‫وزارة التربية الوطنية‬ FIRST YEAR SCIENTIFIC 0202-0202 ‫التدرجات السنوية للتعلمات‬

STREAM
FIRST YEAR SCIENTIFIC STREAM
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 a

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

1
 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.
*Reflexive the internet.
*write a letter or an e-mail. pronouns : myself, yourself, * respond to an e-mail
*express preferences …. describing regular activities,
*Instructing & comparing *I prefer…..to …, I prefer….
family, a place using
rather than…. frequency and degree adverbs.
*write formal/ informal notes
* Types of pronouns: following the models provided
subject, object,… in the textbook.
*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 …
 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
 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
 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

 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