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    Yearly Planning 4ms - 22-23

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    Amin Zaki
    1. The document outlines the yearly planning for level 4 middle school students, focusing on developing their global competence and exit profile. 2. It is divided into 3 sequences covering topics of the students' identity, personality and experiences; their community and citizenship. 3. Each sequence includes learning objectives, linguistic resources, and communicative tasks to be used for assessment and remediation, with a focus on developing oral and written communication skills.

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    Yearly Planning 4ms - 22-23

    Uploaded by

    Amin Zaki
    4K views4 pages
    1. The document outlines the yearly planning for level 4 middle school students, focusing on developing their global competence and exit profile. 2. It is divided into 3 sequences covering topics of the students' identity, personality and experiences; their community and citizenship. 3. Each sequence includes learning objectives, linguistic resources, and communicative tasks to be used for assessment and remediation, with a focus on developing oral and written communication skills.

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    1. The document outlines the yearly planning for level 4 middle school students, focusing on developing their global competence and exit profile. 2. It is divided into 3 sequences covering topics of the students' identity, personality and experiences; their community and citizenship. 3. Each sequence includes learning objectives, linguistic resources, and communicative tasks to be used for assessment and remediation, with a focus on developing oral and written communication skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    4K views4 pages

    Yearly Planning 4ms - 22-23

    Uploaded by

    Amin Zaki
    1. The document outlines the yearly planning for level 4 middle school students, focusing on developing their global competence and exit profile. 2. It is divided into 3 sequences covering topics of the students' identity, personality and experiences; their community and citizenship. 3. Each sequence includes learning objectives, linguistic resources, and communicative tasks to be used for assessment and remediation, with a focus on developing oral and written communication skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    School : Athamnia Mohamed- Merahna Teacher:

    Cherif Yearly Regainia

    School year: 2022/2023 Level: 4 MS


    Planning

    Global competence (4MS key stage 3 )


    Exit Profile (Middle school Exit profile): By the end of the middle school cycle (end of
    Key Stage 3 ‘4MS’) , the learner will be able to interact , interpret and produce oral and written
    Mont Wee Learning Objectives Linguistic Resources Communicative
    messages/
    h ks texts of average complexity , of a descriptive, narrative , argumentative or prescriptive
    tasks
    Grammar Lexis Pronunciatio
    type, using verbal or nonverbal supports (written texts , audio and visualnaids) and in meaningful
    situations related
    First to his environment
    contact and
    with learners interests. Assessment /Remediation
    / Diagnostic
    Sept

    Sequence one: Me, Universal Landmarks & Outstanding figures


    1 *Describe famous * Qualifiers - adjectives. Basic lexis related to: * Diphthongs : -Information
    landmarks using specific * Comparative of equality travel / tourism /aɪ/ - /eɪ/ transfer -
    2 information. /inferiority/superiority with short -Types of landmarks e-mailing
    October

    and long adjectives. * Silent letters : -chatting


    (monument /mosque/
    *Narrate using historical * The passive voice (past simple “k”- “w”- “l” - -networking-
    3 information about tower / bridge / castle/ forums-blogs
    tense): must be related to temple…) “t”- “b” - “m”
    landmarks. -leaflets -ads
    describing monuments and sites
    -Form-filling
    (was built, was discovered, etc.) -ID card
    Tests 1 + RM and not describing a process. - Bio card.
    4
    Autumn Holidays
    1
    November

    *Narrate using biographical * Chronology: Time markers -Names of international -Itinerary -


    2 information about (first, then, next, after that, later, landmarks / famous A fact File -
    outstanding figures . finally,)
    * Cause & effect (because, as,
    figures
    / A narrative
    3 since ,therefore, so, as a result)
    account /
    (review and expansion) biography -
    *Describe an itinerary and Photo captions
    4 identify its components in
    chronological order .
    Pre-requisites : - Diphthongs/eɪ/ - /aɪ/- Cause and effect (because, as, therefore, so).

    1 EXAMS 1 + REMEDIAL WORK


    December

    2
    3 I get ready for my BEM Exam (veriety of tasks related to sequence 1) +The project round up.
    4
    Winter Holidays 
    1
    Sequence two:Me,My personality and life Experiences.
    2 *Make a profile. -The superlative (long /short adjs) Basic lexis related to the -A profile
    - The present simple, past simple and topic. - Information gap --
    January

    3 *Report on significant simple future tenses . Examples: information transfer


    - The past continuous and the past - adjectives (self- Pronunciation of - writing a journal
    events and life
    experiences. simple tenses in a narrative (while, confident, the final ‘ed’: -an interview /
    when). ambitious,) -conversations -
    4 TESTS 2 +RM / t /, / d /, / ɪd / an oral presentation
    - Word formation using affixes: - dream careers - formal letter
    - Prefixes adjectives (negative (future job…) -video survey
    1 * Give information and meaning: dis / un / in / il / ir / im) - web articles
    respond to questions - Suffixes (ful / less)
    2 about me, my dreams, my -childhood memories /
    Febru 3 projects. - Comparison and contrast markers lives and personalities)
    *Express similarities and (like, unlike, whereas)
    ary 4 differences.
    Pre-requisites :  Final “ed” pronunciation  Present simple .
    1 EXAMS 2 + REMEDIAL WORK
    March

    2 I get ready for my BEM Exam (veriety of tasks related to sequence 2)+ The project round up.
    3
    4
    Sequence three : Me, My community and Citizenship.
    1 * Give advice and *Imperative: (review) Basic lexis related Review of the -Open letter
    make recommendations. * Conditional type one: to the topic. previous sounds -Interview
    April

    2
    (-present s /future simple Examples: - (whole cycle) - Debate
    * Express likes and / -present s _ imperative) To be integrated - Speech
    3 citizenship, charity
    dislikes. *“ ing “ form after the as a skill and not .Investigating
    verbs : enjoy , work, charity as a whole lesson - Oral
    4 TESTS 3 +RM prefer, love, hate, like, organization, (review) presentation
    1 * Defend opinions and dislike globalization - Chatters.
    positive actions. *Discourse markers to link
    2 arguments (First, moreover,
    in addition, etc.)
    May

    I get ready for my BEM Exam (veriety of tasks related to sequence 3)+ The project round up.
    3
    Pre-requisites - Imperative - Present simple / imperative
    4 EXAMS 3 + REMEDIAL WORK

    Teacher
    Mr.Regainia Cherif
    Headmast Inspect

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