Guide Du Programme D'etudess 4è

REPUBLIQUE DU BENIN
MINISTERE DES ENSEIGNEMENTS SECONDAIRE, TECHNIQUE ET DE LA

FORMATION PROFESSIONNELLE
(MESTFP)
INSTITUT NATIONAL D’INGENIERIE DE FORMATION ET DE

RENFORCEMENT DES CAPACITES DES FORMATEURS
(INIFRCF)
GUIDE DU PROGRAMME D’ÉTUDES
ANGLAIS
Classe de 4e
Version relue
Octobre 2020
Logo Banque Mondiale Logo PME

CONTENTS
Foreword……………………………………………………………………………………4
Introduction…………………………………………………………………………………5
General Considerations…………………………………………………………………6
Content of the Learning Situations………………………………………………….11
Lesson Preparation…………………………………………………………………….12
Sequence Implementation ……………………………………………………………19
Suggested Planning of the Study Programme of 4è………………………………22
Assessment and Evaluation in the Teaching and Learning Process…………25
Bibliography……………………………………………………………………………30
INIFRCF 2020 Guide du Programme d’Etudes 4è

Page 3
FOREWORD
The study programme and the teaching guide of 4è have been in use in the
secondary schools of Benin for about two decades now. So, there is a
necessity for them to be up-dated so as to meet the learners’ needs and to
attain the new objectives of the educational stakeholders. In this connection,
the ‘Institut National d’Ingénierie de Formation et de Renforcement des
Capacités des Formateurs’ (INIFRCF) has initiated the reexamination of the
basic educational documents like the study programme and the teaching
guide to ensure a better implementation of the Competency-Based Approach
(CBA).
While the study programme prescribes the learning situations and the
competencies to be acquired and developed by learners, this new edition of
the teaching guide suggests learning theories and strategies that teachers
should use to design and implement learning sequences that involve the
students in classroom activities effectively.
The necessity of this update comes from the evolution of educational
research and technology. For instance, with the increasing use of the
Information and Communication Technology in Education (ICTE), among
others, the definitions of some pedagogical concepts in the former teaching
guides have become rather obsolete. In addition, some realities of the school
environment such as time constraints, the quality of human resources and
the inability of learners to involve in effective oral communication have led to
bring adjustments for effective English teaching and learning to take place in
Benin secondary schools.
Although the working conditions have not always offered the required
equipment for an effective update, the English teaching workshop has tried
to achieve the best possible adjustments to make this document available.
In all, a teaching guide is not a dogmatic document. There is still room for
autonomy and creativity. So, we hope that teachers and school material
designers will make the best use of this teaching guide in order to improve
the teaching and learning of English in Benin secondary schools.

Page 4
INTRODUCTION
A good implementation of curricula depends largely on teachers since they
are the main actors to take the expectations contained in them from theory
to practice. Unfortunately, it has been noticed that many teachers in Benin
engage in their teaching activities with little or no preparation at all due to
lack of materials, training or other reasons. This pedagogic guide is intended
to help them improve their teaching through the various useful ideas and
advice it contains. The main objectives of this guide are to:
 provide teachers with pedagogic data that are likely to help them in a
proper implementation of the Competency-Based Approach (CBA);
 pave the way for an effective teaching that develops learners’ expected
competencies;
 help teach English as a medium of communication;
 guarantee learners’ inclusiveness into the teaching-learning-evaluation
process;
 guide teaching material designers in preparing pedagogic manuals.
The teaching guide has been structured as follows:

 general considerations;
 content of the learning situations;
 lesson preparation ;
 sequence implementation;
 suggested planning of the study programme;
 evaluation in the teaching learning process.
NB: This teaching guide is a document that states the objectives of a

study programme and suggests ways and means to implement it with
any appropriate book. It is different from the teacher‘s book which
lays out the basic principles of a specific course book and provides
key-answers and teaching steps to activities contained in it.

Page 5
I. GENERAL CONSIDERATIONS
1. The Philosophy of English Teaching
It is immensely important for teachers to know why they go for their

everyday teaching business. Indeed, teachers should not teach English only
as a subject for classroom tests and exams. This is not coherent with Benin
educational objectives. That is why English should be taught mostly as a
lifespan communication medium. To do this, teachers should be aware that
the language they teach plays worldwide the role the French language plays
in Benin. They have to teach their learners that, like any living language,
English is an excellent communication instrument with two respective basic
teaching outputs: speaking and writing. In this vein, teachers have a huge
responsibility for bringing learners’ attention to the reality that
communication is vital. As a result, keeping on teaching English as a mere
school subject does not help learners communicate effectively but it deprives
them of a useful social tool. In addition, when English is taught
communicatively and effectively, learners will be in the long run able to draw
from their knowledge the essential not only to sit successfully for exams but
also to interact positively in their day to day life. English teachers are
expected to teach their subject, targeting the job market and the
development of their country rather than teaching English for its mere sake.
2- Concept Clarification
Competency: a competency can be defined as knowing how to act based on
the mobilization and effective use of a set of resources (capacities, skills and
attitudes, knowledge, etc.). These resources can be acquired / mobilized in a
school or an extracurricular context. Being competent is being able to call on
the right resources, combine them effectively and use them wisely. The
statement of each competency is accompanied by the context of its
development and its evaluation. This context specifies the conditions in
which the learner will be placed to develop and exercise the competency. It is
also these conditions that are used for the assessment of the degree of
development of the competency in the learner. In addition, for each
competency, evaluation criteria are provided as clues that make it possible to
monitor the learner's progress and to interpret the related data, in order to
make a judgment on the development of the competency, and make
subsequent decisions. Finally, each competency is broken down into skills
and abilities.
Skill: a skill is a set of know-how that integrates different abilities.
Ability: an ability is an intellectual, a psychomotor, a socio-emotional or
strategic know-how.
Three types of competencies are provided in the programme to be developed
by learners: disciplinary, transdisciplinary and transversal competencies.
Learning theories: they are a conceptual framework or psychological
considerations that describe how information is absorbed, processed and
retained during learning. Teachers should know that information is not
absorbed, processed and retained the same way in every learner. Learning

