Annual Progressions (Secondary Education)

Democratic and Popular Republic of Algeria

Ministry of National Education

General Inspectorate of Pedagogy Department of General and Technological Secondary Education

Learning Progressions
English
Year 2

September 2018

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Annual Progressions (Secondary Education)

Introduction:

In preparation for the 2018/2019 academic year, and in an attempt to improve the quality of teaching as well as
pedagogical performance and pursue the reforms that have been undertaken, the Ministry of National Education via
the General Inspectorate of Pedagogy has issued the following learning progressions as a complementary tool to the
reference documents in use. The present document is thus intended to facilitate understanding and implementation of
the curriculum as clearly stated in the accompanying documents. These progressions also allow the achievement of
coherence with the pedagogic assessment plan and the continuous assessment scheme. Henceforth, practitioners
(teachers, inspectors…) are requested to get an insight into the underlying principle of these progressions to put them
into practice. The inspectors are expected to accompany teachers, particularly the newly appointed ones, by training
them to SARSing activities and making the best use of ICT’s to install and develop the targeted competencies.

Methodological note

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Annual Progressions (Secondary Education)

Although the educational curricula and their accompanying documents have stated in their preambles important
pedagogical orientations related to their implementation, the field practices on the one hand and the adoption by the
Ministry of time-bound linear annual distributions of the programs focusing on quantity rather than quality and the
establishment of commissions to supervise and evaluate the rate of syllabus implementation on the other hand have
led to the necessity to raise the issue again in order to provide an alternative for effective learning by the
implementation of learning progressions .
Unlike the yearly distribution that sets pre-established contents, binding on the agenda (it imposes the date, time, the
number of sessions), responds to the desire to unify content, the pace of programs’ achievement and deadlines for
official exams and gives priority to taxonomic levels of memorization, the learning progression focuses on the
syllabus implementation methods with respect to learners’ learning pace, their abilities and autonomy. Besides, not
only does it revolve around the notion of competency which is considered as a starting point and an end for any
pedagogical practice but also considers knowledge content (linguistic components) as mere resources that serve the
competency within the conceptual framework structuring the discipline.

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Annual Progressions (Secondary Education)

Level: Secondary Education: Year Two (SE2)

Streams: Scientific
Time devoted: 3 Hours/week

GLOBAL COMPETENCE
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.

1- Peace and Conflict Resolution

2- Poverty and World Resources
3- Technology and Innovation
4- Disasters and Safety

Unit Theme/ Learning objectives D. Communicative tasks/ Linguistic resources Integration & Time
1 Topic C SARSed Activities Assessment
Diagnostic assessment(exit profile – entry profile) 1- Assessment should

ours
wee
Pea

21h
Ma

ks-
ke

ce

occur at regular
2

7
Project outcomes: To write a statement of achiev ements about Nobel Peace Prize winners

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Annual Progressions (Secondary Education)

Interpretive

P
SWBA to: - interact about conflicts, peace, -acronyms and abbreviations intervals during the
-Define the word conflict and list solutions, using pictures, video... - ability and possibility sequence and at the
types of conflicts (family, classroom, possibility (using using “can”
- express ability andtasks/ end of the sequence in
Unit Theme Communicative Integration &
addition to designated
Learningworld).
community, objectives D. C «can”) Linguistic
- verb resources
idiom “be able to” in Time
2 /Topic -Discuss and identify the sources of
SARSed Activities
- Use idiom “be able to” as substitute
Assessment
exam periods.
different tenses 2-After 3/4 weeks of
conflict. to “can” (future, present perfect, etc...)
-could/managed to” teaching, learners must
-figure on ways for conflicts -Use “managed to” to express the

Interacting
- Intonation in polite be trained on how to
resolutions notion of “achievement / fulfilment” mobilize their resources
- identify the different functions of the requests and QQ
Peace and Conflict Resolution

-discover and use lexis related to and reinvest them in a

peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected problem-solving
-discover and discuss the role of is all right) speech situation, through pair
intern. Org. (UNO) in settling these - write a poem for a UNESCO - Criticize/ apologize work or group work.
issues competition to denounce prejudice. -Should (not) have + PP(v) 3- Integration: A situation

Interpreting
-Recognize bias and prejudice -write - oral interaction about daily conflicts - obligation: Must / have to / of communication in
which the learners
a poem denouncing prejudice and their context (to bring about had to + stem reinvest and make use of
apologise for and criticize wrong conflicts at school, between - deduction: Must be / have the appropriate resources
actions classmates...) (or their negatives.) + adj / as knowledge, skills and
- Express obligation, prohibition, The activities p 44 are quite all right, attitudes, whether guided
noun ...

Producting
absence of obligation and deduction so they can be kept or free, and which should
-Express appreciation *Teacher may choose a video to - prohibition, abs of comprise the following
-set a list of school regulations clarify the theme (wrong actions.) obligation: mustn’t, don’t aspects: - the issue - the
-Analyse what a charter is; focusing have to... task - the audience- the
on form and context/ analyse style -lexis related to peace, objective
- distinguish between duties and rights/duties...
rights - lexis related to human
-talk about abuse of human rights rights: slavery-injustice –
abuse- rights- blacks...
- Homonyms...
(Refer to the program)

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Annual Progressions (Secondary Education)

 Project outcome: Writing a charter against poverty

 Making a poster with alternative energies

SWBA to: Demonstrate awareness -Explain the concept of -Passive voice Modals: 1- Assessment should
and understanding of the issue of sustainable development. could/must/should/ ought to/in occur at regular
Waste not, Want not

sustainable development intervals during the

-Recognize the greatest order to/so as to/ so that... sequence and at the end
-Explain the concept of sustainable conservation challenges -Sequencers: first, then…. of the sequence in
development
Interacting
-Discuss the reasons of Why don’t you? if I were you… addition to designated
and its relationship with
poverty in the world and You’d better… It would help if… exam periods.
Poverty and World Resources

environmental issues 2-After 3/4 weeks of

- identify natural resources in your list reasons and ways for Present perfect; Present and past
teaching, learners must be
country and in the world the preservation of natural simple trained on how to mobilize
resources -Passive voice Modals

