Annual Progression- Secondary

Democratic and Popular Republic of Algeria

Ministry of National Education
General Inspectorate of Pedagogy Direction of the General Secondary and Technological Teaching

Planning Learning
English
Year 2

September 2018

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Annual Progression- Secondary

Introduction
In preparation for the 2019-2018 academic year, and in order to ensure the quality of education and to improve educational
pedagogic performance, and to continue with the reforms it has initiated, the General Inspectorate of Pedagogy is putting the pedagogy
in the hands of educational practitioners as complementary tools for the reference documents adopted and implemented in the field at
the stage In order to facilitate the reading, understanding and implementation of the curriculum and to standardize the content of the
content in the context of the guidance provided by the curriculum, which is explained in the accompanying documents. These
gradations allow methodically to harmonize it with the pedagogic assessment plan and the continuous monitoring scheme. In order to
reflect this, we ask everyone to read and understand the principle of these gradients in order to put it into effect. The inspectors are
constantly involved to accompany the teachers, especially the new ones, to modify or adapt the activities. Applied according to the
availability of laboratory equipment for the technology or the mass media to simulate it - appropriate, as required by the efficiency
observed, provided that it is approved by the National Education Inspector of the discipline.

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Methodological note
However, the field practices on the one hand, and the adoption by the Ministry for a period of annual distributions of courses
obliges professors to respect the time of their implementation, and the task of supervising and follow-up bodies to assess the
percentage of completion of the curriculum and the accompanying documents. We have decided to submit the solutions to supplement
them cumulatively, which led us to re-put the issue urgently to provide the alternative, because the difference between the
implementation of the curriculum and the gradual implementation. The first is based on a restricted automatic distribution according to
time scales with pure linear programming, in which handling is in sequence and in all the particles and rationales due to the serious
preparation of the learners for the tests resulting in negative practices such as typing, filling, preservation and retrieval without analysis
or analysis. , While the second, the annual course for the construction of learning, focuses on how the curriculum is implemented with
respect to the pace of learning and the learner's abilities and independence, and to consider efficiency as a systematic principle of the
curriculum. This efficiency is a starting point and point of access for any educational work. Knowledge is a resource that serves
efficiency within the structured concept network of the discipline.

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Annual Progression- Secondary

Unit Theme Learning objectives T. SARSed Activities RESOURCES Integration & Time
1 Topics C Assessment

Level: Secondary Education : Year Two (SE2)

Streams : Scientific
Time devoted: 3 Hours

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

1- Make Peace
2- Poverty and World Resources
3- Technology and Innovation
4- Disasters and Safety

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Annual Progression- Secondary

Diagnostic assessment( exit profile – entry profile)

Project outcomes: To write a statement of achievements about Nobel Peace Prize winners
Unit Theme SWBA To: -acronyms and abbreviations Integration &

Interpretive

Interactive
Learning objectives T. C - SARSed
interact about conflicts, peace ,
Activities RESOURCES Time
2 /Topics -Define the word conflict and list solutions , using pictures, video... - ability and possibility Assessment
1- Assessment
types of conflicts (family, classroom, - express ability and using “can” should occur at
community, world). possibility(using“can”) - verb idiom “be able to” in regular intervals
-Discuss and identify the sources of - Use idiom “be able to” as substitute different tenses during the
conflict. to “can” (future, present perfect, etc...)
-could/managed to” sequence and at
-Use “managed to” to express the

Interpretive
-figure on ways for conflicts
the end of the
Peace and Conflict Resolution

resolutions notion of “achievement / fulfilment” - Intonation in polite

-discover and use lexis related to - identify the different functions of the requests andQQ sequence in
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected addition to
designated exam

7 weeks- 21hours
-discover and discuss the role of is all right) speech
intern. Org. (UNO) in settling these - write a poem for a UNESCO - Criticize/ apologize periods.
Make Peace

Productive
issues
-Recognize bias and prejudice -write
a poem denouncing prejudice
apologise for and criticize wrong
actions
- Express obligation, prohibition,
absence of obligation and deduction
-Express appreciation
-set a list of school regulations
-Analyse what a charter is; focusing
on form and context/ analyse style
- distinguish between duties and
rights
-talk about abuse of human rights
2
competition to denounce prejudice. -Should (not) have + PP(v)
- oral interaction about daily conflicts - obligation:Must / have to /
and their context (to bring about had to + stem 2-After 3/4 weeks
conflicts at school, between - deduction:Must be / have of teaching,
classmates,..) (or their negatives. ) + adj / learners must be
The activities p 44 are quite all right, trained on how to
noun ...
so they can be kept
- prohibition, abs of mobilize their
*Teacher may choose a video to
clarify the theme (wrong actions.) obligation: mustn’t, don’t resources and
have to... reinvest them in a
-lexis related to peace, problem-solving
rights/duties... situation, through
- lexis related to human pair work or group
rights : slavery-injustice – work.
abuse- rights- blacks...
- Homonyms...
(Refer to the program)

