مادّة اللغة الإنكليزية - المواضيع الأساسية والمستمرة - للشهادتين المتوسطة والثانوية

‫األساسي المرتبط باألهداف األساس ّية‬
‫ّ‬ ‫األهداف التَّعليميَّة األساسيَّة وال ُمحتَوى ال ِع ّ‬

‫لمي‬
‫سطة والث ّانوية العا ّمة بفروعها األربعة)‬
‫الرسميّة (المتو ّ‬
‫شهادة ّ‬ ‫ِل َمن َهج ما ّدة اللغةاالنكليزية والمطلوبة لصفوف ال ّ‬
‫حصرا‬
‫ً‬ ‫ّراسي ‪2022-2021‬‬ ‫ّ‬ ‫للعام الد‬
‫هرس‬
‫ال ِف ِ‬
‫صفحة‬
‫ال ّ‬
‫‪1‬‬ ‫األسباب الموجبة والمالحظات العا ّمة ……………………………………‪………………………………………….........................‬‬
‫سطة‬ ‫شهادة المتو ّ‬

‫ال ّ‬
‫‪2‬‬ ‫األساسي‬
‫ّ‬ ‫التّاسع‬
‫ي………‪……………………………………...………………................................‬‬
‫ّ‬ ‫األساس‬ ‫اسع‬‫ّ‬ ‫ت‬‫ال‬ ‫ف‬ ‫ص‬
‫ّ ّ‬ ‫لل‬ ‫المحاور‬ ‫و‬ ‫ّة‬ ‫ي‬ ‫األساس‬ ‫األهداف‬
‫شهادة الثّانويّة‬
‫ال ّ‬
‫‪16‬‬ ‫فرعا العلوم العا ّمة وعلوم الحياة‬
‫ي الثّالث– فرعا العلوم العا ّمة وعلوم الحياة…………… ‪…...……………………………......…….‬‬
‫ّ‬ ‫انو‬‫ّ‬ ‫ث‬‫ال‬ ‫ف‬
‫األهداف األساسيّة و المحاور لل ّ‬
‫ص‬
‫ّ‬
‫‪23‬‬ ‫فرع االجتماع واالقتصاد‬
‫ي الثّالث– فرع االجتماع واالقتصاد …………………………‪………………………………........‬‬ ‫ّ‬ ‫انو‬ ‫ّ‬ ‫ث‬‫ال‬ ‫ف‬‫ّ‬ ‫ص‬ ‫ّ‬ ‫لل‬ ‫المحاور‬ ‫األهداف األساسيّة و‬
‫‪33‬‬ ‫فرع اآلداب واإلنسانيّات‬
‫ي الثّالث– فرع اآلداب واإلنسانيّات ………………………………………‪……...………………..‬‬ ‫ّ‬ ‫انو‬ ‫ّ‬ ‫ث‬‫ال‬ ‫ف‬ ‫ّ‬ ‫ص‬ ‫ّ‬ ‫لل‬ ‫المحاور‬ ‫األهداف األساسيّة و‬
‫حصرا‪ ،‬مع األخذ بعين االعتبار التّخفيف الصّادر ضمن التّعميم رقم ‪/28‬م‪ 2018/‬تاريخ ‪ 2018/5/21‬المبني على التّخفيف الصّادر ضمن التّعميم رقم‬
‫ً‬ ‫األهداف األساسيّة لمادة اللغة االنكليزية لصفوف الشهادة الرسمية (المتوسطة والثانوية العامة بفروعها األربعة) للعام الدّراسّي ‪2022-2021‬‬
‫‪/21‬م‪ 2016/‬تاريخ ‪ 2016/9/3‬والتّخفيف الصّادر ضمن التّعميم رقم ‪/13‬م‪ 2021/‬تاريخ ‪.2021/8/23‬‬
‫األسباب الموجبة‪:‬‬
‫إ ّن ال ّ‬
‫ظروف والحيثيّات المذكورة أدناه‪:‬‬
‫صعبة التي رافقته والتي أدّت إلى توقّف الت ّعليم بسبب اإلضرابات ‪ ،‬م ّما سبّب بتأخير انطالقة العام الدّراس ّ‬
‫ي‬ ‫ّ‬
‫المتأزم في لبنان‪ ،‬واألوضاع االجتماعيّة ال ّ‬ ‫ي‬
‫‪-‬الوضع االقتصاد ّ‬
‫بشكل منتظم ألكثر من عدّة أشهر ‪.‬‬
‫ي للبحوث واإلنماء حول إنجاز المواضيع‪ /‬األهداف األساسيّة حت ّى ‪ 23‬آذار ‪ 2022‬ونسب اإلنجاز المتفاوتة بين مادّة وأخرى‬
‫‪ -‬نتيجة الدّراسة التي أجراها المركز التّربو ّ‬
‫والتي لم تتعدّ بأفضل األحوال النّصف تقريبا في معظم المواد ‪.‬‬
‫والروابط والنّقابات وما أظهرته من صعوبات وتعث ّر لدى المتعلّمين وصعوبة استكمال‬
‫ي والخاص‪ّ ،‬‬ ‫‪-‬االجتماعات مع كافّة المعن ّيين في الحقل التّربو ّ‬
‫ي من القطاعين‪ :‬ال ّرسم ّ‬
‫المنهج‪.‬‬
‫استدعت منّا إعادة النّظر في المضامين ضمن الت ّعميم رقم ‪/13‬م‪ 2021/‬وذلك للتأ ّكد من تغطيتها‪ /‬إنجازها قبل المهل المحدّدة لنهاية العام الدّراس ّ‬
‫ي في المدارس لصفوف‬
‫ال ّ‬
‫شهادات‪.‬‬
‫راجع ال ُمعتَ َمدَة في هذا ال ّ‬