7 weeks- 21 hours
- explore ways natural resources are their resources and reinvest
shared in your country and in the -Write a press release could/must/should/ ought to/ in them in a problem-solving
Interpreting

world -Write the presentation of order to/so as to/ so that... situation, through pair
-Discuss and suggest a fair way of solar home -Suggesting: Could/ May/might work or group work.
sharing non-renewable sources of 3- Integration: A situation
-Analyse the impact of -Form nouns (poor/poverty) of communication in
energy technological development hungry/scarce /homeless which the learners reinvest
-Discuss the issue of equality and on people - ‘The’ (before collective nouns and make use of the
sharing wealth (solidarity towards
Producing

-Write a paragraph using (the poor) appropriate resources as

deprived people).
the four types of sentences
- Enrich their lexical memory with
new words related to the topic of studied in the reading
the unit. passage
- class debate
- use advert / commercial
-newspaper / magazine
article
-Final’s ‘as /s/ (helps/meets)
-Final ’ed’ as /id/ (added),
/d/(studied/wanted), /t/ helped,
worked;
(Refer to the program)
knowledge, skills and
attitudes, whether guided
or free, and which should
comprise the following
aspects: - the issue - the
task - the audience- the
objective

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Annual Progressions (Secondary Education)

Unit Theme D Communicative tasks/ Integration & Time

Learning objectives Linguistic resources
3 /Topic C SARSed Activities Assessment
Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
Sci
dd

tis
en
in
g

being

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Annual Progressions (Secondary Education)

SWBA TO:
-Discuss issues related to human
discoveries.
-Identify and discuss how
advancements in technology
-Read a text to study the language.
-Write a paragraph to describe the
physical properties of water as a
natural resource.
-Listen and analyse the structure
- If conditional (type 0/1)
- Comparative form of
adjectives (revision)
- Other functions of
conditional type 1
1- Assessment should
occur at regular intervals
during the sequence and at
the end of the sequence in
addition to designated

Interacting
have changed the world and/ or take notes to write a (threat, advice, promise, exam periods.
positively. summary prediction, offer) - 2-After 3/4 weeks of
-Examine how technology is -write letter to ask for advice Forming adjectives using
Technology and Innovation

teaching, learners must be

used for the welfare of human -Write a reply making suffixes (ial, ful, ical, ic, trained on how to mobilize
beings/ Explain the impact of suggestions. able, ous, ible) their resources and reinvest

7 weeks- 21 hours
them in a problem-solving

technology.
-Explain famous individual
contributions
-Read and respond to an
expository text about an
experiment
- make suggestions
- write a letter seeking and
giving advice
Interpreting
-Read about scientific
experiments and analyse/study the
impact on people’s life/
development/ Explain famous
individual contributions.
-Write a reply revealing
Producing contingency plan.
Additional activities:
-Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and
antonyms/match words with their
synonyms
-Table completion
-Gap filling
-MCQ
- Diphthongs
-Stress in words ending
with: -gy, -ical, -ics, -tion,
-ic.
- Intonation in complex
sentences with if.
(Refer to the program)
situation, through pair work or
group work.
3- Integration: A situation of
communication in which the
learners reinvest and make use
of the appropriate resources as
knowledge, skills and
attitudes, whether guided or
free, and which should
comprise the following
aspects: - the issue - the task -
the audience- the objective

U Communicative tasks/
Theme/ D Linguistic Integration &
nit Learning objectives SARSed Activities
Topics C resources Assessment Time
4
Project outcomes: conducting a survey 1- Assessment should
Is
la

s-
is

w
n

n
d
a

2
1
h
e
e
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Annual Progressions (Secondary Education)

SWBA to: Additional activities to: -Reporting statements occur at regular intervals
-Explain the importance of 1-Discovering language (mcq/ / questions / orders during the sequence and

Interacting
at the end of the sequence
safety rules and conduct matching /cohesive markers/T-F) (past tenses) in addition to designated
(especially in disasters) 2-listning and speaking:(table filling). -Had better-ought to- exam periods.
-List types of disasters and 3-reading and writing: should-if I were you...
where they occur. -choosing gist -Link words 2-After 3/4 weeks of
- Ask for and give advice and -reordering ideas expressing cause teaching, learners must be
Disasters and Safety

trained on how to mobilize

information on the right -True/false -Topical lexis

Interpreting
their resources and reinvest
behaviour during a disaster -find synonyms -silent letters them in a problem-solving
- Write a report -close passage. -Final /ed/ situation, through pair work
- Quote someone -listening to a radio interview. pronunciation or group work.
- Express interest and surprise -managing through a conversation.
3- Integration: A situation of
- Disagree politely -taking turns in an interview. (Refer to the communication in which the
- conduct an interview and - reading a report program) learners reinvest and make
report its results -interpreting a pie chart. use of the appropriate

Producting
-Write a report using a pie -writing a public announcement. resources as knowledge,
chart. -writing an opinion article. skills and attitudes, whether
guided or free, and which
- Write a public announcement should comprise the
on earthquake safety following aspects: - the issue
measures. - the task - the audience- the
-Write an opinion article objective

-RESOURCE MATERIALS: Textbook (Getting Through) I.S.B.N. 9947/06 n° Depot legal 245 2006,
extra text, pictures.
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 Progressions (Secondary Education)

The teaching Unit is to be covered within about 20 hours. 15hours for teaching/learning and 5 hours are to be exploited in Remedial
activities and Project monitoring and presentation.

