School: ……………………………………………………………… ֍ Annual Syllabus Distribution ֍ School Year: 2022/2023

Teacher: ……………………………………………………………… MS -3-

Linguistic Resources
Sep Month

Communicative
Term

Week

Sequence Learning Objectives

Lexis Grammar Pronunciation Tasks
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 Integrated as a skill / - Letter - Short
2 my Interests *Expressing abilities in. not isolated video segments
Oct

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

4 - “Can” / “can’t”
Personality
Pre- requisites - “to be” - present simple
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 my *Describing life and clothes/activities skill / not isolated segments - Poster
lifestyles lifestyles (past and
present)

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

1 related to personal interests and personality features. -narrate past childhood memories.
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 the ,inventions), - Relative clauses: who / which To be integrated as a - Formal letters
1
Scientific technology, devices. skill / not isolated - Newspaper
2 World (review) article
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
Mars

reading methods and assess his own reading strategies.

* Production of oral and written messages: The learner can: -transfer biographical information from one format (ID card)
to another.
2-4 2 nd 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 my *Comparing species/ litter/ long adjectives) skill and not as an completion
Environment environmental sites. recycling/ reusing. *Discourse connectors: “as”, “because”, “so”, isolated lesson
*Expressing cause and “therefore”
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
June
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 3 rd Term Exams Period End of Term 3
*Based on the yearly planning issued by the Ministry of National Education in Sep 2022 / Prepared by: Tch . Roaissat M.

Teacher ‫األستاذ‬ Headmaster ‫المدير‬ Inspector ‫المفتش‬

 LEARNING SITUATIONS MS - 3- 2022-2023
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 16 th 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:
Learning ❖PPU /PDP lessons ( language & reading and writing)

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 threats
transport, etc.). the brochure. 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.