‫الجوهىريت الجسائريت الديوقراطيت الشعبيت‬

‫وزارة التربيت الىطنيت‬

‫الوديريــــت العاهت للتعلين‬

‫هديريت التعلين الثانىي العام والتكنىلىجي‬

‫أليــــــات تنفيذ التدرجات السنوية المعدلة‬

‫للسنة الدراسية ‪2021-2020‬‬
‫مادة اللغة االنجليزية‬
‫أكتوبز‪2020‬‬
 Level: Secondary Education: Year Two (SE2)
Streams: Foreign Languages
Time devoted: 3 hours a week

Exit Profile
At the end of SE2, the learner will be able produce oral/written messages/texts of descriptive, narrative,
argumentative, expository and prescriptive types of about 15 lines, using written or oral support.

Theme Unit
1- Diversity / Lifestyles - Signs of the time
2- Peace and ConflictResolution - MakePeace
3- Poverty and World Resources - Wastenot ,want not
4- Technology and the Arts - Fiction or Reality
5 - Disasters and Safety - No Man is an Island
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leftto the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
&Units Regular Exceptional handouts, emails, ….)

Unit 1 : 8 weeks 4 weeks Targeted competency Targeted competency

Lifestyles 24h 12hours Interacting Interpreting Producing Interpreting Producing Write
about
Signs of the Learning Objectives SWBA To: Learning Objectives: SWBA To: people’s
Time -define the concept of diversity. - narrate past events (consolidation) lifestyles
-narrate past events -list cultural differences among people (past,
- Explore, compare cultural differences among people and present and
their lifestyles throughout time future
- Compare people’s values and accept them as they are. time)
-Explore the different contributions of people in the world in
many fields.
-Define the concept of twin towns.
Resources Resources
- Used to... - Homophones/ Homonyms(consolidation)
-Going to + stem, -planning to + stem ,-intend to + Stem -Going to/ planning to /intend to + Stem
-Formation of adjectives. (consolidation)
- Degree of certainty: might/ might well, may... -Comparatives and superlatives
-Relative pronouns, defining vs non-defining relative clause (consolidation)
- relative pronoun “whom”
- Comparatives and superlatives
-Link words comparing / contrasting
Phonology:-Stress shift from noun to adj
Suggested Tasks Suggested Tasks
-Read a text to study some language points and use them. -Writing advertisement slogans
- Identify techniques of avoiding repetition (Synonyms -Talk about pre-arranged plans or intentions
/antonyms /relative pronouns). - Compare and contrast people’s clothing style
-Write a short dialogue predicting what might happen in evolution.
different fields/ Make a short commentary on the radio - Write an email.
-Interact with pupils about the difference in food habits
between the past and now
Project outcome(Optional)
Make a lifestyle profile dealing with clothes, food and entertainment (past, present time, future). The project can be
presented in PowerPoint, wall gallery, etc
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leftto the consideration of the teachers (time, context, …..)
Themes&Units Time Content to be taught in class Content to be dealt with at Assessment &
Regular Exceptional home(online,handouts…..). Integration
2 5 5 weeks Learning Objectives SWBA To: Learning Objectives SWBA To: Write a class
weeks 15 hours -Asking for and giving opinion. -- Discover and discuss the role of intern. charter.
Peace and 25 -Define the word conflict and list types of conflicts (family, Org. (UNO) in settling these issues.
Conflict hour classroom, community, world). --Recognize bias and prejudice
Resolution -Discuss and identify the sources of conflict. - Distinguish between duties and rights.
- Discover and discuss the role of intern. Org. (UNO) in -set a list of school regulations
settling these issues. -talk about abuse of human rights.
- Figure out ways for conflict resolutions.
- Apologise for and criticize wrong actions
- Express obligation, prohibition, absence of obligation
Make peace and deduction.
-Express appreciation
Resources Resources
--Discover and use lexis related to peace and conflict. -Other functions of the modal can /could
- Ability and possibility using “can” (request,offer….)
- Verb idiom “be able to” in different tenses - Review Prohibition
-could/managed to”
- criticize / apologize
-Should (not) have + PP(v)
-expressing concession: however, although- Obligation:
Must / have to / had to + stem

Suggested Tasks: Suggested Tasks :