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Annual Progressions (Secondary Education)

Level: Secondary Education: Year Two (SE2)

Streams: Economy and Management
Time devoted: 3 Hours/week

GLOBAL COMPETENCE
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.

1- Peace and Conflict Resolution

2- Poverty and World Resources
3- Disasters and Safety
4- Management and Efficiency

Unit Theme Learning objectives D Communicative tasks/ Linguistic resources Integration & Time
1 Topics C SARSed Activities Assessment
Diagnostic assessment (exit profile – entry profile) 1- Assessment should

- 21
hou
ak

Pe

We
ac

eks
M

rs
occur at regular

7
Project outcomes: To write a statement of achievements about Nobel Peace Prize winners

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Annual Progressions (Secondary Education)

intervals during the

sequence and at the
end of the sequence in
addition to designated
exam periods.
2-After 3/4 weeks of

Interpretive

P
SWBA to: - interact about conflicts, peace, -acronyms and abbreviations teaching, learners must
-Define the word conflict and list solutions, using pictures, video... be trained on how to
- ability and possibility mobilize their resources
types of conflicts (family, classroom, - express ability and possibility (using using “can” and reinvest them in a
community, world). «can”) - verb idiom “be able to” in problem-solving
-Discuss and identify the sources of - Use idiom “be able to” as substitute different tenses situation, through pair
conflict. to “can” (future, present perfect, etc...)
-could/managed to” work or group work.
-Use “managed to” to express the

Interacting
-figure on ways for conflicts 3- Integration: A situation
resolutions notion of “achievement / fulfilment” - Intonation in polite
of communication in
requests and QQ
Peace and conflict resolution

-discover and use lexis related to - identify the different functions of the which the learners
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected reinvest and make use of
-discover and discuss the role of is all right) speech the appropriate resources
intern. Org. (UNO) in settling these - write a poem for a UNESCO - Criticize/ apologize as knowledge, skills and
issues competition to denounce prejudice. -Should (not) have + PP(v) attitudes, whether guided

Interpreting
or free, and which should
-Recognize bias and prejudice -write - oral interaction about daily conflicts - obligation: Must / have to / comprise the following
a poem denouncing prejudice and their context (to bring about had to + stem aspects: - the issue - the
apologise for and criticize wrong conflicts at school, between - deduction: Must be / have task - the audience- the
actions classmates...) (or their negatives.) + adj / objective
- Express obligation, prohibition, The activities p 44 are quite all right,
noun ...
absence of obligation and deduction so they can be kept
Producting

-Express appreciation *Teacher may choose a video to - prohibition, abs of

-set a list of school regulations clarify the theme (wrong actions.) obligation: mustn’t, don’t
-Analyse what a charter is; focusing have to...
on form and context/ analyse style -lexis related to peace,
- distinguish between duties and rights/duties...
rights - lexis related to human
-talk about abuse of human rights rights: slavery-injustice –
abuse- rights- blacks...
- Homonyms...
(Refer to the program)

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Annual Progressions (Secondary Education)
Unit Theme Communicative tasks/
Learning objectives DC
2 /Topics SARSed Activities
Project outcome: Writing a charter against poverty Making a poster with alternative energies
SWBA to: Demonstrate awareness
and understanding of the issue of
sustainable development
-Explain the concept of sustainable
development
and its relationship with
Interacting
environmental issues
- identify natural resources in your
Poverty and World Resources
country and in the world
Waste not, Want not
- explore ways natural resources are
shared in your country and in the
world
Interpreting
-Discuss and suggest a fair way of
sharing non-renewable sources of
energy
-Discuss the issue of equality and
sharing wealth (solidarity towards
deprived people).
Producing
- Enrich their lexical memory with
new words related to the topic of the
unit.
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13
Linguistic resources
-Explain the concept of
sustainable development.
-Recognize the greatest
conservation challenges
-Discuss the reasons of
poverty in the world and
list reasons and ways for
the preservation of natural
resources
-Write a press release
-Write the presentation of
solar home
-Analyse the impact of
technological development
on people
-Write a paragraph using
the four types of sentences
studied in the reading
passage
- class debate
- use advert / commercial
-newspaper / magazine
article
-Passive voice Modals:
could/must/should/ ought to/in
order to/so as to/ so that...
-Sequencers: first, then….
Why don’t you? if I were you…
You’d better… It would help
if…
Present perfect; Present and past
simple
-Passive voice Modals
could/must/should/ ought to/ in
order to/so as to/ so that...
-Suggesting: Could/ May/might
-Form nouns (poor/poverty)
hungry/scarce /homeless
- ‘The’ (before collective nouns
(the poor)
-Final’s ‘as /s/ (helps/meets)
-Final ’ed’ as /id/ (added),
/d/(studied/wanted), /t/ helped,
worked;
(Refer to the program)
Integration & time
Assessment
1- Assessment should
occur at regular
intervals during the
sequence and at the end
of the sequence in
addition to designated
exam periods.
2-After 3/4 weeks of
7
teaching, learners must be
trained on how to mobilize
Weeks
their resources and reinvest 21 hours
them in a problem-solving
situation, through pair
work or group work.
3- Integration: A situation
of communication in which
the learners reinvest and
make use of the
appropriate resources as
knowledge, skills and
attitudes, whether guided
or free, and which should
comprise the following
aspects: - the issue - the
task - the audience- the
objective
Annual Progressions (Secondary Education)

U Communicative tasks/
Theme/ Learning Linguistic Integration &
nit DC SARSed Activities
Topics objectives resources Assessment Time
3
Project outcomes: conducting a survey 1- Assessment should
occur at regular intervals
SWBA to: Additional activities to: -Reporting statements during the sequence and
-Explain the importance of 1-Discovering language (mcq/ / questions / orders at the end of the sequence

