Yearly Planning1AS - 2018-2019

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 1
September 2018
Ministry of National Education 1

Introduction
In preparation for the 2018/2019 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 this 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.

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 are ready to put forward 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.

Level: Secondary Education Year One (SE1)
Stream: Literary stream
Time devoted: 4 hours
GLOBAL COMPETENCE
At the end of SE1, the learner will be able to produce written messages / texts of descriptive, narrative, argumentative and prescriptive types of about 12 lines,
using written or oral support.

First term
THEME Targeted Communicative tasks/activities Resources Integration & Time

UNIT
Competency Assessment
Learning Objectives
Diagnostic assessment SEPTwee

k2
Project:Making a job application booklet/Creating a web page/Writing a letter/ an e-mail

TI
O
G
H
N
U
E
E
T
T
-

Students will be able to : *labelling Grammar: 1- Assessment
should occur at
* speak/write about means of *The imperative. 6 weeks
intercultural exchanges regular intervals
(computer, internet, *ordering instructions *Sequencers: first, next… during the 24 hours
telephone…) *Modals: need to, have to. sequence and at
the end of the
* Name the main parts of a sequence in
* Filling in a form and *Comparatives of adjectives
computer. writingan application letter and adverbs: less/ more +adj + addition to
Interacting than. designated exam
* write a paragraph on the
advantages and drawbacks of periods.
*Expressing purpose: in order
Internet. *responding to an e-mail/ to, so as to ,to .
Interpreting advert
*Frequency adverbs: always,
* manipulate some common often…
means of intercultural Producing *Recognizing the layout / *Degree adverbs : very , quite
exchanges. Writing an application letter …
*identify the different types of * conducting interviews *Reflexive pronouns : myself ,
letters. yourself …
Intercultural Exchanges
* giving opinion
*write a letter or an e-mail. *Modals: have to , had to , must
* agreeing /refusing.
* differentiate between formal * Extreme adjectives: boiling
and formal lettersand write exhausted…
messages on that way.
*- Types of pronouns: subject,
object,…

*Prepositions of time and 2-After 3/4 weeks of
place: in , on , at … teaching, learners will
be able to mobilize their
resources and reinvest
*Correlative conjunctions : them in a problem-solving
Neither ….nor / either ….or / situation, through pair
both ….and … work or group work.
*state point of view and justify *Definite and indefinite

it articles: a , an , the , Ø.
Interacting
*Instructing & comparing
*write short notes to invite, *Expressing preferences &
refuse and accept invitation. purpose.
Interpreting
*write short notes to express *Describing people‘s regular
sympathy and apology. activities.
Producing
*write a letter of inquiry. *Describing a place.
* write about advantages and *Expressing obligation:
drawbacks of the internet must /have to….
*fill in a résumé (CV). *Inviting / accepting and
*write a letter of application. refusing invitation.
*hold a telephone *Apologising.

conversation. Lexis:
*- Write some class rules. * related to computing and
*express obligation. messages
* voc related to description:

to the west, to the north, it’s
TING THROUGH
*express purpose. bordered…..

al Exchanges
- Phone tactics: phone

number, I’m afraid….
Phonology:
PROJECT PRESENTATION Peer assessment
Project: Conducting a survey

O:
DI
DI
W
W
FI
FI
O
H
O
H
O
U
R
U
R
N
T
T
S
S
S
-

Students will be able to: *Filling in a questionnaire Grammar: 1- Assessment should 5
occur at
*speak/write about means of Interacting *Degree adverbs : quite , w
communication ( TV, absolutely… regular intervals
* Summarisingdialogues during the sequence e
newspapers, magazines …) *Direct & indirect speech: and at the end of the
Interpreting questions, orders, requests, e
* compare sensational newspapers sequence in addition
*choosingtheappropriate modals… to designated exam
with serious ones k
periods.
Producing reportingverbs. *Quotation marks . s
*conduct surveys
*Reporting verbs :suggested
* read and interpret reports, 20
/ordered …. 2-After 3/4 weeks of
newspaper articles and graphs hours
*Asking for and giving teaching, learners will
information. *Adverbs of manner:
*write a report/an article politely, fast… be able to mobilize their
resources and reinvest
* record the main ideas of a survey *Adjectives them in a problem-
solving situation,
* write about people’s reading habits *Giving advice/ inviting. through pair work or
*conduct an interview group work.
*Expressing like and
*Summarise what people say dislikes
(report statements, questions, orders, Expressing contrast: on the