Page 6
theories include, among others, behaviourism, cognitivism, socio-
cognitivism, constructivism, socio-constructivism.
Behaviourism: behaviourism is the first great theory of learning which

strongly marked the fields of teaching, education and training. It leans on
motivation as a gear for learning after changing positively the habit of the
learner. Behaviourism defines learning as a lasting change in behaviour
resulting from the consequence of a particular training. Students learn
efficiently when they are made to develop the corresponding behaviour of the
theoretical knowledge they are taught.
Cognitivism: it is a theory in education that shows the mental process

through which information is stored and treated. Cognitivists argue that the
way people think impacts their behaviour and therefore cannot be a
behaviour in itself. The theory aims at learning declarative, procedural and
contextual knowledge.
Socio-cognitivism: the theory of social cognitivism or socio-cognitivism,

used in psychology, education and communication, states that in part, the
acquisition and storage of knowledge and information by an individual can
be directly linked to the observation of others within the framework of social
interactions and experiences. Techniques of pair work, group work and
collective work sustain that theory.
Constructivism: constructivism is a theory of self-construction of knowledge

and competencies by a learner under the guidance of a teacher, on the
assumption that the learner already has some prerequisite over the subject
matter. Learning is therefore done by students' “constructing” their own
knowledge out of their experiences.
Socio-constructivism: it is a sociological theory of knowledge according to

which human development is socially situated and knowledge is constructed
through interactions with others. So, learning situations must be related to
the realities of the immediate environment of learners. As a result, learning
has to be contextualised.
Learning objectives: In education, learning objectives are statements that

describe what students are expected to learn by the end of a class session, a
sequence, a learning situation, a course, a project, or a school year. They
should be brief, clear and specific. In many cases, learning objectives are
provisional academic goals set by the teacher together with the learners to
clarify, organise and prioritise learning.
3- Instructions
The present teaching guide that completes the study programme for a
successful educational action has been designed to help teachers master the
continuum of knowledge as well as the planning of activities. Its effective use
requires the knowledge of important details about its structure.

Page 7
The planning of the learning is presented in a six-column table: the first
column on the left displays the period and the weekly planning. The second
mentions the different learning situations while the third states their titles.
The fourth column deals with the different language functions, the fifth with
grammatical structures whereas the last one deals with phonology and
pronunciation of difficult sounds. The sequences are taught in coherent fifty-
five minutes per week.
The teaching guide works as a compass and guides the teacher in carrying
out his pedagogical and didactical tasks. The teaching/learning objectives
guide the teacher in the teaching strategies and techniques to be adopted.
The outline of the lesson plan is presented as a sample of lesson preparation
with an introduction that shows the personal initiatives that teachers could
take as part of a class preparation. It is therefore, given as an indication and
should not be used as a pretext for the non-preparation of lessons. The user
of the present guide should not hesitate to change the suggested activities to
better adapt them to the level of the learners. The teaching guide just
provides guidance, recommendations, and suggestions. It does not pretend
to give orders or advocate the exclusive use of a single strategy. So, for
teaching to be effective, teachers need not to rely bluntly on it. They should
be creative and innovative.
They need to take into account the students’ real needs, their social
environment and cultural backgrounds, and work in context to make the
teaching-learning process more enthusiastic and conduct activities in
various ways.
The teaching guide works as a compass to help teachers carry out their
pedagogical and didactical tasks. The user of the present guide should know
that the learner’s book (Document d’Accompagnement 4è) is not the only
book needed for instruction. Whatever students’ book used, the pedagogical
approach remains the same and calls for interactive strategies and
techniques recommended by the Competency-Based Approach and rooted in
the themes that are developed by the different learning situations.
All in all, teachers should use the present guide to prepare learners to face
both assessment and evaluations on the one hand, and to make them
develop and acquire disciplinary, transversal and transdisciplinary
competences on the other hand. Teachers should avoid exclusion by
considering learners’ different learning styles that reflect their multiple
intelligences.
4- Teaching and Learning Strategies

“A teacher who is attempting to teach without inspiring the student with a
desire to learn is hammering on a cold iron.” Mann cited in Education (2009).
The choice of the appropriate teaching, learning, assessment and evaluation
strategies for instruction purposes is most essential for an effective
implementation of the Competency-Based Approach in the educational
system of Benin. Some of them are presented here to permit teachers and
school material designers to be aware of their importance in order to use
them in the activities that they plan for EFL learners. In Benin, strategies are

Page 8
usually known as individual, pair, group and collective work due to two
schools of thoughts, one separating strategies and techniques and the other
using both invariably. Though there might appear a huge similarity between
strategy and technique, there is still room for making a difference between
them. That is why the following teaching guide has made it clear the
demarcation between both concepts by considering strategies larger and
bigger than techniques. Strategies include direct instruction, indirect
instruction, the interactive strategy, independent study and experiential
learning.
 The Direct Instruction Strategy
The direct instruction strategy is the most commonly used by teachers to

give instructions to learners so as to involve them in knowledge construction
and provide information. It helps learners develop step-by-step skills. This
strategy is however, teacher-centered and effective for lectures,
presentations, explicit teaching, drilling, demonstrations, reading, listening,
etc.
 The Indirect Instruction Strategy
This strategy is mainly student-centered. Though in contrast to the direct

instruction strategy, both can complement each other. Indirect instruction
is used to involve learners in observing, investigating, drawing inferences
from data, or forming hypotheses. It takes advantage of students' interest
and curiosity, often encouraging them to generate alternatives or solve
problems. In indirect instruction, the role of the teacher shifts from
lecturer/director to that of facilitator, supporter, and resource person.
Indirect instruction is effective for problem-solving, case-studies, reading,
inquiry, reflective discussion, writing, concept formation…
 The Interactive Instruction Strategy
Interactive instruction relies heavily on discussion and sharing among

