‫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 Three (SE3)
Streams: Common streams
Time devoted: 1 Hour 30 mn a week

EXIT PROFILE
At the end of SE3, the learner must produce written messages/texts of descriptive, narrative, argumentative, expository and prescriptive types of about
20 lines, using written or oral support.

1- Ill- Gotten Gains never prosper (Ethics in Business)

2- Safety First (Advertising, Consumers and safety)
3- It’s a Giant Leap for Mankind (Astronomy and the Solar system)
4- We are a Family (feelings, emotions, humour and related topics)
 Guidelines for implementation:
- The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme & Time Content to be taught in class Content to be dealt with at home Assessment
Unit Regular Exceptional (online, e-mail, handouts,etc…)
Unit 2: 8 weeks 7 weeks Targeted competency Targeted competency -Writing a public statement
“Ill Gotten 24 h 10h 30 Interacting Interpreting Producing Interpreting Producing about fighting corruption.
Gains mn
Never Learning objectives SWBA To: Learning Objectives SWBA To:
Prosper” - Express wishes -Make a public statement (p52) -Writing an opinion article
-Initiate a debate -After Listening P 63 (T suggests arguing for and against
- Ethics in - Agree/ disagree on the issue of ethics issues / L write sentences to express counterfeiting.
Business in business agreement/disagreement on the isssues)
- fighting
fraud, Resources Resources -Making a speech in favour of
corruption - Expressing condition: providing ethics in business balancing
and money that/provided that/as long as. - Advising: had better/not, should arguments and making decision
laundering - Past wish, present wish, future wish about the issue.
(desire) - Grammar explorer II P56 ( review
- Expressing desire: it‟s high time, it‟s of the passive form)
about time.
Advising: If I were you, I would... - Pronunciation of final “s” (review)
- I totally agree, I agree but…, I totally
disagree...
- Cause/effect relationship
(so+adjective+that),(such+noun
phrase+ that)
-Lexis related to: corruption and fraud
and counterfeiting
Phonology:
Pronouncing words ending in „ic‟ and
„ics‟
shift of stress/ syllable stress

Tasks Tasks
Listen and consider tasks &2p46,47 Grammar explorer I Task p48 (
Grammar explorer I p47 providing that)
Grammar explorer II P48 Tasks 1,2 p48 Grammar explorer task 3p48 & tasks
Vocabulary explorer tasks1 &3 ( 1&2p49
paragraph A) p50 - Grammar explorer task3p55
Stress shift in wordings ending in „ic‟ -Grammar explorer II Task p56
ics‟ p51 (memo)
Read and Consider p 53,54. --Grammar explorer II tasks 1 &2 p49
- Grammar explorer I tasks 1,2 P 55 Task 3 p51 (paragraphs B,C,D)
- Grammar Explorer II P 56. passive Vocabulary explorer tasks 1,2,3&4”
voice (review) p57
Pronunciation and spelling p57 Tasks3 p67
Listening and Speaking P 61( initiating -After Reading P 68 Tasks 1&3p68
a debate)
- After Listening P 63
Reading and Writing P 64.
-Before you read P 64
-As You Read tasks 1,2 P 66
Project outcome ( optional)
Example: Writing a charter of ethics in business. 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 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme& Time Content to be taught in class Content to be dealt with at home Assessment
Unit Regular Exceptional (online, e-mail, handouts, etc…)
Unit 2 : 8 weeks 7Weeks Targeted competency Targeted competency
Safety First 24 h 10H30 Interacting Interpreting Producing Interpreting Producing Write an expository article, for a
mn school magazine, about the causes
Advertising, and effects of food imbalance in
consumers our society
and safety
Learning objectives SWBA To: Learning Objectives SWBA To:
- Make hypotheses about future - Argue for/against an issue Writing a letter of complaint
changes. - Write a dialogue on pros and cons on against a misleading
- interpret, react to and create an advert advertising advertisement to publish on social
- Write a letter of complaint media.
- Make a survey on the impact of
advertising on Algerian consumers

