By Yassine Forever Summary of English language lessons
Summary of English language lessons By Yassine Forever Type three: T 3 If + Verb in past perfect, would Sentences have + past participle Eg: If I had read the question well, I would have taken the best mark The situation in T 3 is a regret about an event that had happened in the past Quantifiers - for countable nouns -
education-dz
English to talk about places (positions) and times Sometimes the choice of one over another in a particular phrase or sentence seems arbitrary However if we analyse patterns of occurrence we can identify key concepts in meaning and usage which consistently apply and can be used as a platform for learning 1 Prepositions of time
Planning Learning English
English Year 3 September 2018 Annual Progression - Secondary Minisgtry of National Education 2
אא אאאא אאא - الرئيسية
understand the hard parts of the lessons and exercises I like the way teachers get us involved They surely have children of their own at school, which explains why they understand how we feel So if there is one good reason why I like my school, it surely is because the teaching staff are so caring, and so friendly
Teaching EFL Grammar in the Algerian Secondary School
Table (2 6) The Type of Grammar Activities related to the 3AS-LPh Syllabus Figure (2 1) A Unit‟s Design in New Prospects Figure (2 2) Data Collection Procedure Chapter Three Table (3 1) Learners‟ Attitudes to Learning English Table (3 2) Learners‟ Reasons for Learning English Table (3 3) Learners Attitudes to Grammar Lessons
CLIL Planning Tools for Teachers
The 3As tool operates in 3 stages The 3As are used with specific content Stage 1: Analyse content for the language of learning Stage 2: Add to content language for learning Stage 3: Apply to content language through learning 3 1 ANALYSE The content focus for a period of teaching- eg a lesson or a short series of lessons, needs to be defined
Coyle CLIL planning - unifgit
3As tool operates in 3 stages The 3As are used with specific content Stage 1: Analyse content for the language of learning Stage 2: Add to content language for learning Stage 3: Apply to content language through learning 3 1 ANALYSE The content focus for a period of teaching- eg a lesson or a short series of lessons, needs to be defined
CLIL: Content and Language Integrated Learning
Language of communication: English Minimum Level of English required: B2 COURSE DESCRIPTION This course is a fine result of up-to-date scientific research and evidence-based practice CLIL stands for Content and Language Integrated Learning where subjects are taught by means of a foreign language (English)
CLIL Lesson Planning in Primary Education a case study
methodological foundation for planning CLIL lessons and constructing materials 4" " because of its integrative nature The 4Cs-Framework is built on the following
Stafford House Summer Information Sheet CHICHESTERCHICHETSER
English Lessons Game Show Night Wednesday Volleyball, Basketball or Talent Show Preparation English Lessons “Chichester’s Got Talent” Talent Show Thursday Included Half Day Excursion: Worthing Walking Tour, Museum & Art Gallery English Lessons Murder Mystery Activity Friday “Tribal Wars” Competition or Arts & Crafts e g Mask Making
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Annual Progression - Secondary
Minisgtry of National Education1
Democratic and Popular Republic of Algeria
Ministry of National Education
General Inspectorate of Pedagogy Direction of the General Secondary and Technological TeachingPlanning Learning
English
Year 3
September 2018
Annual Progression - Secondary
Minisgtry of National Education2
Introduction
In preparation for the 2019-2018 academic year, and in order to ensure the quality of education and to improve educational
pedagogic performance, and to continue with the reforms it has initiated, the General Inspectorate of Pedagogy is putting the pedagogy
in the hands of educational practitioners as complementary tools for the reference documents adopted and implemented in the field at
the stage In order to facilitate the reading, understanding and implementation of the curriculum and to standardize the content of the
content in the context of the guidance provided by the curriculum, which is explained in the accompanying documents. These
gradations allow methodically to harmonize it with the pedagogic assessment plan and the continuous monitoring scheme. In order to
reflect this, we ask everyone to read and understand the principle of these gradients in order to put it into effect. The inspectors are
constantly involved to accompany the teachers, especially the new ones, to modify or adapt the activities. Applied according to the
availability of laboratory equipment for the technology or the mass media to simulate it - appropriate, as required by the efficiency
