‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫الجمهورية الجزائرية الديمقراطية الشعبية‬

‫وزارة التربية الوطنية‬

‫المديرية العامة للتعليم‬

‫مديرية التعليم الثانوي العام والتكنولوجي‬

‫التد ّرجات السنوية‬

‫مادة اللغة االنجليزية‬

‫سبتمبر‪0202‬‬

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‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫الجمهورية الجزائرية الديمقراطية الشعبية‬

‫وزارة التربية الوطنية‬
‫المديرية العامة للتعليم‬
‫مديرية التعليم الثانوي العام والتكنولوجي‬

‫التد ّرجات السنوية‬

‫مادة اللغة االنجليزية‬
‫السنة الثانية ثانوي‬
‫سبتمبر‪0202‬‬

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 ‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫املقدمة‪:‬‬

‫يشكل التخطيط لتنفيذ املناهج التعليمية عامال مؤثرا في تحقيق أهداف العملية التعليمية ‪/‬التعلمية و تنمية كفاءات املتعلمين‪ ،‬يرتبط هذا التخطيط بعامل الوقت الذي‬

‫يجب أن ينظر إليه كمورد من املوارد املتاحة التي ينبغي استثمارها بالشكل ألامثل‪.‬‬

‫تحضيرا للموسم الدراس ي‪ 0202‬ـ ‪ ،0202‬و َسعيا من وزارة التربية الوطنية لضمان تنفيذ املناهج التعليمية في ظل الظروف الاستثنائية (كوفيد‪ )21‬تضع مديرية التعليم الثانوي‬

‫العام والتكنولوجي بين أيدي املمارسين التربويين التدرجات السنوية للتعلمات‪ ،‬كأدوات عمل‪ ،‬معدلة ومكيفة بصفة استثنائية بما يتماش ى والحجم الزمني املتاح‪.‬‬

‫تضمن التدرجات السنوية املعدلة و املكيفة بناء املفاهيم املهيكلة للمادة بأقل ألامثلة والتمثيالت املوصلة إلى الكفاءات املستهدفة و تناول املضامين و إرساء املوارد مع مراعاة‬

‫وتيرة التعلم وقدرات املتعلم واستقالليته ‪ ،‬كما تقترح التدرجات السنوية للتعلمات فترات للتقويم املرحلي للكفاءة بما يضمن الانسجام بين سيرورة التعلمات و تقويم القدرة‬

‫على إدماجها‪ ،‬من هذا املنطلق نطلب من جميع ألاساتذة قراءة وفهم مبادئ و أهداف و آليات هذا التعديل البيداغوجي للتدرجات السنوية و التنسيق فيما بينهم بالنسبة لكل‬

‫مادة وفي كل ثانوية من أجل وضعها حيز التنفيذ‪ ،‬كما نطلب من املفتشين مرافقة ألاساتذة و تقديم التوضيح الالزم‪.‬‬

‫مذكرة منهجية‪:‬‬

‫تعد التدرجات السنوية للتعلمات أداة بيداغوجية أساسية توضح كيفية تنفيذ املناهج التعليمية‪،‬تضبط سيرورة التعلمات بما يكفل تنصيب الكفاءات املستهدفة في املناهج‬

‫التعليمية‪ ،‬ولقد ترتب عن تطبيق التدابير الاحترازية املتعلقة بالحد من تفش ي فيروس كورونا (كوفيد‪ ،) 21-‬جملة من إلاجراءات من بينها إنهاء السنة الدراسية ‪0202 -0221‬‬

‫دون استكمال التعلمات املقررة في الفصل الثالث والضرورية ملواصلة الدراسة في املستويات ألاعلى و كذا تأجيل الدخول املدرس ي ‪ ، 0202-0202‬اقتضت هذه الظروف‬

‫تعديال بيداغوجيا استثنائيا للتدرجات السنوية اعتمدت خالله آليات منهجية وبيداغوجية بما يحقق جملة من املبادئ و ألاهداف‪.‬‬

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 ‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫ألاهداف‬ ‫املبادئ ألاساسية‬