Resources Resources
- May, Might, Could, Can used to - Present simple
express hypotheses. - as a result, consequently,
-Reporting statements, questions and therefore,…
orders
- because, since, as, because of,...
Expressions of concession.
- Expressions of certainty and doubt.
- Vocabulary related to -adverts and
holidays.
Phonology:
- Word stress / syllable division.
Tasks Tasks
Listen and consider -Grammar explorer I tasks 1,2p108-109
Getting started / let‟s hear it p107-108 -Vocabulary explorer p110 tasks 1,2
Pronunciation and spelling p111 Grammar explorer II P115
Read and Consider P 113
Getting started P 113 Grammar Explorer II P116 (
Taking a Closer Look p113. quantifiers) + task 2 p117
Listening and Speaking Grammar Explorer III P 117 tasks 1,2
Before Listening P 123 Vocabulary ExplorerP 118 tasks 1,2
As you Listen P 124 After Listening P 125
Reading and Writing As you read tasks1,2 p129
Before Reading P 128 After Reading P 130
As You Read P 128
Project outcome ( optional)
Making a survey on the impact of advertising on Algerian consumers. 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 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme& Time Content to be taught in class Content to be dealt with at home Assessment
Unit Regular Exceptional (online, e-mail, handouts, etc…)
Unit 3 : “It’s 6 weeks 6 Weeks Targeted competency Targeted competency Make a detailed description of a
a Giant leap 18 h 9H Interacting Interpreting Producing Interpreting Producing heavenly body for an astronomy
for exhibition that would be
Mankind” organized in your school/town

Learning objectives SWBA To: Learning Objectives SWBA To: Writing a composition about the
“Astronomy - Make suppositions and set -Read and comprehend an article about impact of a possible collision of
and the Solar hypotheses. astronomy. a comet with earth.
System” - Compare and contrast. -Identify main ideas.
- Use the metric system.
-Predict the content of a text from the
headline.
- Use deductive and concessive
reasoning to write a short article.

Resources Resources Prepare and deliver a speech in

Review of the conditionals: unless, - Vocabulary related to astronomy defence of astronomy and space
if+ not, etc. -Vocabulary related to dimensions, research.
- Expressing similarities and size and weight.
differences: whereas, while, like,
unlike, etc. - Word formation
*If-conditional: types 2,3 Affixation
Phonology:
-Silent letters (review)
Listen and Consider Tasks
Getting started P 136 Task 2 p138-139
Let‟s hear it P 137 Vocabulary Explorer P 139
Grammar Explorer II P 138 Think , Pair, Share P 141
Read and Consider. Grammar explorer I p145 task 1
Getting started p142 Grammar explorer task 3 p147
Taking a closer look p142 Vocabulary task1, 2 p147- 148
Grammar explorer task2 p145 As you read p 157
Grammar explorer II p146
Grammar Explore III P 146
Practice activities of making
hypotheses.
Reading and writing
Before reading p156
After reading p159

Project outcome ( optional)

