School:………………………….

Annual Syllabus Distribution School Year:

2024/2025
Teacher: ………………………… MS -
1-
Term

Learning Linguistic Resources Communicative

Sep Mont

Wee

Sequence
Objectives Lexis Grammar Pronunciation Tasks
k
h

4 *Greet people Lexis related -Verb ‘to be’ (present simple tense): a- Affirmative/negative - Labelling
Sequence *Introduce myself to: forms. b- Interrogative forms: Yes/No questions/ Wh questions /aɪ/-/ei / - Email
1 *Give information - Greeting (what?, where?, How old?) /i/ - /i:/ - Role play
1 and respond to (hello, hi etc.). -Use of simple sentence pattern (memorized/ modeled ones: - Songs
2 questions about me: - The learner’s affirmative and interrogative ) Integrated - Games
3 Me my age, my class and personal life: -Personal pronouns [ I – you ] as a skill - Id card
4 and hometown. (name, age, school, -Possessive adjectives [ my - your ] /not as an
My *Ask about a new hometown, etc.) -Prepositions of location: - in+ hometown/ - at + School isolated
Oct

friend’s name. -Numbers from 1 to 13 lesson.

Friend
* Oral interaction: The pupil can: -greet people, introduce himself/herself, - respond to questions about himself/herself: name, age,
s
Implementation

class, hometown. -ask about a new friend’s name.

Descriptors of

* Interpretation of oral and written messages: The pupil can: -interpret significant details in a conversation and in simple short texts
on topics dealt with in the previous domain. -understand short texts with illustrations (audio or visual: picture, graph, map, etc.)
* Production of oral and written messages: The pupil can: -give information/respond to questions about himself/ herself: age, class,
friends. -use simple phrases and sentences. -fill out a form and give simple details. -maintain a conversation with an interlocutor.
1 -Present simple tense with the verbs: to live- to love – to like - Email - Role
2 Sequence * Ask and give Basic lexis (only affirmative form) / θ/ - / δ / play - Poster
1 3 2 information about related to -Verbs ‘to have’ / ‘to be’ (present simple tense) - Family tree/
4 me and my family family and a- Affirmative/negative forms. b- Interrogative forms Integrated Tagging - Songs
Nov

(parents, brothers jobs. -Yes/No as a skill - cartoons

Me and sisters) and pets. -Wh questions (who? , what ?, where ? ) /not as an - Family game
and -Use of simple sentence pattern (- memorized/ modeled ones: isolated -information
my affirmative and interrogative ) -demonstratives: this / that - lesson. transfer
cardinal numbers from 14 to100. -ordinal numbers. -articles a/
Famil an - possessive adjectives (his –her- its) -personal pronouns (he-
1 y she- it)
Pre-requisites - Use of question words (what ?, where ? )/ verb ‘to be’ (present simple tense)
* Oral interaction: The pupil can: -greet people, introduce himself/herself, and his/ her
D

Implementation

family members. -respond to questions about himself/herself: name, age, class, hometown, family.
Descriptors of

* Interpretation of oral and written messages: The pupil can: -interpret significant details in a conversation and in simple short texts
on topics dealt with in the previous domain. -understand short texts with illustrations (audio or visual: picture, graph, map, etc.)
* Production of oral and written messages: The pupil can: -give information/respond to questions about himself/ herself:
age, class, family (parents, brothers, sisters) and pets. -use simple phrases and sentences. -fill out a form/give simple details
2-4 1 s t Term Exams Winter Holiday End of Term
Period 1
 1-2 *Tell the time Lexis related to - Discourse markers: today, every… - The present simple tense final ‘s’: - Role play
Jan
3-4 Sequence *Talk about daily daily activities , with concrete, routine actions: positive, negative and /s/ /z/ /ɪz/ - Games
3 and leisure activities digital time, leisure interrogative form (Wh’ questions & Yes / No questions) Integrated - Email - Songs
activities - Prepositions of time: in (the morning …); at ( time); on (day) as a skill - Interview…
Me Pre-requisites - Question words ( who /what / where …. ? )
1
and * Oral interaction: The pupil can: -tell the time. -talk about daily and leisure activities.
my * Interpretation of oral and written messages: The pupil can: -understand significant details in a conversation and in short texts

Descriptor of
Implementat
dealing with topics dealt with in the previous domain -use paraphrases to make himself understood.
Daily * Production of oral and written messages: The pupil can: -write about his preferences, daily activities, leisure activities , rights and
Activit
Feb

duties etc. on a postcard or in an email using short phrases and sentences (subject + verb + object).

ion
i es
2 2 Sequence
*Describe my school school and leisure
*Talk about rights / activities.(classroo
- The present continuous with now.
- ‘what’ and ‘where’ with ‘to be’ to ask about location.
/ŋ / - Labelling -
Integrated Email(communica
3 4 duties at school. m, lab, school yard, - Prepositions and adverbs of location: (in, between, next to, as a skill tive message)
4 *Talk about leisure plant trees, decorate behind, opposite, in the middle, etc.). /not as - Role play
activities at school classroom..) isolated. -Songs-Games
Me Pre-requisites - Preposition of place (in) /to be/ ‘what’ and ‘where’
and * Oral interaction: The pupil can: - describe his/her school. - talk about his/ her rights and
Implementation

my duties at school. - talk about his/ her leisure activities at school.