‫تنصيب لدى املتعلم الكفاءات املسطرة في املناهج التعليمية؛‬ ‫املحافظة على الكفاءات كمبدأ منظم؛‬
‫تمدرس ناجع للتالميذ يسمح بإرساء التعلمات ألاساسية املستهدفة في املناهج‬ ‫املحافظة على املفاهيم املهيكلة للمادة؛‬
‫املحافظة على تقويم القدرة على إلادماج لدى املتعلم من خالل وضعيات مشكلة التعليمية؛‬
‫تزويد املتعلم باألسس العلمية الضرورية ملتابعة الدراسة في املستويات ألاعلى‪،‬‬ ‫مركبة تستهدف التقويم املرحلي للكفاءات؛‬
‫ّ‬
‫إدراج التعلمات ألاساسية غير املنجزة في السنة الدراسية ‪ 0202/0221‬ضمن‬ ‫التكفل بالتعلمات ألاساسية غير املنجزة خالل السنة الدراسية ‪0202/0221‬‬
‫التدرجات السنوية؛‬

‫آليات التعديل البيداغوجي‬

‫الجانب البيداغوجي‬ ‫الجانب املنهجي‬

‫ب‪-‬املمارسات البيداغوجية‪:‬‬ ‫أ‪ -‬املوارد املعرفية والنشاطات‪:‬‬ ‫تحديد مالمح التخرج والكفاءات املستهدفة‪،‬‬
‫توزيع التعلمات على ‪ 02‬أسبوعا دون احتساب أسابيع تحديد الحد الالزم من املوارد الضروري لبناء الكفاءة منهجية استغالل الوثائق ( استغاللها ضمن مسعى لحل‬
‫مشكل )‪،‬‬ ‫املهيكلة)‪،‬‬
‫ِ‬ ‫( املوارد‬ ‫التقويم‪،‬‬
‫استغالل الحد ألادنى من الوثائق‪ ،‬السندات و بناء بطاقات منهجية‪ ،‬تقدم للمتعلم‪ ،‬توضح منهجية‬ ‫ضبط التقويم املرحلي للكفاءة؛‬
‫استغالل مختلف أنماط الوثائق(جداول‪ ،‬منحنيات‪،‬‬ ‫وضع مخطط زمني يسمح بمتابعة مدى تنفيذ املناهج النشاطات لبناء املوارد‪،‬‬
‫نصوص‪ ،‬أعمدة بيانية‪ ،‬خرائط‪،)...‬‬ ‫الدمج بين النشاطات في إطار حل املشكل‪،‬‬ ‫التعليمية‪.‬‬
‫إدراج بعض النشاطات التي تستهدف البناء ألتحصيلي مرافقة املتعلم أثناء إنجازه للمهمات بتقديم تعليمات‬
‫تيسر الحل‪.‬‬ ‫ضمن التقويم‪.‬‬

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‫وزارة التربية الوطنية‬ ‫التدرجات السنوية للتعلمات ‪0202-0202‬‬

‫‪-3-‬شعبة لغات أجنبية‬

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 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Level: Secondary Education: Year Two (SE2)

Streams: Foreign Languages
Time devoted: 5 hours/week

Exit Profile
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.

Theme Unit
1- Diversity / Lifestyles - Signs of the time
2- Peace and Conflict Resolution - Make Peace
3- Poverty and World Resources - Waste not, want not
4-Technology and Innovation - Budding Scientist
5- Technology and theArts - Fiction or Reality
6- Disasters and Safety - No Man is an Island

