
& Application
Choose one
S of your best
personality you like ,and make
"his /her " profile.
You need:
 a large sheet of paper.
 photos / illustrations
S outs…
/drawings /cut
 songs / paintings / books …
 a dictionary / magazines /
Internet materials…
 Make a short biography of
your famous person , stick a
photo or drawing of him or her
S
, and what has "he" or "she"
done , on the large sheet.
 Your famous person's
profile is ready stick it on the
wall of your classroom and
discuss your friends sheets.
Entry Profile
of MS2 level
learners
 Describe
someone’s
appearance
Knowledge
& Application
 Describe
one’s physical
appearance
Knowledge
&
Comprehension
& Application
Knowledge
&
Comprehension
& Application
 Talk about
one’s daily life
activities
 Talk about
action events
using regular
verbs
SWBAT :
Make researches
,discover and explore
SWBAT
physical


Vocabulary
related to
physical
appearance
Vocabulary
related to
regular past
actions
Bloom’s
Taxonomy in
this file
A famousS person's profile
Vocabulary
related to
physical
appearance
vocabulary
related to
daily life
activities
Module of integration
(project)
Knowledge
&
Comprehensio
n&
Application
Evaluation+
 Describe
one’s
biography
Resources
Term
Month
&
File
nove
m
wee
k1
nove
m
week
2
Sequence One (page28page31):
Interact
Interpret
Produce
Games"
october
Wee
k
4
nove
m
wee
k1
"Language
Term
weeks
Framework
 PDP
reading
PPU
speaking
 can /can't
ability
 PDP
Describing Games. listening +PIASP
“the& th”
Describing
Dictionary
Expressing
possibility, ability and
inability
Interact
Interpret
Produce
news
 Expressing
permission and making
requests
 Talking about
language games in the
past
 Expressing past
ability
Lexis

PDP
listening
 PPU
speaking
 PDP
reading
 PDP
reading
 reminder
( can-thosethese )
"Could"
permission
 could
"request"
 Present
perfect
 “Could
“Ability
-Vocabulary
related to news
and papers
Interact
Interpret
Produce
Two
different
sounds of
«y»
 /i/ 
many-early
 Locating historic
Listening
places
 Asking and showing
the way
 PPU
Speaking
lipper

uzzle

onopoly
- Vocabulary
related to
language games
-VOcabulary
related to past
abilities
 /ei/  they
– may
 /ai/  try
– sky
 /j/  you
Sequence 3 ( page 36
– page 39)
 PDP
Interact
Interpret
Produce
Pronunciati
on
Learn about
culture
Sounds

- Vocabulary
The origin of
related to games  "the"  thisbrother
the
 "th" = thin
- vocabulry
crosswords
- nothing
related to words
and vocabulary

- Vocabulary
hess
related to ability
and inability &

possibiltis
ideo games
"2"
Interact
Interpret
Produce
 Reporting a piece of
Grammar
simple
present tense
simple
present tense
 "can"
possibility
 adjectives
Sequence Two (page32page34)
Interact
Interpret
Produce
File
First
Interact
Interpret
Produce
Interact
Interpret
Produce
nove
m
week
3
3
Competency
Learning objectives
targeted
– yes
-Vocabulary
Prepositions related to
twons,cities.
”could”
permission + - Vocabulary
prepostions
related to places
of place
and showing the
way
 Identify
 Compare

riss Cross
 Scrabble
Module of integration
(project)
Bloom’s
taxonomy in
this file
Language Game
Booklet
Remember
You are playing a
language game with your
friend
" crosswords-puzzlescrabble" then your friend
asked
you :
What is the origin of
those Games?
So your friend's question
challenged you to make a
research work on one of
those games.
Once you have gathered
information- pictures
Write small definitions
about those games and
stick in front each of them
pictures ;
You will make a small
booklet on "Language
Games"
Read your booklet to
your friends and discuss
the subject with you
colleagues.
Put your booklet in the
library to be a useful
resource for your next
school pupils.
SWBAT :
Make researches ,discover
and explore
Apply
Create
SWBAT
- Talk about
language
games
- Use a
dictionary
- Express
ability,
inabilty &
possibility
using the
model “can”
Remember
- Report a
piece of news
Apply
Create
- Ask for
permissions
- Make
requests
Remember
- Talk about
of the well
know
language
games
Remember
& Apply
- Talk about
Remember
Apply
Create
past abilities
- Locate
amenities
- Locate
famous places
- Ask and
show they
way
Term
Month
& week
FIle
Competen
cy
targeted
January
Interact
Interpret
Produce
Week
2
January
Second
Week
3
January
Week
4
File 3 “ Health “
Term
January
< Adapted with File 5 ( MS1) >
Week
1
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Learning Objectives
Sequence One
(Page50-Page 54) :

