Many courseware and education specialists recommend the involvement of

the learner in the language class by making him active and in control of his learning.

Language knowledge and skills acquired during the process

Of learning will enable him to act socially in real life. It seems that the

The Common European Framework of Reference for Languages is based on

Is conducive to achieving this goal, as it is based on the task-based approach and the

Pedagogy of the project which allow the development of skills through the realization of

Classroom tasks. These skills can be mobilized later on to carry out

actions. This contribution examines the representations that are being made of the

Algerian secondary school teachers of this action-oriented perspective and of its

Basic principles, in particular the notions of task and pedagogical project, but also on the

The place of all these notions in French textbooks at secondary level in Algeria