18
 ‫وزارة التربية الوطنية‬
Theme and Targeted
Learning Objectives
Unit Competency
Interacting
-Identify and define the
Diversity concept of diversity.
narrating past events
Lifestyles - Explore, compare cultural
differences among people
Interpreting and their lifestyles
throughout time
-speak/write about means of
Unit 1: intercultural exchanges.
-write an e-mail
Signs of the
Time -Compare people’s values
and accept them as they are.
-Explore the different
contributions of people in
Producing the world in many fields.
-Define the concept of twin
towns.
-Lexis related to the topic
Project 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
Outcome predictions for the future
Resources
- Used to...
- narrating past events: past
simple and past continuous
using when &while
-Going to + stem
planning to + stem
intend to + Stem
Homophones/ Homonyms/
final “s”
Stress shift from noun to adj
-Formation of adj
- Degree of certainty: might/
might well, may...
-Relative pronouns, defining
vs non-defining relative clause
- Comparatives and
superlatives
-Link words comparing /
contrasting
(Refer to the programme)
19
Suggested Tasks
-Read a text to study some
language points and use them.
- Talk about pre-arranged plans or
intentions
-Write a policy
- Talk about weather
predictions/medicine/dvpt to
brainstorm the topic.
- Write a short dialogue predicting trained on how to mobilize
what might happen in different
fields/ Make a short commentary
on the radio talk
- 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 use of the appropriate
the past and now
- Identify techniques of avoiding
repetition (Synonyms /antonyms
/relative pronouns)
- Compare and contrast people’s
clothing style evolution.
- Write an email
0202-0202 ‫التدرجات السنوية للتعلمات‬
Assessment and
Time
Remediation
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
5 weeks
their resources and reinvest 25 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
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.
 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Theme and Targeted Assessment and

Learning Objectives Resources Suggested Tasks Time
Unit Competency Remediation
-Define the word conflict and
- interact about conflicts, 1- Assessment should occur
list types of conflicts (family,
- Ability and possibility peace, solutions, using at regular intervals during
Peace and Interacting classroom, community, ).
using “can” pictures, video... the sequence and at the end
Conflict -Discuss and identify the
- express ability and possibility of the sequence in addition
Resolution sources of conflict.
- Verb idiom “be able to” in (using «can”) to designated exam periods.
- Discover and discuss the role
different tenses - Use idiom “be able to” as
of UNO
-could/managed to” substitute to “can” (future, 2-After 3/4 weeks of
-state point of view and
present perfect, etc...) teaching, learners must be
Interpreting discuss it.
- Criticize/ apologize -Use “managed to” to express trained on how to mobilize
-Recognize bias and prejudice
-Should (not) have + PP(v) the notion of “achievement / their resources and reinvest
- Distinguish between duties
fulfilment” them in a problem-solving
and rights.
-expressing concession: - identify the different situation, through pair work or
Unit 2: - Figure on ways for conflicts
however, although functions of the modal “can” group work.
resolutions
and its substitutes (act 2 p is
Make -Discover and use lexis related
- Obligation: Must / have to / all right) 3- Integration: A situation of
Peace: to peace and conflict. 5 weeks
had to + stem/ need to - write a poem for a UNESCO communication in which the
-Write a poem denouncing
competition to denounce learners reinvest and make use
prejudice 25hours
-absence of obligation: prejudice. of the appropriate resources as
- Apologise for and criticize
mustn’t, don’t haveto/ - oral interaction about daily knowledge, skills and
Producing wrong actions
needn’t to conflicts and their context (to attitudes, whether guided or
- Express obligation,
bring about conflicts at school, free, and which should
prohibition, absence of
-review Prohibition, between classmates...) comprise the following
obligation
The activities p 44 are quite all aspects: - the issue - the task -
-Express appreciation
- Topical Lexis right, so they can be kept the audience- the objective.
-set a list of school regulations
-Analyse a charter; focusing
Phonology: *Teacher may choose a video
on form and context/ analyse
-Intonation in polite requests to clarify the theme (wrong
style
actions.)
-talk about abuse of human
(Refer to the programme)
rights
Project
Example: Write a statement of achievements about Nobel Peace Prize winners. Or refer back to the textbook for alternative projects.
Outcome