Descriptor of

1 * Interpretation of oral and written messages: The pupil can: -understand significant details in a conversation and in short
Marc

Schoo
h

texts dealing with topics dealt with in the previous domain. -use paraphrases to make himself/herself understood.
l * Production of oral and written messages: The pupil can: -write about his school, leisure activities, rights and duties, etc. on a
postcard or in an email using short phrases and sentences(subject +verb+ object).
2-4 2 n d t Term Exams Period Spring Holiday End of Term 2
1 *Ask and give info *Lexis related to -‘to be’ in the present simple with cardinal points /ʃ/ /tʃ/ - Labelling -
2 Sequence about :- My country the topic : -‘to have’ in the present simple - personal pronoun (we - they) Integrated Email(communica
April

3 5 (currency/flag/nation Continents / Flags -the possessive adjectives (our - their) as a skill tive message)
4 al and religious days) Nationalities/curren -‘What’ and ‘Where’ with ‘to be’ to ask about location. /not as - Role play
1 - Other countries .. cies /celebration -preposition of location (in) isolated. - Songs - Games
Me, Pre-requisites - Preposition of place ‘in’ - /to be/ - Using ‘what’ and ‘where’ with ‘to be’
2
my * Oral interaction: The pupil can: -ask and give information about:- Algeria (currency/ flag/national and
3 Countr religious days.- other countries (nationalities/ flags / currencies/celebration days.)
Implementation

y and * Interpretation of oral and written messages: The pupil can: -understand very short dialogues on familiar subjects (the ones dealt
Descriptor of
May

with in the previous domain.) -understand short texts with illustrations (audio or visual: picture, graph, map, etc.) Production of oral
the and written messages
World * Production of oral and writtenmessages: The pupil can: -write a simple message on a postcard or in an email about Algeria using
short phrases with simple vocabulary .Transform messages from verbal to nonverbal and vice versa.
3-4 3 r d Term Exams Period End of
Term 3
*Based on the yearly planning issued by the Ministry of National Education in Sep 2022

Inspector Headmaster Teacher

 LEARNING SITUATIONS
Learning
Sequences
Learning Sequence 1: Me and Sequence 2: Me and my Sequence 3: Me and my Sequence 4: Me and Sequence 5: Me, my
Situations My Friends Family Daily Activities my School Country and the World
Situation 1: Example: You want to Example: You want to join an Example: Your e-pal Jack Example: You want Example: you want to invite
Initial join an international international friendship blog. The wants to know about your to remind your your e-pals to visit Algeria and
 PDP friendship blog. The members of the blog want to leisure activities. Send him a mates about their discover our beautiful country.
lesson(s) members of the blog want know about you. message and tell him about rights and duties at Share a brochure including
to know about you. Introduce yourself to them your school. Design a famous places, national dish ,
(listening
Introduce yourself to favourite hobbies poster and publish it national currency, celebration
&speaking) days.
them. on
your school blog.
Situation 2:
Learning  PPU /PDP lessons ( language & reading and writing)

