‫الجوهىريت الجسائريت الديوقراطيت الشعبيت‬

‫وزارة التربيت الىطنيت‬

‫الوديريــــت العاهت للتعلين‬

‫هديريت التعلين الثانىي العام والتكنىلىجي‬

‫أليــــــات تنفيذ التدرجات السنوية المعدلة‬

‫للسنة الدراسية ‪2021-2020‬‬
‫مادة اللغة االنجليزية‬
‫أكتوبز‪2020‬‬
 Level: Secondary Education: Year Two (SE2)

Streams: Scientific/Maths/T.Maths

Time devoted: 1 Hour 30 mn a week

EXIT PROFILE

At the end of SE2, the learner will be able to produce oral/written messages/texts of descriptive,
narrative, argumentative, expository and prescriptive types of about 150 words, using written or oral
support.

Theme Unit
1- Peace and ConflictResolution - MakePeace
2- Poverty and World Resources - Waste not, want not
3- Technology and Innovation - Buddingscientist
4- Disasters and Safety - No Man is an Island
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leafy to the consideration of the teachers (time, context, …..)
Themes&Units Time Content to be taught in class Content to be dealt with at Assessment
Regular Exceptional home(online,handouts…..).
7 weeks 7 weeks Learning Objectives SWBA To: -- Discover and discuss the role of intern. Org. Write a class
1- 21hours 10 hours -Asking for and giving opinion. (UNO) in settling these issues. charter
Peace and 30 mn -Define the word conflict and list types of conflicts (family, --Recognize bias and prejudice
Conflict classroom, community, world). - Distinguish between duties and rights.
Resolution -Discuss and identify the sources of conflict. -set a list of school regulations
- Discover and discuss the role of intern. Org. (UNO) in - Analyse a charter; focusing on form and
settling these issues. context/ analyse style
-Figure out ways for conflict resolutions -talk about abuse of human rights.
- Apologise for and criticize wrong actions
- Express obligation, prohibition, absence of obligation
Make peace and deduction.
-Express appreciation
Resources Resources
- Ability and possibility using “can” -Other functions of the modal can /could
- Verb idiom “be able to” in different tenses (request,offer….)
-could/managed to” -review Prohibition,
-Should (not) have + PP(v)
-expressing concession: however, although- Obligation:
Must / have to / had to + stem
-Discover and use lexis related to peace and conflict.
Tasks: Tasks :
- interact about conflicts, peace, solutions, using pictures,
video... - identify different functions of the modal “can”
- express ability and possibility (using «can”) and its substitutes
- Use idiom “be able to” as substitute to “can” (future,
present perfect, etc...)
-Use “managed to” to express the notion of “achievement
/ fulfilment”
Project outcome(optional): Write a statement of achievements about Nobel Peace Prize
winners. Or refer back to the textbook for alternative projects.
 Guidelines for implementation:
The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be taught.
At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional i.e it is leafy to the consideration of the teachers (time, context, …..)
Themes& Time Content to be taught in class Content to be dealt with at home (online, Assessment
Units Regular Exceptio handouts, emails, ….)
nal
2- 7 weeks 7 weeks Targeted competency Targeted competency -Write the
Poverty 21hour Interacting Interpreting Producing Interpreting Producing presentation of
and World solar home
Resources 10hours Learning Objectives SWBA To: SWBA to: Learning Objectives SWBA To: - write
30 mn -Explain the concept of sustainable development - Identify natural resources in your about the
and its relationship with environmental issues country and in the world impact of
Waste not, - identify natural resources in your country and in the - Demonstrate awareness and technologic
Want not world understanding of the issue of sustainable al
-Discuss and suggest a fair way of sharing non-renewable development developme
sources of energy nt on
-Discuss the issue of equality and sharing wealth (solidarity - Explore ways natural resources are people
towards deprived people). shared in your country and in the world
- Enrich their lexical memory with new words related to
the topic of the unit.
Resources Resources
-Passive voice Modals: could/must/should/ ought to/ -Suggesting: Could/ may/might
Why don’t you?,If I were you….,You’d better… ,It would (consolidation)
help if… -Forming nouns
-in order to/so as to/ so that... (poor/poverty)hungry/scarce /homeless
- Suggesting: could/ may/might (consolidation)
-relative pronoun “whom” Present perfect
- ‘The’ (before collective nouns (the poor) Present and past simple
Pronunciation: -Final ’s ‘as /s/
Suggested tasks Suggested tasks
-Explain the concept of sustainable development. -Write a press release
-Identify the greatest conservation challenges - passive modals (consolidation)
-Discuss the reasons of poverty in the world and list
reasons and ways for the preservation of natural resources.
-Write a paragraph using the four types of sentences
studied in the reading passage
Project outcome: (optional)Write a charter to fight poverty / Make a poster with alternative energies.
Or refer back to the textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at home (online, handouts, assessment
and units emails, ….)
Regular exceptional Targeted competency Targeted competency Write about
Interacting Interpreting Producing Interpreting Producing famous
3- Learning objectives Learning objectives individuals’
7 weeks 6 weeks -Identify and discuss how advancements in technology -write an article about how technology is used for the scientific
Technology 21 9 hours have changed the world positively. welfare of human beings/ Explain the impact of contributions.
and hours -Discuss issues related to human discoveries. technology.
Innovation -Read and respond to an expository text about an
experiment
- Write a letter seeking and giving advice.
- Make suggestions
-Budding Resources Resources
Scientist - if-Conditional type 2 - Review If conditional (type 0/1/)
- Other functions of conditional type 1 (threat, advice, -Comparative form of adjectives
promise, prediction, offer) - Forming adjectives using suffixes (ial, ful, ical, ic, able,
phonology ous, ible)
-Stress in words ending with: gy, -ical, -ics,-tion,-sion, -
ic.
Suggested tasks Suggested tasks
-Read about scientific experiments and analyze their -Write a paragraph to describe the physical properties
impact on people’s life. of a natural resource (e.g. : water)
-write letter to ask for advice
-Write a reply making suggestions
Project outcome: (optional) Make and present/report a scientific experimentOr Write a report about the
positive impact of technology on human being. Or refer back to the textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at home (online, handouts, Assessment
and units emails, ….)
Regular Exceptional Targeted competency Targeted competency -Write an
Interacting Interpreting Producing Interpreting Producing opinion article
4- Learning objectives Learning objectives about whether
7 weeks 6 weeks -List types of disasters and where they occur - Conduct an interview and report its results (Write a food aid is the
Disasters 21 9 hours -Explain the importance of safety rules and conduct report) right solution to
and Safety hours (especially in disasters) - Write a public announcement on earthquake safety the problem of
- Express interest and surprise measures. poverty and
- Disagree politely starvation in
- Ask for and give advice and information on the right Africa.
behaviour during a disaster
No Man is Resources Resources
an Island -Reporting statements / questions / orders (past -Had better-ought to –should - If I were you...
tenses) -expressing cause effect relationship (consolidation)
-Link words expressing cause / effect
-Topical lexis
Phonology: Intonation in indirect questions
-Silent letters-Final /ed/
Suggested tasks Suggested tasks
-Listen to a radio interview and check answers. - Writing a public announcement.
- Managing through a conversation. - Interpreting a pie chart and writing a report.
- Taking turns in an interview.
- write a report
Project outcome:Conduct a survey focusing on people’s readiness to face natural or man-made disasters. Or refer back to the
textbook for alternative projects (optional)
 Level: Secondary Education: Year Two(SE2)
Streams: Economy and Management
Time devoted: 1Hour 30 mn a week

