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Mr. Azzedine
English10 Founder
English10 Founder
Number of posts : 373
Age : 97
Location : English10
Job/hobbies : Internet
Humor : Thinking
Points :
100 / 100100 / 100

Registration date : 2008-11-06

Programme of English 1st AM

on 2008-11-12, 08:24
Programme of English
As a Second Foreign Language 1st A.M

A) Finalities of the study of English:

  • Helping our society to get harmoniously integrated in modernity.
  • Sharing and exchanging ideas in the field of science, culture and civilization, thus know oneself and the others.
  • Developing the spirit of criticism, tolerance and open-mindedness.
  • Equip the pupils with the necessary assets to succeed in tomorrow's world.

B) General objectives of English teaching in 1st A.M:

1) Linguistic objectives:

To equip the learner with a basic amount of language material (grammar, phonetics, vocabulary and the four skills) that will help him carry on his studies and learning the language.

2) Methodological objectives:

  • To promote the pupils learning strategies aiming at autonomy so he can deepen, develop and increase his knowledge.
  • To make the pupils acquire methods for working and thinking (organization, coherence, and relevance) that is to say study skills.
  • To get pupils acquire strategies and self evaluation.
  • To get pupils be able to exploit various documents and feel interested in subjects that are not dealt with in class.

3) Cultural objectives:

  • Identify the pupils' real needs.
  • Regard English as a real tool of communication.
  • Develop oral communication (listen / speak) and written communication (read/ write).
  • Choose topics according to the pupils' age and interests.

C) The approach by competence C.B.A:

1) A competence is a know-how-to-act process which integrates a set of capacities, skills and an

amount of knowledge that will be used effectively in various problem-situations or in

circumstances that have never occurred before.

The three privileged competences for the 1st A.M are:

  • Interact orally in English.
  • Interpret authentic oral or written documents.
  • Produce simple oral or written messages.

The three competences are complementary and interdependent at the same time. They take

their full dimension through activities allowing oral and written interactions.

2) Implementation of the competency / example:

Competency 3 (produce simple oral or written messages)

During the whole year the pupil progressively discovers new strategies linked to the writing process. He increases his knowledge about syntax and spelling. He is suggested a model to follow. He has access to new writing strategies.

By the end of the school year, he expresses his ideas, organizes them according to logic and chronology; takes into consideration syntax, spelling and punctuation for describing and narrating. He develops the skill for written and oral expression.
Mr. Azzedine
English10 Founder
English10 Founder
Number of posts : 373
Age : 97
Location : English10
Job/hobbies : Internet
Humor : Thinking
Points :
100 / 100100 / 100

Registration date : 2008-11-06

Re: Programme of English 1st AM

on 2008-11-12, 08:35
Support Document For The Competency-Based Approach
(Guidelines for users)

A) The competency-based programme:

At the end of the first year of middle school, pupils should be able to:

  • Distinguish between the different sounds of the language (simple sounds, diphthongs, etc)

  • Be sensitive to stress and intonation in English.

  • Listen to and understand a simple message.

  • Express themselves and make themselves understood in simple but correct English.

  • Write a simple paragraph coherently from given information.

B) The approach:

The C.B.Approach allows the learner to acquire learning skills and also to learn how to share and use knowledge and to co-communicate with others. To this end, project-based pedagogy (or "teaching through project work") will help to a great level. It is based on the process of a "research_demonstration_creation" as carried out by the learner and monitored by the teacher.

The C.B.A sets out to achieve learner autonomy.

C) Teaching strategies:

To what extent should teachers guide learners? The teacher's role has changed. It now consists in helping learners to put together appropriate learning strategies, to build knowledge by means of discovery activities in the form of problem-solving (here, the teacher's part is minimal) or by means of guided discovery (teacher's part is more important), and incite learners to make the use of more strategies.

Project Pedagogy

Project work:

  • It is theme-based.

  • It leads to a better understanding of the theme under investigation.

  • It enables pupils to recycle known knowledge in a relativity natural context.

  • It engages pupils in a number of cognitive skills such as conceptualizing, inquiring and problem-solving.

  • It involves pupils in planning and execution of the project through a series of tasks.

  • It involves collaboration between pupils and pupils / teacher.

  • It stimulates real-life investigations.

  • It usually leads to a product.


A) PROCESS ORIENTED: it involves pupils in a process of planning, discussion, negotiation, decision making.

B) PRODUCT ORINTED: it is geared towards the creation of a tangible product without an understanding of the process, the quality of the product will suffer.

C) Project work is not only …………….., but also intellectually challenging. It requires an array of skills, which can be ……………… up in the following:

P lanning

R eading

O bserving

J udging

E nquiring

C ollaborating

T hinking

1) Teacher's role:

In the approach currently in use

In the new approach

  • Holds knowledge

  • Provides knowledge

  • Is over-present in the class

  • Takes all decisions in class

  • Is authoritarian

  • Gives guidance and help

  • Advises pupils

  • Facilitates learning

  • Is a co-learner

  • Engages pupils in tasks

  • Develops learning autonomy

2) Pupils role:

In the approach currently in use

In the new approach

  • Receives knowledge

  • Depends on the teacher

  • Applies a model

  • He learns only because he gets marks, because of examination pressure or under parental pressure

  • Wants to know what he learns

  • Is responsible for his own learning

  • Learns better because acts upon what he learns

  • Builds his own strategies

  • Knows the procedures to be used for work. He acquires problem-solving skills.

The new text book for 1st A.M



I – Learn the language

II – Learn about the culture

III – Reminder

IV – Check

V – Project

<<There are two ways of spreading light; to be the candle or the mirror that reflects it >> "Edith Wharton"
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