Situation 3: Example: you are a new Example: your e-pal wants to Example: you want to know Example: it is your first Example: this is an e-mail from
Learning to member of your school know more about you and your about your friend’s weekend day at middle school. Kathleen. Read it and help your
Integrate - blog and your friends family. Draw your family tree, leisure activities. Write the Describe the place partner to write a reply to
group work want to know more about add information (name, conversation where you study to your Kathleen.
you. Introduce age, job..) and send it as an between you and your friend. family members. NB: The e-mail provided to the
yourself to them. attached document. learners is to be related to the
global competence of the
sequence.
Situation 4: Example: you want to Example our English friend Example: you receive a letter Example: you have Example: your teacher asks
Integration - join your school English comes to spend Summer Holidays from your e-pal Mark. His duties and rights at you to participate in an online
(assessment) Language Club. Fill in in Algeria. S/he wants to know mother wants to know about school. Add more rights international competition to
solo work your ID card then more about your your mother’s daily about exams, break, attract students from all over the
introduce yourself to the family members before s/he meets activities. Read the letter and homework, computer world to visit yourcountry.
club members. them. Send him/her a message ( write a reply. room, Design a leaflet. Include the
viber) to introduce your family class council, school flag, national currency, famous
members to website…. places, national and religious
him (names/ ages/ jobs) celebration days, )
Complex To set a new complex situation that provides context for To set new complex situation that provides context for To set a new complex situation
Situation meaningful communication related to the learner’s personal meaningful communication related to the learner’s that provides context for
life (name, age, address, school, friends and personal environment (habits and leisure activities ) . meaningful communication
relatives). related to the learner’s enlarged
N.B The situation is based on the learning objectives of N.B The situation is based on the learning objectives of environment (common places in
sequences 1 and 2 and incorporates the topics and linguistic sequences 3 and 4and incorporates the topics and her/his town, famous places in
resources dealt with in these linguistic resources dealt with in these sequences our country, national days and
sequences. religious celebrations….)
 School: ……………………………………………………………… ֍ Annual Syllabus Distribution ֍ School Year:
2024/2025
Teacher: ……………………………………………………………… MS -2-
Term

Week
Linguistic Resources Communicative
Sep Mont

Sequence Learning Objectives

Lexis Grammar Pronunciation Tasks
h

4 Sequence -Describing physical Basic lexis related to -To be – to have -The simple present tense.
1 appearance. physical -The present continuous. / ai / / ei / - Interview
1 -Describing and locate places appearance, hobbies -Adjectives (colour, height, build, hairstyle, - Role play
2 -Talking about daily and free and places: house, and physical attraction) To be integrated - Guessing game
Oct

3 Me, time activities. school -Possessive pronouns. as a skill and not - Songs
4 my -Expressing abilities and -Location markers (prepositions and as an isolated - Location map…
1 Friend inabilities. adverbs). lesson (Review )
2 -Expressing likes and dislikes. -Can – can’t -To like – to love – to enjoy
s and
3 - Present simple of “to be” and “to have” - Colours
my Pre-requisites
1 - Prepositions of location ( in, at) - Vowel sounds / ai / / ei /
Nov

4
Famil * Oral interaction: The pupil can: -describe physical appearance. -describe and locate places. -understand essential
y
details in a conversation, containing simple language and familiar expressions used in everyday life.
Descriptors * Interpretation of oral and written messages: The pupil can: -read and interpret a plan (house / school...) - read and
1 of
understand general ideas and details in easy texts, written in simple language with familiar vocabulary and lexical
Implementa
tion expressions and related to topics dealt with in the previous domain.
Dec

* Production of oral and written messages: The pupil can: -write a medium length descriptive paragraph on facts
related to himself and his family. - draw an outline and the first draft of a text -generate new ideas from a model.
2-4 1st Term Exams Period Winter Holiday End of Term 1
1 Sequence *Describing shopping items. * Basic lexis related *Plural forms. Pronunciation of - Shopping list
2 2 *Expressing quantity. to shopping: *Demonstratives: this/these, that/those. the final’s’ with - Role play
3 *Asking information about, food, price, markets, *Many, much, some, any. plurals. - Map
4 quantity, and price. etc.. *How many?.… *How much? … To be integrated - Leaflets
Me *Locating and showing the way as a skill / not as
2 and to amenities.
* Cardinal and ordinal numbers.
*The imperative isolated (Review)
- Songs
- Posters.
January

my
Shoppi -Demonstratives: this /that - Prepositions (next to/ near / opposite / behind…)
Pre-requisites
n -Cardinal and ordinal numbers -Final ’s’ pronunciation
g
* Oral interaction: The pupil can: - describe shopping items. -locate and show the way to amenities. understand essential details
 1 in a conversation about shopping items., containing simple language and familiar expressions used in everyday
life. -anticipate the meaning of messages.
Descriptors * Interpretation of oral and written messages: The pupil can: -read and understand general ideas and details in easy texts,
February of written in simple language with familiar vocabulary and lexical expressions and related to shopping items. -understand the gist of a
Implementa text, the writer’s ideas and opinions clearly expressed, and simple texts about shopping.
tion * Production of oral and written messages: The pupil can: -can write simple texts describing shopping items and showing the
way to amenities. - write simple directions. -devise a neighbourhood street map, locate and show the way to amenities.
 Sequence *Basic lexis related Pronunciation of -Role play
2 3 * Expressing recommendations to health problems
- “Should” / “Shouldn’t” “sh”: /ʃ/ -Email
3 and giving advice and remedies.- Imperative (do – don’t) “ch”: /tʃ/ -Leaflet
4 (sickness, illness, “ch”: /k/ -Games
remedy,…) Integrated as a -Songs
Me skill / not isolated -Notices…
1
and Descriptors * Oral interaction: The pupil can: -express recommendations and give advice. -understand essential details in a conversation
my of about food / health, containing simple language and familiar expressions used in everyday life. -anticipate the meaning of
Health Implementa messages.
tion * Interpretation of oral and written messages: The pupil can: -read and understand general ideas and details in easy texts,
Mar
s