EXIT PROFILE
At the end of SE2, the learner will be able to produce oral/written messages/texts of descriptive,
narrative, argumentative, expository and prescriptive types of about 150 words, using written or oral
support.

Theme Unit
1. Peace and ConflictResolution - MakePeace
2. Poverty and World Resources - Wastenot,want not
3. Disasters and Safety - No Man is an Island
4. Management and Efficiency - Business is Business
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is leafy to the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at Assessment
&Units Regular Exceptional home(online,handouts…..).
7 weeks 7 weeks Learning Objectives SWBA To: -- Discover and discuss the role of intern. Org. Write a class
1- 21hours 10 hours -Asking for and giving opinion. (UNO) in settling these issues. charter
Peace and 30 mn -Define the word conflict and list types of conflicts (family, --Recognize bias and prejudice
Conflict classroom, community, world). - Distinguish between duties and rights.
Resolution -Discuss and identify the sources of conflict. -set a list of school regulations
- Discover and discuss the role of intern. Org. (UNO) in - Analyse a charter; focusing on form and
settling these issues. context/ analyse style
-Figure out ways for conflict resolutions -talk about abuse of human rights.
- Apologise for and criticize wrong actions
- Express obligation, prohibition, absence of obligation
Make peace and deduction.
-Express appreciation
Resources Resources
- Ability and possibility using “can” -Other functions of the modal can /could
- Verb idiom “be able to” in different tenses (request,offer….)
-could/managed to” -review Prohibition,
-Should (not) have + PP(v)
-expressing concession: however, although- Obligation:
Must / have to / had to + stem
-Discover and use lexis related to peace and conflict.
Suggested Tasks: Suggested Tasks:
- interact about conflicts, peace, solutions, using pictures, - identify different functions of the modal “can”
video... and its substitutes
- express ability and possibility (using «can”)
- Use idiom “be able to” as substitute to “can” (future,
present perfect, etc...)
-Use “managed to” to express the notion of “achievement
/ fulfilment”