Inquiring about
someone’s health

Inquiring about
one’s health +
expressing Obligation
Frame
Work
(PPU & PDP) Grammar
 PDP
Listening
+ PIASP
<models:mu
st –should>
 PDP
reading
 Have got
 should
'advice'
 must
obligation
Sequence Two ( page 55page 59):
 PPU
Advising “Fitness”
Describing
someone’s behavior
&Narrating
Asking and giving
advice &
Questioning
Narrate
Sequence Three
(Adapting File 5
“Food”<MS1
level>(page60 –page63)
 must
Speaking + ( +Adverbs of
PIASP vowel frequentcy
 Adverbs
sound
formation
 PPU
 S past
Speaking
 Adverbs
 PPU
Speaking
 model
should
 PDP
reading
 Simple
past
+adverbs
Speaking
 Describing Vitamins
Lexis
Vocabulary
Related to
health and
illnesses
Pronunciation Learn about
culture
- Sounds :
 A bee sting
Vocabulary
Related to
health
-Vocabulary
related to
sports- daily
activities
and leisure
times
 Headaches
“ sh- ch –
ch=k”
 Colds
 Hiccups
 Burns
-Vocabulary
related to
sports &
fitness
-Vocabulary
related to
street
accidents
Grand mothers
remedies
 Beauty
 Colours and
Vowel
Sounds:
/i/ - /i:/ /ai/
health
 Orange
 Indigo
 Naming food, Saying  PPU
quantities, Instructing, Speaking
Talking about aliments
 PPU
 Advising
 Describing healthy
food
Resources
 Some/AnyHow much/
How many+
countable &
Uncountable
nouns
 Passive
form
 PDP
reading
-Vocabulary
related to
food and
medicinal
plans
-Vocabulary
related to
healthy food
 Purple
 Green
 Blue
Yellow
Module Of Integration
A poster with
recommendations about
health. / A health Guide
Bloom’s
Taxonomy
in this file
-Inquire
-Comprehension about
- Apply
someone’s
health
o School year started and you
began your first séance of
"physical education" so you
-Knowledge
noticed that you cannot run and
move quickly, you feel heavy and -Apply
uncomfortable .
- Evaluation
o You are getting weigh , so you
decided to react to the situation.
- Analyze
o This situation is the result of,
no sports activities, bad eating
habits, drugs ….
-Synthesize
o Try to make a poster with
-Apply
recommendations about health
or a sort of health guide.
-Knowledge
 choose your partners and
form your group , divide the
-Knowledge
tasks.
 Make lists of the problems
resulting of unhealthy food , no
-Comprehend
sports activities and addiction to
-Apply
grugs.
 collect photos , pictures and
-Knowledge
drawings showing those problems
 Ask your local area doctor
about the problems and what to
-Comprehend
do to resolve them
 stick the photos , define the
problems , give recommendations
about good habits food , sports
-Analyze &
.so by the end you have a health Synthesize
guide.
 Present your guide to your
classmates discuss the problems ,
then ask the administration to
-Knowledge
stick the poster in your school.
SWBAT :
Discriminate between
healthy and unhealthy
eating habits and
exercise to keep
SWBAT
-Knowledge
-Analyze
-Evaluate
- Ask for&
give advice
-Discriminate
between
sounds (shch-ch=k)
- Express
Obligation
- Talk about
someone’s
behavior
- Narrate
- Ask and
give advice
- Question
-Name food
-Say
quantities.
-Instruct
-Talk about
aliments
-Discriminate
between
countable and
uncountable
nouns
-Talk about
healthy food
-Describe
between
healthy and
unhealthy
food
Term
Month
& week
FIle
Interact
Interpret
Produce
"CARTOONS "
Term
Februa
Week
1
Februar
Week
2
{winter
holidays 2)
Competen
cy
targeted
Februar
Week
3
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
March
Week
1
March Week
2
March Week
3
Sequence One
(Page74-Page 77) :