participants. Students can learn from peers and teachers to develop social
skills and abilities, to organize their thoughts, and to develop rational
arguments. The interactive instruction strategy allows for a range of
groupings and interactive methods. It is important for the teacher to outline
the topic, the amount of discussion time, the composition and size of the
groups, and reporting or sharing techniques. Interactive instruction requires
the refinement of observation, listening, interpersonal and intervention skills
and abilities by both teachers and students.
Interactive instruction is effective for debates, role playing, brainstorming,
peer partner learning, peer-assessment, discussion, pair sharing, co-
operative learning, problem-solving, interviewing, team-based learning, etc.
 The Independent Learning Strategy
Independent learning belongs to the range of instructional strategies which

are intended to foster the development of individual student initiative and
self-improvement. While independent learning may be initiated by students
Page 9
or teachers, the focus here will be on planned independent learning by
students under the guidance or supervision of a classroom teacher. In
addition, the independent learning can include learning in partnership with
another individual or as part of a small group.
The independent learning strategy is effective for assignments like essays,
reports, homework, research projects, as well as for self-assessment, etc.
 The Experiential Learning Strategy
Experiential learning is an inductive and learner-centered strategy. It is

activity-oriented and mainly deals with personalized reflection about an
experience and the formulation of plans to apply learning to other contexts.
Experiential learning emphasizes the process of learning (metacognition) and
not the learning outcomes.
This strategy is effective for activities such as field trips, simulations, games,
storytelling (telling about personal learning experience for instance), field
observations, role-playing, community-engaged learning, etc.
NB: Teachers need to remember that teaching and learning strategies are
implemented through teaching techniques such as brainstorming,
programmed learning, inquiry-based learning, cooperative learning (pair
work and group work), dramatization, etc.
In addition, it is generally admitted nowadays that students do not learn the
same way. Therefore, teachers have to take into account the diverse abilities
and learning styles of their learners in designing teaching materials.
Research has established seven learning styles as the most commonly
identified in learners: visual, aural, verbal, physical (kinaesthetic), logical,
social and solitary.
5- The Teaching-Learning Approach

A language teaching approach is a theoretical view of what language stands
for, and how it can be learnt. It gives rise to methods, teaching processes,
including the way classroom activities are used to help learners learn
effectively.
The study programme is designed according to the Competency-Based
Approach related to real-life situations. It focuses on what learners are
expected to do with the language and therefore, the teaching-learning
process is learner-centered. The learner-centered approach encompasses
methods of teaching that place learners in the centre of the teaching-
learning process and focuses on skills and practices that enable lifelong
learning and independent problem-solving. The teacher has to make it sure
that learners can apply what they learn in class in real-life situations outside
the school. Teaching and learning take place within a variety and relevant
situations and contexts similar to learners’ real-life. Learners learn and
practise the English language in different contexts and situations that can
help them reinvest what they learn to solve daily problems. Teaching-
learning is effective when it is useful to learners’ present and future life. It is

Page 10
efficient when it enables learners to develop language and problem-solving
abilities to use in challenging situations in and outside the school.
The skills are taught and developed in an integrated way, not separately;
since that is how language is used outside the classroom. It is important
that teachers help learners practise English in various contexts and
situations to enable them to remember and use what they have learnt when
they need it.
In this regard, the teacher should adopt active teaching and learning in
which learners are well involved and encouraged to solve problems, answer
questions, formulate questions on their own .They discuss, explain, debate
and brainstorm in a cooperative learning process whereby they work in
team. Learners are more motivated when the teacher encourages them to
create their own learning experience. This means that learners play a great
role in knowledge acquisition while the teacher is responsible for guiding
them, facilitating learning acquisition, modeling instructions, providing
resources and feedback and answering questions when needed. The teacher
has to take into consideration that learners do not learn the same way.
Therefore, what works for one learner may not work for another one. That is
why the teacher must mind every learner‘s interests, needs and aspirations.
He has to use various interactive strategies to engage learners in developing
abilities, help them increase their sense of autonomy and develop skills such
as decision-making, team work and other skills relevant to the current
labour market.
II. CONTENT OF THE LEARNING SITUATIONS
1. Nature and Objectives of the Study Programme of 4è
The study programme of 4è is made up of a group of three learning situations

which focus on the Competency-Based Approach (CBA) with its related
activities. It describes the content of the learning situations, each of which
contributes to the development of the three language competencies: oral
communication, reaction to texts or multimedia supports and production of
different types of texts or multimedia supports for various purposes. Each
competency is built by integrating skills which are taught by using language
functions, grammatical structures, lexical items and elements of
pronunciation linked to a learning situation.
2. Learning Situations
They are three in number and presented as follows:
2.1. Learning Situation 1: Health

It plans and evaluates the following items:
 -vocabulary dealing with words and expressions related to the hospital
environment, common diseases and health care.
 -language functions such as asking information about health (what’s

wrong/what’s the matter), expressing one’s feeling, expressing condition
(type 1) , making suggestions and expressing warning.

Page 11
 grammatical structures such as using the simple future tense, the simple
present with the frequency adverbs, subordinate clauses of condition (type 1)
and exclamatory sentences.
2.2. Learning Situation 2: Communication

It focuses on the teaching, learning and evaluation processes about:
 vocabulary dealing with means of communication including Information and
Communication Technology (ICT);
 language functions such as asking for/ giving and reporting information about
the past, making requests, expressing conditions (type 2) and expressing
duration;
- grammatical structures such as the use of the simple past with ago, the gerund;
subordinate clauses of condition (type 2), the use of the present perfect tense
with for, since, just , already and recently.
2.3. Learning situation 3: Education