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Poverty and World Resources
Unit
3 /Topics
Ministry of National Education
Project outcome: Writing a charter against poverty
SWBA To:Demonstrate awareness
and understanding of the issue of
sustainable development
-Explain the concept of sustainable
development
and its relation with environmental
issues
- identify natural resources in your
country and in the world
Waste not, Want not
- explore ways natural resources are
shared in your country and in the
world
-Discuss and suggest a fair way of
sharing non-renewable sources of
energy
-Discuss the issue of equality and
sharing wealth (solidarity towards
deprived people).
- Enrich their lexical memory with
new words related to the topic of
the unit.
Theme
Learning objectives
Making a poster with alternative energies
Interacting
-Explain the concept of
sustainable development.
-Recognize the greatest
conservation challenges
-Discuss the reasons of
poverty in the world and
Interpreting
list reasons and ways for
the preservation of natural
resources
-Write a press release
-Write the presentation of
Producing
solar home
-Analyse the impact of
technological development
on people
-Write a paragraph using
the four types of sentences
studied in the reading
passage
- class debate
- use advert / commercial
-newspaper / magazine
article
T Integration &
SARSed Activities
C Assessment
-Passive voice Modals: Make a poster with
could/must/should/ ought to/in alternative energy
order to/so as to/ so that.. sources, using slogans
-Sequencers: first, then…. in favour of
Why don’t you? if I were you… sustainable
You’d better… It would help if… development.
Present perfect; Present and past - Make a survey on
simple how natural resources
-Passive voice Modals are distributed in the
7 weeks- 21 hours
could/must/should/ ought to/ in world (water, fish,
order to/so as to/ so that... minerals, wood,
-Suggesting: Could/ May/might plants, etc.)
-Form nouns (poor/poverty) - Make a map of
hungry/scarce /homeless endangered species
-‘The’ (before collective nouns - Design a survival/
(the poor) life-kit (when all
-Final’s ‘as /s/ (helps/meets) natural resources are
-Final ’ed’ as /id/ (added), used up)
/d/(studied/wanted), /t/ helped, - Write a charter
worked; against poverty
(Refer to the program)
RESOURCES Time
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Annual Progression- Secondary

Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
beings.

InteractingInterpretingProducing
SWBA TO: -Read a text to study the language. - If conditional (type 0/1) 1- Assessment should
-Discuss issues related to human -Write a paragraph to describe the - Comparative form of occur at regular
discoveries. physical properties of water as a adjectives (revision) intervals during the
-Identify and discuss how natural resource. - Other functions of
sequence and at the
advancements in technology -Listen and analyse the structure conditional type 1
have changed the world and/ or take notes to write a ( threat, advice, promise, end of the sequence in
positively. summary prediction, offer) - addition to designated
-Examine how technology is -write letter to ask for advice Forming adjectives using exam periods.
Technology and Innovation
Budding Scientists

used for the welfare of human -Write a reply making suffixes (ial, ful, ical, ic,
beings/ Explain the impact of suggestions. able, ous, ible) 2-After 3/4 weeks of

7 weeks- 21 hours
technology. -Read about scientific - Diphtongs teaching, learners must
-Explain famous individual experiments and analyse/study the -Stress in words ending be trained on how to
contributions impact on people’s life/ with: -gy, -ical, -ics, -tion, mobilize their resources
-Read and respond to an development/ Explain famous -ic. and reinvest them in a
expository text about an individual contributions. - Intonation in complex problem-solving
experiment -Write a reply revealing sentences with if. situation, through pair
- make suggestions contingency plan. work or group work.
- write a letter seeking and Additional activities: (Refer to the program)
giving advice -Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and
antonyms/match words with their
synonyms
-Table completion
-Gap filling
-MCQ

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U
Theme/ Learning Targeted SARSed Activities Integration &
nit RESOURCES
Topics objectives Competency Assessment Time
4
Project outcomes: conducting a survey 1- Assessment should
occur atregular

Interactive
D SWBA To: Additional activities to: -Reporting statements
-Explain the importance of 1-Discovering language(mcq/ / questions / orders intervals during the
I sequence and at the
safety rules and conduct matching /cohesive markers/T-F) (past tenses)
S end of the sequence
(especially in disasters) 2-listning and speaking:(table filling). -Had better-ought to-
A -List types of disasters and 3-reading and writing: should-if I were you... in addition to
S where they occur. -choosing gist -Link words designated

Interpretive
T - Ask for and give advice on -reordering ideas expressing cause examperiods.
No Man isan Island

7 weeks- 21 hours
E information on the right -True/false -Topical lexis
R behaviour during a disaster -find synonyms -silent letters
- Write a report -close passage. -Final /ed/ 2-After 3/4 weeks of
S teaching, learners must
- Quote someone -listening to a radio interview. pronunciation
& - Express interest and -managing through a conversation. be trained on how to
surprise Productive -taking turns in an interview. (Refer to the mobilize their resources
S - Disagree politely - reading a report program) and reinvest them in a
- conduct an interview and -interpreting a pie chart. problem-solving
A
report its results -writing a public announcement. situation, through pair
F work or group work.
-Write a report using a pie -writing an opinion article.
E
chart.
T - Write a public
Y announcement on
earthquake safety measures.
-Write an opinion article

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-RESOURCE MATERIALS: Textbook (Getting Through) I.S.B.N. 9947/06 n° Depot legal 245 2006,
extra text, pictures.
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they
should feel free to resort to ‘Teacher-produced materials’ to cater for different learning styles.
The teaching Unit is to be covered within about 20 hours. 15hours for teaching/learning and 5 hours are to be exploited in Remedial
activities and Project monitoring and presentation.