Interacting
safety rules and conduct matching /cohesive markers/T-F) (past tenses) in addition to designated
(especially in disasters) 2-listning and speaking:(table filling). -Had better-ought to- exam periods.
2-After 3/4 weeks of
-List types of disasters and 3-reading and writing: should-if I were you... teaching, learners must be
where they occur. -choosing gist -Link words trained on how to mobilize
- Ask for and give advice on -reordering ideas expressing cause their resources and reinvest
No Man is an Island

Disasters and Safety

information on the right -True/false -Topical lexis them in a problem-solving

Interpreting situation, through pair work 7
behaviour during a disaster -find synonyms -silent letters
- Write a report -close passage. -Final /ed/
or group work. week
3- Integration: A situation of s
- Quote someone -listening to a radio interview. pronunciation communication in which the
- Express interest and -managing through a conversation. learners reinvest and make 21
surprise -taking turns in an interview. (Refer to the use of the appropriate hour
- Disagree politely - reading a report program) resources as knowledge,
skills and attitudes, whether
s
- conduct an interview and -interpreting a pie chart. guided or free, and which
report its results -writing a public announcement.
Producting

should comprise the

-Write a report using a pie -writing an opinion article. following aspects: - the issue
chart. - the task - the audience- the
- Write a public objective
announcement on
earthquake safety measures.
-Write an opinion article

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Annual Progressions (Secondary Education)

Communicative
Unit Theme Integration &
Learning objectives D C tasks/ SARSed Linguistic resources
4 /Topics Assessment Time
Activities
Project outcome: Write a business portfolio/ write the profile of a good manager
SWBA to: -Identify types of Present perfect 1- Assessment should
-Define and explain the correspondence The best way to…is I don’t occur at regular intervals
during the sequence and
concept of efficiency and -Write a facsimile and a think… I can’t agree on this point; at the end of the sequence
explain how it helps in reply You’re right, but think… in addition to designated
company success. -Summarise a dialogue I’m sorry to disagree with you exam periods.

Interacting
-List basic marketing -Act out dialogues but… Passive: the m will be 2-After 3/4 weeks of
principles. making comments held… point was disc Past and teaching, learners must be
Management and Efficiency

trained on how to mobilize

-Describe what the positive -Write an annual future Imperatives: d this/do that/
Business is Business

their resources and reinvest

spirit of management is. report for a company I this to be done want that to be them in a problem-solving
-List different forms of -Read a text to deduce today situation, through pair work

Interpreting - Producing
management: web- the meaning. -Be capable of -Have confidence -
management vs pyramidal -Write a business Deal WITH -Conscious OF -
management. report. Interested IN
-Explore the concept of -Ready FOR
innovation in management (refer back to the program:
-Enrich their lexical memory Persuading/
with new words related to the Convince/Suggesting/
topic of the unit. Advising/Agreeing/ Disagreeing/
Reporting
Making decisions
Making previsions
Instructing/ Negotiating)
(Refer to the program)
or group work. 7
3- Integration: A situation of week
communication in which the
learners reinvest and make s
use of the appropriate 21
resources as knowledge, hours
skills and attitudes, whether
guided or free, and which
should comprise the
following aspects: - the issue
- the task - the audience- the
objective

-RESOURCE MATERIALS: Textbook (Getting Through) I.S.B.N. 9947/06 n° Depot legal 245 2006,
extra text, pictures.

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Annual Progressions (Secondary Education)

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.
The teaching Unit is to be covered within about 20 hours. 15hours for teaching/learning and 5 hours are to be exploited in Remedial
activities and Project monitoring and presentation.

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Annual Progressions (Secondary Education)

Level: Secondary Education: Year Two (SE2)

Streams: Foreign Languages
Time devoted: 5 hours/week

GLOBAL COMPETENCE
At the end of SE2, the learner must produce oral/written messages/texts of descriptive, narrative,
argumentative, expository and prescriptive types of about 150 words, using written or oral support.

1- Diversity
2- Peace and Conflict Resolution
3- Poverty and World Resources
4-Technology and Innovation
5-Fiction or Reality
6- Disasters and Safety

Theme Learning DC Communicative tasks/ Linguistic resources Integration & Time

Unit Topic objectives SARSed Activities Assessment
1

Diagnostic assessment (exit profile – entry profile) 6

m
T
S

h
g

e
s

f
t
i

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Annual Progressions (Secondary Education)

Project outcomes: Making a profile including a list of things and thoughts which teenagers used to do and 1- Assessment should Weeks
think that they no longer do and have, and predictions for the future occur at regular
intervals during the 18
SWBATo: -read a text to study some language - used to... sequence and at the hours
-Identify and define the points and use them. -Going to + stem planning end of the sequence in
concept of diversity. - talk about pre-arranged plans or to + stem addition to designated
- Explore, compare intentions intend to + Stem exam periods.
cultural differences -write a policy Homophones/ 2-After 3/4 weeks of
teaching, learners must
Homonyms/final “s”

Interacting Interpreting Producing

among people and their
lifestyles throughout
time
-Compare people’s
values and accept them
as they are.
Diversity
- Talk about weather be trained on how to
predictions/medicine/dvpt to brainstorm Stress shift from noun to mobilize their resources
the topic. adj and reinvest them in a
- Write a short dialogue predicting what -formation of adj problem-solving
might happen in different fields/ Make a - degree of certainty: might/ situation, through pair
work or group work.
short commentary on the radio talk might well, may...

