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أنجليزية س2
أنجليزية س2
جوان 0202
املقدمة:
وسعيا من وزارة التربية الوطنية لضمان تنفيذ املناهج التعليمية في ظل الظروف الاستثنائية (كوفيد )11تضع مديرية التعليم الثانوي تحضيرا للموسم الدراس ي 2021ـ َ ،2022
العام والتكنولوجي بالتنسيق مع املفتشية العامة للتربية الوطنية بين أيدي السيدات والسادة املفتشين وألاساتذة التدرجات السنوية للتعلمات ،املعدلة بصفة استثنائية بما
يتماش ى والحجم الزمني املتاح.
يشكل التخطيط لتنفيذ املناهج التعليمية عامال مؤثرا في تحقيق أهداف العملية التعليمية /التعلمية وتنمية كفاءات املتعلمين ،يرتبط هذا التخطيط بعامل الوقت الذي
يجب أن ينظر إليه كمورد من املوارد املتاحة التي ينبغي استثمارها بالشكل ألامثل ،تشكل التدرجات السنوية للتعلمات أداة بيداغوجية أساسية توضح كيفية تنفيذ املناهج
التعليمية بحيث:
تراعي التوافق بين حجم التعلمات والزمن البيداغوجي املتاح،
تضبط السير املنهجي للتعلمات بما يكفل تنصيب الكفاءات املستهدفة في املناهج التعليمية،
تضمن بناء املفاهيم املهيكلة للمادة بأقل ألامثلة والتمثيالت املوصلة إلى الكفاءات املستهدفة،
تضمن تناول املضامين وإرساء املوارد مع مراعاة وتيرة التعلم وقدرات املتعلم واستقالليته،
تقترح فترات للتقويم املرحلي للكفاءة بما يضمن الانسجام بين سيرورة التعلمات وعملية تقويمها وتنمية قدرة املتعلم على إدماج املوارد وحل املشكالت،
من هذا املنطلق نطلب من جميع ألاساتذة قراءة وفهم مبادئ وأهداف وآليات هذا التعديل البيداغوجي للتدرجات السنوية والتنسيق فيما بينهم بالنسبة لكل مادة وفي كل
ثانوية من أجل وضعها حيز التنفيذ ،كما نطلب من املفتشين مرافقة ألاساتذة ودعمهم بتقديم التوضيح الالزم.
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.
Introduction
Due to the COVID19 pandemic repercussions on both teaching and pedagogical performance, the Ministry of
National Education deemed necessary to issue these revised learning progressions as a tool to alleviate the effects of the
disease on learners. In this perspective, the present document intends to facilitate the understanding and the
implementation of the curricula. These progressions also allow the achievement of coherence with the pedagogical
plan. For this, practitioners (Inspectors, teachers…) are requested to get an insight into the underlying principles of
these progressions and put them into practice.
- At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites
through a diagnostic test and regulate their teaching accordingly.
- Assessment should occur at regular intervals during the sequence and at the end of the sequence in addition to
designated exam periods.
- After 2/3 weeks of teaching, learners will be able to mobilize their resources and reinvest them in a problem-
solving situation.
- Write a charter
on an ideal class - talk about abuse of human rights
Resources: Resources:
- ability and possibility using ‘can’ - obligation:
- verb idiom ‘be able to’ in different tenses must / have to / had to + stem
- could /managed to…
absence of obligation:
- expressing concession: however, although don’t have to...
Lexis related to :
*peace and conflict
Safety a permanent
earthquake safety measures.
- interpret a chart. solution
- discuss international aid as a permanent solution
Resources: Resources:
- Reporting statements / questions (present - Reporting statements / questions
perfect), orders (past simple, modals)
- had better - ought to - should - If I were you...
- Link words expressing cause
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.
Introduction
Due to the COVID19 pandemic repercussions on both teaching and pedagogical performance, the Ministry of
National Education deemed necessary to issue these revised learning progressions as a tool to alleviate the effects of the
disease on learners. In this perspective, the present document intends to facilitate the understanding and the
implementation of the curricula. These progressions also allow the achievement of coherence with the pedagogical
plan. For this, practitioners (Inspectors, teachers…) are requested to get an insight into the underlying principles of
these progressions and put them into practice.
- At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites
through a diagnostic test and regulate their teaching accordingly.
- Assessment should occur at regular intervals during the sequence and at the end of the sequence in addition to
designated exam periods.
- After 2/3 weeks of teaching, learners will be able to mobilize their resources and reinvest them in a problem-
solving situation.