Designing an astronomy booklet (a short presentation of the history of space travel, ID cards about two
major planets in our solar system, a short imaginary dialogue with a famous astronomer). 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 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme& Time Content to be taught in class Content to be dealt with at home Assessment
Unit Regular Exceptional (online, e-mail, handouts, etc…)
Unit 4 : 6weeks 6 weeks Targeted competency Targeted competency Produce a reply to someone who
“We are a 18h 9h Interacting Interpreting Producing Interpreting Producing complains to you, about a
Family” problem, to comfort and advise
him. (Get the situation as close as
Feelings, possible to learners‟
Emotions, environment).
Humour Learning objectives SWBA To: Learning Objectives SWBA To:
and related *Developing understanding of the * raising awareness of others‟ Making a speech about the need
topics concept of humour thoughts and feeling to eradicate violence in sport /at
*Raising awareness about the school /.....
importance of emotions/ feelings for * Developing understanding of the
the development expression of feelings across different
of the individual cultures and societies(174)
*Exploring the concepts of friendship,
love , patriotism , generosity , courage
Resources Resources Learners present a review of a
* Simple past, present perfect. * *Past simple, past perfect story, a movie or a fairy tale they
*Enjoy/like/dislike +gerund *Should, ought to, if I were you read and present it to mates.
*I‟d rather do… *articles: omission before abstract Learners are supposed to express
I‟d rather do …than… nouns ( love, anger, humour) their feelings and emotions in the
I‟d prefer …to… *Quantifiers: a lot of, a great deal of , produced review
*Should, ought to, if I were you few, little, some of us , all of us …
*articles: omission before abstract *forming adjectives from nouns
nouns ( love, anger, humour …) with: -ful , -ic, -ous
*Quantifiers: a lot of, a great deal of , *forming nouns with: -ness,-ty
few, little, some of us , all of us … Phonology:
*each other, one another -Pronunciation of final “ed”
*Forming verbs with -en
Tasks Tasks
Tasks3 p169 /task4 p170 Task1&2 p169 (Vocabulary
Task1 (review) /task 2p176/task1 p176 explorer)
Grammar Explorer II Task 1&2p174
Before listening /as you listen tasks Before reading/ as you read tasks
After reading tasks
Project outcome ( optional)
Writing a booklet coping with strong emotions. Or refer back to the textbook for alternative projects.
 Level: Secondary Education: Year Three (SE3)
Streams: Literature and Philosophy and Foreign Languages
Time devoted: 2 Hours 15 mn a week

EXIT PROFILE
At the end of SE3, the learner must produce written messages/texts of descriptive, narrative, argumentative, expository and prescriptive types of about
20 lines, using written or oral support.

1- Exploring the past. (Ancient civilizations)

2- Ill Gotten Gains never prosper (Ethics in Business)
3- Schools Different and Alike. (Education in the World: Comparing Educational systems)
4- We are a Family (feelings, emotions, humour and related topics)
 Guidelines for implementation:
- The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme&Unit Time Content to be taught in class Content to be dealt with at home Assessment
Regular Exceptional (online, e-mail, handouts, etc…)
Unit 1: 7 weeks 7 Weeks Targeted competency Targeted competency Preparing a short talk about
28 h 15 h 15 mn Interacting Interpreting Interpreting Producing changes in life styles
EXPLORING Producing
THE PAST Learning Objectives SWBA To: Learning Objectives SWBA To: Writing an expository essay
- speak/write about the rise and fall of - make a historical account about the about the challenges faced by
civilizations development of a civilization modern civilization
Ancient -describe people‟s past habits, - write about world heritage sites
Civilizations lifestyles and achievements - write about the challenges faced by
- speak/write about the contributions modern civilization
of civilizations to the growth of man
- make a historical account about the
development of a civilization
- Speak/write about world heritage
sites
Resources Resources
- Past simple /Past perfect - Quantifiers: Few/little/ a lot of Writing a short historical
- Used to /Had to /Was/were able to (consolidation) account
- Articles: use and omission before - Expressing concession using:
abstract nouns though, in spite of, but, however…
- Quantifiers: Few/little/ a lot of (consolidation)
- Expressing concession using: - Articles: use and omission before
though, in spite of, but, however… abstract nouns (consolidation)
- Lexis related to the rise and fall of - Morphology: -Forming new words
civilizations (verbs) with prefixes de and dis to form
-Phonology: - Pronunciation of final opposites
“-ed” - suffixes –ic, -ment, -y , -able, -ed