-Explore the different
contributions of people
in the world in many
fields.
-Define the concept of
twin towns.
-Lexis related to the
topic
- Write a paragraph about their town and
possible changes in peoples’ lifestyles in
the future
- Interact with pupils about the difference
in food habits between the past and now
- Identify techniques of avoiding
repetition (Synonyms /antonyms /relative
pronouns)
- compare and contrast people’s clothing
style evolution.
- write an email
-Relative pronouns,
defining vs non-defining
relative clauses.
- Comparatives and
superlatives
-Link words comparing /
contrasting
(Refer to the programme)
3- Integration: A situation
of communication in
which the learners
reinvest and make use of
the appropriate resources
as knowledge, skills and
attitudes, whether guided
or free, and which should
comprise the following
aspects: - the issue - the
task - the audience- the
objective

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Annual Progressions (Secondary Education)

Unit Theme/ Learning DC Communicative tasks/ Linguistic resources Integration & Time
2 Topics objectives SARSed Activities Assessment
1- Assessment should
occur at regular
intervals during the
sequence and at the
end of the sequence in
addition to designated
exam periods.
2-After 3/4 weeks of
Make Peace

teaching, learners must 5

Project outcomes: write a statement of achievements about Nobel Peace Prize winners
be trained on how to weeks
mobilize their resources 25
and reinvest them in a
problem-solving hours
situation, through pair
work or group work.
3- Integration: A situation
of communication in
which the learners
reinvest and make use of
the appropriate resources

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Annual Progressions (Secondary Education)

SWBA to: - interact about conflicts, peace, -acronyms and abbreviations as knowledge, skills and
-Define the word conflict and list solutions, using pictures, video... - ability and possibility using attitudes, whether guided
or free, and which should
types of conflicts (family, classroom, - express ability and “can” comprise the following
community, and world). possibility(using“can”) - verb idiom “be able to” in aspects: - the issue - the
-Discuss and identify the sources of - Use idiom “be able to” as different tenses task - the audience- the
conflict. substitute to “can” (future, present
-could/managed to” objective

Interacting
-figure on ways for conflicts perfect, etc...)
resolutions -Use “managed to” to express the - Intonation in polite requests
and QQ
Peace and Conflict Resolution

-discover and use lexis related to notion of “achievement /

peace and conflict fulfilment” -primary stress in connected
-discover and discuss the role of - identify the different functions of speech
intern. Org. (UNO) in settling these the modal “can” and its substitutes - Criticize/ apologize

Interpreting
issues
-Recognize bias and prejudice -write
a poem denouncing prejudice
apologise for and criticize wrong
actions
- Express obligation, prohibition,
absence of obligation and deduction
(act 2 p is all right)
- write a poem for a UNESCO
competition to denounce prejudice.
- oral interaction about daily
conflicts and their context (to bring
about conflicts at school, between
classmates...)
-Should (not) have + PP(v)
- obligation:Must / have to /
had to + stem
- deduction:Must be / have (or
their negatives. ) + adj / noun
...

Producting
-Express appreciation The activities p 44 are quite all -prohibition, abs of
-set a list of school regulations right, so they can be kept obligation: mustn’t, don’t
-Analyse what a charter is; focusing *Teacher may choose a video to have to...
on form and context/ analyse style clarify the theme (wrong -lexis related to peace,
- distinguish between duties and actions.) rights/duties...
rights - lexis related to human
-ta rights: slavery – injustice -
abuse – rights – blacks...
lk about abuse of human rights - Homonyms...
(Refer to the program)

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 Communicative
Unit Theme Integration &
Annual
Learning objectives DC tasks/ Linguistic resources
3 Progressions
/Topics(Secondary Education) Assessment Time
SARSed Activities
Project outcome: Writing a charter against poverty Making a poster with alternative energies
SWBA To:Demonstrate -Explain the concept of -Passive voice Modals: 1- Assessment should occur
awareness and sustainable development. could/must/should/ ought to/in at regular intervals during
the sequence and at the end
understanding of the issue -Recognize the greatest order to/so as to/ so that... of the sequence in addition
of sustainable conservation challenges -Sequencers: first, then…. to designated exam periods.
development -Discuss the reasons of Why don’t you? if I were 2-After 3/4 weeks of
-Explain the concept of poverty in the world and you… teaching, learners must be
sustainable development list reasons and ways for You’d better… It would help trained on how to mobilize

Interacting
their resources and reinvest
And its relationship with the preservation of natural if… them in a problem-solving
Poverty and World Resources

environmental issues resources Present perfect; Present and past situation, through pair work or
Waste Not, Want Not

- identify natural -Write a press release simple group work.

resources in your country -Write the presentation of -Passive voice Modals 3- Integration: A situation of
and in the world solar home could/must/should/ ought to/ in communication in which the
5

Interpreting
learners reinvest and make use
- explore ways natural -Analyse the impact of order to/so as to/ so that... of the appropriate resources as week
resources are shared in technological -Suggesting: Could/ May/might knowledge, skills and attitudes,
your country and in the development on people -Form nouns (poor/poverty)
s
whether guided or free, and
world -Write a paragraph using hungry/scarce /homeless which should comprise the 25
-Discuss and suggest a the four types of - ‘The’ (before collective nouns following aspects: - the issue - hours
the task - the audience- the
fair way of sharing non- sentences studied in the (the poor)
Producing
objective
renewable sources of reading passage -Final’s ‘as /s/ (helps/meets)
energy - class debate -Final ’ed’ as /id/ (added),
-Discuss the issue of - use advert / commercial /d/(studied/wanted), /t/ helped,
equality and sharing -newspaper / magazine worked;
wealth (solidarity towards article (Refer to the program)
deprived people).
- Enrich their lexical
memory with new words
related to the topic of the
unit.