written in simple language with familiar vocabulary and lexical expressions and related to healthy food. -understand the gist of a
text, the writer’s ideas and opinions clearly expressed, and a simple message giving pieces of advice.
* Production of oral and written messages: The pupil can: -can write simple directions, advice to keep fit/healthy, etc. - write an
outline and the first draft of a text. -can generate new ideas from a model.
2-4 2nd Term Exams Period Spring Holiday End of Term 2
Sequence -Infor panels
1 4 * Describing environmental * Basic Lexis related -The present simple. / θ/ - / δ / -Brochure for
2 sights and places of interest. to -Simple future tense. Integrated as a holidays - Map
Apr

3 * Planning itineraries. travel, weather, ..etc. - “be going to”. skill / not as an route - Info
4
Me -Adjectives related to weather. isolated lesson transfer (from
and -Cardinal points. (Review) weather forecast
my symbols to text)
Travel - Poster
3 1 s Pre-requisites - The present simple
- Preposition of location
-The verbs to be / to have
- Pronunciation: / θ/-/ δ /
2
Descriptors *Oral interaction: The pupil can:-describe amenities and places of interest. -use expressions relating everydaysituations, and
of simple sentences in a spontaneous way.
Ma
y

Implementa *Interpretation of oral and written messages: The pupil can:-read a map and interpret itineraries -assess his reading strategies
tion as efficient or not. -predict an event.
*Production of oral and written messages : The pupil can: - write a medium length descriptiveparagraph on environmental sites
-write an outline and the first draft of a text -generate new ideas from a model
3-4 3rd Term Exams Period End of Term 3
*Based on the yearly planning issued by the Ministry of National Education in Sep 2022

Inspector Headmaster Teacher

 LEARNING SITUATIONS
MS -2-
Learning
Sequences
Learning Sequence 1: Me, my Friends Sequence 2: Me and my Sequence 3: Me and my Sequence 4: Me and my Travels
Situations and my Family Shopping Health
Situation 1: Example: actors and actresses aged Example: it is Akram’s Example: in a forum of Example: you read a post of a
Initial *PDP from 14 to 20 are needed to take part birthday. His mother wants to discussion, you read a member’s tourist from England. He wants
lesson(s) in an Algerian TV show. One of your make a big birthday message asking for help. She to visit Algeria. Think of a nice
(listening classmates is interested. Help him/er cake .She asks him to buy the suffers from obesity. She weighs place and write him/her a reply
&speaking) to make his/her profile and send it by ingredients she needs. Help 98 kilos. Write him/her a reply including some information
e-mail to the national talent agent. Akram to write his shopping and help him/her to lose weight. about it.
list and show him the way to
the supermarket.
Situation 2:
 PPU /PDP lessons ( language & reading and writing)
Learning
Situation 3: Example: your school is organizing Example: your English friend wants Example: your friend is Example: your Australian friend is
Learning to a contest about the “Best Personal to know about shopping in Algeria. overweight. He asks you for some going to visit Algeria next summer. You
Integrate - Profile” written in English. The firstWrite an email to give him/her advice. Send him/her a message will guide him to visit the most
group work three writing competition winners information about shopping in malls, (email, viber, WhatsApp, interesting places (museums, parks,
will be offered a special prize. Make supermarkets, street markets and messenger..) and tell him/her forests, mountains, old medinas, souks,
your profile and post it on the schooltraditional craft shops in the place about your weekly diet plan and a “ksours”, traditional craft shops..) Make
blog. where you live. Attach to your email typical daily menu prescribed by a brochure of this tour including your
a street map showing the shopping your dietician. itinerary and a map.
amenities in your neighbour-hood
and the location of your home.
Situation 4: Example: your English friend is Example: your e-pal is visiting your Example: most teenagers Example: next summer holidays, you
Integration - asking you to tell her/him about the city during this summer holiday. He consume too much junk food and are going on a weekend tour to another
(assessment) place where you live. Design the plan wants to do some shopping. Send suffer from health problems. region in Algeria (or abroad, to a foreign
solo work of your house and describe it. Then, him/her a message to show him/her Design a flyer for the school blog country). Write a schedule about this
send it by e-mail / viber. the way to the mall/souk/shopping including the ‘five dietary keys’. tour (the places you are going to visit
centres … Explain why each one should be and the activities you are goingto do).
followed and respected.
Complex A new complex situation that A new complex situation that provides context for meaningful A new complex situation that provides
Situation provides context for meaningful communication related to learner’s personal life and experience context for meaningful communication
communication related to learner’s (shopping, eating habits; health and healthy food...) related to learner’s enlarged
personal life and environment (home, N.B The situation is based on the learning objectives of sequences 2 and 3 environment (travelling, places of
school, family, friends, hobbies...) and incorporates the topics and linguistic resources dealt with in this interest/tourist sites, itineraries, …)
N.B. The situation is based on the sequence N.B. The situation is based on the
learning objectives of sequences 1 learning objectives of all sequences and
and incorporates the topics and incorporates the topics and linguistic
linguistic resources dealt with in this resources dealt with in these sequences.
sequence.
School: ………………………………. ֍ Annual Syllabus Distribution ֍ School Year:
2024/2025 Teacher:…………………………………
MS -3 -
Term

