‫‪á«Hô`¨ª`dG áµ∏ªª`dG‬‬

‫‪á`` `«æWƒ`` dG á`` «` Hô``à`dG IQGRh‬‬

‫‪á`` °VÉjô`dGh »`` `dhC’G º`` «∏`©àdGh‬‬

‫وثيقة مرجعية في شأن‬

‫تكييف البرامج الدراسية‬

‫مديرية المناهج‬
‫يناير ‪2024‬‬

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2
 ‫وﺛﻴﻘﺔ ﻣﺮﺟﻌﻴﺔ ‪ @w‬ﺷﺄن ﺗﻜﻴﻴﻒ اﻟ‪5e‬اﻣﺞ اﻟﺪراﺳﻴﺔ‬

‫اﳌﺮاﺟﻊ‪:‬‬
‫‪ -‬اﻟﻘﺮار رﻗﻢ ‪ 2385.06‬اﻟﺼﺎدر ‪ 23 43‬رﻣﻀﺎن ‪ 16) 1427‬أﻛﺘﻮ@ﺮ ‪ 43 (2006‬ﺷﺄن ﺗﻨﻈﻴﻢ اﻣﺘﺤﺎﻧﺎت ﻧﻴﻞ ﺷ‪L‬ﺎدة‬
‫اﻟﺒ‪O‬ﺎﻟﻮر‪P‬ﺎ‪ ،‬ﻛﻤﺎ وﻗﻊ ‪U‬ﻐﻴ‪XW‬ﻩ وﺗﺘﻤﻴﻤﮫ ﺑﻮاﺳﻄﺔ اﻟﻘﺮار رﻗﻢ ‪ 162.19‬اﻟﺼﺎدر ‪ 21 43‬ﺟﻤﺎدى اﻷو‪ 28) 1440 dc‬ﻳﻨﺎﻳﺮ‬
‫‪(2019‬؛‬
‫‪ -‬اﻟﻘﺮار رﻗﻢ ‪ 2384.06‬اﻟﺼﺎدر ‪ 23 43‬رﻣﻀﺎن ‪ 16) 1427‬أﻛﺘﻮ@ﺮ ‪ 43 (2006‬ﺷﺄن ﺗﻨﻈﻴﻢ اﻣﺘﺤﺎﻧﺎت ﻧﻴﻞ ﺷ‪L‬ﺎدة اﻟﺴﻠﻚ‬
‫اﻹﻋﺪادي ﻛﻤﺎ وﻗﻊ ‪U‬ﻐﻴ‪XW‬ﻩ وﺗﺘﻤﻴﻤﮫ؛‬
‫‪ -‬اﻟﻘﺮار رﻗﻢ ‪ 2384.06‬اﻟﺼﺎدر ‪ 23 43‬رﻣﻀﺎن ‪ 16) 1427‬أﻛﺘﻮ@ﺮ ‪ 43 (2006‬ﺷﺄن ﺗﻨﻈﻴﻢ اﻣﺘﺤﺎﻧﺎت ﻧﻴﻞ ﺷ‪L‬ﺎدة اﻟﺪروس‬
‫اﻻ ﺑﺘﺪاﺋﻴﺔ ﻛﻤﺎ وﻗﻊ ‪U‬ﻐﻴ‪XW‬ﻩ وﺗﺘﻤﻴﻤﮫ؛‬
‫‪ -‬اﻟﻘﺮار رﻗﻢ ‪ 1431.12‬اﻟﺼﺎدر ‪ 11 43‬ﻣﺤﺮم ‪ 26) 1434‬ﻧﻮﻧ‪ (2012 Xr‬اﳌﺘﻌﻠﻖ ﺑﺈﻋﺎدة ﺗﻨﻈﻴﻢ ﺷ‪L‬ﺎدة اﻟﺘﻘ‪ xw‬اﻟﻌﺎ‪ ،4c‬ﻛﻤﺎ‬
‫وﻗﻊ ‪U‬ﻐﻴ‪XW‬ﻩ وﺗﺘﻤﻴﻤﮫ؛‬