‫سياق‪:‬‬ ‫ال َم ِ‬
‫َمناهِج التَّعليم العام وأهدافها (ال َمرسوم رقم ‪ 10227‬تاريخ ‪ )1997/5/8‬والتَّعاميم ّ‬
‫الالحِ قَة بِ َح َ‬
‫سب ت َفاصيل ُمحت َوى َمن َهج مادَّة اللغة االنكليزية‬
‫مالحظة‪ :‬تجدر اإلشارة إلى أن األهداف المتعلقة بمهارتي اإلصغاء و التحدث مطلوبة للتدريس فقط و ليست لإلمتحانات الرسمية‪.‬‬
‫حصرا‬
‫ً‬ ‫تحديد الدروس‪/‬المواضيع‪/‬األهداف األساسيّة المطلوبة لإلمتحانات الرسمية للشهادتين المتوسطة والثانوية العا ّمة بفروعها األربعة للعام الدراسي ‪2022-2021‬‬ ‫‪1‬‬
‫ المبني على التّخفيف الصّادر ضمن التّعميم رقم‬2018/5/21 ‫ تاريخ‬2018/‫م‬/28 ‫ مع األخذ بعين االعتبار التّخفيف الصّادر ضمن التّعميم رقم‬،‫حصرا‬
ً 2022-2021 ‫األهداف األساسيّة لمادة اللغة االنكليزية لصفوف الشهادة الرسمية (المتوسطة والثانوية العامة بفروعها األربعة) للعام الدّراسّي‬
.2021/8/23 ‫ تاريخ‬2021/‫م‬/13 ‫ والتّخفيف الصّادر ضمن التّعميم رقم‬2016/9/3 ‫ تاريخ‬2016/‫م‬/21
‫ف الت ّاسع األساسي‬ ّ ‫األهداف الت َّعليميَّة األساسيَّة ِل َمن َهج مادَّة اللغة اإلنكليزية لل‬
ّ ‫ص‬
‫حصر‬
‫ ًا‬-2022-2021 ‫المتوسطة للعام‬ ّ ‫الشهادة‬ ّ ‫والمطلوبة المتحانات‬
Subject Matter: English Language and Literature Grade: Nine Cycle 3 of Basic Education
References:
Decree No. 10227 of 8/5/1997
Details of the curriculum content of English Language and Literature
Details of the Curriculum Content
، 2016/9/3 ‫ تاريخ‬2016/‫م‬/21 ‫الصادر ضمن الّتعميم رقم‬
ّ ‫ المبني على الّتخفيف‬2018/5/21 ‫ تاريخ‬2018/‫م‬/28 ‫الصادر ضمن الّتعميم رقم‬
ّ ‫المستند بعين اإلعتبار الّتخفيف‬
ُ ‫ يأخذ هذا‬:‫مالحظة‬
.2021/8/23 ‫ تاريخ‬2021/‫م‬/13 ‫والتّخفيف الصّادر ضمن التّعميم رقم‬
Criterion for classifying each as core Allocated Periods
Core in terms of knowledge, Language skills are taught in
skills, attitudes, and / or values an integrated way which
engages students in various
Core Objectives and Performance activities. This is why the
Skill Prerequisites with
Tasks time will be divided equally
Identification
among the four main skills
whereas thinking and
grammar will be embedded
into the context.
Listening Demonstrate understanding of
increasingly complex and varied
audio input.
Prerequisite from Grade 9 to
Paraphrase the main idea. First Secondary and
subsequent classes
Make inferences based on prior
First Secondary and
knowledge.
subsequent classes
‫حصرا‬
ً 2022-2021 ‫األهداف األساسيّة المطلوبة لإلمتحانات الرسمية للشهادتين المتوسطة والثانوية العا ّمة بفروعها األربعة للعام الدراسي‬/‫المواضيع‬/‫تحديد الدروس‬ 2

Dramatize a whole situation/event
First Secondary and
described.
subsequent classes
Present jumbled events in Core in relation to skills as it
chronological order. develops students’ ability to
analyze and synthesize as they
recombine things in a logical
manner
Recognize and discriminate
aspects of spoken discourse.
First Secondary and
Discuss setting and topic. subsequent classes
Identify correct Prerequisite from Grade 9 to
register/accent/type of language First Secondary and
used. subsequent classes
First Secondary and
Draw a topic outline. subsequent classes
Core in relation to skills as it
Use cloze procedure to focus on develops students’ ability to
specific discourse markers. utilize language components
develops students’ ability to
utilize language components
Paraphrase events and points of and to organize ideas and
view presented. restructure them
Demonstrate critical
understanding of spoken
discourse.
‫حصرا‬

Criticize speaker's opinions and First Secondary and
attitude. subsequent classes
Compare/contrast two versions of First Secondary and
the same piece of news. subsequent classes
Analyze emotional impact of audio First Secondary and
input. subsequent classes
Propose an alternative to a develops students’ ability to
viewpoint/solution. solve problems
Core in relation to attitude as it
develops students’ ability to set
a clear purpose and to establish
Explain speaker's purpose, tone an appropriate attitude with a
and attitude. proper tone of voice
develops students’ ability to be
Distinguish facts from opinions. objective
Comprehend written/ printed
discourse using text-related clue.
Fill in a cloze passage with Prerequisite from Grade 9 to
appropriate transitional and First Secondary and
idiomatic expressions. subsequent classes
Review the use of Prerequisite from Grade 9 to
synonyms/antonyms/definitions/ First Secondary and
phrasal verbs/idiomatic subsequent classes
expressions for underlined
Reading vocabulary words in the passage.
‫حصرا‬