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Annual Progressions (Secondary Education)
Unit Theme Communicative tasks/
Learning objectives DC
4 /Topics SARSed Activities
Project outcome: Make and present/report on a scientific experiment / Write a report about the positive impact of technology on human
beings.
SWBA TO:
-Discuss issues related to
human discoveries.
-Identify and discuss how
advancements in technology
have changed the world
positively.
-Examine how technology is
Technology and Innovation
Budding Scientists
used for the welfare of human
beings/ Explain the impact of
technology.
-Explain famous individual
contributions
-Read and respond to an
expository text about an
experiment
- make suggestions
- write a letter seeking and
giving advice
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Linguistic resources
-Read a text to study the language.
-Write a paragraph to describe the
physical properties of water as a
natural resource.
-Listen and analyse the structure
and/ or take notes to write a
Interacting
summary
-write letter to ask for advice
-Write a reply making
suggestions.
-Read about scientific
Interpreting experiments and analyse/study the
impact on people’s life/
development/ Explain famous
individual contributions.
-Write a reply revealing
contingency plan.
Producing
Additional activities:
-Match ideas with paragraphs
-True /false -Word reference
-Find synonyms and
antonyms/match words with their
synonyms
-Table completion
-Gap filling
-MCQ
Integration &
Assessment
- If conditional (type 0/1)
- Comparative form of
adjectives (revision)
- Other functions of
conditional type 1
(threat, advice, promise,
prediction, offer) -
Forming adjectives using
suffixes (ial, ful, ical, ic,
able, ous, ible)
- Diphtongs
-Stress in words ending
with: -gy, -ical, -ics, -tion,
-ic.
- Intonation in complex
sentences with ‘if’.
(Refer to the program)
Time
.1- Assessment should
occur at regular intervals
during the sequence and at
the end of the sequence in
addition to designated
exam periods.
2-After 3/4 weeks of
teaching, learners must be
trained on how to mobilize
their resources and reinvest
them in a problem-solving
situation, through pair work or
group work.
3- Integration: A situation of
4
communication in which the
learners reinvest and make use weeks-
of the appropriate resources as 20 h
knowledge, skills and
attitudes, whether guided or
free, and which should
comprise the following
aspects: - the issue - the task -
the audience- the objective
Annual Progressions (Secondary Education)

Unit Theme/ Communicative tasks/ Integration &

Learning objectives DC Linguistic resources Time
5 Topics SARSed Activities Assessment
Project outcomes: Writing Miscellanies /Writing a repertory of inventions and discoveries. 1- Assessment should
occur at regular
SWBA to: Past form of may/can is  If conditional types 2&3 intervals during the
-explain the concept of science omitted  Present perfect sequence and at the
 Past perfect

fiction
- describe book covers/ watch
videos related to fiction
-list and discuss the topics of sci-
fi.
Science or Fiction
Interacting
end of the sequence in
- Review the past simple  If only addition to designated
exam periods.
and past perfect tense  Adverbs: well+ past 2-After 3/4 weeks of
participle teaching, learners must
-Note taking
Well-informed be trained on how to

 Compound words mobilize their resources

Fiction or Reality

- read a newspaper article about

and reinvest them in a 4
 Phrasal & prepositional

Interpreting
science fiction and identify the
Instead of personal lament problem-solving week
basis of sci-fi. words situation, through pair
- Give advice / write about an  Emphatic stress(do/did) work or group work. s
express regrets/ wishes environmental issue.  Rising & falling intonation 3- Integration: A situation 20h
-Write a newspaper article of communication in
with unfinished statement which the learners
speculating
reinvest and make use of
-Ask for and give explanations in (Refer to the program) the appropriate resources
a conversation and speculate
producing

as knowledge, skills and

-Write a commentary. attitudes, whether guided
-Write and recite a poem or free, and which should
Write an autobiography/Tell about comprise the following
aspects: - the issue - the
people who contributed to the task - the audience- the
welfare of humanity objective

Theme Communicative tasks/

Unit Linguistic Integration &
/ Learning objectives DC SARSed Activities
6 resources Assessment Time
Topics
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Annual Progressions (Secondary Education)

Project outcomes: conducting a survey 1- Assessment should

occur at regular intervals
during the sequence and
SWBA to: Additional activities to: -Reporting statements at the end of the sequence
-Explain the importance of 1-Discovering language (mcq/ matching / questions / orders in addition to designated
safety rules and conduct /cohesive markers/T-F) (past tenses) exam periods.
(especially in case of natural 2-After 3/4 weeks of
2-listening and speaking:(table filling). -Had better-ought to- teaching, learners must be

Interacting
disasters. 3-reading and writing: should-if I were you...
-List types of natural trained on how to mobilize
-choosing gist -Link words their resources and reinvest
disasters and where they
-reordering ideas expressing cause them in a problem-solving
No Man is an Island

occur. situation, through pair work

Disasters and Safety

- Ask for and give advice on -True/false -Topical lexis

or group work.
information on the right -find synonyms 3- Integration: A situation of 5
behaviour during a disaster - fill in the blanks -silent letters communication in which the weeks

Interpreting
- Write a report -listening to a radio interview. -Final /ed/ learners reinvest and make
- conduct an interview and -manage through a conversation. use of the appropriate 25
pronunciation
report its results -take turns in an interview. resources as knowledge, hours
-Write a report using a pie skills and attitudes, whether
-interpret a pie chart. (Refer to the guided or free, and which
chart. -write a public announcement.
- Write a public
program) should comprise the
-write an opinion article.
Producing
following aspects: - the issue
announcement on earthquake - the task - the audience- the
safety measures/ a natural objective
disaster.
- Enrich their lexical memory
with new words related to the
topic of the unit.
-Write an opinion article

- RESOURCE MATERIALS: Textbook (Getting Through), extra text, pictures.

I.S.B.N. 9947/06 n° Depot legal 245 2006
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.