‫‪ -‬اﳌﻘﺮر اﻟﻮزاري رﻗﻢ ‪ 019.23‬ﺑﺘﺎر‪P‬ﺦ ‪ 02‬ﻳﻮﻧﻴﻮ ‪{2023‬ﺸﺄن ﺗﻨﻈﻴﻢ اﻟﺴﻨﺔ اﻟﺪراﺳﻴﺔ ‪2023/2024‬؛‬
‫‪ -‬اﳌﻘﺮر اﻟﻮزاري رﻗﻢ ‪ 80.21‬ﺑﺘﺎر‪P‬ﺦ ‪ 29‬ﻳﻮﻟﻴﻮز ‪{ 2021‬ﺸﺄن اﳌ~ﺎج اﻟﺪرا‪ xÇÅ‬ا‪ÑÉ‬ﺪﻳﺪ ﻟﺴﻠﻚ اﻟﺘﻌﻠﻴﻢ اﻻﺑﺘﺪا‪Ö‬ﻲ؛‬
‫‪ -‬اﳌﺬﻛﺮة اﻟﻮزار‪P‬ﺔ رﻗﻢ ‪ 43‬ﺑﺘﺎر‪P‬ﺦ ‪22‬ﻣﺎرس ‪ 43 2006‬ﻣﻮﺿﻮع ﺗﻨﻈﻴﻢ اﻟﺪراﺳﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ اﻟﺜﺎﻧﻮي؛‬
‫‪ -‬اﳌﺬﻛﺮة اﻟﻮزار‪P‬ﺔ رﻗﻢ ‪ 23X68‬ﺑﺘﺎر‪P‬ﺦ ‪ 20‬ﻳﻮﻟﻴﻮز ‪ 43 ،2023‬ﺷﺄن اﻟﺘﺤﻀ‪ XW‬ﻟﻠﺪﺧﻮل اﳌﺪر‪2023-2024 xÇÅ‬؛‬
‫‪ -‬اﳌﺬﻛﺮة اﻟﻮزار‪P‬ﺔ رﻗﻢ ‪ 125-23‬ﺑﺘﺎر‪P‬ﺦ ‪ 04‬دﺟﻨ‪ 43 ،2023 Xr‬ﺷﺄن ﺗ‪êè‬ﻳﻞ اﻟ‪Xr‬ﻧﺎﻣﺞ اﻟﻮﻃ‪ xw‬ﻟﻠﺪﻋﻢ اﻟ‪Xì‬ﺑﻮي؛‬
‫‪ -‬اﳌﺬﻛﺮة اﻟﻮزار‪P‬ﺔ رﻗﻢ ‪ 001-24‬ﺑﺘﺎر‪P‬ﺦ ‪ 03‬ﻳﻨﺎﻳﺮ ‪ 43 2024‬ﺷﺄن ﺗﻜﻴﻴﻒ ﺗﻨﻈﻴﻢ اﻟﺴﻨﺔ اﻟﺪراﺳﻴﺔ ‪.2024-2023‬‬
‫‪ -‬اﳌﺬﻛﺮة ‪ 002-24 :‬اﻟﺼﺎدرة ﺑﺘﺎر‪P‬ﺦ ‪ 04‬ﻳﻨﺎﻳﺮ ‪ 43 2024‬ﺷﺄن اﺗﺨﺎذ اﻹﺟﺮاءات اﻟﻀﺮور‪P‬ﺔ ﻟﺘﺄﻣ‪W‬ن إﻧﺠﺎز ا‪úÉ‬ﺼﺺ‬
‫اﻟﺪراﺳﻴﺔ ﺑﻤﺨﺘﻠﻒ اﳌﺆﺳﺴﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻌﻤﻮﻣﻴﺔ‪.‬‬
‫‪ -‬اﻟﺘﻮﺟ‪ü‬ﺎت اﻟ‪Xì‬ﺑﻮ‪P‬ﺔ †‪°‬ﺘﻠﻒ اﳌﻮاد اﻟﺪراﺳﻴﺔ؛‬
‫‪ -‬اﻷﻃﺮ اﳌﺮﺟﻌﻴﺔ ﻻﻣﺘﺤﺎﻧﺎت اﻟﺒﺎ‪¢‬ﺎﻟﻮر‪P‬ﺎ †‪°‬ﺘﻠﻒ اﳌﻮاد اﻟﺪراﺳﻴﺔ‪.‬‬