Select the appropriate collocate or First Secondary and
given word. subsequent classes
Reinforce the use of prefixes and Prerequisite from Grade 9 to
suffixes found in a text and give First Secondary and
further examples of words which subsequent classes
can be formed of these.
understanding of a text.
Provide an alternative outcome or First Secondary and
conclusion and justify it. subsequent classes
First Secondary and
Paraphrase cause-effect events. subsequent classes
Complete the missing part of a First Secondary and
text. subsequent classes
Justify your choice of a title for an First Secondary and
extract/story/poem or article. subsequent classes
First Secondary and
Make a topic or sentence outline. subsequent classes
Compare/contrast two short develops students’ ability to
stories you have read. balance things
understand and draw
Identify context of an extract. conclusions
‫حصرا‬

Interpret graphs, charts, tables, analyze and transform data into
etc. discourse
establish an appropriate
Analyze attitude in the text. attitude
Develop basic comprehension of
appropriate literature.
Analyze main characters, setting, First Secondary and
theme, and plot. subsequent classes
Discuss how the following Prerequisite from Grade 9 to
elements developed: theme, First Secondary and
character, plot, setting. subsequent classes
Rate author's use of figures of First Secondary and
speech. subsequent classes
Analyze main characters, setting, First Secondary and
theme, and plot. subsequent classes
Practice reading a poem or Core in relation to skills as it
passage aloud with appropriate develops students’ ability to
intonation/phrasing/rhythm. utilize reading strategies
Create your own verse by using a Core in relation to skills as it
poem as a model of style. develops students’ creativity
Seek and/or provide information.
Oral Prerequisite from Grade 9 to
Communication Explain why certain cause/effect First Secondary and
relationships in science occur. subsequent classes
‫حصرا‬

Compare two methods of doing First Secondary and
something. subsequent classes
Communicate and/or justify
intellectual / emotional / moral
issues and positions.
Deny an accusation and defend a First Secondary and
position. subsequent classes
Evaluate two possible solutions to First Secondary and
a problem /issue. subsequent classes
Express your attitude towards a First Secondary and
problem /issue. subsequent classes
Give oral presentations on First Secondary and
assigned topics. subsequent classes
Describe the way a person must Core in relation to values as it
have felt when own friends develops students’ ability to
abandoned him/her. show sympathy
Initiate /sustain and conclude a
variety of practical /social and
professional conversation acts.
Summarize the highlights of a First Secondary and
debate and conclude it. subsequent classes
Debate the advisability of a certain develops students’ transferable
profession. and professional abilities
‫حصرا‬

Give an oral report on a develops students’ ability to
breakthrough in medicine, reflect on advances in different
science, technology, etc. domains
Core in relation to attitudes as it
Discuss and take a stand on issues criticize and accept criticism
from subject areas. respectfully
Give and receive feedback on an criticize and accept criticism
oral presentation. respectfully
Develop and enhance writing
skills through semi-guided
activities.
State why topic/concluding Prerequisite from Grade 9 to
sentences are irrelevant, banal, or First Secondary and
repetitious. subsequent classes
Generate concluding paragraphs First Secondary and
Written
for incomplete essays. subsequent classes
Communication
Develop a four-paragraph essay First Secondary and
from an outline and notes. subsequent classes
analyse and synthesize as they
recombine things in a logical
Reconstruct a scrambled text. manner
‫حصرا‬
Produce expressive,
transactional, and creative
writing.
Write a formal/informal letter First Secondary and
and/or petitions. subsequent classes
First Secondary and
Design simple questionnaires. subsequent classes
First Secondary and
Fill out a questionnaire. subsequent classes
Write an open-ended dialogue First Secondary and
about a conflict. subsequent classes
First Secondary and
Rewrite a story. subsequent classes
Write a response to a problem First Secondary and
published in a magazine. subsequent classes
Write short reports on a visit, film, develops students’ ability to
book, etc. state opinions objectively
Provide captions for cartoon develops students’ ability to
strips/pictures. reflect on different forms of art
Write research papers. Core in relation to skills as it
develops students’ professional
and transferable abilities
Apply process writing skills.
‫حصرا‬

Organize ideas into outlines, First Secondary and
loops, etc. subsequent classes
Compare/contrast timelines and First Secondary and
clusters. subsequent classes
Select and narrow a topic. make appropriate choices
Take notes from audio-visual develops students’ ability to
input. take notes from various modes
Interview a source and take notes. take notes
Identify the purpose of a writing develops students’ ability to set
task. a clear purpose
Identify audience: self, peers, vary style and level of formality
teacher, other. depending on the audience
develops students’ ability to edit
Write multiple drafts. and proofread
Delete Core in relation to skills as it
words/phrases/irrelevances. develops students’ ability to
Add words/phrases/sentences. make appropriate choices
‫حصرا‬
Add descriptive Core in relation to attitude as it

adjectives/adverbs to express the develops students’ ability to
mood or feeling conveyed more describe and convey feelings
clearly.
develops students’ ability to be
Add supporting details. more credible
develops students’
Rewrite vague sentences. communication strategies
Core in relation to values as it
Supply suggestions for an develops students’ self
improved beginning/end. confidence
Conduct a structured interview Core in relation to skills as it
with peers to elicit feedback on develops students’
language and content. communication strategies
Share writing through oral develops students’ self
reading. confidence
develops students’ self
confidence and self
Post writing on bulletin board. actualization
develops students’ ability to self
express themselves and boost
Design a poster for own writing. their creativity
Submit writing to the school develops students’ self
magazine. confidence
‫حصرا‬
Develop thinking strategies in

problem-solving, decision-making
and conceptualizing.
Evaluate appropriate graphic First Secondary and
organizers. subsequent classes
Execute the plan by outlining First Secondary and
course of action. subsequent classes
First Secondary and
Evaluate a goal for self or group. subsequent classes
Assess options for attaining a goal First Secondary and
by relating to personal experience. subsequent classes
Thinking Prerequisite from Grade 9 to
Judge the plan against a set of First Secondary and
personal criteria. subsequent classes
Formulate complex clarification First Secondary and
questions. subsequent classes
Develop and apply learned Prerequisite from Grade 9 to
mnemonic strategies to solve First Secondary and
learning problems. subsequent classes
Discuss a problem presented in a develops students’ ability to
text. deal with problems
Devise an appropriate develops students’ ability to
solution/plan for a given problem. solve problems
‫حصرا‬
Paraphrase, summarize and Core in relation to skills as it

