‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫الجمهورية الجزائرية الديمقراطية الشعبية‬

‫وزارة التربية الوطنية‬

‫المديرية العامة للتعليم‬

‫مديرية التعليم الثانوي العام والتكنولوجي‬

‫التد ّرجات السنوية‬

‫مادة اللغة االنجليزية‬

‫سبتمبر ‪0202‬‬

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‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫الجمهورية الجزائرية الديمقراطية الشعبية‬

‫وزارة التربية الوطنية‬

‫المديرية العامة للتعليم‬

‫مديرية التعليم الثانوي العام والتكنولوجي‬

‫التد ّرجات السنوية‬

‫مادة اللغة اإلنجليزية‬
‫السنة األولى ثانوي‬

‫سبتمبر ‪0202‬‬

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 ‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫املقدمة‪:‬‬

‫يشكل التخطيط لتنفيذ املناهج التعليمية عامال مؤثرا في تحقيق أهداف العملية التعليمية ‪/‬التعلمية و تنمية كفاءات املتعلمين‪ ،‬يرتبط هذا التخطيط بعامل الوقت الذي‬

‫يجب أن ينظر إليه كمورد من املوارد املتاحة التي ينبغي استثمارها بالشكل ألامثل‪.‬‬

‫تحضيرا للموسم الدراس ي‪ 2020‬ـ ‪ ،2022‬و َسعيا من وزارة التربية الوطنية لضمان تنفيذ املناهج التعليمية في ظل الظروف الاستثنائية (كوفيد‪ )21‬تضع مديرية التعليم الثانوي‬

‫العام والتكنولوجي بين أيدي املمارسين التربويين التدرجات السنوية للتعلمات‪ ،‬كأدوات عمل‪ ،‬معدلة ومكيفة بصفة استثنائية بما يتماش ى والحجم الزمني املتاح‪.‬‬

‫تضمن التدرجات السنوية املعدلة و املكيفة بناء املفاهيم املهيكلة للمادة بأقل ألامثلة والتمثيالت املوصلة إلى الكفاءات املستهدفة و تناول املضامين و إرساء املوارد مع مراعاة‬

‫وتيرة التعلم وقدرات املتعلم واستقالليته ‪ ،‬كما تقترح التدرجات السنوية للتعلمات فترات للتقويم املرحلي للكفاءة بما يضمن الانسجام بين سيرورة التعلمات و تقويم القدرة‬

‫على إدماجها‪ ،‬من هذا املنطلق نطلب من جميع ألاساتذة قراءة وفهم مبادئ و أهداف و آليات هذا التعديل البيداغوجي للتدرجات السنوية و التنسيق فيما بينهم بالنسبة لكل‬

‫مادة وفي كل ثانوية من أجل وضعها حيز التنفيذ‪ ،‬كما نطلب من املفتشين مرافقة ألاساتذة و تقديم التوضيح الالزم‪.‬‬

‫مذكرة منهجية‪:‬‬

‫تعد التدرجات السنوية للتعلمات أداة بيداغوجية أساسية توضح كيفية تنفيذ املناهج التعليمية‪،‬تضبط سيرورة التعلمات بما يكفل تنصيب الكفاءات املستهدفة في املناهج‬

‫التعليمية‪ ،‬ولقد ترتب عن تطبيق التدابير الاحترازية املتعلقة بالحد من تفش ي فيروس كورونا (كوفيد‪ ،) 21-‬جملة من إلاجراءات من بينها إنهاء السنة الدراسية ‪2020 -2021‬‬

‫دون استكمال التعلمات املقررة في الفصل الثالث والضرورية ملواصلة الدراسة في املستويات ألاعلى و كذا تأجيل الدخول املدرس ي ‪ ، 2022-2020‬اقتضت هذه الظروف‬

‫تعديال بيداغوجيا استثنائيا للتدرجات السنوية اعتمدت خالله آليات منهجية وبيداغوجية بما يحقق جملة من املبادئ و ألاهداف‪.‬‬

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 ‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫ألاهداف‬ ‫املبادئ ألاساسية‬