Tasks Tasks
Listen and consider Task 2,5 p16-17
Getting started Grammar explorer I p17
Let‟s hear it task 1 p16 Grammar explorer p17-18
Vocabulary explorer task 1,2,3 p18
Read and consider Grammar explorer I p23-25
Getting started /taking a closer look Vocabulary explorer
p21 Tasks 1,2,3 p 26-27
Task 3 p24 Task 2,3 p33
Grammar explorer II ( expressing After listening
concession) As you read task 4 p49
Task4 p25 ( expressing time) After reading
Task 5 p 27 Types of discourse
Listening and speaking
Before listening / as you listen
Reading and writing
Before reading/ as you read tasks
1,2,3 p39
After reading / task 1 p40
Project outcome (optional)
The goal is to explore the rise and collapse of civilizations. -Make a profile from the most ancient
civilizations (Chinese, Sumerians, Azteks, Egyptians, etc) to the most modern ones -display the timeline on
a bulletin board
 Guidelines for implementation:
- The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme& Time Content to be taught in class Content to be dealt with at home Assessment
Unit Regular Exceptional (online, e-mail, handouts, etc…)
Unit 2: 7 weeks 7 weeks Targeted competency Targeted competency -Writing a public statement
“Ill Gotten 28 h 15h 15 mn Interacting Interpreting Producing Interpreting Producing about fighting corruption.
Gains
Never Learning objectives SWBA To: Learning Objectives SWBA To:
Prosper” - Expressing wishes -Making a public statement (p52) -Writing an opinion article
-Initiating a debate -After Listening P 63 (T suggests arguing for and against
- Ethics in - Agreeing/ disagreeing on the issue of issues / L write sentences to express counterfeiting.
Business ethics in business agreement/disagreement on the issues)
- fighting
fraud, Resources Resources -Making a speech in favour of
corruption - Expressing condition: providing ethics in business balancing
and money that/provided that/as long as. - Advising: had better/not, should arguments and making decision
laundering - Past wish, present wish, future wish about the issue.
(desire) - grammar explorer II P56 ( review
- Expressing desire: it‟s high time, it‟s of the passive form)
about time.
Advising: If I were you, I would... - Pronunciation of final “s” (review)
- I totally agree, I agree but…, I totally
disagree...
- Cause/effect relationship
(so+adjective+that),(such+noun
phrase+ that)
-Lexis related to: corruption and fraud
and counterfeiting

Phonology:
Pronouncing words ending in „ic‟ and
„ics‟
shift of stress/ syllable stress
Tasks Tasks
Listen and consider tasks &2p46,47 Grammar explorer I Task p48 (
Grammar explorer I p47 providing that)
Grammar explorer II P48 Tasks 1,2 p48 Grammar explorer task 3p48 & tasks
Vocabulary explorer tasks1 &3 ( 1&2p49
paragraph A) p50 - Grammar explorer task3p55
Stress shift in wordings ending in „ic‟ -Grammar explorer II Task p56
ics‟ p51 (memo)
Read and Consider p 53,54. --Grammar explorer II tasks 1 &2 p49
- Grammar explorer I tasks 1,2 P 55 Task 3 p51 (paragraphs B,C,D)
- Grammar Explorer II P 56. passive Vocabulary explorer tasks 1,2,3&4”
voice (review) p57
Pronunciation and spelling p57 Tasks3 p67
Listening and Speaking P 61( initiating -After Reading P 68 Tasks 1&3p68
a debate)
- After Listening P 63
Reading and Writing P 64.
-Before you read P 64
-As You Read tasks 1,2 P 66
Project outcome ( optional)
Writing a charter of ethics in business. 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 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme& Unit Time Content to be taught in class Content to be dealt with at home Assessment
Regular Exceptional (online, e-mail, handouts, etc…)
7 weeks 6 weeks Targeted competency Targeted competency write an expository article on
Unit 3 : 28 h 13h 30 mn Interacting Interpreting Producing Interpreting Producing the causes and effects of
SCHOOLS examination stress on students
DIFFERENT Learning objectives SWBA To: Learning Objectives SWBA To: Writing a letter to a friend
AND ALIKE Students will be able to : Write about ways to improve our describing Algerian (or any
*identify the characteristics of educational system other nation‟s) educational
Education in different educational systems system
the World: * state what educational systems have
Comparing in common at world level
Educational * write reports comparing different
systems systems in the world
*speak about ways to improve our
educational system
Resources Resources * write an expository article
Grammar: Grammar: analysing the causes and effects
*If-conditional: type 2,3 *Present simple, present continuous of examination stress on
*Expressing similarities and passive students
differences with “like”, “whereas” *Expressing desire and wish:
Morphology: I wish I were/ I had
*collocation with “school” and *Asking for and giving advice:
“education” should, ought to, If I were you
Lexis *Expressing obligation : must, have
- related to education to
- Review of the conditionals: unless, * Forming adjectives with suffixes–
if+ not iveand–al
Phonology:
 *Pronouncing final “s”