organize a text. develops students’ ability to
Classify, organize and categorize organize ideas and restructure
information. them
Develop critical thinking skills.
Examine flow of ideas/logic of First Secondary and
argument. subsequent classes
Generate questions of advanced First Secondary and
complexity. subsequent classes
Distinguish between relevant and First Secondary and
irrelevant information. subsequent classes
Recognize logical Prerequisite from Grade 9 to
fallacies/inconsistencies in an First Secondary and
argument. subsequent classes
First Secondary and
Verify given conclusion. subsequent classes
Evaluate other conclusions against First Secondary and
a set of criteria. subsequent classes
Reflect on patterns of deductive, First Secondary and
inductive and logical reasoning. subsequent classes
criticize and accept criticism
Give and receive feedback. respectfully
‫حصرا‬
Transfer information from one

context to another.
Relate knowledge from one First Secondary and
subject-matter area to another. subsequent classes
Analyze data introduced in charts, First Secondary and
graphs, maps, etc. subsequent classes
Relate logical inferences based on Prerequisite from Grade 9 to
the text to background First Secondary and
knowledge. subsequent classes
Relate knowledge from one First Secondary and
subject-matter area to another. subsequent classes
Select and use learned strategies First Secondary and
to solve new problems. subsequent classes
Reconstruct elements of text into First Secondary and
new whole. subsequent classes
Synthesize ideas from sources to Prerequisite from Grade 9 to
produce arguments and mini- First Secondary and
research projects. subsequent classes
Evaluate information extracted develops students’ ability to
from the text. give objective judgements
‫حصرا‬
‫ف الت ّاسع األساسي‬ ‫محاور َمن َهج مادَّة اللغة اإلنكليزية لل ّ‬

‫ص ّ‬
‫حصر‬
‫المتوسطة للعام ‪ً -2022-2021‬ا‬ ‫ّ‬ ‫الشهادة‬
‫والمطلوبة المتحانات ّ‬
‫الحلقة ‪ :‬الث ّالثة‬ ‫ف‪ :‬الت ّاسع األساسي‬
‫ص ّ‬
‫ال ّ‬ ‫الما ّدة‪:‬اللغة االنكليزية‬
‫ف الت ّاسع األساسي من مرحلة الت ّعليم األساسي‬ ‫المرجع‪ :‬تفاصيل محتوى منهج مادّة اللغة االنكليزية لل ّ‬
‫ص ّ‬
‫مالحظة‪ :‬يأخذ هذا ال ُمستند بعين االعتبار التّخفيف الصّادر ضمن التّعميم رقم ‪/28‬م‪ 2018/‬تاريخ ‪ 2018/5/21‬والتّخفيف الصّادر ضمن التّعميم رقم ‪/21‬م‪ 2016/‬تاريخ ‪ ، 2016/9/3‬والتّخفيف الصّادر‬
‫ضمن التّعميم رقم ‪/13‬م‪ 2021/‬تاريخ ‪2021/8/23‬‬
‫‪Curriculum Content Details‬‬ ‫‪Decree No. 10227 of 8/5/1997‬‬
‫‪Required Themes‬‬ ‫‪Reason for Selecting Them‬‬
‫‪Building Self Confidence‬‬
‫‪Mysteries‬‬
‫‪The Generation Gap‬‬ ‫‪These themes were covered by most public as well as private teachers.‬‬
‫‪Tolerance‬‬
‫‪Valuing the Planet Earth‬‬
‫‪Writing Types: narrative, problem-solution, and cause-effect essays‬‬

‫‪Grammar: all lessons‬‬
‫حصرا‬
‫ فرعا علوم الحياة والعلوم العا ّمة‬- ‫ف الث ّانوي الث ّالث‬ ّ ‫األهداف التَّعليم َّية األساس َّية المرتبطة باألهداف األساس َّية ِل َمن َهج مادَّة اللغة االنكليزية لل‬
ّ ‫ص‬
‫حصر‬
‫ ًا‬-2022-2021 ‫انوية للعام‬ ّ ‫الشهادة ال ّث‬ّ ‫والمطلوبة المتحانات‬
Subject Matter: English Language and Literature Grade: Third Secondary Sections: General Sciences & Life Sciences
References:
Decree No. 10227 of 8/5/1997
‫ والتّخفيف‬،2016/9/3 ‫ تاريخ‬2016/‫م‬/21 ‫الصادر ضمن الّتعميم رقم‬
.2021/8/23 ‫ تاريخ‬2021/‫م‬/13 ‫الصّادر ضمن التّعميم رقم‬
Criterion for Classifying it as core Allocated Periods
Prerequisites with Core in terms of knowledge, Language skills are taught in an
Identification (There are skills, attitudes, and/or values integrated way which engages
Core Objectives and students in various activities. This is
Skill no prerequisite
Performance Tasks why the time will be divided equally
objectives for this grade
among the four main skills whereas
level since it is the final
thinking and grammar will be
year in school)
embedded into the context.
Sustain comprehension in
extended scientific
discourse
Summarize arguments. Core in relation to skills as it
Paraphrase parts of develops students’ ability to
Listening information. organize ideas and restructure
them; a skill that they need at the
university level
Demonstrate awareness of
the special language used in
scientific discourse.
‫حصرا‬
Identify special linguistic Core in relation to skills as it