greeting..) contrary, but…
* express a point of view/ opinion
* make requests/suggestions / Phonology:

recommendations. *Stress in compound
*narrate a story reporting the events words: newspaper
of an accident *Stress shift ( from noun to
mmunication – The Press
*write a memo adjective)
*Silent letters: would…
*Pronunciation of final « s
Ministry of National Education » / « ed » 9
*Formation of words
First term exams
Correction of the first term examination and remediation
WINTER HOLIDAYS
SECOND TERM
Unit Theme Learning objectives Targeted Competency Communicative Resources Integration & Time
tasks/activities Assessment
Project: Designing a consumer’s guide

E-
H
O
R
A
C
N
A
U
R
T

Students will be able to: *Reading a world Grammar: 1- Assessment should
climate map occur at
* speak and write about: * If conditional (type 0/1/2)
regular intervals
- different climates. *Sequencers: firstly, secondly… during the sequence
*Interpreting and at the end of the
- different types of pollution. pictures *Expressing cause / effect relationship.
sequence in addition
- natural and man-made *Link words :as a result, so, consequently ….. to designated exam
disasters. periods.
Interacting *Answering *Quantifiers : some , a little of most of , all
- causes and effects of global questions of , half of , few
warming.
*Expressing opinion / feelings : 2-After 3/4 weeks of
- recycling and renewable Interpreting teaching, learners will
energies *Using pictures and -agreeing and disagreeing be able to mobilize their
5
cues to make a resources and reinvest
*write SOS messages. - arguing for and against.
Producing dialogue them in a problem- w
*Polite requests solving situation,
*write an expository
through pair work or e
paragraph about pollution
Morphology:
Environment , Pollution and The World of Animals
group work.
*Matching e
*conduct a meeting *Forming adjectives using
k
*write the minutes of a suffixes : al, ic , ical…
meeting *Gap-filling s
*Deriving opposites using prefixes
*read /interpret/write an -
advert Lexis related to :
*Table completion 20
*write a letter of complaint - pollution, natural disasters and climate hours
change
*write a memo
Phonology:
*Intonation in yes /no questions
*Stress in words ending in « tion »
*Stress in words starting with prefixes

Project: Making an invention profile/ Writing a biography about a scientist 20

O
K
U
R
U
R
A
E
E
F

Students will be able to: Grammar: 1- Assessment hours
should occur at
*speak /write about: * Express concession:
regular intervals
- inventions, discoveries and “ however”, “although” … during the
developments in technology sequence and at
the end of the
- the development of
telecommunications Interacting * Use definite and indefinite sequence in
articles addition to
- the evolution of an invention - *Interpreting a picture designated exam
scientists and their inventions periods.
Interpreting * Table- filling 5
or discoveries *Express result: so+adj+ that 2-After 3/4 weeks
*Note- taking w
of teaching,
- the historical background of * Making an oral learners will be able
Producing e
the invention of a washing presentation or writing a *Describe an object: shape, to mobilize their
machine paragraph from notes colour, etc. resources and e
reinvest them in a
* state/identify advantages and *Asking /answering - Dimensions: deep, width… k
problem-solving
drawbacks of some inventions questions situation, through s
*Relative pronoun “whom”
* Take sides in a debate pair work or group
*Matching
*Lexis related to work.
* make an oral presentation of a
* Write a paragraph out of telecommunication
product from product a flow chart
specifications Phonology
Innovation and Technology
* write a business letter *Intonation in indirect

questions
*write an opinion letter
*Stress of words ending in: y
* Write a biography about a
+ ical
scientist
- present a product.
Second term exams