Linguistic Resources Communicative

Sep Mont

Wee

Sequence Learning Objectives

Lexis Grammar Pronunciation Tasks
k
h

4 Sequence -“To be” - present simple. -/ŋ/

1 *Describing *Basic lexis - Formation of adjectives related to personality -strong and - Interview
personality features related to -Affixes ( prefix and suffix) weak forms of ‘can’ - Role play
Me, my *Describing personal personality and -Frequency adverbs: “always” and “never”. /a:/ - /ǝ / - Chat - Email
1 Abilities, interests interest. -To like, to love, to be keen on, to be interested Integratedas a skill / - Letter - Short
2 my *Expressing abilities in. not isolated video segments
Oct

3 Interests and inabilities -Nouns / Gerunds (related to hobbies).

4 - “Can” / “can’t”
and my
Personalit
Pre- requisites - “to be” - present simple
y
1 Sequence *Narrating past events, *Basic Lexis Pronunciation of the - Interview
2 2 experiences and related to the topic: -The past simple tense with regular and final ‘ed’: - Role play
Nov

3 childhood lifestyles in the irregular verbs /t/, /d/, /id/ - Email - Letter
4 memories. past: food/ -The semi- modal: ‘used to’ Integrated as a - Short video
1 Me and *Describing life and clothes/activities skill / not isolated segments - Poster
my lifestyles (past and
lifestyles present)

* Oral Interaction : The learner can: -describe personal interests and personality features. -use words and
Implementation

expressions related to personal interests and personality features. -narrate past childhood memories.
Descriptors of

1
Dec

* Interpretation of oral and written messages: The learner can: -understand gist and important details in dialogues
and paragraphs written in simple and easy English and familiar expressions that describe or compare life and
lifestyles. - manage his work and assess his own reading strategies.
* Production of oral and written messages: The learner can: -describe facts in short narrative texts relating to the
learners experiences and events (past and present) use a wide range of connectors and time sequencers. -draft, redraft and
edit a text.
2-4 1st Term Exams Period Winter Holiday End of Term
1
 1 Sequence *Basic Lexis related - Pronunciation of - Diary/ journal
2 3 *Telling about a to the topic: famous -The past simple tense the final ‘ed’: - Survey
Jan 3 scientist’s life scholar (timeline -The past continuous tense /t/, /d/, /id/ - Posters
4 (biography) discoveries -The past continuous tense -/ŋ/ - Charters
Me and ,inventions), - Relative clauses: who / which To be integrated as a - Formal letters
1 the technology, devices. skill / not isolated - Newspaper
2 Scientific (review) article
World
Feb

3 Pre- requisites -Past simple tense -/ŋ/ -Pronunciation of the final ‘ed’
2 4 * Oral Interaction: The learner can: -select relevant biographical information - use familiar expressions and simple

Implementation
sentences in a spontaneous way.
Descriptors of
* Interpretation of oral and written messages: The learner can : -organise /sequence biographical information in
1
chronological order. - understand gist and identify relevant biographical information. -manage his work, develop efficient
reading methods and assess his own reading strategies.
Mars

* Production of oral and written messages: The learner can:-transfer biographical information from one format (ID card)
to another.
2-4 2nd Term Exams Period Spring Holiday End of Term
2
1 Sequence *Expressing obligation/ *Basic Lexis * ”Must” / “mustn’t” Silent letters: - Pictionary
2 4 prohibition related to the * “Should” (Review) ‘l’, ‘k’, ’w’, ‘h’, ‘t’ - Id cards
3 *Making topic :pollution *The imperative (Review) - Diagrams /charts
Apr

4 recommendations / endangered *The comparative of superiority ( short and To be integrated as a - Table

Me and *Comparing species/ litter/ long adjectives) skill and not as an completion
my environmental sites. recycling/ reusing. *Discourse connectors: “as”, “because”, “so”, isolated lesson
Environme *Expressing cause and “therefore”
nt effect
Pre- requisites -Should / shouldn’t -Imperative
3 * Oral interaction: The learner can : -make recommendations on how to protect the environment. -use familiar expressions
Implementation

1 and simple sentences in a spontaneous way.

