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 3

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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Level: Secondary Education : Year Three (SE3)

Streams : Common Streams
Time devoted: 3 hours

GLOBAL COMPETENCE
At the end of SE3, the learner will be able to produce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 20 lines, using written or oral support.

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Unit Theme Learning objectives Targeted SARSed Activities RESOURCES Integration & Time
1 Topics Competency Assessment
Project outcomes: Writing a charter of ethics in business,
WBBA To: -Listen and consider (Expressing condition)
o Use the conditional Getting started Provided/providing that/as long 1- Assessment
and “should/had better Task 1and 2p 46 as… should occur at
to” to give advice. -Let’s hear it ( Wish /It’s (about/high) time….)
o consider honesty in
Task 1 p47 (had better (not)…) regular intervals
business as a sign of
Ill Gotten Gains Never Prosper

active/good citizenship Around the text -Phonology: during the sequence

Use appropriate Read and consider Shift of stress/syllable stress and at the end of the
Interpreting
conjunctions to express -Getting started ( so+adjective +that)/such+noun sequence in addition
Ethics in Business

consequences and give -Taking a closer look phrase +that)+ cause/effect to designated exam
arguments to defend -Listening and speaking relationship periods
viewpoint Interacting ( Review of the passive with modal
-Before listening
o Express verbs) Task p 56 2- After 3/4 weeks
opinions/consequences,
-As you listen: 8
- (formation of nouns and opposites) of teaching, learners
give advice, instruct -After listening: Expressing weeks
Producing The tasks should be made more must be trained on
and make suggestions opinions
communicative providing how to mobilize their 24 h
using appropriate Reading and writing opportunities for speaking. For
language forms in resources and reinvest
Text: page 65 (Social instance, performing dialogues using
context (ethics) them in a problem-
auditing) the target functions such as: agreeing,
Write a policy solving situation,
Before reading p65 disagreeing, contrasting, expressing
statement to inform through pair work or
As you read p66 opinions etc…
potential fund group work
contributors about an After reading p68 - Reference words and discourse.
ethical investment fund.

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Unit Theme Learning Targeted SARSed Activities RESOURCES Integration & Time
2 Topics objectives Competency Assessment

Project outcomes: make a survey on the impact of advertaising. 1- Assessment

should occur at
SWBA To make  Listen and Consider p - May, Might, Could, Can used
hypotheses about 107 to express hypotheses. regular intervals
future changes -Getting Started p 107. - Dependent prepositions. during the
using ‘may, might, -Let’s Hear it p 108. -Weak/strong forms of modals. sequence and at
-Grammar Explorer I p 108. - Present simple (review).
Advertising, Consumers and Safety.

could, can’ - because, since, as, because of,

the end of the
-Pronunciation and Spelling p
justify and state the Interacting owing to,… sequence in
111
effects of - Vocabulary Explorer , - as a result, consequently, addition to
aphenomenon Task3 p 111. therefore,… designated exam
Safety First

-Think, Pair , Share. -opposite items related to 7

using conjunctions Interpreting periods
 Read and Consider consumption and safety. weeks
expressing 2- After 3/4
-Getting Started p 113. - Stressing content and function
cause/effect weeks of 21h
-Taking a Closer Look p 113. words. Expressions of
relationship concession. teaching,
Producing -Grammar Explorer I, II p
argument for and 115, 116 (Review). - Expressions of certainty and learners must be
against an issue Grammar Explorer III p 117. doubt. trained on how to
using appropriate -Vocabulary Explorer p 118. - Imperatives. mobilize their
state connectors * Think, Pair, Share. P 119 - Language of persuation. resources and
and expressions of - Before Listening p123. - Vocabulary related to advets reinvest them in a
- As you Listen p 124. and holidays.
concession problem-solving
- After Listening p 125.
interpret, create situation, through
- Sat it in Writing p 0127
and react to an - Reading and Writing p128. pair work or
advert group work.