Correction of the second term examination and remediation
SPRING HOLIDAYS
THIRD TERM
Unit Theme Learning objectives Targeted Communicative Resources Integration & Time
Competency tasks/activities Assessment
Project: Writing a biography / a book review

TI
FI
M
O
O
V
N
C
N
A
E
E
P
-

Students will be able to: Grammar: 1- Assessment should
occur at
*listen and respond to a tale *Interpreting pictures/ book *Past simple and past
covers continuous using “when”, regular intervals
*read and respond to a short “while” during the sequence 7
narrative and at the end of the
w
sequence in addition
* illustrate the importance of a *Asking/answering
blurb questions *Relative pronouns to designated exam e
“who”,“whom” , “which” periods.
* read and interpret a literary Interacting e
portrait 2-After 3/4 weeks of
* Table-filling teaching, learners must k
*describe people’s physical Lexis: be trained on how to
Interpreting s
appearance and personality features mobilize their resources
- “Beside”, “Besides” and reinvest them in a
*read/write about literary figures *Gap –filling
problem-solving
- Describing people: dreamy,
Producing situation, through pair 21
* read and interpret a poem/a flashing, eyebrows…
work or group work.
folktale *Writing a paragraph using hours
Phonology:
*express literary preferences notes
*Stress in three-syllable words
* write:
*Pronunciation of final ‘ed’
- a book review
*Asking for and giving
- a biography directions: Excuse me, go
straight…
- the summary of a story
Famous People
- a personal narrative/a short

story/ a folktale/a poem
Third term exams

Correction of the third term examination and remediation
Level: Secondary Education : Year One (SE1)
Stream: Scientific and Technological Stream
Time devoted: 3 hours
GLOBAL COMPETENCE
At the end of SE1, the learner will be able to produce written messages / texts of descriptive, narrative, argumentative and prescriptive types of
about 12 lines, using written or oral support
First term
Targeted Communicative Resources Integration & Time
THEME Competency tasks/activities Assessment
Learning objectives
UNIT
Diagnostic assessment SEPT
week 2
Project:Making a job application booklet/Creating a web page/Writing a letter/ an e-mail

TI
O
G
H
N
U
E
E
T
T
-

Students will be able to : *labelling Grammar: 1- Assessment
should occur at
* speak/write about means of *The imperative. 6 weeks
intercultural exchanges regular
(computer, internet, *ordering instructions *Sequencers: first, next… intervals during
telephone…) *Modals: need to, have to. the sequence
18hours
and at the end
* Name the main parts of a
* Filling in a form and *Comparatives of adjectives and of the sequence
computer. writingan application adverbs: less/ more +adj + than. in addition to
Interacting letter designated
* write a paragraph on the *Expressing purpose: in order to, exam periods.
advantages and drawbacks of so as to ,to .
Internet.
Interpreting *responding to an e-mail/ *Frequency adverbs: always,
advert often…
* manipulate some common *Degree adverbs : very , quite …
means of intercultural Producing
exchanges. *Recognizing the layout / *Reflexive pronouns : myself ,
Writing an application yourself …
*identify the different types of letter
letters. *Modals: have to , had to , must
*write a letter or an e-mail. * Extreme adjectives: boiling

* conducting interviews exhausted…
Intercultural Exchanges
* differentiate between formal

and formal lettersand write *- Types of pronouns: subject,
messages on that way. object,…
* giving opinion
* agreeing /refusing.