‫‪1‬‬

‫ﻣﺪﻳﺮ‪%‬ﺔ اﳌﻨﺎ‪- -,‬وزارة اﻟ‪54‬ﺑﻴﺔ اﻟﻮﻃﻨﻴﺔ واﻟﺘﻌﻠﻴﻢ اﻷو?@ واﻟﺮ‪%‬ﺎﺿﺔ‬

‫‪ 00 212‬اﻟﻔﺎﻛﺲ‪ 00 212 (0)5 37 66 12 46« :‬اﻟ‪5e‬ﻳﺪ اﻹﻟﻜ‪54‬و‪h‬ﻲ‪dc@men.gov.ma :‬‬ ‫ﻣ‪CB‬ﻘﺔ ﻟﻼ ﻋﺎ‪G‬ﺸﺔ‪ ،‬ﺷﺎرع ﺷﺎﻟﺔ – ‪ @M‬ﺣﺴﺎن ‪ -‬اﻟﺮ‪Q‬ﺎط «اﻟ‪S‬ﺎﺗﻒ ‪5 (0)5 37 66 05 09« :‬‬
 ‫‪ 43‬ﻇﻞ اﻟﺴﻴﺎق ا‪úÉ‬ﺎ‪ ،4c‬اﻟﺬي ﻋﺮف ﺗﻮﻗﻔﺎت ﻋﻦ اﻟﺘﺪر®ﺲ ﻋ™‪ d‬اﳌﺴﺘﻮى اﻟﻮﻃ‪ xw‬ﻣﻨﺬ ‪ 05‬أﻛﺘﻮ@ﺮ ‪ 2023‬واﻟﺬي‬
‫ﺧﻠﻖ وﺿﻌﺎ ﻣﻘﻠﻘﺎ اﺳﺘﺪ´‪ d‬ﻣﻦ وزارة اﻟ‪Xì‬ﺑﻴﺔ اﻟﻮﻃﻨﻴﺔ واﻟﺘﻌﻠﻴﻢ اﻷو‪ 4c‬واﻟﺮ‪P‬ﺎﺿﺔ اﺗﺨﺎذ اﻹﺟﺮاءات اﻟﻜﻔﻴﻠﺔ‬
‫ﺑﺘﺄﻣ‪W‬ن اﻟﺰﻣﻦ اﳌﺪر‪ xÇÅ‬واﺳﺘﺪراك ا‪úÉ‬ﺼﺺ اﻟﺪراﺳﻴﺔ اﻟﻀﺎ‪Ö‬ﻌﺔ واﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪة ‪Ø‬ﺪر ﺳﺎﻋﺎت اﻟﺘﻤﺪرس‬
‫وﺗﺤﺼ‪W‬ن اﻟﺘﻌﻠﻤﺎت ﺑﺎﳌﺆﺳﺴﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻤﺨﺘﻠﻒ اﻷﺳﻼك اﻟﺘﻌﻠﻴﻤﻴﺔ وﻻﺳﻴﻤﺎ اﳌﺴﺘﻮ‪P‬ﺎت اﻹﺷ‪L‬ﺎدﻳﺔ‪ .‬وﻣﻤﺎ‬
‫ﻳﺰ‪P‬ﺪ ﻣﻦ ﺣﺪة اﻟﻮﻗﻊ اﻟﺴﻠ‪ x±‬ﻟﻠﺘﻮﻗﻔﺎت ﻋﻦ اﻟﺘﺪر®ﺲ ‪¢‬ﻮ≤ﺎ أﺗﺖ ‪ 43‬ﺑﺪاﻳﺔ اﻟﺴﻨﺔ اﻟﺪراﺳﻴﺔ‪ ،‬أي ‪ 43‬ﻣﺮﺣﻠﺔ ﺑﻨﺎء‬
‫وإرﺳﺎء اﻟﺘﻌﻠﻤﺎت‪.‬‬