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Annual Progression- Secondary

Level: Secondary Education : Year Two (SE2)

Streams : Economy Management
Time devoted: 3 Hours

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

1- Make Peace
2- Poverty and World Resources
3- Disasters and Safety
4- Management and Efficiency

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Annual Progression- Secondary

Unit Theme Learning objectives T. SARSed Activities RESOURCES Integration & Time
1 Topics C Assessment
Diagnostic assessment( exit profile – entry profile)
Project outcomes: To write a statement of achievements about Nobel Peace Prize wi nners

Interpretive

Interactive
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations
-Define the word conflict and list solutions , using pictures, video... - ability and possibility 1- Assessment
types of conflicts (family, classroom, - express ability and using “can” should occur at
community, world). possibility(using“can”) - verb idiom “be able to” in regular intervals
-Discuss and identify the sources of - Use idiom “be able to” as substitute different tenses during the
conflict. to “can” (future, present perfect, etc...)
-could/managed to” sequence and at
-Use “managed to” to express the

Interpretive
-figure on ways for conflicts
the end of the
Peace and Conflict Resolution

resolutions notion of “achievement / fulfilment” - Intonation in polite

-discover and use lexis related to - identify the different functions of the requests andQQ sequence in
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected addition to

Weeks- 21 hours
-discover and discuss the role of is all right) speech designated exam
intern. Org. (UNO) in settling these - write a poem for a UNESCO - Criticize/ apologize periods.
Make Peace

Productive
issues competition to denounce prejudice. -Should (not) have + PP(v)
-Recognize bias and prejudice -write - oral interaction about daily conflicts - obligation:Must / have to /

7
a poem denouncing prejudice and their context (to bring about had to + stem 2-After 3/4 weeks
apologise for and criticize wrong conflicts at school, between - deduction:Must be / have of teaching,
actions classmates,..) (or their negatives. ) + adj / learners must be
- Express obligation, prohibition, The activities p 44 are quite all right, trained on how to
noun ...
absence of obligation and deduction so they can be kept
- prohibition, abs of mobilize their
-Express appreciation *Teacher may choose a video to
-set a list of school regulations clarify the theme (wrong actions.) obligation: mustn’t, don’t resources and
-Analyse what a charter is; focusing have to... reinvest them in a
on form and context/ analyse style -lexis related to peace, problem-solving
- distinguish between duties and rights/duties... situation, through
rights - lexis related to human pair work or group
-talk about abuse of human rights rights : slavery-injustice – work.
abuse- rights- blacks...
- Homonyms...
(Refer to the program)
2

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Annual Progression- Secondary

Unit Theme Integration & time

Learning objectives T. C SARSed Activities RESOURCES
2 /Topics Assessment
Project outcome: Writing a charter against poverty Making a poster with alternative energies

Interacting
SWBA To:Demonstrate awareness -Explain the concept of -Passive voice Modals: Make a poster with
and understanding of the issue of sustainable development. could/must/should/ ought to/in alternative energy
sustainable development -Recognize the greatest order to/so as to/ so that.. sources, using slogans
-Explain the concept of sustainable conservation challenges -Sequencers: first, then…. in favour of
development
-Discuss the reasons of Why don’t you? if I were you… sustainable
and its relation with environmental
poverty in the world and You’d better… It would help development.

Interpreting
issues
Poverty and World Resources

- identify natural resources in your list reasons and ways for if… - Make a survey on 7
country and in the world the preservation of natural Present perfect; Present and past how natural resources Weeks
- explore ways natural resources are resources simple are distributed in the 21 hours
Waste not, Want not

shared in your country and in the -Write a press release
world -Write the presentation of
Producing
-Discuss and suggest a fair way of solar home
sharing non-renewable sources of -Analyse the impact of
energy technological development
-Discuss the issue of equality and on people
sharing wealth (solidarity towards
-Write a paragraph using
deprived people).
the four types of sentences
- Enrich their lexical memory with
new words related to the topic of the studied in the reading
unit. passage
- class debate
- use advert / commercial
-newspaper / magazine
article
-Passive voice Modals world (water, fish,
could/must/should/ ought to/ in minerals, wood,
order to/so as to/ so that... plants, etc.)
-Suggesting: Could/ May/might - Make a map of
-Form nouns (poor/poverty) endangered species
hungry/scarce /homeless - Design a survival/
-‘The’ (before collective nouns life-kit (when all
(the poor) natural resources are
-Final’s ‘as /s/ (helps/meets) used up)
-Final ’ed’ as /id/ (added), - Write a charter
/d/(studied/wanted), /t/ helped, against poverty
worked;
(Refer to the program)

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Annual Progression- Secondary

U
Theme/ Learning Targeted SARSed Activities Integration &
nit RESOURCES
Topics objectives Competency Assessment Time
3

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Annual Progression- Secondary