*Prepositions of time and 2-After 3/4 weeks of
place: in , on , at … teaching, learners will
be able to mobilize their
*state point of view and justify resources and reinvest
it them in a problem-solving
*Correlative conjunctions :
Neither ….nor / either ….or / situation, through pair
both ….and … work or group work.
*write short notes to invite,
refuse and accept invitation. *Definite and indefinite
articles: a , an , the , Ø.
Interacting
*Instructing & comparing
*Expressing preferences &

*write short notes to express purpose.
Interpreting
sympathy and apology.
*Describing people‘s regular
activities.
Producing
*write a letter of inquiry. *Describing a place.
*Expressing obligation:
* write about advantages and must /have to….
drawbacks of the internet *Inviting / accepting and
*fill in a résumé (CV). refusing invitation.
*Apologising.
*write a letter of application. Lexis:
* related to computing and

messages
*hold a telephone
conversation. * voc related to description:
to the west, to the north, it’s
TING THROUGH
*- Write some class rules. bordered…..

al Exchanges
*express obligation. - Phone tactics: phone

number, I’m afraid….
Phonology:
Project: Conducting a survey

O:
DI
DI
W
W
FI
FI
O
H
O
H
O
U
R
U
R
N
T
T
S
S
S
-

Students will be able to: *Filling in a questionnaire Grammar: 1- Assessment 6
should occur at
*speak/write about means of Interacting *Degree adverbs : quite , w
communication ( TV, absolutely… regular intervals
* Summarisingdialogues during the sequence e
newspapers, magazines …) *Direct & indirect speech: and at the end of the
Interpreting questions, orders, requests, e
* compare sensational newspapers sequence in addition
*choosingtheappropriate modals… to designated exam
with serious ones k
periods.
Producing reportingverbs. *Quotation marks . s
*conduct surveys
*Reporting verbs :suggested
* read and interpret reports, /ordered …. 2-After 3/4 weeks of
newspaper articles and graphs *Asking for and giving 18
*Adverbs of manner: politely, teaching, learners
*write a report/an article information. will be able to
fast… hours
mobilize their
* record the main ideas of a survey *Adjectives resources and reinvest
them in a problem-
* write about people’s reading habits *Giving advice/ inviting. solving situation,
*conduct an interview through pair work or
*Expressing like and dislikes
group work.
*Summarise what people say Expressing contrast: on the
(report statements, questions, orders, contrary, but…
greeting..)
* express a point of view/ opinion Phonology:

* make requests/suggestions / *Stress in compound words:
recommendations. newspaper
*narrate a story reporting the events *Stress shift ( from noun to
Communication – The Press
of an accident adjective)
*write a memo *Silent letters: would…
*Pronunciation of final « s » /
« ed »
*Formation of words with
suffixes ‘ful’/‘ less’
First term exams
Correction of the first term examination and remediation
WINTER HOLIDAYS

Unit Theme Targeted Communicative Integration &
Learning objectives Resources Time
Competency tasks/activities Assessment
Project: Designing a consumer’s guide
Students will be able to: *Reading a world Grammar: 1- Assessment

climate map should occur at
* speak and write about: * If conditional (type 0/1/2)
regular intervals
- different climates. *Sequencers: firstly, secondly.. during the
*Interpreting pictures sequence and at
- different types of pollution. *Expressing cause / effect
the end of the
relationship.
- natural and man-made sequence in
disasters. *Answering questions *Link words : as a result, so, addition to
Interacting consequently ….. designated exam
- causes and effects of global periods.
warming. *Quantifiers : some , a little of most
*Using pictures and of , all of , half of , few
- recycling and renewable Interpreting cues to make a dialogue
energies *Expressing opinion / feelings : 2-After 3/4 weeks
of teaching,
*write SOS messages. -agreeing and disagreeing learners will be
Producing *Matching
table to mobilize 9
*write an expository paragraph - arguing for and against.
their resources and
about pollution w
*Polite requests reinvest them in a
Linguistic *Gap-filling
*conduct a meeting problem-solving
e
Morphology: situation, through
*write the minutes of a pair work or group e
meeting *Forming adjectives using
*Table- completion work.
suffixes : al, ic , ical… k
*read /interpret/write an advert
s
*write a letter of complaint *Derivingoppositesusing prefixes
World of Animals
*write a memo Lexis related to :

27
- pollution, natural disasters and
climate change
hours
Phonology:
THIRD TERM
THEM Learning objectives Targeted Communicative Resources Integration & Time