‫ﺗﻄﻠﺐ ‪Ø‬ﺬا اﻟﻮﺿﻊ ﺗﺤﺪﻳﺪ ﺧﻄﺔ وﻃﻨﻴﺔ ﻟﺘﺄﻣ~ن اﻟﺰﻣﻦ اﳌﺪر‪ ÉÇÅ‬واﻟﺘﻨﻈﻴﻢ اﻟ‪54‬ﺑﻮي ﻟﻠﺘﻌﻠﻤﺎت )اﳌﺬﻛﺮة رﻗﻢ‬
‫‪ 001-24‬ﺑﺘﺎر‪P‬ﺦ ‪ 03‬ﻳﻨﺎﻳﺮ ‪ 43 2024‬ﺷﺄن ﺗﻜﻴﻴﻒ ﺗﻨﻈﻴﻢ اﻟﺴﻨﺔ اﻟﺪراﺳﻴﺔ ‪ ،(2024-2023‬ﺑﻤﺎ ﻳﻀﻤﻦ إﺣﻘﺎق‬
‫ﻣﺒﺪأي اﻻﻧﺼﺎف وﺗ‪O‬ﺎﻓﺆ اﻟﻔﺮص ﺑ‪W‬ن ﺟﻤﻴﻊ اﻟﺘﻠﻤﻴﺬات واﻟﺘﻼﻣﻴﺬ‪ ،‬وﺗﻮﻓ‪U XW‬ﻌﻠﻤﺎت ذات ﺟﻮدة ﻟ∑‪Ñ‬ﻤﻴﻊ ﺑﺘﺄﻣ‪W‬ن‬
‫اﻻﺳﺘﻜﻤﺎل وﺗﺠﻮ‪P‬ﺪ اﻟﺪﻋﻢ ﻟﺘﻤﻜﻴ~ﻢ ﻣﻦ اﻛ∏ﺴﺎب اﳌﻌﺎرف و@ﻨﺎء اﻟﻜﻔﺎﻳﺎت اﳌ‪Xr‬ﻣﺠﺔ ﺣﺴﺐ اﳌﺴﺘﻮ‪P‬ﺎت‬
‫اﻟﺪراﺳﻴﺔ ﺑﻤﺨﺘﻠﻒ أﺳﻼﻛ‪L‬ﺎ‪ ،‬وﺗﺄ‪Ø‬ﻴﻠ‪L‬ﻢ ﻟﺘﺤﻀ‪ XW‬واﺟﺘﻴﺎز ﻣﺨﺘﻠﻒ اﻻﺳﺘﺤﻘﺎﻗﺎت اﻟﺘﻘﻮ‪P‬ﻤﻴﺔ ا†‪ú‬ﻠﻴﺔ وا‪LÑÉ‬ﻮ‪P‬ﺔ‬
‫واﻟﻮﻃﻨﻴﺔ واﻟﺪوﻟﻴﺔ ‪ 43‬ﻇﺮوف ﺗﻀﻤﻦ ﻣﻘﻮﻣﺎت اﻟﻨﺠﺎح واﻟﺘﻤ‪.êW‬‬