- interact about conflicts, peace, solutions, using pictures, - identify different functions of the modal
video. “can” and its substitutes
- express ability and possibility (using «can”)
- Use idiom “be able to” as substitute to “can” (future,
present perfect, etc...
-Use “managed to” to express the notion of “achievement
/ fulfilment”
Project outcome(optional):
Write a statement of achievements about Nobel Peace Prize winners. Or refer back to the
textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leftto the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
&Units Regular Exceptional handouts, emails, ….)
-Unit 3 : 5 weeks 4 weeks Targeted competency Targeted competency Write the
Poverty and 25 Interacting Interpreting Producing Interpreting Producing presentation
World hours 12 hours of a solar
Resources home
Learning Objectives SWBA To: SWBA to: Learning Objectives SWBA To:
-Explain the concept of sustainable development - Identify natural resources in your country
Waste not, and its relationship with environmental issues and in the world
Want not - identify natural resources in your country and in the - Demonstrate awareness and
world understanding of the issue of sustainable
-Discuss and suggest a fair way of sharing non-renewable development
sources of energy
-Discuss the issue of equality and sharing wealth (solidarity - Explore ways natural resources are
towards deprived people). shared in your country and in the world
- Enrich their lexical memory with new words related to the
topic of the unit.
Resources Resources
-Passive voice Modals: could/must/should/ ought to/ -Suggesting: Could/ may/might
-Why don’t you? ,If I were you….,You’d better…, It would - Present perfect;
help if… Present and past simple
-in order to/so as to/ so that... - ‘The’ (before collective nouns (the poor)
- Suggesting: could/ may/might -Forming nouns
Pronunciation: -Final ’s ‘as /s/ (poor/poverty)hungry/scarce /homeless
(consolidation)
Suggested tasks Suggested tasks
-Explain the concept of sustainable development. -Write a press release
-identify the greatest conservation challenges - Analyse the impact of technological
-Discuss the reasons of poverty in the world and list reasons development on people
and ways for the preservation of natural resources. - passive modals (consolidation)
-Write a paragraph using the four types of sentences
studied in the reading passage
Project outcome: (optional)
Write a charter to fight poverty / Make a poster with alternative energies. Or refer back to the
textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …)
Themes Time Content to be taught in class Content to be dealt with at home assessment
and units Regular exceptional Targeted competency Targeted competency Write about
Interacting Interpreting Producing Interpreting Producing famous
Learning objectives Learning objectives individuals’
Unit : 4 5 weeks 5 weeks -Identify and discuss how advancements in technology -write an article about how technology is used scientific
25 hour 15 hours have changed the world positively. for the welfare of human beings/ Explain the contributions.
Technology -Discuss issues related to human discoveries. impact of technology.
and -Read and respond to an expository text about an
Innovation experiment
- Write a letter seeking and giving advice.
- Make suggestions
Resources Resources
-Budding - if-Conditional type 2 - Review If conditional (type 0/1/)
Scientist/ - Other functions of conditional type 1 (threat, advice, -Comparative form of adjectives
promise, prediction, offer) - Forming adjectives using suffixes (ial, ful,
phonology ical, ic, able, ous, ible)
-Stress in words ending with: gy, -ical, -ics,-tion,-sion, -
ic.
Suggested tasks Suggested tasks
-Read about scientific experiments and analyze their -Write a paragraph to describe the physical
impact on people’s life. properties of a natural resource (e.g. : water)
-write letter to ask for advice
-Write a reply making suggestions
Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of
technology on human being. Or refer back to the textbook for alternative projects.
Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
&Units Regular Exceptional handouts, ..e.mails, )
5- 4 weeks 4 weeks Targeted competency Targeted competency Write a
Interacting Interpreting Producing Interpreting Producing biography/Tell
Technology 20 16hours about people
and hours Learning Objectives SWBA To: SWBA to: Learning Objectives SWBA To: who
the Arts -explain the concept of science fiction -list and discuss the topics of contributed to
- describe book covers/ watch videos related to fiction sci-fi. the welfare of
- read a newspaper article about science fiction and identify -Write a newspaper article speculating humanity
the basis of sci-fi. on given situations.
Science or - Giveadvice / -Write a commentary.
Fiction - express regrets/ wishes.
-Ask for and give explanations in a conversation and
speculate
Resources Resources
-If conditional types 2&3 -Adverbs: well+ past participle
-If only (well-informed)
-Compound words Phrasal & prepositional words -Present perfect
 Emphaticstress(do/did) -Pastperfect
 Rising&falling intonation.
Suggested Tasks : Suggested Tasks :
-making speculations about the past and present using - write about a health issue.
appropriate conditional type.
Project outcome: (optional) Write a repertory of inventions and discoveries. Or refer back to the
textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
and units handouts, ..e.mails, )
Regular Exceptional Targeted competency Targeted competency -Write an opinion
Interacting Interpreting Producing Interpreting Producing article about
Learning objectives Learning objectives whether food aid is
Unit 6: -List types of disasters and where they occur - Conduct an interview and report its results the right solution
5 weeks 4 weeks -Explain the importance of safety rules and conduct (Write a report) to the problem of
Disasters 12 hours (especially in disasters) - Write a public announcement on earthquake poverty and
and Safety 25 - Express interest and surprise safety measures. starvation in Africa.
hours - Disagree politely
- Ask for and give advice and information on the right
behaviour during a disaster
Resources Resources
No Man is -Reporting statements / questions / orders (past tenses) -Had better-ought to –should - If I were you...
an Island -Link words expressing cause / effect -expressing cause effect relationship
Phonology: Intonation in indirect questions (consolidation)
-Silent letters
-Final /ed/
Suggested tasks Suggested tasks
-listening to a radio interview. - Writing a public announcement.
- Managing through a conversation. - Interpreting a pie chart and writing a report.
- Taking turns in an interview.
- Reading a report
Project outcome:Conduct a survey focusing on people’s readiness to face natural or man-made disasters. Or refer back to the
textbook for alternative projects (optional)
 Level: Secondary Education: Year Two (SE2)
Streams: Literature and Philosophy
Time devoted: 2 hours 15 mn a week