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Them Learning objectives Targeted SARSed activities RESOURCES Time

e Competency Integration &
Unit3
Topics Assessment

Project outcome : designing an astronomy booklet 1- Assessment

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SWBBA To: should occur at

1- Make suppositions 1- Whole class discussion. - Review of the conditional s: unless,
and set hypotheses. 2-Sentence ordering if+ not, etc. regular intervals 7
2- Compare and 3- Reference questions - Concession: however, even though, during the week
contrast. 4- Inference questions etc. sequence and at s
3- Use the metric 5- Information transfer - Expressing similarities and
Astronomy and the Solar System

the end of the

It’s a Giant Leap for Mankind

system. 6- Cohesion (reference) differences: whereas, while, like,

sequence in
4-Predict the content 7- sentence ordering unlike, etc.
of a text from the 8- declension/ -plural form addition to
headline. Interacting Inflection designated exam
5-Identify main - Vocabulary related to astronomy periods
ideas. 1. Brainstorming - Word formation
6-Read and Interpreting 2. Selecting relevant ideas -Vocabulary related to dimensions, 2- After 3/4
comprehend an and drafting size and weight. weeks of
article about 3. Using cohesive devices teaching,
astronomy. Producing to express: learners must be
1- Use deductive and Cause/effect trained on how to
concessive reasoning Purpose mobilize their
to write a short Contrast resources and
article. Concession reinvest them in a
3. Editing problem-solving
situation, through
pair work or
group work.

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Theme
Unit Targeted Integration &
Topic Learning objectives SARSed activities Resources Time
4 Competency Assessment

Project: Writing a booklet for coping with strong emotions/ Writing a short colle ction of jokes 1- Assessment
should occur at
*Developing *Ordering statements Grammar: * Present simple
regular intervals
Feelings, Emotions , Humour and related topics

understanding of the as they occur in an *Past simple, past perfect

concept of humour interview *Enjoy/like/dislike +gerund during the
* raising awareness of Interacting With an humourist *I’d rather do… sequence and at
others’ *Responding to a I’d rather do …than… the end of the
thoughts and feeling letter (writing a I’d prefer …to… sequence in
*Raising awareness about letter of advice) *Should, ought to, if I were you addition to
WE ARE A FAMILY

Interpreting designated exam

the importance of * Writing a *articles: omission before
emotions/ feelings for the newspaper article abstract nouns ( love, anger, periods 6
development about feelings and humour …) weeks
Producing 2- After 3/4
of the individual emotions *Quantifiers: a lot of, a great
weeks of 18h
* Developing *Listening to a deal of , few, little, some of us ,
teaching,
understanding of the lecture about all of us …
learners must be
expression of feelings friendship and *each other, one another
trained on how to
across different cultures ordering the notes Morphology:
mobilize their
and societies * Re-ordering *forming adjectives from nouns
resources and
*Exploring the concepts of paragraphs to get a with: -ful , -ic, -ous
reinvest them in a
friendship, love , coherent public *forming nouns with: -ness,-ty
problem-solving
patriotism , generosity , statement *Forming verbs with -en
situation, through
courage Phonology:
pair work or
*Pronouncing the cluster ngth
group work.
*Weak form of of in phrasal

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RESOURCE MATERIALS: (Textbook: 2011-2012 – ISBN: 978-9947-20-512-9 / Dépôt légal: 110-2007)

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.

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Annual Progression - Secondary

Level: Secondary Education : Year Three (SE3)

Streams : Literature and Philosophy and Foreign Languages
Time devoted: 4 hours

GLOBAL COMPETENCE
At the end of SE3, the learner will be able to produce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 20 lines, using written or oral support.