‫وﻗﺪ أدت أﺷﻐﺎل اﻟﻔﺮق اﻟ‪Xì‬ﺑﻮ‪P‬ﺔ اﻟﺘﺨﺼﺼﻴﺔ اﳌ‪O‬ﻠﻔﺔ‪ ،‬ﻋ™‪ d‬اﻟﺼﻌﻴﺪ اﳌﺮﻛﺰي‪ ،‬ﺘﺑﻘﺪﻳﻢ اﻗ‪Xì‬اﺣﺎت ﺗﻜﻴﻴﻒ‬
‫اﳌ~ﺎج اﻟﺪرا‪ xÇÅ‬واﳌ‪O‬ﻮﻧﺔ ﻣﻦ ﻣﻔ∏‪ xǪ‬ﺟﻤﻴﻊ اﳌﻮاد اﻟﺪراﺳﻴﺔ ﻟﻠﻤﺴﺘﻮ‪P‬ﺎت اﻹﺷ‪L‬ﺎدﻳﺔ إ‪ dc‬ﺑﻠﻮرة وﺛﻴﻘﺔ ﻣﺮﺟﻌﻴﺔ‬
‫ﻳﺠﺐ اﻋﺘﻤﺎد‪Ø‬ﺎ ‪ 43‬ﺗﻜﻴﻴﻒ اﻟ‪Xr‬اﻣﺞ اﻟﺪراﺳﻴﺔ‪.‬‬

‫وﻟﻠﺘ‪êè‬ﻳﻞ اﻷﻣﺜﻞ ﻟ‪L‬ﺬﻩ ا‪°É‬ﻄﺔ ﺗﻘﻮم ‪âà‬ﻦ ﻳﻘﻈﺔ ﺟ‪L‬ﻮ‪P‬ﺔ وإﻗﻠﻴﻤﻴﺔ ﻣ‪O‬ﻮﻧﺔ ﻣﻦ اﳌﻔ∏ﺸ‪W‬ن اﳌ‪º‬ﺴﻘ‪W‬ن ا‪LÑÉ‬ﻮ‪WP‬ن‬
‫اﻟﺘﺨﺼﺼﻴ‪W‬ن ﻟﻠﻤﻮاد واﻟﻮﺣﺪات اﻟﺪراﺳﻴﺔ وﻣﻔ∏‪ xǪ‬اﳌﻨﺎﻃﻖ اﻟ‪Xì‬ﺑﻮ‪P‬ﺔ‪ ،‬ﺑﺎﳌﻮاﻛﺒﺔ واﻟﺘ∏ﺒﻊ اﻟ‪Xì‬ﺑﻮي ﻋ™‪d‬‬
‫اﳌﺴﺘﻮ‪P‬ﺎت ا‪LÑÉ‬ﻮي واﻹﻗﻠﻴ‪ xΩ‬وا†‪.4™ú‬‬

‫ﻋ™‪ d‬اﻟﺼﻌﻴﺪ ا†‪¢ ،4™ú‬ﻞ ﻣﺆﺳﺴﺔ ‪U‬ﻌﻠﻴﻤﻴﺔ ﻣﺪﻋﻮة إ‪ dc‬إﻋﺪاد ﺧﻄﺔ ﻣﺤﻠﻴﺔ ﻣﻔﺼﻠﺔ ﺗﻤﻜﻦ ﻣﻦ اﻟﺘﻮﻇﻴﻒ اﻷﻣﺜﻞ‬
‫ﻟﻠﺰﻣﻦ اﻟﺒﻴﺪاﻏﻮ‪ 4ø‬اﳌﺘﺎح واﻻﺳ∏ﺜﻤﺎر اﻷﻧﺠﻊ ‪LÑÉ‬ﻮد اﳌﻮارد اﻟ¿ﺸﺮ‪P‬ﺔ اﳌﻨﺨﺮﻃﺔ ‪ 43‬إﻧﺠﺎح ‪Ø‬ﺬﻩ ا‪°É‬ﻄﺔ‪{ ،‬ﻌﺪ‬
‫اﳌﺼﺎدﻗﺔ ﻋﻠ‪ü‬ﺎ ﻣﻦ ﻃﺮف ﻣﺠﻠﺲ اﻟﺘﺪ ‪W‬ﺑ ‪ X‬واﳌﺪﻳﺮ‪P‬ﺔ اﻹﻗﻠﻴﻤﻴﺔ‪.‬‬

