A SHORT REPORT ON LEARNING ENGLISH VIA 3MS/4MS COURSEBOOK:
INTEGRATED READING & WRITING PLANS (2022/2023)
Domains of language use: Oral, Written, both
Materials: listening audio scripts, books, white board/pictures
Cross-curricular learning objectives that mix between intellectual, methodological,
communicative as well as personal and social competences.
Implementation of the learning objectives through activities that aim at the
interpretation of oral/written texts +production of oral and written messages/texts.
3MS Yearly Program
1. Sequence one (Me, My ability, my interests and my personality) 1st Term
LINGUISTIC RESOURCES (LEXIS, GRAMMAR, PRONUNCIATION):
Learning vocabulary about personality traits and interests + formation of
adjectives +frequency adverbs+ expressing ability inability (can/cannot)
Reading a text ( as an integrative support) in the frame of the topic and filling in
ID card, writing a short paragraph about a person given specific information
2. Sequence two (Me and my lifestyle): 1st Term
LINGUISTIC RESOURCES: Learning vocabulary about childhood memorieslifestyle (past/present) + clothes, food, activities…, simple past (reg/irreg), past
habits.
Reading and matching corresponding titles, making interview with one’s
grandfather (mother) about past life.
3. Sequence three (Me and my scientific world): 2nd term
LINGUISTIC RESOURCES: Learning about vocabulary related to the scientific
world (famous scholars, discoveries, devices, technology)+ past continuous,
relative clause.
Reading and filling in scholar’s ID cards-table and writing famous Muslim
scientist’s ID card.
4. Sequence Four (Me and my Environment): 3rd Term
LINGUISTIC RESOURCES: Learning about vocabulary related to the
environment+ use of must/mustn’t/should+ comparative form of
superiority/inferiority+ cause and effect expression.
Reading and filling in a table –animal’s ID card and writing as a member of
Greenpeace organization making them aware about the causes and bad effects of
pollution/ suggesting solutions.
4MS Yearly Program
1. Sequence one (Universal Landmarks and outstanding figures in history,
literature and the Arts): 1st Term
LINGUISTIC RESOURCES: Learning vocabulary about travel, tourism, types
of landmarks, famous figures)+ comparative form of superiority, inferiority+
comparative of equality+ qualifiers+ chronology adjectives+ cause and effect+
the passive voice.
Reading about ID cards-bibliographical notes-suggesting a suitable title and
writing a descriptive paragraph about one’s own trip (itinerary, landmarks,
outstanding figures…)
2. Sequence two (Me/my personality and life experiences): 1st and 2nd Term
LINGUISTIC RESOURCES: Learning vocabulary about personality, projects,
dream career, future plans, and childhood memories. The superlative form+
simple present/past/future, prefixing adjectives, suffixes, and comparison/
contrast marker.
Reading some bibliographical notes and writing a web article which compares
between Kateb Yacine’s and Zahra Drif’s childhood school memories and
experiences.
3. Sequence three (Me/my community and citizenship): 3rd Term
LINGUISTIC RESOURCES: Learning the imperative form
(advice/recommendation) + conditional type 1+expressing likes and dislikes.
Reading bibliographical notes and writing an article for one’s school magazine to
sensitize schools’ classmates to the need for volunteer charity work and to
recommend an original list of humanitarian and environmental activities that can
help one’s community.