Project outcomes: conducting a survey 1- Assessment should

occur atregular

Interactive
D SWBA To: Additional activities to: -Reporting statements
-Explain the importance of 1-Discovering language(mcq/ / questions / orders intervals during the
I sequence and at the
safety rules and conduct matching /cohesive markers/T-F) (past tenses)
S end of the sequence
(especially in disasters) 2-listning and speaking:(table filling). -Had better-ought to-
A -List types of disasters and 3-reading and writing: should-if I were you... in addition to
S where they occur. -choosing gist -Link words designated

Interpretive
T - Ask for and give advice on -reordering ideas expressing cause examperiods.
No Man isan Island

E information on the right -True/false -Topical lexis

7
R behaviour during a disaster -find synonyms -silent letters
- Write a report -close passage. -Final /ed/ 2-After 3/4 weeks of week
S teaching, learners must s
- Quote someone -listening to a radio interview. pronunciation
& - Express interest and -managing through a conversation. be trained on how to 21
surprise -taking turns in an interview. (Refer to the mobilize their resources hour

Productive
S - Disagree politely - reading a report program) and reinvest them in a
s
- conduct an interview and -interpreting a pie chart. problem-solving
A
report its results -writing a public announcement. situation, through pair
F work or group work.
-Write a report using a pie -writing an opinion article.
E
chart.
T - Write a public
Y announcement on
earthquake safety measures.
-Write an opinion article

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Annual Progression- Secondary

Unit Theme Integration &

Learning objectives T. C SARSed Activities RESOURCES
4 /Topics Assessment Time
Project outcome: Write a business portfolio/ write the profile of a good manager

Interacting
SWBA To: -Identify types of Present perfect 1- Assessment should
-Define and explain the correspondence The best way to…is I don’t occur at regular
concept of efficiency and -Write a facsimile and a think… I can’t agree on this point; intervals during the
explain how it helps in reply You’re right, but think… sequence and at the
company success. -Summarise a dialogue I’m sorry to disagree with you end of the sequence
-List basic marketing -Act out dialogues but… Passive: the m will be in addition to

Interpreting - Producing
principles. making comments held… point was disc Past and designated exam
Management and Efficiency

-Describe what the positive -Write an annual future Imperatives: d this/do that/ periods.
Business is Business

spirit of management is. report for a company I this to be done want that to be
-List different forms of -Read a text to deduce today
management: web- the meaning. -Be capable of -Have confidence - 2-After 3/4 weeks of 7
management vs pyramidal -Write a business Deal WITH -Conscious OF - teaching, learners must week
management. report. Interested IN be trained on how to s
-Explore the concept of -Ready FOR mobilize their resources 21
innovation in management (refer back to the program: and reinvest them in a hours
-Enrich their lexical memory Persuading/ problem-solving
with new words related to the Convince/Suggesting/ situation, through pair
topic of the unit. Advising/Agreeing/ Disagreeing/ work or group work.
Reporting
Making decisions
Making previsions
Instructing/ Negotiating)
(Refer to the program)

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Annual Progression- Secondary

-RESOURCE MATERIALS: Textbook (Getting Through) I.S.B.N. 9947/06 n° Depot legal 245 2006,
extra text, pictures.
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they
should feel free to resort to ‘Teacher-produced materials’ to cater for different learning styles.
The teaching Unit is to be covered within about 20 hours. 15hours for teaching/learning and 5 hours are to be exploited in Remedial
activities and Project monitoring and presentation.

Ministry of National Education

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Annual Progression- Secondary

Level: Secondary Education : Year Two (SE2)

Streams : Foreign Languages
Time devoted: LE : 5 hours

GLOBAL COMPETENCE
At the end of SE2, the learner must produce written messages / texts of descriptive, narrative,
argumentative and prescriptive types of about 15 lines, using written or oral support.

1- Diversity
2- Peace and Conflict Resolution
3- Poverty and World Resources
4-Technology and Innovation
5- Science or Fiction
6- Disasters and Safety

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Annual Progression- Secondary

Theme Learning Targeted SARSed Activities RESOURCES Integration & Time

Unit Topic objectives Competency Communicative tasks/activities Assessment
1 (oral/written)
Diagnostic assessment ( exit profile – entry profile)
Project outcomes: Making a profile including a list of things and thoughts which teenagers used to do and 1- Assessment
think that they no longer do and have, and predictions for the future. should occur at

Interacting
SWBA To: -read a text to study some language - used to... regular intervals
-Identify and define the points and use them. -Going to + stem during the sequence
concept of diversity. - talk about pre-arranged plans or planning to + stem
- Explore, compare intentions intend to + Stem and at the end of
cultural differences -write a policy statement Homophones/ the sequence in
among people and their - Talk about medicine dvpt/weather Homonyms/final “s” addition to

Interpreting
lifestyles throughout predictions to brainstorm the topic. Stress shift from noun to designated exam
SignsoftheTime

time - Write a short dialogue predicting what adj periods.