21
 ‫وزارة التربية الوطنية‬
Theme and Targeted
Learning Objectives
Unit Competency
-express purpose
Poverty and - Demonstrate awareness and
World Interacting understanding of the issue of
Resources sustainable development
-Explain the concept of
sustainable development
and its relationship with
Interpreting environmental issues
Unit 3: - identify natural resources in
your country and in the world
Waste not, - explore ways natural resources
Want not are shared in your country and in
the world
-Discuss and suggest a fair way
of sharing non-renewable
sources of energy
Producing
-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.
Project
Example: Write a charter against poverty. Or refer back to the textbook for alternative projects.
Outcome
Resources
-Passive voice Modals:
could/must/should/ ought to
-in order to/so as to/ so that...
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)
-relative pronoun “whom”
Pronunciation:
-stress in two syllable words
(Refer to the programme)
21
Suggested Tasks
-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
0202-0202 ‫التدرجات السنوية للتعلمات‬
Assessment and
Time
Remediation
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 5 weeks
trained on how to mobilize
their resources and reinvest 25 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
 ‫وزارة التربية الوطنية‬ 0202-0202 ‫التدرجات السنوية للتعلمات‬

Theme and Targeted Assessment and

Learning Objectives Resources Suggested Tasks Time
Unit Competency Remediation

-explain the concept of science
Technology Interacting fiction
and - describe book covers/ watch
the Arts videos related to fiction
-list and discuss the topics of
sci-fi.
- read a newspaper article about
Interpreting science fiction and identify the
basis of sci-fi.
Unit 5 : - Give advice /
express regrets/ wishes
Science or
Fiction -Write a newspaper article
speculating
-Ask for and give explanations in
a conversation and speculate
Producing
-Write a commentary.
-Write and recite a poem
Write an autobiography/Tell
about people who contributed to
the welfare of humanity
 If conditional types 2&3 Past form of may/can is 1- Assessment should
omitted occur at regular intervals
 Present perfect during the sequence and
- Review the past simple and at the end of the sequence
 Past perfect past perfect tense in addition to designated
exam periods.
 If only -Note taking
2-After 3/4 weeks of
 Adverbs: well+ past teaching, learners must be
participle Instead of personal lament, trained on how to mobilize
(well-informed) write about an environmental their resources and reinvest 4 weeks
issue. them in a problem-solving
 Compound words situation, through pair work
or group work. 20 hours
 Phrasal & prepositional
words 3- Integration: A situation of
communication in which the
learners reinvest and make
 Emphatic stress(do/did)
use of the appropriate
 Rising & falling resources as knowledge,
intonation skills and attitudes, whether
guided or free, and which
(Refer to the programme) should comprise the
following aspects: - the issue
- the task - the audience- the
objective

Project
Example: Write a repertory of inventions and discoveries.Or refer back to the textbook for alternative projects.
Outcome

22
 ‫وزارة التربية الوطنية‬
Targeted
Theme and Unit Learning Objectives
Competency
-Explain the importance of
safety rules and conduct
Interacting
(especially in disasters)
Disasters
and
-List types of disasters and
Safety
where they occur.
- Ask for and give advice and
Interpreting information on the right
behaviour during a disaster
- Write a report
- Quote someone
- Express interest and
Unit 6: surprise
No Man is an
Island - Disagree politely
Producing - conduct an interview and
report its results
-Write a report using a pie
chart.
- Write a public
announcement on earthquake
safety measures.
-Write an opinion article
Project Outcome Example: Conduct a survey.Or refer back to the textbook for alternative projects.
Resources Suggested Tasks
-Reporting statements / Additional activities to:
questions / orders (past 1-Discovering language
tenses) (MCQ/ matching /cohesive
markers/T-F)
-Had better-ought to-
2-listening and speaking:
should-if I were you...
(table filling).
-Link words expressing 3-reading and writing:
cause -choosing gist
-Topical lexis -reordering ideas
-True/false
Phonology:
Intonation in indirect -find synonyms
questions -close passage.
-listening to a radio interview.
-managing through a
conversation.
(Refer to the programme)
-taking turns in an interview.
- reading a report
-interpreting a pie chart.
-writing a public
announcement.
-writing an opinion article.
23
0202-0202 ‫التدرجات السنوية للتعلمات‬
Assessment and
Time
Remediation
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
5 weeks
trained on how to mobilize
their resources and reinvest
them in a problem-solving
situation, through pair work 25 hours
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