The teaching, learning and evaluation processes are organized through the
following items:
-vocabulary items about education; civics;
-language functions such as: giving advice/ expressing duty, expressing
obligation and prohibition; apologizing and expressing gratitude;
-structures such as modals (should/shouldn’t, must/to have to) and the
passive voice in context.
-appropriate techniques for pronunciation and intonation: they concern
some sounds and words related to the lexical field of education.
Note: The items above are taught for acquiring and mastering the
appropriate pronunciation (cf. the study programme).
The Competency-Based Approach is centered on the overall behaviorist,

cognitivist, socio-cognitivist, constructivist and socio-constructivist theories.
The declarative knowledge (grammatical structures, functions and phonetics)
planned in the different learning situations help to consolidate the
procedural and contextual knowledge which are nothing but the
competencies.
NB: The details of the study programme of 4è are included in the continuum.
III- LESSON PREPARATION

Lesson preparation is essential to attain a successful teaching-learning
process. It is the selection of topics, instructional objectives, teaching
methods and strategies/techniques, instructional materials and the
evaluation instruments of the teaching and learning. Lesson preparation
involves making a decision about what to teach and how to teach it. It
results in the planning of the lesson which, in fact, is an important part of
the success of teaching-learning-evaluation sessions.
A lesson plan is a step by step guide that provides a structure for an
essential learning. It helps the teacher maintain a standard teaching pattern,

Page 12
and avoid deviation from the topic, time waste and time consuming
activities, hesitations, improvisations, and the teaching of false notions.
 Benefits of a Lesson Plan
Planning a lesson has many advantages:

 a well prepared lesson gives the teacher a sense of direction when
he/she enters the classroom;
 a lesson plan allows the teacher to know when and where to start and
where to stop;
 it serves as a record for the teacher in the future;
 it also guides the teacher to know what instruments to use for
evaluation;
 it allows the teacher to know which materials would be needed so that
they are collected before the class.
A good lesson preparation and a good lesson plan require the following
steps:
 the teacher must know what he/she intends to teach and must
consider the grade, the level of learners, and the time allotted to the
subject on the timetable;
 he/she must consider the nature of learners, their characteristics in
terms of ability, needs, interests, previous knowledge and experiences;
 objectives should be clearly stated (what the teacher wants the
learners to accomplish or achieve at the end of the lesson);
 objectives should be stated in measurable terms using action verbs
like discuss, explain, debate, etc. but verbs like ‘understand’, ‘know’,
‘enjoy’ should be avoided since they are not measurable;
 the lesson plan should indicate clearly the content and its sources
(recommended textbooks, supplementary textbooks, etc.);
 the methodology to be used and the activities to be carried out at each
stage should be mentioned;
 the skill (s) to be developed should clearly be stated;
 the material the teacher would use to teach (reading materials, maps,
charts, flash cards, study programme, teaching guide, dictionaries,
realia, etc.) should be identified and available;
 the procedure (presentation), the core of a lesson plan, should indicate
the variety of activities planned for learners;
 the teacher should know what evaluation procedure to use.

Page 13
Here are two samples of a lesson plan:
LESSON PLAN N°1
GENERAL INFORMATION
Date: …………School: ………….…Class: ............. Size: ….... (Boys: ….
Girls: ….)
Learning Situation : ……………………………………..…Sequence n° :
……………….…………..
Grammatical structure: ……………………………………Duration of Class:
55 minutes
Competences:
Transversal competences (TCs)
Transdisciplinary competences (TDCs)
Disciplinary competences (DCs)
Skills: Listening, speaking, writing
Strategies: The direct instruction strategy, the indirect instruction strategy,
the interactive instruction strategy, the independent learning strategy and
the experiential learning strategy.
Techniques: Individual work, pair work, group work, collective work,
brainstorming, role play, dramatisation, etc
OBJECTIVES
General Objective
This lesson aims at making learners acquire the basic language function so
as to communicate successfully.
…………………………………………………………………………………………………
Specific Objectives
At the end of this lesson, learners should:
 acquire the grammatical structure they are taught;
 be able to use the structure in different tasks;
 prove their capacity to reinvest the new acquired structure.
…………………………………………………………………………………………………
Materials/Resources
The study programme, the teaching guide, other useful documents, etc.
II. Procedure
Warming-up (Timing: …………….. Techniques: …………………)
 The teacher asks learners to sing a song or initiates a game or a joke

to warm the class up.
 Learners sing a song in chorus or listen to the teacher and follow
instructions related to the game.
Date saying (Timing: ……………..Techniques: ………………………………)

Page 14
The teacher asks learners to say the date.
A learner / stands up and says the date.
Revision of the previous lesson (Timing: ……………..techniques: ……)

The teacher asks some questions or gives tasks about the previous lesson so
as to review notions quickly.
The students listen to the teacher’s instructions and answers the different
questions or perform the tasks.
Introduction of the new lesson

 The teacher initiates a relevant situation to give some instructions so
as to introduce the new lesson.
 The students listen to the teacher.
…………………………………………………………………………………………………
Stages Teacher’s Learners’ Strategies, Competences Emergency

/Steps instructions reactions Techniques Package
and and Timing
expected
answers
-The teacher -Learners Lockstep, …………… ……………………
writes read the IW, PW, CW …………… ……………………
sentences, a sentences, …………… ……………………
short text or text or …………… ……………………
dialogue on dialogue.
the board and -Learners
makes identify the
learners read grammatical
them/it. structure by
-He guides following the
learners teacher’s
through instructions.
instructions to - Learners
identify the state the
grammatical grammatical
structure. structure and
-He asks a few write it on the
students to board.
state the
Presentation
grammatical
structure and
makes one of
them write it
on the board.

Page 15
The teacher Learners IW, PW, …………… ……………………
makes the practise the CW, role …………… ……………………
learners grammatical play etc. …………… ……………………
Practice
practise the structure

grammatical through the
structure tasks given by
through tasks. the teacher.
(gap filling;
rephrasing;
dialogue
building…)
-The teacher Learners use IW, PW, …………… ……………………
makes the the new GW, CW …………… ……………………
learners use notion in a Role play …………… ……………………
the more
grammatical autonomous
Production
structure way.
through a
more complex
task.
The teacher Learners IW, PW, …………… ……………………
asks perform CW, GW, …………… ……………………
questions or tasks. Role play …………… ……………………
gives learners
a task to
assess what
they have
learnt and
their capacity
Feedback
to reinvest it
in real life
situation.
Note taking (Timing: ……………..)