Ministry of National Education

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Annual Progressions (Secondary Education)

The teaching Unit is to be covered within about 20to 25 hours. 15 to 20 hours for teaching/learning and 5 hours are to be exploited in
Remedial activities and Project monitoring and presentation

Level: Secondary Education: Year Two (SE2)

Streams: Literature and Philosophy
Time devoted: 4 hours/week

GLOBAL COMPETENCE
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

Ministry of National Education

25
Annual Progressions (Secondary Education)

oral support.

1- Diversity
2- Peace and Conflict Resolution
3- Poverty and World Resources
4- Fiction or Reality
5- Disasters and Safety

Ministry of National Education

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Annual Progressions (Secondary Education)
Theme Learning DC
Unit Topic objectives
1
Diagnostic assessment (exit profile – entry profile)
Project outcomes: Making a profile including a list of things and thoughts which teenagers used to do and
think that they no longer do and have, and predictions for the future
SWBATo:
-Identify and define the
concept of diversity.
- Explore, compare
cultural differences
Interacting Interpreting Producing
among people and their
lifestyles throughout
time
Signs of the Time
-Compare people’s
values and accept them
as they are.
Diversity
-Explore the different
contributions of people
in the world in many
fields.
-Define the concept of
twin towns.
-Lexis related to the
topic
Ministry of National Education
27
Communicative tasks/ Linguistic resources Integration & Time
SARSed Activities Assessment
1- Assessment should
occur at regular
intervals during the
-read a text to study some language - used to... sequence and at the
points and use them. -Going to + stem planning end of the sequence in
- talk about pre-arranged plans or to + stem addition to designated
intentions intend to + Stem exam periods.
-write a policy Homophones/ 2-After 3/4 weeks of
teaching, learners must
Homonyms/final “s”
- Talk about weather be trained on how to
predictions/medicine/dvpt to brainstorm Stress shift from noun to mobilize their resources
the topic. adj
and reinvest them in a
- Write a short dialogue predicting what -formation of adj problem-solving 6
might happen in different fields/ Make a - degree of certainty: might/ situation, through pair
work or group work. Weeks
short commentary on the radio talk might well, may... 18
3- Integration: A situation
- Write a paragraph about their town and -Relative pronouns, of communication in hours
possible changes in peoples’ lifestyles in defining vs non-defining which the learners
the future relative clauses. reinvest and make use of
- Interact with pupils about the difference - Comparatives and the appropriate resources
in food habits between the past and now superlatives as knowledge, skills and
- Identify techniques of avoiding -Link words comparing / attitudes, whether guided
repetition (Synonyms /antonyms /relative contrasting or free, and which should
pronouns) (Refer to the programme) comprise the following
- compare and contrast people’s clothing aspects: - the issue - the
style evolution. task - the audience- the
- write an email objective
 Annual Progressions (Secondary Education)

Unit Theme Learning objectives DC Communicative tasks/ Linguistic resources Integration & Time
2 Topics SARSed Activities Assessment
Project outcomes: To write a statement of achievements about Nobel P eace Prize winners 1- Assessment should
occur at regular
intervals during the
sequence and at the
end of the sequence in
Make Peace

addition to designated 6
exam periods. weeks
2-After 3/4 weeks of
teaching, learners must 18
be trained on how to hours
mobilize their resources
and reinvest them in a
problem-solving
situation, through pair
work or group work.
2

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Annual Progressions (Secondary Education)

SWBA to: - interact about conflicts, peace,
-Define the word conflict and list solutions, using pictures, video...
types of conflicts (family, - express ability and
classroom, community, world). possibility(using“can”)
-Discuss and identify the sources - Use idiom “be able to” as substitute
of conflict. to “can” (future, present perfect, etc...)
-Use “managed to” to express the
-acronyms and abbreviations
- ability and possibility using
“can”
- verb idiom “be able to” in
different tenses
-could/managed to”
3- Integration: A situation
of communication in
which the learners
reinvest and make use of
the appropriate resources
as knowledge, skills and
attitudes, whether guided

Interacting
-figure on ways for conflicts or free, and which should
resolutions notion of “achievement / fulfilment” - Intonation in polite requests
comprise the following
and QQ
Peace and Conflict Resolution

-discover and use lexis related to - identify the different functions of the aspects: - the issue - the
peace and conflict modal “can” and its substitutes (act 2 p -primary stress in connected task - the audience- the
-discover and discuss the role of is all right) speech objective
intern. Org. (UNO) in settling - write a poem for a UNESCO - Criticize/ apologize
these issues competition to denounce prejudice. -Should (not) have + PP(v)

Interpreting
-Recognize bias and prejudice - - oral interaction about daily conflicts - obligation: Must / have to /
write a poem denouncing and their context (to bring about had to + stem
prejudice conflicts at school, between - deduction: Must be / have
apologise for and criticize wrong classmates...) (or their negatives.) + adj /
actions The activities p 44 are quite all right,
noun
- Express obligation, prohibition, so they can be kept
Producting
absence of obligation and *Teacher may choose a video to - prohibition, abs of
deduction clarify the theme (wrong actions.) obligation: mustn’t, don’t
-Express appreciation have to...
-set a list of school regulations -lexis related to peace,
-Analyse what a charter is; rights/duties...
focusing on form and context/ - lexis related to human
analyse style rights: slavery – injustice -
- distinguish between duties and abuse – rights – blacks...
rights - Homonyms...
-talk about abuse of human rights
(Refer to the program)