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Annual Progression - Secondary

THE Learning objectives Targeted Communicative Resources Integration & Estimate

ME Competenc tasks/activities Assessment d
UNIT

y
(oral/written) Time

Diagnostic assessment SEPT-

week 2

Project: Making the profile of an ancient civilization

Students will be able to : Grammar:

*Identify he five major *Reading a map to * Past simple 1- Assessment 7 weeks

ancient civilizations identify should occur at
ONE - EXPLORING THE PAST

Interacting *Past perfect 28h

the ancient civilizations regular
represented *Used to …. intervals during
Ancient civilizations

*speak/write about the rise the sequence

and fall of civilizations Interpreting *Had to …..
and at the end
*Drawing the wheel of *Was/were able to … of the sequence
civilizations and in addition to
* speak/write about the Producing *Articles: use and omission
ordering the designated
contributions of civilizations before abstract nouns
civilizations exam periods.
to the growth of man chronologically *Quantifiers: Few/little
* describe people’s past *Gap-filling ( use of *Comparatives and
habits, lifestyles and verbs related to the rise
achievements superlatives of quantifiers
and fall of civilizations)

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Annual Progression - Secondary

* make a historical account *Filling in a spidergram *Expressing concession using: 2-After

about the development of a about achievements in though, in spite of,but, however… 3/4 weeks
civilization Islamic civilization of
Morphology: teaching,
*Forming new words with: learners
*Speak/write about world Interacting *Completing a network must be
heritage sites tree - prefixes de anddis to form trained on
Interpreting opposites how to
Producing about the major threats mobilize
to our civilization - suffixes –ic, -ment, -y , -able
their
*write about the challenges
-ed resources
ONE - EXPLORING THE PAST

faced by modern civilization

and reinvest
Lexis related to : them in a
Ancient civilizations

problem-
*to recite a version of *rise and fall of civilizations (verbs)
solving
ancient beliefs and myths * to beliefs and myths. situation,
using related vocabulary and through
the past simple tense. Phonology: pair work
*Weak/strong forms of ‘was’ and or group
‘were’. work.

* Pronunciation of ‘ch’ and final “-

ed”

*Stress shift ( nouns/verbs)

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Annual Progression - Secondary

PROJECT PRESENTATION Peer

assessment

Project: Writing a charter of ethics in business

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 Students will be able to : * Interpreting a picture Grammar:
Annual Progression - Secondary (identifying the unethical
* consider honesty in practice illustrated) * Expressing condition using:
business as a sign of
- active/good citizenship Interacting Provided/providing that/as long as
ILL
* Gap-filling ( definition of *Expressing wish and desire with
GO
“wish” , “It’s high time”
TT Interpreting
*define the concept of ethics lexical items related to
EN *Asking for and giving advice and
in business fraud
GAI warning using: should, ought to,had
NS and corruption better
Producing 7 weeks
NE
VE *debate on the importance of *Present simple and present
R ethics in business continuous
*Writing a public statement 28h
PR
* identify and define the using a spidermap *Expressing cause and result using:
OSP
concept of ethics in other because, so+ adj +that,
ER *Answering questions on a
professional contexts
E text So, as aresult, thus, consequently…

thics in about counterfeiting *Expressing obligation and necessity

Busine *raise awareness about the with must/have to
ss negative effects of
counterfeiting Morphology:
*Filling in a word map with
and the dangers of counterfeit words related to fraud - Forming nouns by adding suffix “-
products ty” to adjectives

- Forming opposites by adding

*Writing an opinion article
*develop a sense of active following the outlined
citizenship ( the pupil as a
procedure in the diagram
conscious consumer) provided
prefixes : “dis-”, “il-”…
Lexis related to:
- corruption and fraud

- counterfeiting

Minisgtry of National Education *Expanding notes to make Phonology:

15 a speech in favour of ethics
in business - Pronouncing words ending in “-
ics”
Unit Theme Learning objectives Targeted Communicative Resources Integration & Time
Competency tasks/activities Assessment
Annual Progression - Secondary
(oral/written)
FIRST TERM EXAMS

Correction of the first term examination and remediation

WINTER HOLIDAYS

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 Students will be able to : *Responding to a text on
social auditing and ethics in
Annual Progression - Secondary Interacting business
*speak/write about social
auditing and ethics in business
Interpreting * Using guidelines contained
in a diagram and a checklist
* write a policy statement to of expanding note to write a
inform potential fund Producing policy statement
contributors about an ethical
investment fund.
TWO - ILL GOTTEN GAINS NEVER PROSPER