Homework
 The teacher gives learners homework for consolidation.

Page 16
LESSON PLAN N°2
Date Class 4ème

Size Duration: 55 mins
LSno 2. Title: Communication.
Sequence 1: How do we communicate today?
Pronunciation: the pronunciation of the “ed” “d” at the end of regular verbs
in the simple past.
Competences: CD1) (listening and speaking); CD2 (reading).
Skills: Listening, speaking, writing
Strategies: The direct instruction strategy, the indirect instruction strategy,
the interactive instruction strategy, the independent learning strategy and
the experiential learning strategy.
Techniques: Individual work, pair work, group work, collective work,
brainstorming, role play, dramatisation, etc.
Objective: At the end of the lesson, learners should be able to master the
pronunciation of “ed” and “d” at the end of regular verbs in the simple past.
Materials: students’ book, and other resource materials
Reference book: The study programme, the teaching guide and other
documents
Procedure
Warming up The teacher makes students sing.
Song: (2 mins)
Revision
The teacher asks for the preterit form of some regular verbs.
Expected answers: E.g. travelled, played……………
Introduction:
Today, we are going to study and practise how “ed” and “d” of regular verbs
are pronounced
Presentation
-Teacher may ask students to read a paragraph and pick out the regular
verbs in the past
Reading paragraph
Means of communication have greatly developed over the last two decades.
Not long ago, Africans communicated with talking drums from village to
village. Then arrived the letter, the telephone, the telegram and more recently
the Internet. So many people stopped using the traditional means of
communication.
Students’ answers: communicated, arrived, stopped

-The teacher pronounces the three verbs and makes the learners repeat
-The teacher makes the learners identify the pronunciation of the final ‘’ed’’
in the three verbs.
-The teacher makes the learners identify the conditions to use the sounds:

Page 17
/d/ /t/ /id/
Students’ answers:
The students identify the ending of the base verb and conclude
that final “ed” / t/ when the base verb ends in f, p, k, ss, x, sh, ch, gh,
etc.
final “ed”/id/ after when the base verb ends in t, d
final “ed” /d/ after the other endings.
Practice:
a. The teacher puts a set of regular verbs on the board: jump, answer,
talk, listen, add, act, wash, watch, laugh, rob, damage use, kiss,
transport, and then asks students to supply the preterit form of each
of them
Students’ answers: Jumped, answered, talked, listened, added, acted,
washed, watched, laughed, robbed, damaged, used, kissed,
transported.
b. The teacher has learners read them aloud in chorus, groups and
individually, paying attention to their performance.
Students read the verbs aloud.
c. The teacher asks the students to classify the preterit form of the verbs
above according to the sounding of their ending
Students’ answers
/d/ /t/ /id/
/d/ /t/ /id/

Answered Jumped Added
Listened Talked Acted
Used Kissed Transported
Answered Watched
Damaged Laughed
Robbed Washed
Production:
The teacher asks students to find other regular verbs in the preterit form
and then to fill in the table as was done during the practice phase.
Table
/d/ /t/ /id/

Page 18
Students’ answers: The students fill in table with the new preterit verbs
found.
/d/ /t/ /id/
Feedback
The teacher gives students a game-like activity” the odd man out». Select
the ″t″ ending only: asked, cooked, cleaned, slapped.
Students answer:
Asked, cooked, slapped
NB: Emergency package: The teacher makes the questions more
accessible, explains new words if need be.
IV- SEQUENCE IMPLEMENTATION
 The Lead-in
It is a short activity which allows the teacher to set the context of the lesson
so as to engage learners in the topic and to activate their knowledge on the
topic. This activity includes:
- picture description;
- story telling/ reading;
- songs;
- jokes;
- film/video watching;
-etc.
It is worth stressing that the lead-in is an introductory step that should not
be time consuming. This stage is very important in the learning process for it
prepares the learners to enter the learning process gradually and enables the
teachers to draw the learners’ attention to the lesson. This stage also helps
to develop the learners’ speaking abilities. Once the lead-in has paved the
way and the learners are placed in the appropriate learning process, the
teacher can carry out different tasks all along the sequence to practise the
language.
 Learning Implementation/Core Stage
During this stage of the learning process, the teacher helps learners develop
various competences through activities related to listening, speaking,
reading, writing, functions, vocabulary, grammatical structures etc.
According to the lesson, the teacher must follow these steps:
1. teaching reading, listening, speaking and writing skills
While teaching the above skills, these three stages should be followed:
1.1: The pre-reading/pre-listening/pre-speaking/pre-writing stage

Page 19
It is an introductory, short and brief activity. Its purpose is to prepare the
learners to be ready for the reading/listening/writing activity. It helps to
catch the readers’ attention to deal with the reading/listening/writing
activity successfully. It may be short questions, pictures or short stories
related to the main ideas developed in the text or in the multimedia support.
1.2: The while-reading/ while-listening/while-speaking/while -writing stage

Here, the learners are given activities which are designed to develop the
appropriate skills that they can use to react in an effective way in reading,
listening and writing.
1.3: The post-reading/post-listening/post-speaking/post-writing/post-

speaking stage
At this stage, learners are given activities that can help them use,
contextualize the acquired knowledge in an autonomous way through a
critical analysis of what they have learnt. The post skill stage activity may
include an activity of gap filling, a debate or a discussion.
2. Teaching vocabulary, functions or grammatical structures

While teaching, these three (03) stages are necessary: presentation, practice
and production.
2.1 Presentation
This is the discovery phase where the new knowledge and/or the new
problem to solve are/is introduced to learners. The teacher presents this to
his /her learners through statements, drawings, questions, actions, mimes,
etc. At this stage, the teacher has to make sure that his/her presentation
and the instructions that follow are clear enough for learners to perceive and
perform what is expected from them. Individually or in groups, they think
over the new notion, analyse it and bring out the relationship between
previous knowledge and the new one they are about to acquire and elicit
rules.
2.2 Practice
This stage enables learners to get used to the new knowledge and practise
it. At times, the teacher can start this stage by giving a model with a learner
before letting learners practise the new notion individually or through
different types of interactions. The teacher has to go round the class and
provide help to learners in difficulties. At this stage students interact under
the teacher’s guidance.
2.3 Production
The new knowledge has already been presented to learners and they have
already got used to it. The productive stage allows learners to get more
acquainted with the new learning items and use them to solve real-life
problems. The teacher gives complex problem-solving situations to check
learners’ capacity to reinvest in their real-life what they have learnt and
correct errors if need be.