Project outcome(optional): Write a statement of achievements about Nobel Peace Prize

winners. Or refer back to the textbook for alternative projects.
 Guidelines for implementation:
The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be taught.
At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional i.e it is leafy to the consideration of the teachers (time, context, …..)
Themes& Time Content to be taught in class Content to be dealt with at home Assessment
Units Regular Exceptional (online, handouts, emails, ….)
2- 7 weeks 7 weeks Targeted competency Targeted competency -Write the
Poverty 21hour Interacting Interpreting Producing Interpreting Producing presentation of
and World 10 hours solar home
Resources 30mn Learning Objectives SWBA To: SWBA to: Learning Objectives SWBA To: - write
-Explain the concept of sustainable development - Identify natural resources in your about the
and its relationship with environmental issues country and in the world impact of
Waste not, - identify natural resources in your country and in the - Demonstrate awareness and technologic
Want not world understanding of the issue of sustainable al
-Discuss and suggest a fair way of sharing non-renewable development developme
sources of energy nt on
-Discuss the issue of equality and sharing wealth (solidarity - Explore ways natural resources are people
towards deprived people). shared in your country and in the world
- Enrich their lexical memory with new words related to
the topic of the unit.
Resources Resources
-Passive voice Modals: could/must/should/ ought to/ -Suggesting: Could/ may/might
-Why don’t you?,If I were you…., You’d better…, It would (consolidation)
help if… -Forming nouns
-in order to/so as to/ so that... (poor/poverty)hungry/scarce /homeless
- Suggesting: could/ may/might (consolidation)
-relative pronoun “whom” Present perfect
- ‘The’ (before collective nouns (the poor) Present and past simple
Pronunciation: -Final ’s ‘as /s/
Suggested tasks Suggested tasks
-Explain the concept of sustainable development. -Write a press release
-Identify the greatest conservation challenges - passive modals (consolidation)
-Discuss the reasons of poverty in the world and list
reasons and ways for the preservation of natural resources.
 -Write a paragraph using the four types of sentences
studied in the reading passage

Project outcome: (optional) Write a charter to fight poverty / Make a poster with alternative
energies. Or refer back to the textbook for alternative projects.
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019/2020 academic year and are to be
taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through diagnostic tests and regulate their
teaching accordingly.
- The projects are optional, i.e. it is left to the consideration of the teachers (time, context, …..)
Themes Time Content to be taught in class Content to be dealt with at home (online, Assessment
and units handouts, emails, ….)
Regular Exceptional Targeted competency Targeted competency -Write an
Interacting Interpreting Producing Interpreting Producing opinion article
3- Learning objectives Learning objectives about whether
-List types of disasters and where they occur - Conduct an interview and report its results food aid is the
Disasters 7 weeks 6 weeks -Explain the importance of safety rules and conduct (especially (Write a report) right solution to
and Safety 21 9 hours in disasters) - Write a public announcement on earthquake the problem of
hours - Express interest and surprise safety measures. poverty and
- Disagree politely starvation in
- Ask for and give advice and information on the right Africa.
No Man is an behaviour during a disaster
Island Resources Resources
-Reporting statements / questions / orders (past tenses) -Had better-ought to –should - If I were you...
-Link words expressing cause / effect -expressing cause effect relationship
-Topical lexis (consolidation)
Phonology: Intonation in indirect questions
-Silent letters-Final /ed/
Suggested tasks Suggested tasks
- Listen to a radio interview and check answers. - Writing a public announcement.
- Managing through a conversation. - Interpreting a pie chart and writing a report.
- Taking turns in an interview.
- write a report
Project outcome:Conduct a survey focusing on people’s readiness to face natural or man-made disasters. Or refer back to the
textbook for alternative projects (optional)
 Guidelines for implementation:
-The items in bold refer to pre-requisites. The underlined items are items which were not dealt with in the 2019-2020 academic year and are to be taught.
-At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites through a diagnostic test and regulate their teaching
accordingly.
-The projects are optional, i.e. it is left to the consideration of the teachers (time, context).
Themes&Units Time Content to be taught in class Content to be dealt with at home (online, email, Assessment
handouts, etc.)
Regular Exceptional
4- 7 weeks 6weeks Targeted competency Targeted competency Write an annual
Management 21hour 9 hours Interacting Interpreting Producing Interpreting Producing report for a
and Efficiency Learning Objectives SWBA To: Learning Objectives SWBA To: company of your
-Define and explain the concept of -List basic marketing principles. choice.
efficiency and explain how it helps in -List different forms of management: web-
Business is company success. -List basic marketing management vs pyramidal management. (research
Business principles. -List different forms of work)
management: web-management vs
pyramidal management.
-Describe the positive spirit of management.
-Explore the concept of innovation in
management
-Enrich their lexical memory with new
words related to the topic of the unit
Resources Resources
-The best way to…is I don’t think… I can’t -Present perfect
agree on this point; You’re right, but think… -prepositional verbs: be capable OF , Have confidence
- Disagreeing:I’m sorry to disagree with you IN, Deal WITH, Conscious OF, Interested IN, Ready FOR
but…
-Passive: the meeting will be held… point
was disc …
-Past and future Imperatives: do this/do
that/ I want this to be done /want that to be
done today
Suggested Tasks Suggested Tasks
-Identify types of correspondence -Identify types of correspondence (consolidation)
-Read a text to deduce the meaning -Write a facsimile and a reply (consolidation)
-Act out dialogues making comments -Write a business report.
-Write a facsimile and a reply
Project Outcome (Optional) Write a business portfolio or the profile of a good manager.