Planning learning
The Sequence
Hints for the implementation of planning /global framework
Level MS 1

Global competnece /Exit profile of the MS1 By the end of key stage 1, the learners will be able to interact, interpret and produce oral and written meaningful messages of a descriptive type using verbal and non verbal supports written texts , audio visual aids in meaningful situations related to his /her needs.
The learner can :
– Understand the main points of familiar short texts on personal and cross – curricular topics.
– Describe in speech and writing himself , his family …and his environment.
– Produce short simple oral and written msgs
Target competences In a situation of meaningful communication using written , visual of oral support, the learner will be able to interact orally , interpret and produce oral and written msgs of descriptive type.
Domains :
Oral and written

Components of the competences Oral interaction Interpreting oral and written messages Producing written messages

(Should be selected…) -The learner makes contact with the interlocutor
-She /He transmits a msg.
-She /He reacts in a non -verbal way to verbal msgs.
-She/He maintains an oral interaction using listening strategies.
– She / He sorts out the general meaning of an oral msg.
The learners reacts to a visual audio or written text :
-She / He sorts out the general meaning of a text(its gist).
-She/He calls up / mobilizes for complementary strategies to understand a text.
-The learner makes contact with the interlocutor.
– the learner transmits a messqge .
-The learner reacts in a non- verbal way to verbal msgs.
-The learner maintains an oral interaction using listening strategies.
-The learner sorts out a general meaning of an oral msg.
– The learner calls up for the resources she/ he has at her/his disposal to develop her /his language learning in order to produce very short and simple texts.
– The learner adapts her/ his text to situations of communication.
-The learner conceives writing as a tool of communication and learning.
– The learner organizes his/her text (msgs) .
-The learner mobilizes his /her writing strategies.

Crosscurricular competences

-Intellectual
-Methodological
-Communicative
-Social and personal

Values Being polite and friendly
Respecting others
Being proud of belonging to a community
Cultural dimension
In Algeria / In the world.
Know yourself/ know the others
Contribution with other subjects

Civic Education
Geography
Arts
Procedure
Declarative
Procedural
Pragmatic
Strategies
Related to the three competences.
Learning styles
VAKT/ Multiple intelligence.
Assessment and Remediation
– Focus on Formative assessment(weeks of integration)
– Criteron based evaluation.
– Focus on non-acquired criteria / remediation obeys to differentiating.
– The regulation of learning is expressed in CAN DO STATEMENT.

Initial problem solving situation
Starting off /Input
Situation One/
You have a computer at home and you are using the internet, facebook, viber. You want to make e pals from other countries. You find an email in your e-box. Respond to your e pal and tell him about yourself, your family, your village/town and your school.
Supports: an email/ catalogue/video segment
Learning objectives: Greeting/ Introducing oneself/ describing oneself/ describing one’s family/ house/ flat/ school/ home town.
Situation 2

Learning situation to install the resources/ apprenticeship Installing resources/ learning process(presentation of the linguistic content related to grammar, lexis and pronunciation)
Many of your classmates wish to make friends all over the world. In your friendship catalogue. There are people of different nationalities with information about them.
Select one of them and tell your classmate about him/her
Support: catalogue
Knowledge skills Attitudes
Structures: simple present/to be , to have, personal and possessive adjectives, lexis related to describing physical appearance/family members/ digital time/ numbers/demonstrative pronouns/affirmative , negative/lexis and expressions related to family/ intonation in QQs/ sounds: diphthongs/
aspirated “h”.Short “I” and long “I”
lexis related to greetings,food, colours,clothes, jobs,likes and dislikes, Describing people/
Introducing people/ Greeting people/ Giving information about someone/
Expressing likes and dislikes.

Good conduct/ getting to know someone/ socializing/ Respecting the other/ Accepting differences / Expressing feelings

Strategies

Learning Styles 1-Oral strategies.(pair work-smallgroup discussion)
2-Reading strategies(getting ready to read/engaging in reading/
reacting to reading)
3- Writingstrategies: generating ideas/ organizing ideas/drafting/ note
taking/ editing/publishing/ Using conventions of writing.

VAKT/ multiple intelligence

Remediation Identification of problems related to linguistic analogy and interferences.
-Discrimination between the use of “be” and “have”
-The different personal pronouns( he/she and it)

Situation 3
( group work)
Learning how to integrate Objective:

Reinvestment of previous learning in terms of:
What learners need to mobilize to learn how to integrate.

Knowledge Skills attitudes

Situation related to training for integration After three months, your e pal wants to know about your ideal person(a member of the family/ teacher/ sportsman, actor, singer, etc…) in your country. Post his profile on your facebook wall.
Supports: social networks (skype, facebook, viber, whatsapp)

Task type Transferring information
Situation 4 (Individual work) Objectives:
-Assessing the ability of the learner to select and reinvest in an
integrated way

– This situation measures the level of performance of the learner
– Criterion- based assessment
– Remediation obeys to differentiating.
– Regulation
Target situation for assessment/ integration
Individual work You want to know more about the pupils of your school ( age, , physical appearances, likes, dislikes hobbies). Make a survey about your school.

Support: A survey sample/ ID’s/