Page 20
Note: The teacher ends his/her lesson with a feedback which enables
him/her to check to what extent the objectives he/she has set at the
beginning are reached. By assessing his/her learners, he/she also
assesses his/her teaching and teaching process.
 Learner Involvement
Since the Competency-Based Approach is learner-centered, learners should

understand the aim of whatever language work they are doing. People don’t
do a thing if they don’t see the point of it. Therefore:
tell them the aim of each piece of work before starting it (example:
you are going to learn how to make suggestions);
 involve learners as much as possible in the process of learning. For
example, instead of telling them the meaning of a word or a grammar
point, see first if learners can puzzle out the meaning from the context.
Some learners may already have some knowledge of an aspect of
pronunciation or grammar, so ask if any learner can explain a point or
give an example or correct another learner, rather than do these things
yourself;
 when you need additional materials to practise a language point, ask
learners to offer ideas;
 however, there are times when it is important for learners to hear a
correct model of the language before starting to practise it themselves.
This will apply to some pronunciation points (stress in particular) and
to new vocabulary, some structure patterns and points of grammar.
Insist on complete silence when giving your model, otherwise it will not
be heard properly and will not be effective. A teaching sequence which
is often useful is this:
-give a model: so that students know what to say and how to say it
- do oral practice altogether: to give maximum practice and enable less
confident learners to speak without being noticed by everyone else
-do individual practice: to enable you to see how well the point has been
learnt.1
1
Slightly adapted from Go For English 2nde , Teacher’s book (1993 : pp 1-2 )
Page 21
V- SUGGESTED PLANNING OF THE STUDY PROGRAMME OF 4è (22
weeks)
Learning Title of the Grammatica

Period and
Situatio learning l structures
duration of Functions Phonology
ns situations and
courses
sequences
The simple /е/ in
Oral sections Asking future tense Health,
(Revision) for/giving unwell, rest
Health: information ….
Week 1. Starter/Lead-in about /з:/ in
4 hours Sequence1: At health nurse,
the hospital (What’s surgeon
wrong/Wha /ei/ in
t’s the pain, ache,
matter?) etc.
Expressing The simple
Sequence1: (ctd)
Week 2. one’s present &the
4 hours feelings frequency
adverbs
Expressing Subordinate
/i:/ in heal,
Learning warning clauses of
Week 3. Sequence2: healer,
Situation conditions:
4 hours Common diseases disease,
I The if clause
etc.
(type 1)
Expressing The if
Week 4. condition clauses: the
Sequence 2: (ctd)
4 hours use of ‘if’
and ‘unless’
Making Exclamatory
suggestions sentences:
Week 5. Sequence 3:
the use of
4 hours Health care
‘What’ and
‘How’
Making Exclamatory
suggestions sentences:
Week 6.
Sequence 3: (ctd) (ctd) the use of
4 hours
‘such’ and
‘so’
Week 7. Integration: Productive skills: Oral and written tasks:

4 hours Description/ Role playing, fun time…
Week 8. Communication: Asking for/ The simple

4 hours Starter/Lead-in giving and past with /ju:/ in

Page 22
Sequence 1: How reporting ‘ago’ communica
do we information te,
communicate about the computer,
today? past view
Expressing Subordinate
Sequence 1: (ctd) condition clause of
Week 9.
condition: if
4 hours
clause (type
Learning 2)
Situation Making The gerund /sl/ in
Week 10. II Sequence 2: At requests with verbs parcel,
4 hours
the post office pencil
Making The gerund
Week 11. Sequence 2: (ctd) requests with /æ/ in
4 hours prepositions telegram,
planetary,
Expressing The present /∂/ in
Sequence 3: duration perfect (for, planetary,
Week 12.
What’s on TV since, just, family,
4 hours
tonight? already, typical
recently)
Expressing The present
duration perfect (for,
Week 13.
Sequence 3: (ctd) (ctd) since, just,
4 hours
already, not
yet, recently)
4 hours Description/ Role playing
Giving Modals:
advice/expr Should/
Education
essing shouldn’t
Starter/Lead-in
Week 15. duty,
Sequence1:
4 hours
Young girls’
education
Learning
Situation Expressing Must /i/ in
Week 16. III obligation. physics,
Sequence1: (ctd)
4 hours Expressing history,
prohibition Mustn’t English, etc
Expressing Using: had /ai/ in
past to polite,
obligations Not to have high, prize
Sequence2:
Week 17. Expressing to
Students’
4 hours the absence
problems
of
obligation

Page 23
Apologizing Practice of
defective
Week 18.
modals and
4 hours Sequence 2: (ctd)
their
equivalents
Expressing The passive ‘’h’’ is mute
gratitude voice in honest,
hour,
honour,
Week 19.
Sequence3: ‘’h’’ is
4 hours
Civics pronounced
in history,
health,
high, head
Expressing The passive
Week 20.
Sequence3: (ctd) gratitude infinitive (in
4 hours
(ctd) context)

4 hours Description/ Role playing
Week 22. Reviewing the study programme. Acting/ Presentations of the

English Club/ Preparing for next year.

