Before launching a learning sequence ,the teachers should have the following planning in their  heads and  on which all procedures are based:

  1. Initial problem-solving situation:

This situation is worded and stated in a form where one can identify  a number of  ,resources,values and cross-curricular competencies  to be worked on during the ensuing learning sessions.At this stage ,the teacher should prepare the necessary supports related to its both topical and linguistic content where the macro skills are used and promoted integratively through  a variety of  related and appropriate tasks .Implicitly learners start to develop an insightful vision about what kind of resources (grammar and lexis) and subject matter  are needed  to resolve it.The supports may include:video segments,newspaper cut outs,passages taken from different sources,visuals of all kinds  etc…where the pupils interpret and produce alternatively through active participation .Thus, all ways of processing are fostered and all sorts of hypothesis and predictions are encouraged and made. Consequently ,the need for the linguistic resources and skills(knows and know-hows)is generated within learners  and somehow a roadmap for the whole sequence is chartered and undersatanding backgrounds are laid down;the learners are gradually and implicitely   led to the perception that they have to deal with language at the discourse level  not at the word or sentence level which is one of  the  main meanings of the concept of integration that should always be the  target outcome teachers endeavour to achieve when they work gradually to build the target terminal competences taken in charge by the domains structuring each of the five sequencies covering key-stage number one(1ST A.M.).

Teachers are supposed to devote  at least one session in order to introduce this” input situation” where learners listen,speak,read and write  using the trio:interract orally ,interpret spoken and written messages; and produce spoken and written messages;

(…)to be continued