Making invitations

Making Formal &
informal invitations

Accepting and
refusing invitations
Sequence Two ( page 78page 82):
planning
Immediate
actions
Expressing Future
intentions
 PPU
Speaking
 PPU
Speaking
 PPU
Speaking
 PDP
Listening
 PDP
reading
Module Of Integration
Lexis
Vocabulary
Related to
daily life
routine
Model
“Would »
Vocabulary
Related to
daily life
routine
Would you
like …. ?
Do you
+like ?
Pronunciation Learn about culture
Sounds :
Vocabulary
Related to
4 daily life
routine
-Vocabulary
« going to related to
form »<intent future
ion & future events
Sequence Three page83 –
page87)
Interact
Interpret
Produce
Interact
Interpret
Produce
 Expressing Choice
 Inquiring about price  PPU
 Remembering
Interact
Interpret
Produce
 PPU
Speaking
Which
“one/ones”
 past/”must
Speaking
obligation/
futur
 PDP
reading
Which
“one/ones
-Vocabulary
related to
objects and
choice
-Vocabulary
related to
object &
price
-Vocabulary
Related to
past events
Grand mothers
about
 "c=
k" = cartoons
cake,
picture,
music
Yellow kid
"c=
s" 
Zig et puce
juice,
accept,
sentence
Tintin
word
syllables
Lucky luke
Superman
Bouzid
First
Asterix
syllable
Second
syllable
Third
syllable
words s
SWBAT
Making a strip cartoon.
remedies
"j" 
In your school , local area
jobyou
see many mortal problems
Algeria
"C" for
which affects the youths like
"g" 
smoking , drugs ,violence , bad
Olga –
cartoon/comi
school results…..
give
You feel you can contribute to
arise those problems to let people
More
Vocabulary
Related to
daily life
routine
Yes/
No..Would
Future
with "going
to"
Bloom’s
Taxonomy
in this file
Resources
Frame
Work
(PPU & PDP) Grammar
plans
File Four "4"
Second
Februar
Week
4
Learning Objectives
Synthesize Apply
-Make
-Knowledge
- Analyze
-Discriminate
between formal
& Informal
invitations
(pupils) be aware of them .
You decided to make "a strip
cartoon" , the best thing to let
people read, laugh and discuss
- Evaluation
the problem your are talking
about for example "smoking"
Collect or draw funny
pictures about the situation
-Apply
exposing the problem, the cause
and the results of such problem
(you may ask your art teacher for
help)
Propose solutions through
-Know &
cartoon pictures to solve and help Comprehend
people who are facing this
problem.
Your strip cartoon is ready ,
stick it in your classroom ,
comprehend
discuss the problem with your
friends and your teacher.
Give your work to your
teacher in order to stick it in
-Evaluate
your school.
SWBAT :
Promote the children's
common sense (send a
message through
cartoons to face some of
the daily society
problems
-knowledge
invitations
- Accept &
refuse
invitations.
-Plan
Immediate
actions.
- Express
Future
Intentions
- Express
choice
-Inquire
about price
-Remember
past events
-
S= Student
W = will B= be A = able T= to / 2- Bloom’s taxonomy = Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term
memory.Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.Applying: Carrying out or using a procedure through executing, or
implementing.Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.Evaluating: Making judgments based on criteria and standards through
checking and critiquing.Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
N.B: 1- SWBAT =
Term
Month
& week
FIle
Interact
Interpret
Produce
April
Week
1
Interact
Interpret
Produce
April
Week
4
"THEATRE"
Term
April
Week
2
April
Week
3
May
Week
One
Third
May
Week
3
May
Week
4
June
Week
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Learning Objectives
Frame
Work
(PPU & PDP) Grammar
Sequence One
(Page96-Page 100) :
Listen and speak:
 Asking and showing the
way
 Asking about distance
 Asking about period of
time
Go forward:
Acting a play
Making a
questionnaire
Sequence Two ( page
101- page 104):
Listen and speak :
Making plans
Expressing likes and
dislikes .
Go forward :
- Narrating
-
File Five "5"
May
Week
2
Competen
cy
targeted
Interact
Interpret
Produce
Discover the language:
Expressing likes and
dislikes
Elaborating a
questionnaire
Interviewing
Sequence Three page105 –
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Narrating
Discover the language:
-
Inquiring about past
events
Lexis
Pronunciation Learn about
culture
Vocabulary Sounds :
Learn about
Related to
culture
"i"  buy
showing the
 PPU
Speaking
 PPU
Speaking
 PDP
reading
 PPU
Speaking
 Simple
way
present+
Vocabulary
how far
/how long?" Related to
time &
distance
Vocabulary
Related to
plays
 ‘Whqqs
words”
-Vocabulary
Related to
daily life
routine
 "a" 
 PPU
Speaking