structures and explain how develops students’ ability to
they deviate from normal derive the meaning of individual
discourse. words and to understand
semantic relations; a skill that
they need at the university level
Identify the special terms Core in relation to skills as it
used in the text. develops students’ ability to focus
on relevant terminology; a skill
that they need at the university
level
Understand specific details
and information from
various scientific sources.
Identify objectivity markers Core in relation to skills as it
in scientific discourse. develops students’ ability to give
objective judgements; a skill that
Recognize specific details as Core in relation to skills as it
examples of general science develops students’ ability to
topics. formulate the main idea when it is
implied; a skill that they need at
the university level
Understand lectures using Core in relation to skills as it
scientific graphic develops students’ ability to
conventions. analyze and interpret graphic
data; a skill that they need at the
university level
‫حصرا‬
Read information given

through language discourse
pertaining to scientific and
professional materials.
Interpret tone. Core in relation to attitude as it
Interpret point of view. develops students’ ability to
understand feelings
Derive information from
non-textual clues
Interpret charts, graphs, Core in relation to skills as it
tables, etc. develops students’ ability to
analyze and interpret graphic
data and visual relationships; a
skill that they need at the
university level
Reading
Read specialized texts
efficiently.
Derive relevant information Core in relation to skills as it
from textbooks. develops students’ ability to
obtain more detailed data; a skill
level
Derive relevant information Core in relation to skills as it
from other sources. develops students’ ability to
collect enough data to convince
and support one’s view point; a
skill that they need at the
university level
Demonstrate ability to
interpret texts.
‫حصرا‬
Organize ideas in the form of Core in relation to skills as it

tables, charts, graphs, etc. develops students’ ability to
illustrate data visually; a skill that
Understand and produce
discourse using more
advanced notions of science
develops students’ ability to make
Deliver cause/effect connections; a skill that they need
presentations. at the university level
Produce oral presentations
on a variety of scientific
situations.
Substantiate scientific Core in relation to skills as it
hypotheses. develops students’ ability to
Oral explain things by using evidence; a
Communication skill that they need at the
university level
Present own observations Core in relation to skills as it
using visuals. develops students’ ability to
illustrate data visually; a skill that
Use different speech
strategies for specific
situations.
Participate in scientific Core in relation to skills as it
defensive discourse. develops students’ ability to argue
objectively; a skill that they need
at the university level
‫حصرا‬
Produce extended written

forms.
develops students’ ability to argue
Develop scientific objectively; a skill that they need
description. at the university level
Understand and produce
discourse using extended
notions of science.
Develop cause/effect logical connections; a skill that
discourse. they need at the university level
Observe the rules of good
writing.
Written
Write coherently, Core in relation to skills as it
Communication
grammatically and clearly. develops students’ writing
Vary style and register strategies; a skill that they need at
according to topic and task. the university level
Select appropriate technical
terminology.
Utilize a wide range of
vocabulary and grammar.
Use extensive technical lexis Core in relation to skills as it
for a variety of scientific develops students’ ability to use
situations. wide concepts and expressions
develops students’ ability to use
Use a variety of grammatical wide concepts and expressions to
components most pertinent produce grammatically correct
to scientific discourse. sentences that fit the context
‫حصرا‬
Evaluate information given

through extended scientific
discourse.
Assess logical relationships. Core in relation to skills as it
Determine whether a theory develops students’ ability to make
is warranted. sound judgements by using
evidence; a skill that they need at
Thinking Skills the university level
Engage in problem-solving
tasks.
Identify research problems. Core in relation to skills as it
Conduct an experiment. develops students’ ability to
Organize and analyse results. conduct research; a skill that they
Compare findings to those need at the university level
reported in literature.
‫حصرا‬
‫محاور َمن َهج مادَّة اللغة اإلنكليزية لصفّي علوم الحياة و العلوم العامة‬
‫حصر‬
‫الشهادة الثانوية للعام ‪ً -2022-2021‬ا‬ ‫والمطلوبة المتحانات ّ‬
‫الفرع‪ :‬علوم الحياة والعلوم العا ّمة‬ ‫ف‪ :‬الث ّانوي الث ّالث‬
‫ص ّ‬
‫ال ّ‬ ‫الما ّدة‪ :‬اللغة االنكليزية‬
‫ّ‬ ‫ّ‬ ‫ّ‬
‫المرجع‪ :‬تفاصيل محتوى منهج مادّة اللغة االنكليزية لصفي الثالث الثانوي – فرعا علوم الحياة و العلوم العا ّمة من المرحلة الثانويّة‬
‫‪Current Issues‬‬
‫‪Natural Phenomena‬‬
‫‪Technology‬‬ ‫‪These themes were covered by most public as well as private teachers.‬‬
‫‪The Ecological Environment‬‬
‫‪The Teenager‬‬
‫‪Writing Types: persuasive, problem-solution, and cause-effect essays‬‬

‫‪Figures of Speech: simile, metaphor, irony, and personification‬‬
‫حصرا‬
‫ فرع االجتماع واالقتصاد‬- ‫ف الث ّانوي الث ّالث‬ ّ ‫األهداف التَّعليم َّية األساس َّية المرتبطة باألهداف األساس َّية ِل َمن َهج مادَّة اللغة االنكليزية لل‬
ّ ‫ص‬
‫حصر‬
‫ ًا‬-2022-2021 ‫انوية للعام‬ ّ ‫الشهادة ال ّث‬ ّ ‫والمطلوبة المتحانات‬
Subject Matter: English Language and Literature Grade: Third Secondary Section: Sociology and Economics
References:
Decree No. 10227 of 8/5/1997
.2021/8/23 ‫ تاريخ‬2021/‫م‬/13 ‫الصّادر ضمن التّعميم رقم‬
Prerequisites with Core in terms of knowledge, skills, Language skills are taught in an
Identification (There attitudes, and/or values integrated way which engages
Core Objectives and are no prerequisite students in various activities. This
Skill
Performance Tasks objectives for this is why the time will be divided
grade level since it is equally among the four main skills
the final year in whereas thinking and grammar
school) will be embedded into the context.
Demonstrate basic
understanding of academic
lectures.
organize ideas and restructure
Listening
Summarise lectures. university level
develops students’ ability to take
notes; a skill that they need at the
Take notes. university level
‫حصرا‬