‫تنصيب لدى املتعلم الكفاءات املسطرة في املناهج التعليمية؛‬ ‫املحافظة على الكفاءات كمبدأ منظم؛‬
‫تمدرس ناجع للتالميذ يسمح بإرساء التعلمات ألاساسية املستهدفة في املناهج‬ ‫املحافظة على املفاهيم املهيكلة للمادة؛‬
‫املحافظة على تقويم القدرة على إلادماج لدى املتعلم من خالل وضعيات مشكلة مركبة التعليمية؛‬
‫تزويد املتعلم باألسس العلمية الضرورية ملتابعة الدراسة في املستويات ألاعلى‪،‬‬ ‫تستهدف التقويم املرحلي للكفاءات؛‬
‫ّ‬
‫إدراج التعلمات ألاساسية غير املنجزة في السنة الدراسية ‪ 2020/2021‬ضمن‬ ‫التكفل بالتعلمات ألاساسية غير املنجزة خالل السنة الدراسية ‪2020/2021‬‬
‫التدرجات السنوية؛‬

‫آليات التعديل البيداغوجي‬

‫الجانب البيداغوجي‬ ‫الجانب املنهجي‬

‫ب‪-‬املمارسات البيداغوجية‪:‬‬ ‫أ‪ -‬املوارد املعرفية والنشاطات‪:‬‬ ‫تحديد مالمح التخرج والكفاءات املستهدفة‪،‬‬
‫توزيع التعلمات على ‪ 22‬أسبوعا دون احتساب أسابيع تحديد الحد الالزم من املوارد الضروري لبناء الكفاءة منهجية استغالل الوثائق ( استغاللها ضمن مسعى لحل‬
‫مشكل )‪،‬‬ ‫املهيكلة)‪،‬‬
‫ِ‬ ‫( املوارد‬ ‫التقويم‪،‬‬
‫استغالل الحد ألادنى من الوثائق‪ ،‬السندات و بناء بطاقات منهجية‪ ،‬تقدم للمتعلم‪ ،‬توضح منهجية‬ ‫ضبط التقويم املرحلي للكفاءة؛‬
‫استغالل مختلف أنماط الوثائق(جداول‪ ،‬منحنيات‪،‬‬ ‫وضع مخطط زمني يسمح بمتابعة مدى تنفيذ املناهج النشاطات لبناء املوارد‪،‬‬
‫نصوص‪ ،‬أعمدة بيانية‪ ،‬خرائط‪،)...‬‬ ‫الدمج بين النشاطات في إطار حل املشكل‪،‬‬ ‫التعليمية‪.‬‬
‫إدراج بعض النشاطات التي تستهدف البناء ألتحصيلي مرافقة املتعلم أثناء إنجازه للمهمات بتقديم تعليمات‬
‫تيسر الحل‪.‬‬ ‫ضمن التقويم‪.‬‬

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‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫‪-2-‬السنة األولى ثانوي جذع مشترك آداب‬

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Level: Secondary Education Year One (SE1)

Stream: Literary stream
Time devoted: 4 hours/ week

EXIT PROFILE
At the end of SE1, the learner will be able to produce oral/written messages / texts of descriptive, narrative, argumentative, expository and
prescriptive types of about 120 words using written or oral support.

Theme / Topic Unit

1-Intercultural Exchanges Getting Through
2- Communication –The Press Our Findings Show
3-Environment, Pollution and The World of Animal Back to nature
4-Innovation and Technology Eureka
5-Famous People Once Upon a Time.

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Tasks Time
Competency Remediation
SWBA To:
* Name the main parts of a Grammar: *labelling Assessment and remediation
computer. *The imperative: to give T. provides a task to teach the should occur at regular
*Instructing & comparing instructions, to warn and to imperative expressing advice intervals during the sequence
Intercultural * speak and or write about give advice. and warnings. and at the end of the
Exchanges Interacting means of intercultural E.g: sequence in addition to 6
*Sequencers: first, next…
exchanges (computer, Advice: Consult reliable sites designated exam periods. weeks
Interpreting internet, telephone…) is much better for you than any 24
*Comparatives of site. After 3/4 weeks of hours
Unit 1 : Producing *manipulate some common adjectives and adverbs: Warning: watch out for teaching, learners will be
means of intercultural less/ more +adj + than. hackers! able to mobilize their
Getting exchanges. resources and reinvest them
*ordering instructions using
Through . in a problem solving
*write a letter or an e-mail. *Frequency adverbs: sequencers.
situation through pair work
always, often…
* write a composition about or group work .
* differentiate between
*Degree adverbs : advantages and drawbacks of
formal and informal letters
and write messages on that very , quite … the internet
way. * I prefer…..to …, I * respond to an e-mail
prefer…. rather than…. describing regular activities,
*Expressing preferences family, a place using
*Reflexive pronouns :
frequency and degree adverbs.
myself , yourself…
* Types of pronouns: *write formal/ informal notes
subject, object,… following the models provided
in the textbook.
*Prepositions of time and * Filling in a form.
place: in , on , at *fill in a résumé (CV).
*write an application letter
*Correlative conjunctions : *write a letter of inquiry.
Neither ….nor / either ….or * respond to an advertand an
/ both ….and … application letter.