- Write a charter
on an ideal class - talk about abuse of human rights
Resources: Resources:
- ability and possibility using ‘can’ - obligation:
- verb idiom ‘be able to’ in different tenses must / have to / had to + stem
- could /managed to…
absence of obligation:
- expressing concession: however, although don’t have to...
Lexis related to :
*peace and conflict
Resources: Resources:
- Reporting statements / questions (present - Reporting statements / questions
perfect), orders (past simple, modals)
- had better - ought to - should - If I were you...
- Link words expressing cause
جوان 0202
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.
Introduction
Due to the COVID19 pandemic repercussions on both teaching and pedagogical performance, the Ministry of
National Education deemed necessary to issue these revised learning progressions as a tool to alleviate the effects of the
disease on learners. In this perspective, the present document intends to facilitate the understanding and the
implementation of the curricula. These progressions also allow the achievement of coherence with the pedagogical
plan. For this, practitioners (Inspectors, teachers…) are requested to get an insight into the underlying principles of
these progressions and put them into practice.
- At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites
through a diagnostic test and regulate their teaching accordingly.
- Assessment should occur at regular intervals during the sequence and at the end of the sequence in addition to
designated exam periods.
- After 2/3 weeks of teaching, learners will be able to mobilize their resources and reinvest them in a problem-
solving situation.
- Write a charter
on an ideal class - talk about abuse of human rights
Resources: Resources:
- ability and possibility using ‘can’ - obligation:
- verb idiom ‘be able to’ in different tenses must / have to / had to + stem
- could /managed to…
absence of obligation:
- expressing concession: however, although don’t have to...
Lexis related to :
*peace and conflict
Phonology:
- intonation in questions and polite requests
Resources:
- If conditional types 2 & 3
- Present perfect
- Past perfect
- If only
- Adjectives: well+ past participle (well-informed)
- Compound words
- Phrasal & prepositional words
Lexis related to the theme.
Phonology:
- stress in words ending in: gy, ical, ic / ics, tion
Example: Write an imaginary account telling how you would change the course of your life if you had the ability to do so.
Project : Or refer back to the textbook for alternative projects.
Safety a permanent
earthquake safety measures. solution
- interpret a chart.
- discuss international aid as a permanent solution
Resources: Resources:
- Reporting statements / questions (present - Reporting statements / questions
perfect), orders (past simple, modals)
- had better - ought to - should - If I were you...
- Link words expressing cause
جوان 0202
Exit Profile
At the end of SE2, the learner will be able produce oral/written messages/texts of descriptive, narrative,
argumentative, expository and prescriptive types of about 15 lines, using written or oral support.
Introduction
Due to the COVID19 pandemic repercussions on both teaching and pedagogical performance, the Ministry of
National Education deemed necessary to issue these revised learning progressions as a tool to alleviate the effects of the
disease on learners. In this perspective, the present document intends to facilitate the understanding and the
implementation of the curricula. These progressions also allow the achievement of coherence with the pedagogical
plan. For this, practitioners (Inspectors, teachers…) are requested to get an insight into the underlying principles of
these progressions and put them into practice.
- At the beginning of each unit, teachers are requested to check the level of assimilation of the pre-requisites
through a diagnostic test and regulate their teaching accordingly.
- Assessment should occur at regular intervals during the sequence and at the end of the sequence in addition to
designated exam periods.
- After 2/3 weeks of teaching, learners will be able to mobilize their resources and reinvest them in a problem-
solving situation.
- Write a charter
on an ideal class - talk about abuse of human rights
Resources: Resources:
- ability and possibility using ‘can’ - obligation:
- verb idiom ‘be able to’ in different tenses must / have to / had to + stem
- could /managed to…
absence of obligation:
- expressing concession: however, although don’t have to...
Lexis related to :
*peace and conflict
Phonology:
- intonation in questions and polite requests
Resources:
- If conditional types 2 & 3
- Present perfect
- Past perfect
- If only
- Adjectives: well+ past participle (well-informed)
- Compound words
- Phrasal & prepositional words
Lexis related to the theme.
Phonology:
- stress in words ending in: gy, ical, ic / ics, tion
Example: Write an imaginary account telling how you would change the course of your life if you had the ability to do so.
Project :
Or refer back to the textbook for alternative projects.
Safety a permanent
earthquake safety measures. solution
- interpret a chart.
- discuss international aid as a permanent solution
Resources: Resources:
- Reporting statements / questions (present - Reporting statements / questions
perfect), orders (past simple, modals)
- had better - ought to - should - If I were you...
- Link words expressing cause