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

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
1 *Give information - Greeting (what?, where?, How old?) /i/ - /i:/ - Role play
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 and my age, my class and personal life: -Personal pronouns [ I – you ] as a skill - Id card
4 My hometown. (name, age, school, -Possessive adjectives [ my - your ] /not as an
Friends *Ask about a new hometown, etc.) -Prepositions of location: - in+ hometown/ - at + School isolated
Oct

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

* Oral interaction: The pupil can: -greet people, introduce himself/herself, - respond to questions about himself/herself: name, age,
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 1
2 Sequence * Ask and give Basic lexis
-Present simple tense with the verbs: to live- to love – to like
(only affirmative form)
- Email - Role
/ θ/ - / δ / play - Poster
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 and sisters) and pets. -Wh questions (who? , what ?, where ? ) /not as an - Family game
my -Use of simple sentence pattern (- memorized/ modeled ones: isolated -information
Family affirmative and interrogative ) -demonstratives: this / that - lesson. transfer
cardinal numbers from 14 to100. -ordinal numbers. -articles a/
an - possessive adjectives (his –her- its) -personal pronouns (he-
1 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
Implementation
Dec

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 Period Winter Holiday End of Term 1
 1-2 *Tell the time Lexis related to - Discourse markers: today, every… - The present simple tense final ‘s’: - Role play
Sequence *Talk about daily /s/ /z/ /ɪz/ - Games
Jan
3-4 daily activities , with concrete, routine actions: positive, negative and
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 and
Pre-requisites - Question words ( who /what / where …. ? )
my * Oral interaction: The pupil can: -tell the time. -talk about daily and leisure activities.
1

Implementat
Daily * Interpretation of oral and written messages: The pupil can: -understand significant details in a conversation and in short texts

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

ion
of
duties etc. on a postcard or in an email using short phrases and sentences (subject + verb + object).
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 and
Pre-requisites - Preposition of place (in) /to be/ ‘what’ and ‘where’
my * Oral interaction: The pupil can: - describe his/her school. - talk about his/ her rights and
School
Implementation

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
h

texts dealing with topics dealt with in the previous domain. -use paraphrases to make himself/herself understood.
* 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, my Pre-requisites - Preposition of place ‘in’ - /to be/ - Using ‘what’ and ‘where’ with ‘to be’
2 Country
3 and the
* Oral interaction: The pupil can:-ask and give information about:- Algeria (currency/ flag/national and
religious days.- other countries (nationalities/ flags / currencies/celebration days.)
World
Implementation

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

with in the previous domain.) -understand short texts with illustrations (audio or visual: picture, graph, map, etc.) Production of oral
and written messages
* 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 / Prepared by: Tch. Roaissat M.

Teacher +‫ذ‬+‫تا‬+‫األس‬ Headmaster ‫ير‬+‫د‬+‫الم‬ Inspector ‫فتش‬+‫الم‬

 LEARNING SITUATIONS MS -1- 2022-2023
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 to Example: you want to invite
Initial join an international international friendship blog. The wants to know about your remind your mates about your e-pals to visit Algeria and
friendship blog. The members of the blog want to leisure activities. Send him a their rights and duties at discover our beautiful country.
 PDP
members of the blog want know about you. message and tell him about school. Design a poster Share a brochure including
lesson(s) and publish it on
to know about you. Introduce yourself to them your famous places, national dish ,
(listening your school blog.
Introduce yourself to favourite hobbies national currency, celebration
&speaking) days.
them.
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….)