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Lexis:
* related to computing and
messages
* related to description:
to the west, to the north,
it’s bordered…..
Phonology:
*Stress in two syllables
words
*Stress placement in
instructions used to give
advice and warn.
Project Outcome Making a job application booklet/Creating a web page/Writing a letter/ an e-mail

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Theme and Targeted Assessment and

Learning Objectives Resources Suggested Tasks Time
Unit Competency Remediation

Grammar: *Talking about one’s star sign

SWBA To:
Interacting *Like, prefer, enjoy, hate expressing likes and dislikes Assessment and remediation
*speak and or write about
*Direct & indirect speech: should occur at regular
means of
Communicatio questions+ statements in * comparing sensational intervals during the sequence
communication(TV,
n –The Press newspapers, magazines …)
simple tenses,modals… newspapers with serious ones and at the end of the
*Reporting verbs: said, sequence in addition to
*conduct surveys
told, wondered, asked, *Filling in a questionnaire designated exam periods. 5 weeks
* read and interpret reports,
Unit 02. Interpreting answered, replied, ….
newspaper articles and
*formation of * Summarizing dialogues After 3/4 weeks of 20
graphs
Our Findings adverbs of manner: teaching, learners will be hours
*write a report/an article
Show. politely, fast… *choosingthe appropriate able to mobilize their
* record the main ideas of a
Producing *formation of Adjectives: reporting verbs. resources and reinvest them
survey
ful/less. in a problem solving
* write about people’s
*Express contrast: on the *Asking for and giving situation through pair work
reading habits
contrary, but… information. or group work .
*conduct an interview
*Summarize what people Phonology:
*Stress in compound *narrating a story reporting the
say
words: newspaper events of an accident
(report statements,
*Stress shift ( from noun
questions).
to adjective)
*Express likes and dislikes
*Pronunciation of final
* make requests/suggestions
« s » / « ed »
/ recommendations.
Project
Conducting a survey
Outcome

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Suggested Tasks Time
Competency Remediation
Interacting SWBA To: * If conditional (type 0/1) only
* speak and / or write *Reading a world Assessment and remediation
Environment , about: *Sequencers: firstly, secondly… climate map should occur at regular
Pollution and - different climates. intervals during the sequence
*Express cause / effect
The World of - natural and man-made *Interpreting pictures and at the end of the
relationshipusing as a result, so,
Animal disasters. sequence in addition to
consequently…
Interpreting - causes and effects of *Answering questions designated exam periods. 5 weeks
global warming. *Quantifiers : some , a little of most
- recycling and of , all of , half of , few *Using pictures and cues After 3/4 weeks of 20
Unit 3 renewable energies to make a dialogue teaching, learners will be hours
Back to nature Producing *write SOS messages. *Express opinion, what do you think, able to mobilize their
*write an expository about…? I like, I agree/ disagree… *Matching resources and reinvest them
paragraph about in a problem solving
pollution *Polite requests *Gap-filling situation through pair work
*Express opinion Morphology: or group work .
(agreeing and *Forming adjectives using *Table completion
disagreeing,arguing for suffixes : al, ic , ical…
and against) Lexis related to :
*read /interpret/write an - pollution, natural disasters and
advert giving climate change
argumentsusing
sequencers Phonology:
*write a letter of *Intonation in yes /no questions
complaint *Stress in words ending in «
tion,ssion »
*write a memo

Project Outcome Designing a consumer’s guide

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Suggested Tasks Time
Competency Remediation
Interacting SWBA To: Grammar:
*speak and/ or write * Use definite and *Matching Assessment and remediation
Innovation and about: indefinite articles should occur at regular
Technology - inventions, discoveries * Interpreting a picture intervals during the sequence
and developments in *Express result: and at the end of the
technology so+adj+ that * Table- filling sequence in addition to
Interpreting - the development of designated exam periods. 5 weeks
Unit 4: telecommunications *Describe an object: *Note- taking
- the evolution of an shape, colour, etc. After 3/4 weeks of 20
Eureka. invention - Dimensions: deep, *Asking /answering questions teaching, learners will be hours
Producing * state/identify advantages width… able to mobilize their
and drawbacks of some resources and reinvest them
inventions *Lexis related to * Making an oral presentation or in a problem solving
* take sides in a debate telecommunication writing a paragraph from notes situation through pair work
* make an oral or group work .
presentation of a product Phonology
from product *Stress in words ending * Write a paragraph out of a flow
specifications in: y + ical chart
*write an opinion letter
* Write a biography about
a scientist
Project Outcome Making an invention profile/ Writing a biography about a scientist