-Compare people’s might happen in different fields/ Make a -formation of adj 5
values and accept them short commentary on the radio talk - degree of certainty: 2-After 3/4 weeks weeks
Lifestyles

as they are. - Write a paragraph about their town and might/ might well, may... of teaching, learners 25
Producing

-Explore the different
contributions of people
in the world in many
fields.
-Define the concept of
twin towns.
-Enrich lexical memory
with words related to
the topic.
possible changes in peoples’ lifestyles in -Relative pronouns, must be trained on hours
the future defining vs non-defining
how to mobilize their
- Interact with pupils about the difference relative clauses.
in food habits between the past and now - Comparatives and resources and reinvest
- Identify techniques of avoiding superlatives them in a problem-
repetition (Synonyms /antonyms /relative -Link words comparing / solving situation,
pronouns ) contrasting through pair work or
- compare and contrast people’s clothing (Refer to the program) group work.
style evolution.
- write an email

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Annual Progression- Secondary

Unit Theme/ Learning objectives T. SARSed Activities RESOURCES Integration & Time
2 Topics C Assessment
Project outcomes: write a statement of achievements about Nobel Peace Prize winners

Interpretive

Interactive
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations
-Define the word conflict and list solutions , using pictures, video... - ability and possibility using
types of conflicts (family, classroom, - express ability and
1-Assessment
“can”
community, and world). possibility(using“can”) should occur at
- verb idiom “be able to” in
-Discuss and identify the sources of - Use idiom “be able to” as different tenses regular intervals
conflict. substitute to “can” (future, present during the
-could/managed to”

Interpretive
-figure on ways for conflicts perfect, etc...)
resolutions -Use “managed to” to express the - Intonation in polite requests sequence and at
Peace and Conflict Resolution

-discover and use lexis related to notion of “achievement / and QQ the end of the
peace and conflict fulfilment” -primary stress in connected sequence in
-discover and discuss the role of - identify the different functions of speech addition to
intern. Org. (UNO) in settling these the modal “can” and its substitutes - Criticize/ apologize
designated exam 5
Make Peace

Productive
issues (act 2 p is all right) -Should (not) have + PP(v)
-Recognize bias and prejudice -write a - write a poem for a UNESCO - obligation:Must / have to / periods. weeks
poem denouncing prejudice competition to denounce prejudice. had to + stem 25
apologise for and criticize wrong - oral interaction about daily 2-After 3/4 weeks
- deduction:Must be / have (or hours
actions conflicts and their context (to bring their negatives. ) + adj / noun of teaching,
- Express obligation, prohibition, about conflicts at school, between learners must be
...
absence of obligation and deduction classmates,..) trained on how to
-Express appreciation The activities p 44 are quite all -prohibition, abs of
mobilize their
-set a list of school regulations right, so they can be kept obligation: mustn’t, don’t
resources and
-Analyse what a charter is; focusing *Teacher may choose a video to have to... reinvest them in a
on form and context/ analyse style clarify the theme (wrong -lexis related to peace,
problem-solving
- distinguish between duties and rights actions.) rights/duties...
-ta situation, through
- lexis related to human rights
pair work or group
: slavery – injustice - abuse –
work
lk about abuse of human rights rights – blacks...
- Homonyms...
(Refer to the program)
2

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Unit Theme Integration &
Learning objectives T.C SARSed Activities RESOURCES
3 /Topics Assessment Time
Annual Progression- Secondary
Project outcome: Writing a charter against poverty Making a poster with alternative energies

Interacting
SWBA To:Demonstrate -Explain the concept of -Passive voice Modals: Make a poster with
awareness and sustainable development. could/must/should/ ought to/in alternative energy
understanding of the issue -Recognize the greatest order to/so as to/ so that.. sources, using slogans in
of sustainable conservation challenges -Sequencers: first, then…. favour of sustainable
development -Discuss the reasons of Why don’t you? if I were development.
-Explain the concept of poverty in the world and you… - Make a survey on how

Interpreting
sustainable development list reasons and ways for You’d better… It would help natural resources are
if…
Poverty and World Resources

And its relation with the preservation of natural distributed in the world
environmental issues resources Present perfect; Present and past (water, fish, minerals,
- identify natural -Write a press release simple wood, plants, etc.)
Waste not, Want not

resources in your country -Write the presentation of -Passive voice Modals - Make a map of

Producing
and in the world solar home could/must/should/ ought to/ in endangered species 5
- explore ways natural -Analyse the impact of order to/so as to/ so that... - Design a survival/ life- week
resources are shared in technological -Suggesting: Could/ May/might kit (when all natural
your country and in the development on people -Form nouns (poor/poverty) resources are used up)
s
world -Write a paragraph using hungry/scarce /homeless - Write a charter against 25
-Discuss and suggest a the four types of -‘The’ (before collective nouns poverty hours
fair way of sharing non- sentences studied in the (the poor)
renewable sources of reading passage -Final’s ‘as /s/ (helps/meets)
energy - class debate -Final ’ed’ as /id/ (added),
-Discuss the issue of - use advert / commercial /d/(studied/wanted), /t/ helped,
equality and sharing -newspaper / magazine worked;
wealth (solidarity towards article (Refer to the program)
deprived people).
- Enrich their lexical
memory with new words
related to the topic of the
unit.

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Annual Progression- Secondary

Unit Theme T Integration &

Learning objectives SARSed Activities RESOURCES
4 /Topics C Assessment
Time
Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
beings.