Page 24
VI- ASSESSMENT AND EVALUATION IN THE TEACHING AND LEARNING
PROCESS
Assessment and evaluation can be confusing terms. The following
clarification is intended to present some types of assessment and establish
an agreement on the meaning of both terms.
1. Assessment
Assessment is the systematic process of documenting and using empirical

data to measure knowledge, skills, attitudes and beliefs. By assessing,
teachers try to improve students’ path towards learning.
Diagnostic Assessment is a form of pre assessment where teachers scan
and estimate/appraise students’ strengths, weaknesses, knowledge and
skills before their instruction.
Assessment (évaluation formative)
The term has been deﬁned as activities undertaken by teachers and by their
students in collecting data that provide information to be used as feedback
to modify teaching and learning activities.
It is part of the instruction process and provides the information needed to
adjust teaching and learning. It helps teachers to monitor their students’
progress and to modify instruction accordingly. Assessment also helps
students to monitor their own progress as they get feedback from their peers
and the teacher.
The main objective of assessment is, on the one hand, to give feedback to
the teachers on learning materials and teaching techniques so as to enable
them to improve instructions. On the other hand, it informs learners about
instructional processes in order to make them aware of the difficulties that
prevent them from attaining the desired learning outcomes.
2. Evaluation
Evaluation focuses on grades and reflects classroom components. It is more

judgmental. It is also a process that critically examines a programme. It
involves collecting and analyzing information about programme activities,
characteristics, and outcomes. Its purpose is to make judgments about a
programme to improve its effectiveness, and to inform programming
decisions. It can intervene at any time of the teaching learning process.
Both assessment and evaluation contribute to improving the quality of
teaching and learning and are to be used to assess and evaluate all types of
competences in an effective way.
3. Description of the Format of an English Test/ Exam/ Paper
The Competency-Based Approach test/exam/paper for English as a foreign

language is composed of three main parts:
 Part one entitled General Information (Informations Générales)
This part informs about the title of the test, its duration, its coefficient
and the period it takes place.

Page 25
 Part two entitled Competences to be evaluated (Compétences à
évaluer)
This part presents the two competences to be evaluated:
-Disciplinary Competence N◦ 2: Reaction to a text or multimedia

support;
-Disciplinary Competence N◦ 3: Production of a text or support for a

specific purpose.
 Part three entitled The test (L’épreuve)
It is divided in two main parts:
A. Reaction to a text or multimedia support
This part contains the title of the competence, the context, the support (a
written text or a piece of multimedia item), the criteria of evaluation and the
task followed by the instructions.
 The context
It is written in French and gives the learners an idea about the theme
developed in the text. It is a paragraph of one to three lines maximum,
which is neither the summary of the text being studied, nor its
translation.
 The support
It is a typed passage in English accompanied or not by explanatory notes,

diagrams, graphs or images likely to help the comprehension of the text, or
any other multimedia support in English.
The number of lines for texts must be limited to 15 at most.
For a multimedia support, it must not last more than 4 minutes.
NB: - The police: Times New Roman or Arial Narrow; size: 14

-The support must relate to a learning situation studied and must take into
account the learners’ level.
-Evaluation criteria
They state the expected quality of the learner’s production and provide the
clues for its appreciation.
The task
It states what is expected from the learner. It must relate to the evaluation
criteria and is presented through clear, precise and concise instructions.
Instructions
They help carry out the task. They should be clear, precise, concise and
understandable for learners.
NB: In 4è, the number of items must not exceed four (04). Each item is made
of four (04) components maximum. The same notion must not be evaluated
in two different items.
B- Production of a text or multimedia support for a specific purpose

Page 26
It contains the title of the competence, the context, the support, the
evaluation criteria and the task followed by the instruction.
 The context,
It is written in French and gives the learner a gist (main idea) about
the theme to be developed in his/her production. It is made up of
three lines maximum and is neither the summary nor the translation
of the expected production.
 Evaluation criteria
They state the expected quality of the learner’s production and provide
the clues for its appreciation
 The support (if necessary).
It is either a typed passage, a multimedia support in English or a
picture.
 The task
It states the type and content of the production expected from the
learner: jumbled letters/words/sentences,
dialogue/sentence/paragraph completion, guided composition… It
must relate to the evaluation criteria and is presented through a clear,
precise and concise instruction.
 Instruction
It helps carry out the task. It should be clear, precise, concise and
understandable for learners.

Page 27
Layout of a Test Paper
I- Informations Générales
Année scolaire :
Epreuve : Anglais
Durée :
Coef :
II- Compétences à évaluer :
CDN 2 : Réagir à un texte ou support multimédia
CDN 3 : Produire un texte ou support de type particulier
III- L’épreuve
La réaction à un texte/support multimédia
Contexte
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ _ _ _ _
______________________________________________
____
Support:
Text:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ _ _ _ _
______________________________________________
_ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ _
______________________________________________
______
Critères d’évaluation : Après avoir lu le texte, tu montreras que tu l’as

compris en :
_
_
_
_
Tâche /Consignes :
Item 1 :
_
_
_
_
Item 2 :
_
_
_
_
Item 3 :
_
_
_
_
Item 4 :

Page 28
_
_
B. La production d’un texte ou support de type particulier
Contexte
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………….
Critères d’évaluation : Tu montreras ta capacité à produire un
paragraphe/une lettre, etc. en :
_
_
_
_
_
Support (if necessary)
Tâche/consigne
Writing : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____

Page 29
BIBLIOGRAPHY
A-Books
1- Ashcraft, M. H. (2002). Cognition, Prentice-Hall Inc. third edition,
New Jersey
2- British Council, (2015). Starter Teacher, A Methodology Course for

the classroom: London.
3- Dovonou, J. (2019). Teaching for Fostering EFLL’s Oral Outcomes in

the Beninese Context, les Editions du Flamboyant &
Communications, Cotonou
4- Farrent, J. S. (1981). Principles and Practice in Education. UK.,

Longman, New edition
5- Harmer, J. (2015). The Practice of English Language Teaching: U.K.,