Exit Profile
At the end of SE2, the learner will be able produce oral/written messages/texts of descriptive, narrative,
argumentative, expository and prescriptive types of about 15 lines, using written or oral support.

Theme Unit
1- Diversity / Lifestyles - Signs of the time
2- Peace and ConflictResolution - MakePeace
3- Poverty and World Resources - Wastenot ,want not
4- Technology and the Arts - Fiction or Reality
5 - Disasters and Safety - No Man is an Island
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leftto the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
&Units Regular Exceptional handouts, emails, ….)

Unit 1 : 8 weeks 4 weeks Targeted competency Targeted competency -Write about

Lifestyles 24h 9 hours Interacting Interpreting Producing Interpreting Producing people’s
lifestyles
Signs of the Learning Objectives SWBA To: Learning Objectives: SWBA To: (past,
Time -define the concept of diversity. - narrate past events (consolidation) present and
-narrate past events -list cultural differences among people future time)
- Explore, compare cultural differences among people and
their lifestyles throughout time -Explore the
- Compare people’s values and accept them as they are. different
-Define the concept of twin towns. contributions
Resources Resources of people in
- Used to... - Homophones/ Homonyms(consolidation) the world in
-Going to + stem, -planning to + stem ,-intend to + Stem -Going to/ planning to /intend to + Stem many fields.
-Formation of adjectives. (consolidation)
- Degree of certainty: might/ might well, may... -Comparatives and superlatives
-Relative pronouns, defining vs non-defining relative (consolidation)
clause
- relative pronoun “whom”
- Comparatives and superlatives
-Link words comparing / contrasting
Phonology:-Stress shift from noun to adj
Suggested Tasks Suggested Tasks
-Read a text to study some language points and use them. -Writing advertisement slogans
- Identify techniques of avoiding repetition (Synonyms -Talk about pre-arranged plans or intentions
/antonyms /relative pronouns). - Compare and contrast people’s clothing
-Write a short dialogue predicting what might happen in style evolution.
different fields/ Make a short commentary on the radio - Write an email.
-Interact with pupils about the difference in food habits
between the past and now
Project outcome(Optional)
Make a lifestyle profile dealing with clothes, food and entertainment (past, present time, future). The project can be
presented in PowerPoint, wall gallery, etc
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leftto the consideration of the teachers (time, context, …..)
Themes&Units Time Content to be taught in class Content to be dealt with at home(online, Assessment &
Regular Exceptional handouts…..). Integration
2 5 weeks 5 weeks Learning Objectives SWBA To: Learning Objectives SWBA To: Write a class
25 hour 11 hours -Asking for and giving opinion. -- Discover and discuss the role of intern. charter.
Peace and 15mn -Define the word conflict and list types of conflicts Org. (UNO) in settling these issues.
Conflict (family, classroom, community, world). --Recognize bias and prejudice
Resolution -Discuss and identify the sources of conflict. - Distinguish between duties and rights.
- Discover and discuss the role of intern. Org. (UNO) in -set a list of school regulations
Make peace settling these issues. -talk about abuse of human rights.
- Figure out ways for conflict resolutions.
- Apologise for and criticize wrong actions
- Express obligation, prohibition, absence of obligation
and deduction.
-Express appreciation
Resources Resources
--Discover and use lexis related to peace and conflict. -Other functions of the modal can /could
- Ability and possibility using “can” (request,offer….)
- Verb idiom “be able to” in different tenses - Review Prohibition
-could/managed to”
- criticize / apologize
-Should (not) have + PP(v)
-expressing concession: however, although- Obligation:
Must / have to / had to + stem
Suggested Tasks: Suggested Tasks :
- interact about conflicts, peace, solutions, using - identify different functions of the modal
pictures, “can” and its substitutes
video.
- express ability and possibility (using «can”)
- Use idiom “be able to” as substitute to “can” (future,
present perfect, etc...
-Use “managed to” to express the notion of
“achievement / fulfilment”
Project outcome(optional): Write a statement of achievements about Nobel Peace Prize
winners. Or refer back to the textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leftto the consideration of the teachers (time, context, …)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
&Units Regular Exceptional handouts, emails, ….)