observed, provided that it is approved by the National Education Inspector of the disciplineAnnual Progression - Secondary
Minisgtry of National Education3
Methodological note
However, the field practices on the one hand, and the adoption by the Ministry for a period of annual distributions of courses
obliges professors to respect the time of their implementation, and the task of supervising and follow-up bodies to assess the
percentage of completion of the curriculum and the accompanying documents. We have decided to submit the solutions to supplement
them cumulatively, which led us to re-put the issue urgently to provide the alternative, because the difference between the
implementation of the curriculum and the gradual implementation. The first is based on a restricted automatic distribution according to
time scales with pure linear programming, in which handling is in sequence and in all the particles and rationales due to the serious
preparation of the learners for the tests resulting in negative practices such as typing, filling, preservation and retrieval without analysis
or analysis. , While the second, the annual course for the construction of learning, focuses on how the curriculum is implemented with
respect to the pace of learning and the learner's abilities and independence, and to consider efficiency as a systematic principle of the
curriculum. This efficiency is a starting point and point of access for any educational work. Knowledge is a resource that serves
efficiency within the structured concept network of the disciplineAnnual Progression - Secondary
Minisgtry of National Education4
Level: Secondary Education : Year Three (SE3)
Streams : Common Streams
Time devoted: 3 hours
GLOBAL COMPETENCE
At the end of SE3, the learner will be able to produce written messages / texts of descriptive, narrative, argumentative and prescriptive types of about 20 lines, using written or oral support.Annual Progression - Secondary
Minisgtry of National Education5
Unit 1 ThemeTopics
Learning objectives Targeted
Competency
SARSed Activities RESOURCES Integration &
Assessment
TimeIll Gotten Gains Never Prosper
Ill Gotten Gains Never prosper
3 Project outcomes: Writing a charter of ethics in business,1- Assessment
should occur at regular intervals during the sequence and at the end of the sequence in addition to designated exam periods2- After 3/4 weeks
of teaching, learners must be trained on how to mobilize their resources and reinvest them in a problem- solving situation, through pair work or group work weeks 24 hEthics in Business
WBBA To:
o Use the conditional ice. o consider honesty in business as a sign of active/good citizenshipUse appropriate
conjunctions to express consequences and give arguments to defend viewpoint o Express opinions/consequences, give advice, instruct and make suggestions using appropriate language forms in context (ethics)Write a policy
statement to inform potential fund contributors about an ethical investment fund.Interpreting
Interacting
Producing
-Listen and considerGetting started
Task 1and 2p 46
Task 1 p47
Around the text
Read and consider
-Getting started -Taking a closer look -Listening and speaking -Before listening -As you listen: -After listening: Expressing opinionsReading and writing
Text: page 65 (Social
auditing)Before reading p65
As you read p66
After reading p68
(Expressing condition)Provided/providing that/as long
-Phonology:Shift of stress/syllable stress
( so+adjective +that)/such+noun phrase +that)+ cause/effect relationship ( Review of the passive with modal verbs) Task p 56 - (formation of nouns and opposites)The tasks should be made more
communicative providing opportunities for speaking. For instance, performing dialogues using the target functions such as: agreeing, disagreeing, contrasting, expressing - Reference words and discourse.Annual Progression - Secondary
Minisgtry of National Education6
Unit 2 ThemeTopics
Learning
objectivesTargeted
Competency
SARSed Activities RESOURCES Integration &
Assessment
TimeSafety First
Project outcomes: make a survey on the impact of advertaising. 1- Assessment should occur at regular intervals during the sequence and at the end of the sequence in addition to designated exam periods2- After 3/4
weeks of teaching, learners must be trained on how to mobilize their resources and reinvest them in a problem-solving situation, through pair work or group work. 7 weeks 21hAdvertising, Consumers and Safety.
SWBA To make
hypotheses about future changes justify and state the effects of aphenomenon using conjunctions expressing cause/effect relationship argument for and against an issue using appropriate state connectors and expressions of concession interpret, create and react to an advertInteracting
Interpreting
Producing
Listen and Consider p
107-Getting Started p 107. -Grammar Explorer I p 108. -Pronunciation and Spelling p 111
- Vocabulary Explorer ,