Descriptors of
May

2 * Interpretation of oral and written messages: The learner can: - understand gist and details in medium length texts
- describing topics familiar to him relating to eco-behaviour, health, urban life, and animals in danger of extinction.
understand and anticipate meaning in clearly stated opinions and viewpoints
* Production of oral and written messages: The learner can: - write, “School Eco-Charter demonstrating.
-use the acquired lexis and expressions having a relation with the need for written expression.
3-4 3rd Term Exams Period End of Term 3
*Based on the yearly planning issued by the Ministry of National Education in Sep 2022

Inspector Headmaster Teacher

 LEARNING SITUATIONS MS -3-
Learning
Sequences
Learning Seq 1: Me, my abilities, my Seq 2: Me and my lifestyles Seq 3: Me and the Scientific Seq 4: Me and my Environment
Situations interests and my Personality. World
Situation 1: Example: your school magazine is Example: you are a member of a Example: we celebrate the Example: your school has applied to
Initial *PDP announcing a writing contest blog. Your e-pals posted “Knowledge Day” in Algeria, on the become a member of the International
lesson(s) (competition) “The Idol Teenage narratives about their childhood 16th of April. Your teacher of English Eco-School Programme.
(listening Character”. Write an article to memories and lifestyles. Now, it asked you to write biographical Write a list of ten eco-principles that
participate and win. Tell about your is your turn to post your information about a famous scholar to should be discussed by your class and
&speaking)
personality features, interests, spare memories. be published in your school magazine. included in your “School Eco Charter
time; hobbies, ability and inability.
Situation 2:
 PPU /PDP lessons ( language & reading and writing)
Learning
Situation 3: Example: many teenagers in the Example: it’s a rainy night and Example: It is “the National Example: as a member of Greenpeace
Learning to Arab World heard about Mohamed the light went out. You are Inventor’s Day” in Algeria. To organization, you want to protect the
Integrate - Farah who won the first Arab curious to know how your celebrate the event, your teacher of environment where you live.
group work Reading Challenge Prize. They grandmother used to spend her English asked you to write the Prepare a short article to be published in
want to know more about him. Post free time in the past without biography of a famous scientist or social networks. Make people in your
on your school blog a portrait about electricity.Write the conversation inventor and display it in the public city aware about the causes and bad
him, his personal features, personal between your grandmother and local library where an official effects of pollution and suggest some
interests and describing his abilities. you. ceremony will be held. The best works solutions.
will be awarded prizes.
Situation 4: Example: your school is going to Example: your school is Example: your teacher wants you to Example: your school is organizing an
Integration - participate in an international organizing an exhibition about design a brochure in English about eco-poster display at the Local Culture
(assessment) competition for the best reader. your town now and in the past. “The Islamic Scientific and Cultural Centre in your Wilaya to celebrate the
solo work Design your own reader profile The teacher of English asked you Heritage”. The brochure should “Earth Day”. Design an eco-poster about
telling about the books you are to participate. Display photos and include a historical introduction, an endangered animal to raise public
interested in/ read before, the postcards with captions and short biographies of eminent Muslim awareness of the urgent need to protect
languages you master and your texts comparing life in your town Scientists and texts describing such species. Your poster should
talents. The best profile will be years ago and today (dwelling, inventions, innovations and comprise a descriptive text with photos
selected to take part in the contest. architecture, people, dress, discoveries in various fields. Design about this animal, a list of the
transport, etc.). the brochure. threats and a slogan for its protection
Complex A new complex situation that provides context for meaningful A new complex situation that provides A new complex situation that provides
Situation communication related to learner’s personal life and environment (his context for meaningful context for meaningful communication
and teenage lifestyle, personality features and personal interests ….). communication related to learner’s related to the protection of the
N.B. The situation is based on the learning objectives of sequences 1 and enlarged environment (Outstanding environment (eco- behaviour) at school
2 and incorporates the topics and linguistic resources dealt with in these figures in sciences and sport, and in the neighbourhood. N.B. The
sequence inventions and discoveries in sciences situation is based on the learning
and technology….N.B. The situation objectives of all sequences and
is based on the learning objectives of incorporates the topics and linguistic
sequence 3 and incorporates the topics resources dealt with in these sequences.
School:…………………………………. Annual Syllabus Distribution School Year:
2024/2025
Teacher:…………………………….. MS -4 -
Term