11
 ‫وزارة التربية الوطنية‬
Targeted
Theme and Unit Learning Objectives
Competency
SWBA To:
Interacting *listen and respond to a
Famous tale
People *read and respond to a
short narrative
* illustrate the importance
of a blurb
Interpreting * read and interpret a
Unit 5: literary portrait
*describe people’s
Once Upon a physical appearance and
Time. Producing personality features
*read/write about literary
figures
* read and interpret a
poem/a folktale
*express literary
preferences
* write:
- a book review
- a biography
- the summary of a story
- a personal narrative/
a short story/ a folktale/
a poem
Project Outcome
0202-0202 ‫التدرجات السنوية للتعلمات‬
Assessment and
Resources Suggested Tasks Time
Remediation
Grammar *Asking/answering questions Assessment and remediation
Past simple and past should occur at regular
continuous using “when”, * Table-filling intervals during the sequence
“while” and at the end of the
*Gap –filling sequence in addition to
*Relative pronouns designated exam periods. 7 weeks
“who”, “which” *Interpreting pictures/ book
covers After 3/4 weeks of 28
Lexis: teaching, learners will be hours
- “Beside”, “Besides” able to mobilize their
- Use adjectives to *Writing a paragraph using notes resources and reinvest them
describe people in a problem solving
situation through pair work
Phonology: or group work .
*Pronunciation of final
‘ed’
Writing a biography / a book review
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‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫‪-0-‬السنةاألولى ثانوي جذع مشترك علوم وتكنولوجيا‬

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Level: Secondary Education Year One (SE1)

Stream: Scientific and Technological Stream
Time devoted: 3 hours/ week

EXIT PROFILE
At the end of SE1, the learner will be able to produce oral/written messages / texts of descriptive, narrative, argumentative, expository and
prescriptive types of about 120 words using written or oral support.

Theme / Topic Unit

1-Intercultural Exchanges Getting Through
2- Communication –The Press Our Findings Show
3-Environment, Pollution and The World of Animal Back to nature
4-Innovation and Technology Eureka

14
 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Suggested Tasks Time
Competency Remediation
SWBA To:
* Name the main parts of a Grammar: *labelling Assessment and remediation
Interacting computer. *The imperative: to give *T. provides a task to teach the should occur at regular
instructions, to warn and to imperative to express advice intervals during the sequence
Intercultural * Speak and/write about give advice. and warnings. and at the end of the
Exchanges means of intercultural E.g: sequence in addition to 8
exchanges (computer, *Sequencers: first, next…
Interpreting Advice: Consult reliable sites designated exam periods. weeks
internet, telephone…) is much better for you than any 24
*Comparatives of
adjectives and adverbs: site. After 3/4 weeks of hours
*Manipulatesome common
Unit 1 : less/ more +adj + than. Warning: watch out for teaching, learners will be
means of intercultural
hackers! able to mobilize their
exchanges.
Getting Producing *Frequency adverbs: resources and reinvest them
*order instructions using
Through . always, often… in a problem solving
* differentiate between sequencers.
situation through pair work
formal and informal letters *Degree adverbs : * write a composition about or group work.
and write messages on that very , quite … advantages and drawbacks of
way.
the internet.
*Reflexive
*write a letter or an e-mail. * respond to an e-mail
pronouns : myself, yourself,
*express preferences describing regular activities,
….
family, a place using
*Instructing & comparing *I prefer…..to …, I prefer….
frequency and degree adverbs.
rather than….
*write formal/ informal notes
following the models provided
* Types of pronouns:
in the textbook.
subject, object,…
*write a letter of inquiry.
*Prepositions of time and * Fill in a form.
place: in , on , at *fill in a résumé (CV).
*write an application letter
*Correlative conjunctions :
* respond to an advertand an
Neither ….nor / either ….or
application letter.
/ both ….and …