Would/do
you like?
 PDP
reading
 Simple
past
 PPU
Speaking
 PPU
Speaking
, crying ,
describe
"a" 
obey , fail
,same ,
explain
 S
present+
continuous
Would/do
you like
page109)
Listen and speak :
Reporting past events
Inquiring about past
events
Go forward
Resources
 present
 PDP
Listening perfect
 PDP
reading
 Simple
past
 PPU
Speaking
 present
perfect+irreg
ular verbs
Theatrical
genres
Comedy and
farce
place , Jane ,
Light comedy
they, paint
Drama
-Vocabulary
related to  "oy –oi" 
future
boy ,destroy ,
events
exploit
-Vocabulary
related to
past events
-Vocabulary
related to
likes&
dislikes
First syllable
-Vocabulary
Related to
past events
Third syllable
Vocabulary
Related to
past events
Vocabulary
Related to
past events
*Tragedy
Second
syllable
Kabuki
Some records
Module Of Integration
Write a short play
Your school is going to
organize a party on the
16th of April " the Day of
Science" in Algeria.
You and your friends
decided to participate in
this occasion .
Your participation will
be with a short play.
In your play you want
to arise one of the
problems that faces the
youths in present time or
you may talk about the
meaning of the "16th of
April" and what does
represent for our country.
Form your group .
Write the script and
give it to your teacher to
correct it .
Choose your costumes ,
repeat your rehearsals.
Get ready to present
your play on the planned
day.
words
SWBAT :
Celebrate one of the
most important
event of the nation
(nationalism
Bloom’s
Taxonomy
in this file
SWBAT
Comprehend - -Ask for &
Apply
show the way
-Comprehend -Ask about
- Apply
distance&
-Analyze
period
- Synthesize
- act a paly.
-Knowledge
-Apply
-Make a
questionnaire
-Know &
Apply
- Make future
plans
-Synthesize - Express
-Comprehend likes and
-Apply
dislkies
-knowledge
-Narrate
-Knowledge
-Interview
-Report past
Comprehend events
-Knowledge
-Inquire past
event
En deuxième année d'anglais :
 En deuxième année l’élève sera amené a consolider et développer les pré-requis
linguistiques, méthodologiques et culturelles acquis en 1ére année moyenne.
 L’enseignement de l’anglais à pour but de permettre à l’élève sortant de la 2éme AM :
- D’interagir dans des situations réelles de la vie scolaire en utilisant un anglais plus
élaboré.
- De s’exprimer oralement et par écrit dans une langue correcte plus élaborée.
- De poursuivre son apprentissage de la langue dans le niveau scolaire suivant.
 Ainsi au terme de la deuxième année, l’élève pourra exploiter, interpréter des documents
authentiques simples, produire des messages oraux et écrits plus complexes et tenir une
conversation simple dans un anglais correct plus élaboré.
Source « Programme de langue anglaise document p 44 »
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