Linguistic Resources Communicative

Sep Mont
Wee

Sequence Learning Objectives

Lexis Grammar Pronunciation Tasks
k
h

4 Sequence *Describe famous landmarks *Basic lexis related - Qualifiers - Adjectives. - Diphthongs -Information transfer
1 using specific information to: - Comparative of equality / inferiority/ /ei/- /ai/ -E-mailing -Chatting
1 *Narrate using historical travel / tourism superiority with short and long adjectives. - Silent letters:-Networking
2 information about landmarks *Types of landmarks -The passive voice (past simple tense): “k”- “w”- “l” - -Forums/blogs
Oct

3 Me, *Narrate using biographical (monument /mosque/ must be related to describing monuments “t”- “b” - “m” -Leaflets/ads
4 Universal information about outstanding tower / bridge / castle and sites (was built, was discovered, etc.) -Form-filling
1 Landmar figures / temple…) and not describing a process. (Integrated as a -ID card/Bio card
ks *Comparing landmarks *Names of - Chronology sequencers: (first, then, skill / not as a -Itinerary -A fact File
2 and *Describe an itinerary and international next, after that, later, finally.) -cause and whole lesson) -A narrative account/
Nov

3 Outstandi identify its components in landmarks / famous effect (because, as, since, therefore, so, as (review) biography
4 chronological order figures a result) (review & expansion) -Photo captions
1 ng
Figures Pre- requisites - Diphthongs/ei/- /ai/ - Cause and effect (because, as, therefore, so)
in
History,
Literatur
e and * Oral interaction: The learner can:-describe famous landmarks /outstanding figures. - compare landmarks / monuments.
* Interpretation of oral and written messages: The learner can : - understand medium dialogues on familiar subjects (the
Implementation

Arts
Dec

Discriptors of

1 ones dealt with in the previous domain) . - understand short texts with illustrations (audio or visual: picture, graph, map,
etc.) -information transfer from network research.
* Production of oral and written messages : The learner can : - write a medium-length descriptive paragraph on environmental
sites, landmarks and monuments, outstanding figures in history, literature and arts. - compare landmarks and monuments around
the world. -express cause and effects.
2-4 1st Term Exams Period Winter Holiday End of Term
1
Sequence *Make a profile Basic lexis related - The superlative with long and short *Pronunciation -A profile
1 2 *Report on significant events to the topic. adjectives of the final -Information gap
2 and life experiences Examples: - The present simple, past simple and ‘ed’: -Information
Jan

3 *Give information and *Adjectives (self- simple future tenses /t/, /d/, /id/ transfer
Me, my respond to questions about me, confident, - The past continuous and the past simple -Writing a journal
4
Personalit my dreams, my projects ambitious,) tenses in a narrative (while, when) (Integrated as a -An interview
 * Express similarities and *Dream careers - Comparison and contrast markers (like, skill / not as a -Conversations
2 y and differences (future job…) unlike, whereas) whole lesson) -An oral
1 (review)
*Childhood - Word formation using affixes: presentation
Life memories / lives and  Prefixes adjectives (negative -Formal letter
Experienc personalities) meaning: dis / un / in / il / ir / im) -Video survey
es
Feb

 Suffixes (ful / less) -Web articles

2
3

Pre- requisites -Final pronunciation of “ed” -Present simple

 * Oral interaction: The learner can: - ask questions and answer briefly.- deal with situations related to his personal life and
experience and his community. - use familiar expressions relating everyday situations, and simple sentences in a spontaneous way.
- speak about his plans and projects.
* Interpretation of oral and written messages: The learner can : -understand instructions in easy classroom language. - guess

Implementation
Discriptors of
meaning of instruction from context. -understand gist and details in medium-length texts describing topics familiar to him relating
to his everyday life, to his interests (sports, hobbies), his needs, wants, expectations, and current events occurring in the world, etc.
-understand a personal letter writtenin simple and easy English.-understand written texts and involve prediction of narration,
1 personal stories, feelings, dreams.
* Production of oral and written messages : The learner can : -describe facts in short narrative texts relating to the learner’s
environment, family, school; work, experiences and events (past and present). -express opposition / concession (unlike / whereas).
- produce different types of texts (descriptive and narrative) of a medium length /complexity using a wide range of connectors and
time markers (first, and, but, because, so, next, finally). - write a personal letter or an email to describe his environment, his life…
2-4 2nd Term Exams Period Spring Holiday End of Term
March