InteractingInterpretingProducing
SWBA TO: -Read a text to study the language. - If conditional (type 0/1) 1- Assessment should
-Discuss issues related to human -Write a paragraph to describe the - Comparative form of occur at regular
discoveries. physical properties of water as a adjectives (revision) intervals during the
-Identify and discuss how natural resource. - Other functions of
sequence and at the
advancements in technology -Listen and analyse the structure conditional type 1
have changed the world and/ or take notes to write a ( threat, advice, promise, end of the sequence in
positively. summary prediction, offer) - addition to designated
-Examine how technology is -write letter to ask for advice Forming adjectives using exam periods.
Technology and Innovation
Budding Scientists

used for the welfare of human -Write a reply making suffixes (ial, ful, ical, ic,
beings/ Explain the impact of suggestions. able, ous, ible) 2-After 3/4 weeks of
technology. -Read about scientific - Diphtongs teaching, learners must
-Explain famous individual experiments and analyse/study the -Stress in words ending be trained on how to
mobilize their resources 4
contributions impact on people’s life/ with: -gy, -ical, -ics, -tion,
-Read and respond to an development/ Explain famous -ic. and reinvest them in a weeks-
expository text about an individual contributions. - Intonation in complex problem-solving 20 h
experiment -Write a reply revealing sentences with if. situation, through pair
- make suggestions contingency plan. work or group work.
- write a letter seeking and Additional activities: (Refer to the program)
giving advice -Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and
antonyms/match words with their
synonyms
-Table completion
-Gap filling
-MCQ

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Annual Progression- Secondary

Unit Theme/ Integration &

Learning objectives T. C SARSed Activities RESOURCES Time
5 Topics Assessment
Project outcomes :Writing Miscellanies /Writing a repertory of inventions and discoveries.
 If conditional types 2&3 1- Assessment

InteractingInterpretingproducing
S SWBA To: Past form of may/can is
should occur at
C -explain the concept of science omitted  Present perfect
regular intervals
I fiction  Past perfect
during the
E - describe book covers/ watch - Review the past simple  If only sequence and at
N videos related to fiction and past perfect tense  Adverbs: well+ past the end of the
-list and discuss the topics of participle
Technology and the Arts

C -Note taking sequence in

sci-fi. Well-informed addition to
E - read a newspaper article  Compound words designated exam 4
about science fiction and  Phrasal & prepositional periods.
O identify the basisof sci-fi. Instead of personal lament words week
R - Give advice / write about an  Emphatic stress(do/did) 2-After 3/4 weeks
s
express regrets/ wishes environmental issue.  Rising & falling intonation of teaching, 20h
F -Write a newspaper article with unfinished statement learners must be
I speculating trained on how to
-Ask for and give explanations (Refer to the program) mobilize their
C in a conversation and speculate
T resources and
-Write a commentary. reinvest them in a
I -Write and recite a poem problem-solving
O Write an autobiography/Tell situation, through
N about people who contributed pair work or group
to the welfare of humanity work.

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 Annual Progression- Secondary

Theme
Unit SARSed Activities Integration &
/ Learning objectives T. C RESOURCES
6 Assessment Time
Topics
Project outcomes: conducting a survey 1- Assessment should
occur at regular

Interacting
D SWBA To: Additional activities to: -Reporting statements
-Explain the importance of 1-Discovering language(mcq/ matching / questions / orders intervals during the
I safety rules and conduct sequence and at the
/cohesive markers/T-F) (past tenses)
S (especially in case of natural 2-listening and speaking:(table filling). -Had better-ought to- end of the sequence
A disasters. 3-reading and writing: should-if I were you... in addition to
S -List types of natural designated exam
-choosing gist -Link words
disasters and where they periods.
T

Interpreting
occur. -reordering ideas expressing cause
E - Ask for and give advice on -True/false -Topical lexis
No Man is an Island

R information on the right -find synonyms

behaviour during a disaster - fill in the blanks -silent letters 2-After 3/4 weeks of
S -listening to a radio interview. teaching, learners must 5
- Write a report -Final /ed/
- conduct an interview and -manage through a conversation. pronunciation be trained on how to weeks
Producing

& report its results -take turns in an interview. mobilize their resources 25
-Write a report using a pie -interpret a pie chart. (Refer to the and reinvest them in a hours
chart. -write a public announcement. problem-solving
S - Write a public
program)
A -write an opinion article. situation, through pair
announcement on earthquake
work or group work.
F safety measures/ a natural
E disaster.
- Enrich their lexical memory
T with new words related to the
Y topic of the unit.
-Write an opinion article

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Annual Progression- Secondary

- RESOURCE MATERIALS: Textbook (Getting Through), extra text, pictures.