15
 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Lexis:
* related to computing and
messages
* related to description:
to the west, to the north,
it’s bordered…..
Phonology:
*Stress in two syllable words
*Stress placement in
instructions used to give
advice and warn.
Project Outcome Making a job application booklet/Creating a web page/Writing a letter/ an e-mail

16
 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Suggested Tasks Time
Competency Remediation
SWBA TO: Grammar:
Interacting *speak and / or write about means of *Like, prefer, enjoy, hate *Talk about one’s star Assessment and
communication *Direct & indirect speech: sign expressing likes and remediation should
Communication ( TV, newspapers, magazines …) questions,statements+simple dislikes occur at regular
–The Press *conduct surveys tenses,modals… * compare sensational intervals during the
* read and interpret reports, newspaper *Reporting verbs: said, told, newspapers with serious sequence and at the
articles and graphs wondered, asked, answered, ones end of the sequence in 6
Unit 02. Interpreting *write a report/an article replied, …. addition to designated weeks
* record the main ideas of a survey *formation of *Fill in a questionnaire exam periods.
Our Findings * write about people’s reading habits Adverbs of manner: 18
Show. *conduct an interview politely, fast… * Summarizing After 3/4 weeks of hours
Producing *Summarize what people say (report *formation of dialogues teaching, learners
statements, questions) Adjectives:ful/less. will be able to
*Expressing likes and dislikes Expressing contrast: on the *choosethe appropriate mobilize their
* make contrary, but… Reporting verbs. resources and reinvest
requests/suggestions*Makerecommendations Phonology: them in a problem
*Stress in compound words: *Ask for and giving solving situation
newspaper information. through pair work or
*Stress shift ( from noun to group work .
adjective) *narrate a story
*Pronunciation of final « s reporting the events of
» / « ed » an accident

Project
Conducting a survey
Outcome

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Suggested Tasks Time
Competency Remediation
Interacting SWBA To: Grammar
* speak and/ or write * If conditional (type 0/1)only *Read a world Assessment and remediation
Environment , about: *Sequencers: firstly, secondly… climate map should occur at regular
Pollution and - different climates. *Express cause / effect intervals during the sequence
The World of - natural and man-made relationship.Usingas a result, so, *Interpret pictures and at the end of the
Animal disasters. consequently… sequence in addition to
Interpreting - causes and effects of *Quantifiers : some , a little of most of , *Answer questions designated exam periods. 7 weeks
global warming. all of , half of , few
- recycling and *Use pictures and After 3/4 weeks of 21
Unit 3 renewable energies  Express opinion : what do you cues to make a teaching, learners will be hours
Back to nature Producing *write SOS messages. think, about…?I like, I agree/ dialogue able to mobilize their
disagree… resources and reinvest them
*write an expository *Matching in a problem solving
paragraph about Morphology: situation through pair work
pollution *Forming adjectives using or group work .
*Gap-filling
suffixes : al, ic , ical…
*Express opinion *Table completion
Lexis related to :
(agreeing and
- pollution, natural disasters and
disagreeing,arguing for
climate change
and against)
*read /interpret/write an Phonology:
advertgiving *Intonation in yes /no questions
argumentsusing *Stress in words ending in « tion,ssion »
sequencers
*write a letter of
complaint
*write a memo

Project Outcome Designing a consumer’s guide

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Targeted Assessment and

Theme and Unit Learning Objectives Resources Suggested Tasks Time
Competency Remediation
Interacting SWBA To:
*speak and/ or write Grammar: *Matching Assessment and remediation
Innovation and about: * Use definite and should occur at regular
Technology - inventions, indefinite articles * Interpret a picture intervals during the sequence
discoveries and *Express result: and at the end of the
developments in so+adj+ that * Table- filling sequence in addition to
Interpreting technology *Describe an object: designated exam periods. 7 weeks
Unit 4: - the development of shape, colour, etc. *Note- taking
telecommunications - Dimensions: deep, After 3/4 weeks of 21
Eureka. - the evolution of an width… *Asking /answering questions teaching, learners will be hours
Producing invention *Lexis related to able to mobilize their
- state/identify telecommunication resources and reinvest them
advantages and Phonology * Make an oral presentation or in a problem solving
drawbacks of some *Stress of words ending write a paragraph from notes situation through pair work
inventions in: y + ical or group work .
* take sides in a debate
* make an oral * Write a paragraph out of a flow
presentation of a chart
product from product
specifications
*write an opinion
letter
* Write a biography
about a scientist
Project Outcome Making an invention profile/ Writing a biography about a scientist

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