Longman, New Edition
6- Hornby, A. S. (2005). Oxford Advanced Learner’s Dictionary. Oxford

University Press 7th Ed.
7- Jacobsen, D.A. (2002). Methods for Teaching, Promoting Students

Learners, 6th Edition
8- Karimou, S. (2006). L’évaluation des apprentissages, une colle ou un

levier pour la réussite des élèves. CNPMS, Porto-Novo
9- Legendre, R. (2005). Dictionnaire actuel de l’éducation, 3è édition,

Guérin
10- Montgomery, M. , Alamou, J., Dago, J., Gueye, A., and Koffi, L.
(1993). Go For English, Teacher’s book, Macmillan, NEI, Abidjan,
EDICEF, Vanves
11- Morfaux, L.M. (1980). Vocabulaire de la Philosophie et des Sciences

Humaines, Paris, Armand Colin.
12- Ornstein, A. C. and Hunkins, F. P. (2004). Curriculum Foundations,

Principles and Issues. Fourth Edition, Pearson, United States
13- Tauber, R. T. (2007). Classroom Management: Social Theory and

Effective Practices. 4th Edition. USA: Greenwood Publishing Group,
Inc
14- Thornbury, S. (2006). An A-Z of ELT. Macmillan Books for Teachers,

Oxford.
15- Vienneau, R. (2005). Apprentissage et enseignement, Théories et

pratiques. Gaétan Morin. Ed, Chenelière éducation

Page 30
16- Woolfolk, A. (2004). Education Psychology. Ninth edition, Pearson,
Education, INC
B-Articles
17- Perrenoud, P. (1993) : Curriculum : le formel, le réel, le caché. La
pédagogie: une encyclopédie pour aujourd’hui, Paris, ESF,
1993,pp.61.76
18- Murugesam, V. (February 2019). Modern Teaching Techniques in
Education, Conference on Educational Technology in Teacher Education
in the 21st Century, Government College of Education for Women,
Coimbatore, , (PDF Conference paper available)
C- Websites
19-Pesce, C. https://busyteacher.org Rvd 03. 09. 2020
20-British Council.https://www.britishcouncil.org Rvd 03. 09. 2020
21-https://www.readingrockets.org Rvd 03. 09. 2020
22-http-s://www.erudit.org Rvd 03. 09. 2020
23https://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/php_1
993/1993_21.html – Rvd 03. 09. 2020
24-https://www.quizalize.com/blog/2018/02/23/teaching- strategies/
Rvd 03. 09. 2020
25-http://www.facultyfocus.com/articles/teaching-
professorblog/encouraging-student-participation-why-it-pays-to-sweat-the-
small-stuff/#sthash.TfSUaHpz.dpuf Rvd 03. 09. 2020

Page 31

Guide Du Programme D'etudess 4è

Uploaded by

Copyright:

Available Formats

Guide Du Programme D'etudess 4è

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guide Du Programme D'etudess 4è

Uploaded by

Copyright:

Available Formats

REPUBLIQUE DU BENIN

MINISTERE DES ENSEIGNEMENTS SECONDAIRE, TECHNIQUE ET DE LA

INSTITUT NATIONAL D’INGENIERIE DE FORMATION ET DE

GUIDE DU PROGRAMME D’ÉTUDES

Logo Banque Mondiale Logo PME

INIFRCF 2020 Guide du Programme d’Etudes 4è

INIFRCF 2020 Guide du Programme d’Etudes 4è

The teaching guide has been structured as follows:

 content of the learning situations;

 suggested planning of the study programme;

 evaluation in the teaching learning process.

NB: This teaching guide is a document that states the objectives of a

INIFRCF 2020 Guide du Programme d’Etudes 4è

1. The Philosophy of English Teaching

It is immensely important for teachers to know why they go for their

INIFRCF 2020 Guide du Programme d’Etudes 4è

Behaviourism: behaviourism is the first great theory of learning which

Cognitivism: it is a theory in education that shows the mental process

Socio-cognitivism: the theory of social cognitivism or socio-cognitivism,

Constructivism: constructivism is a theory of self-construction of knowledge

Socio-constructivism: it is a sociological theory of knowledge according to

Learning objectives: In education, learning objectives are statements that

INIFRCF 2020 Guide du Programme d’Etudes 4è

4- Teaching and Learning Strategies

INIFRCF 2020 Guide du Programme d’Etudes 4è

 The Direct Instruction Strategy

The direct instruction strategy is the most commonly used by teachers to

This strategy is mainly student-centered. Though in contrast to the direct

 The Interactive Instruction Strategy

Interactive instruction relies heavily on discussion and sharing among

 The Independent Learning Strategy

Independent learning belongs to the range of instructional strategies which

 The Experiential Learning Strategy

Experiential learning is an inductive and learner-centered strategy. It is

5- The Teaching-Learning Approach

INIFRCF 2020 Guide du Programme d’Etudes 4è

II. CONTENT OF THE LEARNING SITUATIONS

1. Nature and Objectives of the Study Programme of 4è

The study programme of 4è is made up of a group of three learning situations

They are three in number and presented as follows:

2.1. Learning Situation 1: Health

 -language functions such as asking information about health (what’s

INIFRCF 2020 Guide du Programme d’Etudes 4è

2.2. Learning Situation 2: Communication

2.3. Learning situation 3: Education

The Competency-Based Approach is centered on the overall behaviorist,

III- LESSON PREPARATION

INIFRCF 2020 Guide du Programme d’Etudes 4è

 Benefits of a Lesson Plan

Planning a lesson has many advantages:

INIFRCF 2020 Guide du Programme d’Etudes 4è

LESSON PLAN N°1

 be able to use the structure in different tasks;

 prove their capacity to reinvest the new acquired structure.

 The teacher asks learners to sing a song or initiates a game or a joke

Date saying (Timing: ……………..Techniques: ………………………………)

Revision of the previous lesson (Timing: ……………..techniques: ……)

Introduction of the new lesson

Stages Teacher’s Learners’ Strategies, Competences Emergency