I.S.B.N. 9947/06 n° Depot legal 245 2006
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they
should feel free to resort to ‘Teacher-produced materials’ to cater for different learning styles.
The teaching Unit is to be covered within about 20to 25 hours. 15 to 20 hours for teaching/learning and 5 hours are to be exploited in
Remedial activities and Project monitoring and presentation

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Annual Progression- Secondary

Level: Secondary Education : Year Two (SE2)

Streams : Literature and Philosophy
Time devoted: LE : 4 hours

GLOBAL COMPETENCE
At the end of SE2, the learner will be able to produce written messages / texts of descriptive, 1-
narrative, argumentative and prescriptive types of about 15 lines, using written or oral support. Diversity
2-Make
Peace
3- Poverty and World Resources
4- Science or Fiction
5- Disasters and Safety

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Annual Progression- Secondary

Theme Learning T. C SARSed Activities RESOURCES Integration & Time

Unit Topic objectives Communicative tasks/activities Assessment
1 (oral/written)
Diagnostic assessment ( exit profile – entry profile)
6
Signs

Time
ofthe

Project outcomes: Making a profile including a list of things and thoughts which teen agers used to do and 1- Assessment
think that they no longer do and have, and predictions for the future
Weeks

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 Annual Progression- Secondary

Interacting Interpreting Producing

SWBATo: -read a text to study some language - used to... should occur at 18
-Identify and define the points and use them. -Going to + stem planning regular intervals hours
concept of diversity. - talk about pre-arranged plans or to + stem during the
- Explore, compare intentions intend to + Stem
sequence and at
cultural differences -write a policy Homophones/
among people and their - Talk about weather Homonyms/final “s” the end of the
lifestyles throughout predictions/medicine dvptto brainstorm Stress shift from noun to sequence in
time the topic. adj addition to
-Compare people’s - Write a short dialogue predicting what -formation of adj designated exam
values and accept them might happen in different fields/ Make a - degree of certainty: might/ periods.
as they are. short commentary on the radio talk might well, may...
Lifestyles

-Explore the different - Write a paragraph about their town and -Relative pronouns, 2-After 3/4 weeks
contributions of people possible changes in peoples’ lifestyles in defining vs non-defining of teaching,
in the world in many the future relative clauses. learners must be
fields. - Interact with pupils about the difference - Comparatives and
trained on how to
-Define the concept of in food habits between the past and now superlatives
twin towns. - Identify techniques of avoiding -Link words comparing / mobilize their
-Lexis related to the repetition (Synonyms /antonyms /relative contrasting resources and
topic pronouns ) (Refer to the programme) reinvest them in a
- compare and contrast people’s clothing problem-solving
style evolution. situation, through
- write an email pair work or group
work.

Unit Theme Learning objectives T. C SARSed Activities RESOURCES Integration & Time
2 Topics Assessment
Project outcomes: To write a statement of achievements about Nobel Peace Prize winners 1- Assessment 6
C

R
P

li
n
d

n
a

o
e

c
e

e
s

2
f

t
l

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Annual Progression- Secondary

Interpretive

Interactive
SWBA To: - interact about conflicts, peace , -acronyms and abbreviations should occur at weeks
-Define the word conflict and list solutions , using pictures, video... - ability and possibility using regular intervals 18
types of conflicts (family, - express ability and “can” during the hours
classroom, community, world). possibility(using“can”) - verb idiom “be able to” in
-Discuss and identify the sources - Use idiom “be able to” as substitute sequence and at
different tenses
of conflict. to “can” (future, present perfect, etc...) the end of the
-could/managed to”
-Use “managed to” to express the

Interpretive
-figure on ways for conflicts sequence in
resolutions notion of “achievement / fulfilment” - Intonation in polite requests
-discover and use lexis related to - identify the different functions of the andQQ addition to
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected designated exam
-discover and discuss the role of is all right) speech periods.
intern. Org. (UNO) in settling - write a poem for a UNESCO - Criticize/ apologize
Make Peace

Productive
these issues competition to denounce prejudice. -Should (not) have + PP(v) 2-After 3/4 weeks
-Recognize bias and prejudice - - oral interaction about daily conflicts - obligation:Must / have to / of teaching,
write a poem denouncing and their context (to bring about had to + stem learners must be
prejudice conflicts at school, between - deduction:Must be / have (or trained on how to
apologise for and criticize wrong classmates,..) their negatives. ) + adj / noun mobilize their
actions The activities p 44 are quite all right,
- prohibition, abs of resources and
- Express obligation, prohibition, so they can be kept
absence of obligation and *Teacher may choose a video to obligation: mustn’t, don’t reinvest them in a
deduction clarify the theme (wrong actions.) have to... problem-solving
-Express appreciation -lexis related to peace, situation, through
-set a list of school regulations rights/duties... pair work or group
-Analyse what a charter is; - lexis related to human rights work.
focusing on form and context/ : slavery – injustice - abuse –
analyse style rights – blacks...
- distinguish between duties and - Homonyms...
rights (Refer to the program)
-talk about abuse of human rights

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Annual Progression- Secondary

Unit Theme SARSed Integration &

Learning objectives T. C RESOURCES
3 /Topics Activities Assessment Time
Project outcome: Writing a charter against poverty Making a poster with alternative energies

Interacting
SWBA To:Demonstrate -Explain the concept of -Passive voice Modals: Make a poster with
awareness and understanding sustainable development. could/must/should/ ought to/in alternative energy
of the issue of sustainable -Recognize the greatest order to/so as to/ so that.. sources, using slogans in
development conservation challenges -Sequencers: first, then…. favour of sustainable
-Explain the concept of -Discuss the reasons of Why don’t you? if I were you… development.
sustainable development
Poverty and World Resources

poverty in the world and You’d better… It would help - Make a survey on how

Interpreting
and its relation with
environmental issues list reasons and ways for if… natural resources are
the preservation of Present perfect; Present and past distributed in the world
Waste not, Want not