Communicativ
Unit Theme e tasks/ Integration &
Learning objectives DC Linguistic resources Time
3 /Topics SARSed Assessment
Activities
Ministry of National Education
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Annual Progressions (Secondary Education)
Project outcome: Writing a charter against poverty
SWBA To:Demonstrate
awareness and understanding
of the issue of sustainable
development
-Explain the concept of
sustainable development
Poverty and World Resources
and its relationship with
environmental issues
Waste Not, Want Not
- identify natural resources
in your country and in the
world
- explore ways natural
resources are shared in your
country and in the world
-Discuss and suggest a fair
way of sharing non-
renewable sources of energy
-Discuss the issue of equality
and sharing wealth
(solidarity towards deprived
people).
- Enrich their lexical memory
with new words related to the
topic of the unit.
Unit Theme/ Communicative tasks/
Learning objectives DC
4 Topics SARSed Activities
Project outcomes: Writing Miscellanies /Writing a repertory of inventions and discoveries.
F
ti
n
n
o
o
c
e
c
i
Ministry of National Education
30
Making a poster with alternative energies
-Explain the concept of -Passive voice Modals: 1- Assessment should
sustainable development. could/must/should/ ought to/in occur at regular intervals
during the sequence and at
-Recognize the greatest order to/so as to/ so that.. the end of the sequence in
conservation challenges -Sequencers: first, then…. addition to designated
Why don’t you? if I were you…
Interacting
-Discuss the reasons of exam periods.
poverty in the world and You’d better… It would help 2-After 3/4 weeks of
teaching, learners must be
list reasons and ways for if…
trained on how to mobilize
the preservation of Present perfect; Present and past their resources and reinvest
natural resources simple them in a problem-solving
-Write a press release -Passive voice Modals situation, through pair work or
Interpreting
-Write the presentation of could/must/should/ ought to/ in group work. 6
solar home order to/so as to/ so that... 3- Integration: A situation of weeks
communication in which the 24
-Analyse the impact of -Suggesting: Could/ May/might learners reinvest and make use
technological -Form nouns (poor/poverty) hours
of the appropriate resources as
development on people hungry/scarce /homeless knowledge, skills and
- ‘The’ (before collective nouns
Producing -Write a paragraph using attitudes, whether guided or
the four types of (the poor) free, and which should
comprise the following
sentences studied in the -Final’s ‘as /s/ (helps/meets) aspects: - the issue - the task -
reading passage -Final ’ed’ as /id/ (added), the audience- the objective
- class debate /d/(studied/wanted), /t/ helped,
- use advert / commercial worked
-newspaper / magazine (Refer to the program)
article
Integration &
Linguistic resources Time
Assessment
1- Assessment should 5
Annual Progressions (Secondary Education)

SWBA to: Past form of may/can is  If conditional types 2&3 occur at regular week
intervals during the
-explain the concept of science omitted  Present perfect sequence and at the s
fiction  Past perfect end of the sequence in 20 h
- describe book covers/ watch - Review the past simple and  If only addition to designated

Interacting Interpreting producing

videos related to fiction exam periods.
past perfect tense  Adverbs: well+ past 2-After 3/4 weeks of
-list and discuss the topics of
-Note taking participle teaching, learners must
sci-fi. be trained on how to
- read a newspaper article about Well-informed mobilize their resources
Fiction or Reality

science fiction and identify the  Compound words and reinvest them in a
problem-solving
basis  Phrasal & prepositional situation, through pair
of sci-fi. Instead of personal lament words work or group work.
- Give advice / write about an environmental
express regrets/ wishes  Emphatic stress(do/did) 3- Integration: A situation
issue. of communication in
-Write a newspaper article  Rising & falling which the learners
speculating intonation with unfinished reinvest and make use of
-Ask for and give explanations the appropriate resources
statement as knowledge, skills and
in a conversation and speculate (Refer to the program) attitudes, whether guided
-Write a commentary. or free, and which should
-Write and recite a poem comprise the following
-Write an autobiography/ people aspects: - the issue - the
who contributed to the welfare task - the audience- the
objective
of humanity

Theme Communicative tasks/

Unit D Linguistic Integration &
/ Learning objectives SARSed Activities
5 C resources Assessment Time
Topics
Project outcomes: conducting a survey 1- Assessment should 5
Is
la
is
n

n
d
a

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Annual Progressions (Secondary Education)

SWBA to: Additional activities to: -Reporting statements occur at regular intervals weeks
-Explain the importance of 1-Discovering language (mcq/ / questions / orders during the sequence and
at the end of the sequence 20 h
safety rules and conduct matching /cohesive markers/T-F) (past tenses)

Interacting
in addition to designated
(especially in disasters). 2-listening and speaking:(table filling). -Had better-ought to- exam periods.
-List types of disasters and 3-reading and writing: should-if I were you… 2-After 3/4 weeks of
where they occur -choosing gist -Link words teaching, learners must be
- Ask for and give advice on -reordering ideas expressing cause trained on how to mobilize
their resources and reinvest
Disasters and Safety

information on the right -True/false -Topical lexis them in a problem-solving

behaviour during a disaster -find synonyms situation, through pair work

Interpreting Producting
- Write a report -close passage. -silent letters or group work.
- Quote someone -listening to a radio interview. -Final /ed/ 3- Integration: A situation of
- Express interest and -managing through a conversation. communication in which the
pronunciation learners reinvest and make
surprise -taking turns in an interview. use of the appropriate
- Disagree politely - reading a report (Refer to the resources as knowledge,
- conduct an interview and -interpreting a pie chart. program) skills and attitudes, whether
report its results -writing a public announcement. guided or free, and which
-Write a report using a pie -writing an opinion article. should comprise the
following aspects: - the issue
chart. - the task - the audience- the
- Write a public objective
announcement on
earthquake safety measures.
-Write an opinion article

- RESOURCE MATERIALS: Textbook (Getting Through), extra text, pictures.

I.S.B.N. 9947/06 n° Depot legal 245 2006
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.
The teaching Unit is to be covered within about 18 hours. 13hours for teaching/learning and 5 hours are to be exploited in Remedial
activities and Project monitoring and presentation

Ministry of National Education

32
Annual Progressions (Secondary Education)

Ministry of National Education

33