‫‪2‬‬

‫ﻣﺪﻳﺮ‪%‬ﺔ اﳌﻨﺎ‪- -,‬وزارة اﻟ‪54‬ﺑﻴﺔ اﻟﻮﻃﻨﻴﺔ واﻟﺘﻌﻠﻴﻢ اﻷو?@ واﻟﺮ‪%‬ﺎﺿﺔ‬

‫‪ 00 212‬اﻟﻔﺎﻛﺲ‪ 00 212 (0)5 37 66 12 46« :‬اﻟ‪5e‬ﻳﺪ اﻹﻟﻜ‪54‬و‪h‬ﻲ‪dc@men.gov.ma :‬‬ ‫ﻣ‪CB‬ﻘﺔ ﻟﻼ ﻋﺎ‪G‬ﺸﺔ‪ ،‬ﺷﺎرع ﺷﺎﻟﺔ – ‪ @M‬ﺣﺴﺎن ‪ -‬اﻟﺮ‪Q‬ﺎط «اﻟ‪S‬ﺎﺗﻒ ‪6 (0)5 37 66 05 09« :‬‬
‫التأهيلي‬ ‫الثانوي‬
‫اإلعدادي‬ ‫التعليم‬
‫التعليم‬ ‫سلكسلك‬

‫‪56‬‬
 ‫مادة اللغة اإلنجليزية‬
‫بسلك التعليم الثانوي التأهيلي‬

‫‪72‬‬
 Second year baccalaureate program (All Streams)
The present document outlines the main contents that need to be covered during the remaining weeks of the school year 2023-2024 in an
attempt to recover lost time and help students get better prepared for the second-year baccalaureate exam. Pooling lessons technique is used
to restructure the syllabus contents and skills. The units have been reordered and sometimes pooled together in order to optimize time to the
fullest. The scope and sequence henceforth is in line with the educational program of English for the second-year baccalaureate as specified in
the test specifications (2014).
To overcome time constraints, teachers are not supposed to cover all the textbook materials. They need, instead, to select only the texts and
activities that fit the purposes of the target items in the unit. Note here that the organisation of the target subskills and language content (cultural
elements, grammar and vocabulary) does not follow the same order adopted either in Ticket, Insights or Gateway.
Core contents:
 Reading: The reading texts serve two purposes: 1. The texts are used as background to help students grasp the target reading subskill
outlined in the unit. 2. The teacher selects the reading texts that suit best the target language and functional items to be covered during
the unit or lead to the writing task.
 Receptive and productive Vocabulary should be practiced through activities and exercises related to the themes under study. Some practice

73
exercises can be assigned as homework for self-study while key vocabularies should be reinforced in the classroom. Special focus should
be placed on productive (active) vocabulary. Make sure you recycle productive vocabulary to promote memorisation and help students
enrich their lexical repertoire.
 The language items selected reflect the grammar contents of the test specification; they can be best taught using the reading texts under
study (or any other relevant material: video, audio. … etc.) as support, for they provide enough context for the students and promote
interconnectedness and skills integration.
 Functions of language are best taught through communicative activities before students are asked to practice in written mode. Speaking
activities may therefore precede written tasks and activities.
 As mentioned earlier, writing activities would best be as a follow up to reading or speaking activities or even be scheduled after a functional
practice. Students should be encouraged to rewrite their productions, at least as homework. In-class writing should be adopted, time
permitting.
 N.B. in weeks 11 and 12, for teachers who have already covered the unit Formal, Non-formal, and Informal Education, they may focus only
on the unit on Science and Technology and offer students more practice opportunities of the previously taught items.
 During the review sessions, for Arts and Humanities streams, students should practice the taught items in and outside the classroom
context.