2
Sequence *Give advice and make Basic lexis related to *Imperative: (review) Review of the - Open letter
1 recommendations the topic. *Conditional type one (present simple/ previous sounds - Interview
2
3
*Express likes and dislikes Citizenship, charity future simple - present simple/imperative) (whole cycle) - Debate/speech
/

3 *Defend opinions and positive work, charity *“ ing “ form after the verbs : enjoy, Integrated as a - Investigating
4 Me, my actions organization, prefer, love, hate, like, dislike skill /not as a - Oral presentation
/ April

Communit globalization… *Discourse markers: to link arguments. whole lesson - Chatters

y (First, moreover, in addition, etc.) (review)
and Pre- requisites * Present simple *Imperative
Citizenship
3
May

* Oral interaction: The learner can: -talk about school charity. -ask for and give advice. -defend positive actions. -express
1
Implementation

likes and dislikes

Discriptors of

2 * Interpretation of oral and written messages: The learner can : -read, understand and anticipate meaning in clearly stated
opinions and viewpoints. - understand a personal letter written in simple and easy English. - understand written argumentative
texts.
* Production of oral and written messages : The learner can : -produce coherent writing and generate ideas – build
conversation/role play/ interview. -defend positive actions. -write a short argumentative essay.
3-4 3nd Term Exams Period End of Term 3
*Based on the yearly planning issued by the Ministry of National Education in Sep 2022 .

Inspector Headmaster
Teacher
 LEARNING SITUATIONS MS -4-
Learning Seq 1: Me, Universal Landmarks and Seq 2: Me, my Personality and Life Seq 3: Me, my Community and
Situations Outstanding Figures in Hist, Lit and Experiences Citizenship
Arts
Situation 1: Example: you are among the best learners who Example: your teacher of history told you about Example: At the beginning of every school year,
Initial *PDP were selected by the Ministry of National one of the Algerian freedom fighters. You want Algerian schools help learners in need. You feel
lesson(s) Education for a trip to Los Angeles. You are to know more about him/her. Conduct research concerned and wonder whether or not you can help.
(listening curious to know about this city. Conduct to collect more information about him/her and This raises your curiosity about your schoolmates’
research on the net to find out more information share it with your classmates. attitude towards the necessity of being charitable.
&speaking)
about the places of interest, the landmarks, Conduct a survey to find out how much they feel
food… and believe their charity may make a change in
society.
Situation 2:
 PPU /PDP lessons ( language & reading and writing)
Learning
Situation 3: Example : you have just come back from a trip Example: your school is organizing an Example: the use of the internet can have a bad
Learning to around Algeria with a group of friends. You exhibition to commemorate the 1st of November influence on our culture and traditions. Give advice
Integrate - want to post on your Facebook page the report 1954. Design a poster about a moudjahid / a and make recommendations to your young fellow
group work of this trip to make people around the world moudjahida of your choice to take part in this citizens on how / why to protect your national
aware of the cultural and historical richness of event. Include short texts about his/her identity and culture.
your country. Describe your itinerary and talk childhood memories and experiences.
about the landmarks you visited and the
outstanding
figures in history, literature, or arts that you
learned about during this trip
Situation 4: Example: your English web e-pal Richard has Example: Lalla Fatma N’Soumer is one of the Example: you read an interview about “Ness El Khir
Integration asked you about famous Algerian writers. Write most famous women freedom fighters who ” and searched the internet for more information
- him an e-mail in which you give him some fought for the independence of Algeria. Write an about youth charities in Algeria and other countries.
(assessment) biographical information about Kateb Yacine, an article in which you tell about her profile, life Write an article for your school magazine to sensitize
outstanding modern Algerian writer. experiences, and victories to be posted in an your schoolmates to the need for volunteer charity
solo work
international education blog. work recommending a list of civic and environmental
activities that can help our community.
Complex To set a new complex situation that provides To set a new complex situation that provides To set a new complex situation that provides context
Situation context for meaningful communication related to context for meaningful communication related to for meaningful communication related to the
the learner’s country and the world (Travelling the learner’s personality features and school life learner’s world (Citizenship / commitment with
/comparing landmarks and monuments around and experiences (embarrassing and positive charity clubs/ helping hand /respect of others. Family
the world/ Outstanding figures in history, ones) Prospects and initiatives (career /education advice).
literature, and art). / ambitions / projects…) Hobbies : (Cinema, N.B. The situation is based on the learning objectives
N.B. The situation is based on the learning literature, theatre, fashion, music, and the digital of all sequences and incorporates the topics and
objectives of sequence 1 and incorporates the / electronic devices) linguistic resources dealt with in these sequences.
topics and linguistic resources dealt with in N.B. The situation is based on the learning
this sequence. objectives of sequence 2 and incorporates the
topics and linguistic resources dealt with in
this sequence.