logical connections; a skill that they
Make relevant comments. need at the university level
develops students’ ability to vary
style and level of formality
Identify speaker, context, and depending on the context and the
audience. audience
Identify main ideas. Core in relation to skills as it
develops students’ ability to focus
on main points; a skill that they
need at the university level
discourse.
Identify speaker's purpose, role, Core in relation to attitude as it
and tone. develops students’ ability to set a
clear purpose and to establish an
appropriate attitude with a proper
tone of voice
Demonstrate awareness of
linguistic and organizational
structure of text.
develops students’ ability to vary
Identify features of style and style and level of formality
register. depending on the context
‫حصرا‬

Identify key terms stressed in that they need at the university
text. level
logical connections; a skill that they
Identify transitionals. need at the university level
develops students’ ability to follow
Identify methods of a logical sequence; a skill that they
development of ideas. need at the university level
Demonstrate understanding of
specialized texts (History,
Geography, Economics).
Recognize, identify, and define on relevant terminology; a skill
related concepts and that they need at the university
terminology. level
Reading
on main points; ; a skill that they
Identify main ideas and details. need at the university level
develops students’ ability to adopt
Identify and explain implied certain attitudes based on the
meanings and attitudes. situation
‫حصرا‬
Identify and explain bias, false Core in relation to skills as it

analogies, faulty deductions, develops students’ ability to make
incomplete statistics, and objective claims; ; a skill that they
insignificant differences. need at the university level
Read and analyse texts to
identify and explain
organizational patterns.
Identify thesis statement, topic organize and structure their
sentence, supporting details, and thoughts; a skill that they need at
conclusion. the university level
Identify elements of cohesion in Core in relation to skills as it
a text (opening and closing develops students’ ability to make
statements, key terms, logical connections; a skill that they
transitionals, parallelism, and the need at the university level
like).
Identify different writing styles develops students’ ability to vary
and explain how they change style according to context; a skill
according to topic, writer, and that they need at the university
context. level
Demonstrate ability to cope
with assigned readings in
specialized publications.
organize ideas and restructure
Make summaries and abstracts. university level
‫حصرا‬

notes; a skill that they need at the
Make notes for research. university level
Identify and manipulate
technical jargon.
Identify and explain stylistic that they need at the university
features of read materials. level
Demonstrate advanced oral
skills in responding to oral or
written input.
communicate and present ideas
Identify strengths and properly; a skill that they need at
weaknesses of presentations. the university level
Oral develops students’ ability to
Communication organize ideas and restructure
Summarize main ideas fluently them; a skill that they need at the
and accurately. university level
develops students’ ability to show
React to other's views in critical empathy
discussions.
Show advanced command of
oral presentations of researched
topics.
‫حصرا‬
Develop main ideas fully

maintaining unity of theme. Core in relation to skills as it
Maintain audience interest by develops students’ ability to
asking questions, varying communicate and present ideas
intonation, and using graphic properly; a skill that they need at
illustrations. the university level
Support presentations with a
variety of data (statistics, facts,
audio-visual aids, etc.)
Make timed presentations on
pre-assigned topics.
Participate in problem solving
activities.
communicate properly; a skill that
Participate in and lead debates. they need at the university level
Core in relation to skills and values
as it develops students’ ability to
Ask for repetition and make polite requests; a skill that
clarification. they need at the university level
Demonstrate practical
knowledge of the rules of
spoken discourse.
Join conversations at appropriate logical connections; a skill that they
transition points. need at the university level
‫حصرا‬

Speak coherently and clearly communicate and present ideas
with proper enunciation and properly; a skill that they need at
intonation. the university level
Demonstrate advanced writing
skills in responding to input.
develop critical thinking; a skill
Comment on or critique what is that they need at the university
heard or read. level
Demonstrate ability to
reinterpret texts.
Reorganize ideas in tables, analyze and transform data into
Written
graphs, charts, etc. discourse
Communication
Vary style to suit changing develops students’ ability to vary
purpose, situation, and style and level of formality
audience. depending on the audience
Modify parts of the text to Core in relation to skills as it
change orientation, tone, or develops students’ ability to make
style. necessary modifications
Show advanced skills in writing
well-researched papers.
Prepare research projects. Core in relation to skills as it
Use wide variety of resources develops students’ ability to
and references. develop research techniques; a
‫حصرا‬
Follow proper documentation skill that they need at the

procedures. university level
Use different expository and Core in relation to skills as it
argumentative methods of develops students’ ability to
development. develop writing techniques; a skill
Draft, re-draft, and proof-read. that they need at the university
Maintain thematic unity. level
Write coherently employing
logical sequencing, transitionals,
and repetition of key terms.
Demonstrate ability to write for
different interactive purposes.
develops students’ ability apply for
jobs, scholarships, etc.; a skill that
Fill in application forms. they need at the university level
interpretation and appreciation
of written and spoken
discourse.
Take notes consistently and notes; a skill that they need at the
Thinking coherently. university level
develops students’ ability analyse
and make logical predictions; a skill
Predict outcomes of events. level
Make valid evaluations, Core in relation to skills as it
judgments, and inferences. develops students’ ability to give
‫حصرا‬
‫‪Present critique of texts and of‬‬ ‫‪objective judgements; a skill that‬‬

‫‪others' work.‬‬ ‫‪they need at the university level‬‬
‫‪Show the ability to evaluate‬‬