2
 Unit Components
Interpersonal
Language Development Culture Communication Interpretive Communication Presentational Communication
Unit
Vocabulary Grammar Reading Listening Writing Speaking
- Making &
Vocabulary items Learn about how responding to
- Review of
related to youth learn about complaints. Learn to identify
tenses
themes of the citizenship in another - Apologizing and the main idea

Week 1
- Passive voice
unit. culture responding to
apologies.
Write a well-

Citizenship
organized paragraph
Learn to
using a topic Discuss youth issues

The Gifts of Youth &

- identify the
sentence & (reinforce vocab)

Week 2
topic
appropriate cohesive
devices
Modals in the Learn about

74
Vocabulary items passive form sustainable Express certainty
related to theme (present and development in a and uncertainty

Week 3
of the unit. past) developed country
Deliver short a
Learn to identify Learn to Write a short report presentation on an
specific listen for using appropriate aspect of

Week 4
information main ideas linking words sustainable
development

Reviews, One-hour test and Correction

Week 5

Reviews Sustainable Development

& Quiz 2
Learn about how
Vocabulary items Relative developed countries Asking for and
related to theme clauses attract highly skilled giving advice

Week 6
of the unit. immigrants
Learn to Write an article on
Discuss how brain

Brain Drain
Learn to identify predict & listen brain drain listing
discourse drain can be
to check causes and effects

Week 7
markers and their predictions reduced in Morocco
and using
3
 functions in the appropriate
text transitions
Expressing lack of
Vocabulary items Discuss Moroccan
understanding and
related to theme Past perfect values as opposed to
asking for

Week 8
of the unit. other cultures’ values
clarification
Learn to Write a film review Deliver a short

Values
Learn to transfer
information from listen for using cohesive presentation on an

Cultural Issues &

text to chart, specific devices to narrate important Moroccan

Week 9
diagram, or table information events value

Reviews, Final test and Correction

Week 10

Final test
Learn about a
Vocabulary items - Gerund and successful education Making and
related to themes infinitive model and how it responding to

75
- Future perfect impacts technological requests

Week 11
of the unit.
development
Write a well-
listen and organized

Technology
Learn to Discuss the impact
identify the argumentative essay
distinguish facts of technology on
speaker’s using the cohesive

Education & Science and

Week 12
from opinions. people’s lives
attitude devices covered

Formal, Non-formal, and Informal Reviews &

earlier
- Vocabulary Learn about an Responding to
items related to Use of linking
international good and bad
theme of the unit. words organization news

Week 13
- Phrasal verbs
Write an email to an
Learn to identify Deliver a short
Learn to organization and
the author’s presentation on an
listen and make use of the
attitude & international
take notes devices covered

Week 14
purpose organization

International
Organizations
earlier

4
 Reviews, Test 1_Term 2 and Correction

Quiz 2
Week 15

Review s&
- Expressing and
responding to
Vocabulary items Learn about
Reported opinion
related to theme women’s life in
speech - Expressing

Week 16
of the unit. different cultures
agreement &
disagreement
Deliver a short
Lean to draw Learn to listen Write a biography
presentation on a

Women and Power

conclusions and make about a renowned
female in one’s
from the text interpretations female figure
family
Vocabulary items Learn English jokes - Wishes in the past
-

76
related to theme Conditional 3 and humour - Expressing regret.
of the unit.
Learn to listen Deliver a short
Write an email on

Humour
Lean to make and relate to presentation on
one’s favorite
inferences personal one’s favorite
comedian.
experience comedian

Review, Test 2_Term 2 and Correction

Review, Final test,

& Correction
Week 20 Week 19 Week 18 Week 20 Week 17