‫بسم هللا الرحمن الرحيم‬

BAC 2021

Planning Teaching / Learning

April 11th to June 20th 2021

Suggested by Teacher Na3im

Dear colleagues,

No one can deny that 3AS teachers seem to carry an extra burden. As a matter of
fact, teaching exam classes adds to the already demanding responsibilities of any
teacher.

As the academic year is coming to the end, 3AS teachers are most probably
questioning themselves over what they have and haven’t covered so far. They will
probably be torn between the rigid yearly progression and the reality of their classes.

Which items have I missed and how can I catch-up on them?

Two birds with a single stone! Use previous BAC exam papers as part of the
REVISION / PREPARATION (which your learners are already screaming for) and
catch-up on your shortcomings.

So as to get the most out of these documents, here’s what I suggest:

1-Units’ Content Reminder

2-A Catch-up List Frame
3-Maximizing Reading Comprehension Section
4-Text Exploration
5-Written Expression

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1- Units’ Content Reminder

Foreign Languages / Literature and Philosophy classes

.‫الوحداث المقررة لشعبتي اداب ولغات‬.

Title of the unit. What is the unit about? Which grammar What should learners
should learners be able to write?
master?

The main factors behind
the rise and fall of
Exploring the past. civilizations.
How did civilizations
influence and enrich one
another.
The past simple and the A composition.
past perfect. A web-article.
Expressing ability,
obligation and habits in
the past.
Expressing concession.
Reported speech.

Defining corruption. Expressing condition A speech / public

Talking about the need to
Ethics in business. fight and eradicate this
plague.
The role of ethics in
fighting corruption.
and result, making statement.
wishes, giving advice. An article.
Using the passive form. A formal letter.

Discussing the roles of Conditional sentences A composition.

Education in the education. ( if vs unless ) An informal letter.
world. Describing and Comparing and A newspaper article.
comparing some contrasting.
educational systems.

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 Scs Exp / M / MT / GE classes

‫الوحدات المقررة للشعب العلمية‬

Title of the unit. What is the unit about? Which grammar What should learners
should learners be able to write?
master?

Defining corruption. Expressing condition A speech / public

Talking about the need to
Ethics in business. fight and eradicate this
plague.
The role of ethics in
fighting corruption.
and result, making statement.
wishes, giving advice. An article.
Using the passive form. A formal letter.

Consumer safety. Expressing certainty. A speech.

The impact of advertising Expressing cause and An article.
Safety first! on people’s life style. effect.
The dangers of unhealthy Reported speech.
food and unhealthy eating
habits.

The usefulness of Asking WH questions. A composition.

telecommunication Comparing and A speech.
Are we alone? satellites. contrasting.
The solar system.
For or against space
programs?

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2-Catch-up Checklist

You can, individually, select items you think were not or not enough covered. You might
also do it in a coordination meeting with the help of your colleagues.

Units Items I haven’t covered How to catch-up?

Unit 1

Unit 2

Unit 3

3-Reading Comprehension
 Start with BAC 2020 backwards.
 Select the topics that deal explicitly with the theme of each unit.
 T designs additional typical activities for each Reading Comprehension part.
 T sets a pre-reading routine: does the text have a title? Where is the text taken from? Read the
first two lines and say which unit is this theme?
 T / Ls go through the activities to make sure everybody understands the instructions.
 Include the VOCABULARY tasks from Text Exploration in the Reading.
 T sets a time limit for all the activities OR divides them into two series of activities.
 T sets a max number of words he’ll explain on the board. (let your learners guess word meaning)
 T systematically requires justification for each of his learners’ answers.
 T requires typical answer sheets from his learners.
 At the end of the session, T asks his learners to orally summarize the text and say which new
words they have learnt. When possible, ask your learners to classify these new voc-items into
verb-noun-adjective chart.

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4-Text Exploration

Morphology

 Practice deriving verbs / nouns / adjectives using this word chart.

Verb Noun Adjective

 Practice affixation through these two tasks:

a. Divide the following words into roots and affixes.
b. Give the opposites of the following words keeping the same roots.

Grammar

Tasks Rewrite ... Combine / join ... Ask questions Conjugate verbs
-After/ As soon as/
Content -Direct / indirect until
-active / passive -Despite / in spite of
-I wish -Although / Despite Wh + aux + S +O/C ? Short paragraphs
-It’s high time the fact that (point out exceptions) rather than separate
-If / unless -Providing that sentences
-Had better -so ... that / such ...
-because / because that
of -because / because of
-Therefore / So -Therefore / So
-So as to / In order to
so that
-Like / unlike
-However / While
Whereas

At this stage, TTT is likely to be more appropriate than PPP!

Procedure:

-T prepares a series of sentences to be transformed or combined, questions to be asked on underlined

words or verbs to be conjugated. (include all the cases you can think of especially the most
uncommonly challenging for your learners)
-T writes a sentence on the board. Sets a time limit. ( 30 seconds max )
-Ls work individually.
-T writes the right answer and explains the whys. OR –T asks volunteers to write their answer and
explain what they did, how and why. Class discussion will automatically be triggered.
-T writes another sentence.

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Sound System
Make sure you have enough practice of these:

 Counting syllables
 Stressed syllables
 The final ‘s’
 The final ‘ed’
 Silent letters
 Pairs that rhyme

Discourse
Give your learners techniques and tips to help them deal with these tasks successfully: parts of speech,
word order, reference words, punctuation and capitalisation.

 Gap fill
 Dialogue completion
 Re-ordering sentences

5-Written Expression

The term essay, a multiple-paragraph composition of at least 500 words, is no longer

used in BAC exam papers. The term composition, 70 / 100 words, seems to have taken over
and has come to refer to a roughly ‘big’ paragraph with a two-line introduction, a longer
body and another two-line conclusion. The way I see it, the terms ‘article’, ‘speech’, ‘letter’
are sometimes used to create variety and challenge.
As far as BAC exam papers are concerned, candidates are required to observe some
recommendations as to the form and presentation of their written expression. This is what I
say to my learners:

 Articles should include a headline and a by-line (writer’s name) in addition to a clear
column division.

 Speeches should include an addressing line ( Ladies and Gentlemen, Dear fellow
citizens, Dear school mates and teachers, … ) and a punchy line to be repeated
throughout the speech ( I have a dream is a good example, Corruption is the evil to
fight, … )

 When formal, letters should mention the sender’s address, the date, the receiver’s
name and address (names are provided by the examiner), the subject, salutations and a
‘I am writing in order to …’ line. Informal letters, however, are more casual.

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