‫‪different theories and strategies‬‬
‫‪in fields of study.‬‬
‫‪Explain a theory.‬‬ ‫‪Core in relation to skills as it‬‬
‫‪Discuss the applicability of a‬‬ ‫‪develops students’ ability to reflect‬‬
‫‪theory to a specific context.‬‬ ‫‪on different theories‬‬
‫‪Compare between one theory‬‬
‫‪and another.‬‬
‫حصرا‬
‫ف الث ّانوي الث ّالث ‪ -‬فرع االجتماع واالقتصاد‬ ‫محاور َمن َهج مادَّة اللغة اإلنكليزية لل ّ‬
‫ص ّ‬
‫حصر‬
‫الفرع‪ :‬االجتماع و االقتصاد‬ ‫ف‪ :‬الث ّانوي الث ّالث‬

‫ص ّ‬
‫ّ‬ ‫ّ‬
‫ف الثالث الثانوي – فرع االجتماع و االقتصاد من المرحلة الثانويّة‬
‫ص ّ‬ ‫المرجع‪ :‬تفاصيل محتوى منهج مادّة اللغة االنكليزية لل َ‬
‫‪Current Local and Global Issues in Social Sciences and‬‬
‫)‪Economics (Family, Teenagers, Youth Problems, Media‬‬
‫‪Gender Issues‬‬
‫‪Human Rights‬‬ ‫‪These themes were covered by most public as well as private teachers.‬‬
‫‪Socio-economic Issues (Employment, Immigration, Living‬‬
‫)‪Standards‬‬
‫‪The Ecological Environment‬‬
‫‪Writing Types: persuasive, problem-solution, and cause-effect essays‬‬

‫‪Figures of Speech: simile, metaphor, irony, and personification‬‬
‫حصرا‬
‫ فرع اآلداب واإلنسان ّيات‬- ‫ف الثّانوي الثّالث‬ ّ ‫األهداف التَّعليم َّية األساس َّية المرتبطة باألهداف األساس َّية ِل َمن َهج مادَّة علوم الحياة لل‬
ّ ‫ص‬
‫حصر‬
‫ ًا‬-2022-2021 ‫انوية للعام‬ ّ ‫الشهادة ال ّث‬ ّ ‫والمطلوبة المتحانات‬
Subject Matter: English Language and Literature Grade: Third Secondary Section: Literature and Humanities
References:
Decree No. 10227 of 8/5/1997
2021/8/23 ‫ تاريخ‬2021/‫م‬/13 ‫الصّادر ضمن التّعميم رقم‬
Prerequisites with Core in terms of knowledge, skills, Language skills are taught in an
Identification attitudes, and/or values integrated way which engages
Identification students in various activities.
Core Objectives and Performance (There are no This is why the time will be
Skill
Tasks prerequisite divided equally among the four
objectives for this main skills whereas thinking
grade level since it is and grammar will be embedded
the final year in into the context.
school)
discourse.
Core in relation to skills as it develops
Listening
students’ ability to
Discriminate between persuasive, understand different
argumentative, informative types, types of discourse; a skill that they
etc. need at the university level
‫حصرا‬
Core in relation to behavior as it

develops students’ ability to get the
Relate tone, stress and intonation message properly; a skill that they
to the purpose of what is said. need at the university level
students’ ability to use common sense
as they think about the outcomes; a
Infer, predict, and draw logical skill that they need at the university
conclusions. level
students’ ability to see the same issue
from different perspectives; a skill
Recognize multiple points of view. that they need at the university level
Analyze the linguistic features of
extended spoken discourse.
List expressions that denote Core in relation to skills as it develops
turning points (enumeration, students’ ability to organize ideas and
transitionals, special expressions, make connections; a skill that they
etc.). need at the university level
students’ ability to understand
different ways of conveying meaning;
Classify referential and figurative a skill that they need at the university
language. level
Demonstrate basic understanding
of different spoken discourses.
students’ ability to illustrate ideas
Distinguish between main ideas briefly and in detail; a skill that they
and supporting details. need at the university level
‫حصرا‬
Demonstrate awareness of the

organization of extended spoken
discourse.
Identify the method of students’ ability to be familiar with
development (classification, different patterns; a skill that they
process, definition, etc.). need at the university level
students’ ability to focus on relevant
terminology; a skill that they need at
Identify key terms. the university level
Indicate the manner in which the students’ ability to be familiar with
theme is developed (examples, different modes; a skill that they need
illustrations, facts, etc.). at the university level
Demonstrate ability to analyze
linguistic features of texts.
develops students’ ability to draw
mental images and reflect on
Identify and explain figurative emotions; a skill that they need at the
language in a text. university level
Reading
understanding of the content of
texts.
develops students’ ability to describe
feelings and convey messages
properly; a skill that they need at the
Explain tone, mood, and attitude. university level
Identify implied meaning in a text.
‫حصرا‬

students’ ability to infer messages
Extract themes and concepts from that are not directly expressed; a skill
written texts. that they need at the university level
students’ ability to improve
comprehension; a skill that they need
Identify main ideas and issues. at the university level
Demonstrate awareness of the
effect of word choice on
messages.
students’ ability to create vivid and
Use correct synonyms or intriguing images; a skill that they
equivalent phrases. need at the university level
Give oral presentations of varying
lengths.
students’ ability to generate ideas
Contribute to brainstorming about a certain topic; a skill that they
activities. need at the university level
Practice giving speeches. Core in relation to skills as it develops
Oral
Practice advancing and defending students’ ability to build confidence in
Communication
a point of view on behalf of a public speaking; a skill that they need
group. at the university level
students’ ability to share evaluation
Report findings of a researched results and develop
project on different subject matter recommendations; a skill that they
areas. need at the university level
‫حصرا‬
Core in relation to attitudes and