- identify natural resources

in your country and in the natural resources
world -Write a press release
- explore ways natural -Write the presentation of
Producing
resources are shared in your solar home
country and in the world -Analyse the impact of
-Discuss and suggest a fair technological
way of sharing non- development on people
renewable sources of energy -Write a paragraph using
-Discuss the issue of equality
the four types of
and sharing wealth
(solidarity towards deprived sentences studied in the
people). reading passage
- Enrich their lexical memory - class debate
with new words related to the - use advert / commercial
topic of the unit. -newspaper / magazine
article
simple
-Passive voice Modals
could/must/should/ ought to/ in
order to/so as to/ so that...
-Suggesting: Could/ May/might
-Form nouns (poor/poverty)
hungry/scarce /homeless
-‘The’ (before collective nouns
(the poor)
-Final’s ‘as /s/ (helps/meets)
-Final ’ed’ as /id/ (added),
/d/(studied/wanted), /t/ helped,
worked
(Refer to the program)
(water, fish, minerals,
wood, plants, etc.)
- Make a map of 6
weeks
endangered species
- Design a survival/ life- 24
kit (when all natural hours
resources are used up)
- Write a charter against
poverty

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Annual Progression- Secondary

Unit Theme/ Learning Targeted Integration &

SARSed Activities RESOURCES Time
4 Topics objectives Competency Assessment
Project outcomes :Writing Miscellanies /Writing a repertory of inventions and discoveries.
 If conditional types 2&3

Interacting Interpreting producing

S SWBA To: Past form of may/can is
C -explain the concept of omitted  Present perfect 1- Assessment
should occur at
I science fiction  Past perfect regular intervals
E - describe book covers/ watch - Review the past simple and  If only
videos related to fiction during the
N past perfect tense  Adverbs: well+ past sequence and at
-list and discuss the topics of
C -Note taking participle the end of the
sci-fi.
Technology and the Arts

E - read a newspaper article Well-informed sequence in

addition to
about science fiction and  Compound words
O designated exam
identify the basis  Phrasal & prepositional periods. 5
R of sci-fi. Instead of personal lament
words week
- Give advice / write about an environmental
express regrets/ wishes  Emphatic stress(do/did) 2-After 3/4 weeks s
F issue.
-Write a newspaper article  Rising & falling of teaching, 20 h
I learners must be
speculating intonation with unfinished
C trained on how to
-Ask for and give statement
T explanations in a mobilize their
I (Refer to the program) resources and
conversation and speculate
O -Write a commentary. reinvest them in a
N -Write and recite a poem problem-solving
-Write an autobiography/ situation, through
people who contributed to the pair work or group
welfare of humanity work.

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Annual Progression- Secondary

Theme T
Unit SARSed Activities Integration &
/ Learning objectives . RESOURCES
5 Assessment Time
Topics C
Project outcomes: conducting a survey 1- Assessment should 5
Is
la
is
n

n
d
a

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Annual Progression- Secondary

Interactive
D SWBA To: Additional activities to: -Reporting statements occur at regular weeks
I -Explain the importance of 1-Discovering language(mcq/ / questions / orders intervals during the 20 h
safety rules and conduct matching /cohesive markers/T-F) (past tenses) sequence and at the
S
(especially in disasters). 2-listening and speaking:(table filling). -Had better-ought to- end of the sequence
A -List types of disasters and 3-reading and writing: should-if I were you… in addition to
S where they occur -choosing gist -Link words designated exam

Interpretive Productive
T - Ask for and give advice on -reordering ideas expressing cause periods.
E information on the right -True/false -Topical lexis
R behaviour during a disaster -find synonyms
- Write a report -close passage. -silent letters 2-After 3/4 weeks of
S
- Quote someone -listening to a radio interview. -Final /ed/ teaching, learners must
- Express interest and -managing through a conversation. pronunciation be trained on how to
& surprise -taking turns in an interview. mobilize their resources
- Disagree politely - reading a report (Refer to the and reinvest them in a
S - conduct an interview and -interpreting a pie chart. program) problem-solving
A report its results -writing a public announcement. situation, through pair
-Write a report using a pie -writing an opinion article. work or group work.
F
chart.
E - Write a public
T announcement on
Y earthquake safety measures.
-Write an opinion article

Ministry of National Education

32
Annual Progression- Secondary

- RESOURCE MATERIALS: Textbook (Getting Through), extra text, pictures.

I.S.B.N. 9947/06 n° Depot legal 245 2006
Note: If the teacher considers that some (or all) of the tasks suggested in the textbook do not suit a particular group of students, they
should feel free to resort to ‘Teacher-produced materials’ to cater for different learning styles.
The teaching Unit is to be covered within about 18 hours. 13hours for teaching/learning and 5 hours are to be exploited in Remedial
activities and Project monitoring and presentation

Ministry of National Education

33