3- 5 weeks 5 weeks Targeted competency Targeted competency Write the
Poverty and 25 11 hours Interacting Interpreting Producing Interpreting Producing presentation
World hours 15 mn of a solar
Resources home
Learning Objectives SWBA To: SWBA to: Learning Objectives SWBA To:
-Explain the concept of sustainable development - Identify natural resources in your country
Waste not, and its relationship with environmental issues and in the world
Want not - identify natural resources in your country and in the - Demonstrate awareness and
world understanding of the issue of sustainable
-Discuss and suggest a fair way of sharing non-renewable development
sources of energy
-Discuss the issue of equality and sharing wealth (solidarity - Explore ways natural resources are
towards deprived people). shared in your country and in the world
- Enrich their lexical memory with new words related to the
topic of the unit.
Resources Resources
-Passive voice Modals: could/must/should/ ought to/ -Suggesting: Could/ may/might
-Why don’t you? ,If I were you….,You’d better…, It would - Present perfect;
help if… Present and past simple
-in order to/so as to/ so that... - ‘The’ (before collective nouns (the poor)
- Suggesting: could/ may/might -Forming nouns
Pronunciation: -Final ’s ‘as /s/ (poor/poverty)hungry/scarce /homeless
(consolidation)
Suggested tasks Suggested tasks
-Explain the concept of sustainable development. -Write a press release
-identify the greatest conservation challenges - Analyse the impact of technological
-Discuss the reasons of poverty in the world and list reasons development on people
and ways for the preservation of natural resources. - passive modals (consolidation)
-Write a paragraph using the four types of sentences
studied in the reading passage
Project outcome: (optional)Write a charter to fight poverty / Make a poster with alternative energies.
Or refer back to the textbook for alternative projects.
Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
&Units Regular Exceptional handouts, ..e.mails, )
4- 4 weeks 4 weeks Targeted competency Targeted competency Write a
Interacting Interpreting Producing Interpreting Producing biography/Tell
Technology 20 9hours about people
and hours Learning Objectives SWBA To: SWBA to: Learning Objectives SWBA To: who
the Arts -explain the concept of science fiction -list and discuss the topics of contributed to
- describe book covers/ watch videos related to fiction sci-fi. the welfare of
- read a newspaper article about science fiction and identify -Write a newspaper article speculating humanity
the basis of sci-fi. on given situations.
Science or - Giveadvice / -Write a commentary.
Fiction - express regrets/ wishes.
-Ask for and give explanations in a conversation and
speculate
Resources Resources
-If conditional types 2&3 -Adverbs: well+ past participle
-If only (well-informed)
-Compound words Phrasal & prepositional words -Present perfect
 Emphaticstress(do/did) -Pastperfect
 Rising&falling intonation.
Suggested Tasks : Suggested Tasks :
-making speculations about the past and present using - write about a health issue.
appropriate conditional type.
Project outcome: (optional) Write a repertory of inventions and discoveries. Or refer back to the
textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
and units handouts, ..e.mails, )
Regular Exceptional Targeted competency Targeted competency
Interacting Interpreting Producing Interpreting Producing
5- 5 weeks 5 weeks Learning objectives Learning objectives -Write an opinion
25 -List types of disasters and where they occur - Conduct an interview and report its results article about
Disasters hours 11 hours -Explain the importance of safety rules and conduct (Write a report) whether food aid is
and Safety 15mn (especially in disasters) - Write a public announcement on earthquake the right solution
- Express interest and surprise safety measures. to the problem of
- Disagree politely poverty and
- Ask for and give advice and information on the right starvation in Africa.
No Man is behaviour during a disaster
an Island Resources Resources
-Reporting statements / questions / orders (past -Had better-ought to –should - If I were you...
tenses) -expressing cause effect relationship
-Link words expressing cause / effect (consolidation)
Phonology: Intonation in indirect questions
-Silent letters-Final /ed/
Suggested tasks Suggested tasks
-listening to a radio interview. - Writing a public announcement.
- Managing through a conversation. - Interpreting a pie chart and writing a report.
- Taking turns in an interview.
- Reading a report
Project outcome(optional):Conduct a survey focusing on people’s readiness to face natural or man-made disasters. Or refer
back to the textbook for alternative projects