React verbally to oral or written values as it develops students’ ability
texts. to take a stand or show empathy
Contribute constructively to the
development of the argument at
hand.
Engage in critical discussions. Core in relation to skills and attitudes
Express ideas cogently. as it develops students’ ability to
Participate in and lead debates. argue politely and to gain adherence
Lead discussion groups. from an audience; a skill that they
Suggest alternatives and fill in need at the university level
information gaps.
React critically to the content of
works under study.
Trace development of main ideas. Core in relation to skills as it develops
students’ ability to make logical
Comment on relevance of connections; a skill that they need at
supporting details. the university level
Discuss underlying values. Core in relation to values as it
deliberate and objective choices; a
Identify and explain bias, tone, and skill that they need at the university
intent. level
Demonstrate ability to write
communicatively effective prose.
Written Core in relation to skills as it develops
Communication students’ ability to use different
Produce different modes of types of discourse; a skill that they
writing. need at the university level
‫حصرا‬

Choose structures and word order students’ ability to convey messages
appropriate for tasks and properly; a skill that they need at the
audiences. university level
Demonstrate command of
extended writing.
Make use of a wide range of Core in relation to skills as it develops
grammatical constructions and of students’ ability to enrich their
an extensive vocabulary, content and to communicate more
producing a suitable variety of effectively; a skill that they need at
sentence lengths. the university level
Sustain thematic unity. Core in relation to skills as it develops
Maintain coherence (logical students’ ability to make logical
sequencing, transitionals, key connections; a skill that they need at
terms, etc.). the university level
Use proper organizational
strategies.
Demonstrate ability to use students’ ability to use different
different rhetorical strategies types of discourse; a skill that they
(narration, persuasion, exposition). need at the university level
Evaluate a variety of texts from
different subject matter areas.
Thinking
students’ ability to give objective
Critique writer’s/speaker’s judgements; a skill that they need at
argument. the university level
‫حصرا‬

students’ ability to collect enough
Show ability to synthesize data to convince others and support
information gathered from one’s view point; a skill that they
different sources. need at the university level
Apply inductive and deductive
reasoning.
students’ ability to support claims
Analyze links between evidence with evidence; a skill that they need
and claim. at the university level
Respond critically to an argument.
Present well-grounded Core in relation to skills as it develops
counterarguments. students’ ability to argue reasonably
and respond to objections
Formulate refutations and confidently; a skill that they need at
rebuttals. the university level
‫حصرا‬
‫ف الث ّانوي الث ّالث ‪ -‬فرع اآلداب واإلنسانيّات‬ ‫محاور َمن َهج مادَّة اللغة اإلنكليزية لل ّ‬
‫ص ّ‬
‫حصر‬
‫الفرع‪ :‬اآلداب واإلنسانيات‬ ‫ف‪ :‬الث ّانوي الث ّالث‬

‫ص ّ‬
‫ّ‬ ‫ّ‬
‫ف الثالث الثانوي – فرع اآلداب واإلنسانيات من المرحلة الثانويّة‬
‫ص ّ‬ ‫المرجع‪ :‬تفاصيل محتوى منهج مادّة اللغة االنكليزية لل َ‬
‫‪History‬‬
‫‪Psychology‬‬ ‫‪These themes were covered by most public as well as private teachers.‬‬
‫‪Sociology‬‬
‫‪Writing Types: argumentative, persuasive, problem-solution, and cause-effect essays‬‬

‫‪Figures of Speech: all of them‬‬
‫حصرا‬

مادّة اللغة الإنكليزية - المواضيع الأساسية والمستمرة - للشهادتين المتوسطة والثانوية

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مادّة اللغة الإنكليزية - المواضيع الأساسية والمستمرة - للشهادتين المتوسطة والثانوية

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‫األساسي المرتبط باألهداف األساس ّية‬

‫ّ‬ ‫األهداف التَّعليميَّة األساسيَّة وال ُمحتَوى ال ِع ّ‬

‫سطة‬ ‫شهادة المتو ّ‬

‫راجع ال ُمعتَ َمدَة في هذا ال ّ‬

Prerequisite from Grade 9 to

Prerequisite from Grade 9 to

Prerequisite from Grade 9 to

Core in relation to skills as it

Prerequisite from Grade 9 to

Core in relation to attitude as it

Prerequisite from Grade 9 to

Add descriptive Core in relation to attitude as it

Develop thinking strategies in

Paraphrase, summarize and Core in relation to skills as it

Transfer information from one

‫ف الت ّاسع األساسي‬ ‫محاور َمن َهج مادَّة اللغة اإلنكليزية لل ّ‬

‫‪Writing Types: narrative, problem-solution, and cause-effect essays‬‬

Identify special linguistic Core in relation to skills as it

Read information given

Organize ideas in the form of Core in relation to skills as it

Produce extended written

Evaluate information given

‫‪Writing Types: persuasive, problem-solution, and cause-effect essays‬‬

Core in relation to skills as it

Core in relation to skills as it

Identify and explain bias, false Core in relation to skills as it

Core in relation to skills as it

Develop main ideas fully

Core in relation to skills as it

Follow proper documentation skill that they need at the

‫‪Present critique of texts and of‬‬ ‫‪objective judgements; a skill that‬‬

‫‪Show the ability to evaluate‬‬

‫الفرع‪ :‬االجتماع و االقتصاد‬ ‫ف‪ :‬الث ّانوي الث ّالث‬

‫‪Writing Types: persuasive, problem-solution, and cause-effect essays‬‬

Core in relation to behavior as it

Demonstrate awareness of the

Core in relation to skills as it develops

Core in relation to attitudes and

Core in relation to skills as it develops

Core in relation to skills as it develops

‫الفرع‪ :‬اآلداب واإلنسانيات‬ ‫ف‪ :‬الث ّانوي الث ّالث‬

‫‪Writing Types: argumentative, persuasive, problem-solution, and cause-effect essays‬‬

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