Tasks Tasks
Listen and consider Grammar explorer I tasks 1,2 p76-77
Getting started /let‟s hear it p75-76 Tasks 1,2 p84
Vocabulary explorer tasks2,3 p79-80 Task 1p 87
Read and consider Vocabulary explorer
Getting started p82 Task 1,2 p87-88
Taking a closer look p82-83 Pronunciation and spelling
Grammar explorer I p85 Tasks 1,2 p88
Grammar explorer III Task1 p86 After listening p95
Listening and speaking After reading p100 tasks 1,2 p 100-
Before listening 101
As you listen
Reading and writing
Before you read
As you read tasks 1,2 p98
Project outcome ( optional)
The goal is to increase understanding of educational systems in the world
-be involved in a panel discussion
-make a survey on different systems of education in the same country (eg; USA) ; in countries from
northern and southern hemispheres
-write reports comparing different systems in the world
-make “commercial” flyers on this theme
 Guidelines for implementation:
- The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in 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 a diagnostic test and
regulate their teaching accordingly.
- The projects are optional, ie, it is left to the consideration of the teachers (time, context, etc…)

Theme& Time Content to be taught in class Content to be dealt with at home Assessment
Unit Regular Exceptional (online, e-mail, handouts, etc…)
Unit 4 : 7 weeks 6 weeks Targeted competency Targeted competency Produce a reply to someone who
“We are a 28 h 13 h Interacting Interpreting Producing Interpreting Producing complains to you, about a
Family” 30mn problem, to comfort and advise
him. (Get the situation as close as
Feelings, possible to learners‟
Emotions, environment).
Humour Learning objectives SWBA To: Learning Objectives SWBA To:
and related *Developing understanding of the * raising awareness of others‟ Making a speech about the need
topics concept of humour thoughts and feeling to eradicate violence in sport /at
*Raising awareness about the school /.....
importance of emotions/ feelings for * Developing understanding of the
the development expression of feelings across different
of the individual cultures and societies(174)
*Exploring the concepts of friendship,
love , patriotism , generosity , courage
Resources Resources Learners present a review of a
* Simple past, present perfect. * *Past simple, past perfect story, a movie or a fairy tale they
*Enjoy/like/dislike +gerund *Should, ought to, if I were you read and present it to mates.
*I‟d rather do… *articles: omission before abstract Learners are supposed to express
I‟d rather do …than… nouns ( love, anger, humour) their feelings and emotions in the
I‟d prefer …to… *Quantifiers: a lot of, a great deal of , produced review
*Should, ought to, if I were you few, little, some of us , all of us …
*articles: omission before abstract *forming adjectives from nouns
nouns ( love, anger, humour …) with: -ful , -ic, -ous
*Quantifiers: a lot of, a great deal of , *forming nouns with: -ness,-ty
few, little, some of us , all of us … Phonology:
*each other, one another -Pronunciation of final “ed”
*Forming verbs with -en
Tasks Tasks
Tasks3 p169 /task4 p170 Task1&2 p169 (Vocabulary
Task1 (review) /task 2p176/task1 p176 explorer)
Grammar Explorer II Task 1&2p174
Before listening /as you listen tasks Before reading/ as you read tasks
After reading tasks
Project outcome ( optional)
Writing a booklet coping with strong emotions. Or refer back to the textbook for alternative projects.