E Competenc tasks/activities Assessment
UNIT
Project: Making an invention profile/ Writing a biography about a scientist
Students will be able to: Grammar: 1- Assessment

should occur
*speak /write about: * Express concession: atregular intervals
during the sequence
- inventions, discoveries *Interpreting a picture “ however”, “although” …
and at the end of
Innovation and Technology and famous scientists / inventors
anddevelopments in technology 7
the sequence in
- the development of addition to w
telecommunications * Table- filling * Use definite and indefinite designated exam
articles periods. e
- the evolution of an invention -
scientists and their inventions e
*Note- taking
or discoveries *Express result:so+adj+ that 2-After 3/4 weeks of k
Interacting
teaching, learners
- the historical background of the will be able to s
* Making an oral
invention of a washing machine presentation or writing a *Describe an object: shape, mobilize their
Interpreting paragraph from notes colour, etc. resources and reinvest
* state/identify advantages and
them in a problem- 21
drawbacks of some inventions - Dimensions: deep, width… solving situation,
FOUR - EUREKA
* Take sides in a debate through pair work or hours

Producing *Asking /answering *Relative pronoun “whom”
group work.
* make an oral presentation of a questions
Lexis
product from product specifications
* related to telecommunication
* write a business letter

*write an opinion letter *Matching Phonology
* Write a biography about a *Intonation in indirect

scientist questions
* Write a paragraph out of a
- present a product. flow chart *Stress of words ending in: y +
ical
PROJECT PRESENTATION
Third term exams
Correction of the third term examination and remediation

Yearly Planning1AS - 2018-2019

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Annual Progression-Secondary

Democratic and Popular Republic of Algeria

Ministry of National Education 1

Ministry of National Education 2

Ministry of National Education 3

Level: Secondary Education Year One (SE1)

Stream: Literary stream

Time devoted: 4 hours

Ministry of National Education 4

THEME Targeted Communicative tasks/activities Resources Integration & Time

Diagnostic assessment SEPTwee

Project:Making a job application booklet/Creating a web page/Writing a letter/ an e-mail

Ministry of National Education 5

Ministry of National Education 6

*state point of view and justify *Definite and indefinite

*hold a telephone *Apologising.

* voc related to description:

*express purpose. bordered…..

- Phone tactics: phone

Project: Conducting a survey

Ministry of National Education 8

(report statements, questions, orders, Expressing contrast: on the

* express a point of view/ opinion

* make requests/suggestions / Phonology:

*write a memo adjective)

*Silent letters: would…

Correction of the first term examination and remediation

PROJECT PRESENTATION Peer assessment

Project: Designing a consumer’s guide

Ministry of National Education 10

*Intonation in yes /no questions

*Stress in words ending in « tion »

*Stress in words starting with prefixes

Project: Making an invention profile/ Writing a biography about a scientist 20

Ministry of National Education 12

* write a business letter *Intonation in indirect

Second term exams

Ministry of National Education 13

PROJECT PRESENTATION Peer assessment

Project: Writing a biography / a book review

Ministry of National Education 14

- a personal narrative/a short

PROJECT PRESENTATION Peer assessment

Third term exams

Ministry of National Education 15

Level: Secondary Education : Year One (SE1)

Stream: Scientific and Technological Stream

Time devoted: 3 hours

Diagnostic assessment SEPT

Project:Making a job application booklet/Creating a web page/Writing a letter/ an e-mail

Ministry of National Education 17

*write a letter or an e-mail. * Extreme adjectives: boiling

* differentiate between formal

Ministry of National Education 18

*Expressing preferences &

*write a letter of application. Lexis:

* related to computing and

*- Write some class rules. bordered…..

*express obligation. - Phone tactics: phone

Project: Conducting a survey

Ministry of National Education 20

* express a point of view/ opinion Phonology:

Correction of the first term examination and remediation

state point of view and justify Definite and indefinite

hold a telephone Apologising.

write a letter or an e-mail. Extreme adjectives: boiling