Ethics in Business: Fighting

Fraud and Corruption

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Annual Progression - Secondary

PROJECT PRESENTATION Peer

assessment

Project: Designing an educational prospectus

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 Students will be able to : Grammar: 1- Assessment
should occur
Annual Progression - Secondary * Paragraphing ideas *Present simple, present at
continuous passive
*identify the characteristics of regular
different educational systems *If-conditional: type 1,2,3 intervals
*Speaking/writing one’s
ideal school using a *Expressing desire and wish: during the
spidermap sequence and
* state what educational I wish I were/ I had at the end of
systems have in common at Interacting
the sequence
*Asking for and giving
Education in the World: Comparing Educational systems

world level in addition to

* Designing a home- page advice:
THREE: CHOOLS DIFFERENT AND ALIKE

designated
Interpreting for
should, ought to, If I were you exam periods
* write reports comparing the lycée (describing my 6
*Expressing obligation : 2- After 3/4
different systems in the world school) weeks
must, have to weeks of
Producing
teaching,
*Expressing similarities and learners will
*speak/write about ways to * Writing a checklist of differences with “like”, beable to 24 h
improve our educational recommendations for the “whereas” mobilize their
system Baccalauréat examination resources and
Morphology:
reinvest them in
*collocation with “school” a problem-
* write an expository article on and solving
the causes and effects of situation,
examination stress on students “education” through pair
* Forming adjectives with work or group
suffixes –iveand –al work.

Lexis

- related to education

Phonology:

Minisgtry of National Education * Pronouncing weak forms of

19 could,should

*Pronouncing final “s”

Annual Progression - Secondary

PROJECT PRESENTATION Peer

assessment

SECOND TERM EXAMS

Correction of the second term examination and remediation

SPRING HOLIDAYS

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Annual Progression - Secondary

Theme Learning objectives Targeted Communicative Resources Integration & Time

Competency tasks/activities Assessment
Unit

(oral/written)

Project: Writing a booklet for coping with strong emotions/ Writing a short collection of jokes

*Developing *Ordering statements Grammar: 1- Assessment 6

understanding of the as they occur in an should occur at weeks
Feelings, Emotions , Humour and related topics

concept of humour interview * Present simple

regular intervals
Interacting With an humourist *Past simple, past perfect during the
FOUR – WE ARE A FAMILY

*Enjoy/like/dislike +gerund sequence and at 24h

* raising awareness of the end of the
others’ Interpreting *I’d rather do… sequence in
*Responding to a
thoughts and feeling letter (writing a addition to
I’d rather do …than…
letter of advice) designated exam
Producing I’d prefer …to… periods

*Raising awareness about *Should, ought to, if I were you 2- After 3/4
the importance of * Writing a weeks of
emotions/ feelings for the newspaper article *articles: omission before teaching,
development about feelings and abstract nouns ( love, anger, learners must be
emotions humour …) trained on how to
of the individual
mobilize their
*Quantifiers: a lot of, a great
resources and
deal of , few, little, some of us ,
*Listening to a reinvest them in a
* Developing
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Annual Progression - Secondary

understanding of the lecture about all of us … problem-solving

expression of feelings friendship and situation, through
across different cultures ordering the notes *each other, one another pair work or
and societies Morphology: group work.

* Re-ordering *forming adjectives from nouns

*Exploring the concepts of paragraphs to get a with: -ful , -ic, -ous
friendship, love , coherent public *forming nouns with: -ness,-ty
patriotism , generosity , statement
courage *Forming verbs with -en

Phonology:

*Pronouncing the cluster ngth

*Weak form ofofin phrasal

adjectives ( proud of, full of

PROJECT PRESENTATION Peer assessment

THIRD TERM EXAMS

Correction of the third term examination and remediation

RESOURCE MATERIALS: (Textbook: 2011-2012 – ISBN: 978-9947-20-512-9 / Dépôt légal: 110-2007)

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.

Minisgtry of National Education

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