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Level: Secondary Education : Year Three (SE3)

Streams : Literature and Philosophy and Foreign Languages
Time devoted: 4 hours

GLOBAL COMPETENCE
At the end of SE3, the learner will be able to produce written messages / texts of descriptive,
narrative, argumentative and prescriptive types of about 20 lines, using written or oral support.

Literature and Philosophy/Foreign Languages:

1) Unit One: Ancient Civilization (Exploring the past)
2) Unit Two: Ethics in Business (Ill-Gotten gains never prosper)
3) Unit Three: Education in the world (Schools different and alike)
4) Unit Four: Feelings and emotions (We are a family)

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 FIRST TERM
Communicative Integration & Estima
UNIT

Targeted
Theme Learning objectives tasks/activities Resources Assessment ted
Competency
(oral/written) Time
Diagnostic assessment SEPT-
week
2
Project: Making the profile of an ancient civilization
Students will be able to : Grammar:
*Identify the five major *Reading a map to identify * Past simple 1- Assessment 7
ONE - EXPLORING THE PAST

ancient civilizations Interacting the ancient civilizations *Past perfect should occur at weeks
represented *Used to …. regular intervals
*Had to …..
Ancient civilizations

*speak/write about the rise Interpreting during the

and fall of civilizations *Drawing the wheel of *Was/were able to … sequence and at
Producing civilizations and ordering the end of the
* speak/write about the the civilizations *Articles: use and sequence in
contributions of civilizations chronologically omission before abstract addition to
to the growth of man nouns designated exam
*Gap-filling ( use of verbs periods.
* describe people‟s past related to the rise and fall *Quantifiers: Few/little
habits, lifestyles and of civilizations)
achievements *Comparatives and
superlatives of quantifiers

2
 * make a historical account *Filling in a spidergram *Expressing concession using: 2-After 3/4
about the development of a about achievements in though, in spite of,but, however… weeks of
civilization Islamic civilization teaching,
Interacting Morphology: learners
*Speak/write about world *Completing a network *Forming new words with: must be
heritage sites Interpreting tree - prefixes de anddis to form trained on
about the major threats to opposites how to
*write about the challenges Producing our civilization - suffixes –ic, -ment, -y , -able mobilize
faced by modern civilization -ed their
ONE - EXPLORING THE PAST

resources
*to recite a version of Lexis related to : and reinvest
ancient beliefs and myths *rise and fall of civilizations (verbs) them in a
Ancient civilizations

using related vocabulary and * to beliefs and myths. problem-

the past simple tense. solving
Phonology: situation,
*Weak/strong forms of „was‟ and through pair
„were‟. work or
* Pronunciation of „ch‟ and final “- group work.
ed”
*Stress shift ( nouns/verbs)

PROJECT PRESENTATION Peer

assessment
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Students will be able to :
* consider honesty in
business as a sign of
active/good citizenship
Ethics in Business : Fighting Fraud and Corruption
Interpreting * Gap-filling ( definition of “wish” , “It‟s high time”
TWO- ILL GOTTEN GAINS NEVER PROSPER
*define the concept of ethics
in business
*debate on the importance of
ethics in business
* identify and define the
concept of ethics in other
professional contexts
*raise awareness about the
negative effects of
counterfeiting
and the dangers of counterfeit
products
*develop a sense of active
citizenship ( the pupil as a
conscious consumer)
Correction of the first term examination and remediation
Project: Writing a charter of ethics in business 7
weeks
* Interpreting a picture Grammar:
(identifying the unethical * Expressing condition using:
Interacting practice illustrated) Provided/providing that/as long as
*Expressing wish and desire with
lexical items related to *Asking for and giving advice and
Producing fraud warning using: should, ought to,had
and corruption better
*Present simple and present continuous
*Writing a public statement *Expressing cause and result using:
using a spidermap because, so+ adj +that,
*Answering questions on a So, as aresult, thus, consequently…
text *Expressing obligation and necessity
about counterfeiting with must/have to
Morphology:
*Filling in a word map with - Forming nouns by adding suffix “-ty”
words related to fraud to adjectives
- Forming opposites by adding prefixes
*Writing an opinion article : “dis-”, “il-”…
following the outlined Lexis related to:
procedure in the diagram - corruption and fraud
provided - counterfeiting
Phonology:
*Expanding notes to make a - Pronouncing words ending in “-ics”
speech in favour of ethics in
business
FIRST TERM EXAMS
WINTER HOLIDAYS
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 SECOND TERM
Communicative
Theme Targeted Integration &
Unit Learning objectives tasks/activities Resources Time
Competency Assessment
(oral/written)
Students will be able to : *Responding to a text on
Interacting social auditing and ethics in
*speak/write about social business
auditing and ethics in business Interpreting
TWO - ILL GOTTEN GAINS NEVER PROSPER

* Using guidelines contained

* write a policy statement to Producing in a diagram and a checklist
inform potential fund of expanding note to write a
contributors about an ethical policy statement
investment fund.
Ethics in Business: Fighting
Fraud and Corruption

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 PROJECT PRESENTATION Peer assessment
Project: Designing an educational prospectus 6
Students will be able to : Grammar: 1- Assessment weeks
* Paragraphing ideas *Present simple, present continuous should occur at
THREE: CHOOLS DIFFERENT AND ALIKE

Education in the World: Comparing Educational

*identify the characteristics passive regular intervals

of different educational
systems
* state what educational
systems have in common at
world level
* write reports comparing
different systems in the
systems
*Speaking/writing *If-conditional: type 1,2,3 during the
one‟s ideal school *Expressing desire and wish: sequence and at
Interacting using a spidermap I wish I were/ I had the end of the
*Asking for and giving advice: sequence in
Interpreting * Designing a home- should, ought to, If I were you addition to
page for *Expressing obligation : must, have to designated exam
Producing the lycée (describing *Expressing similarities and periods

world my school) differences with “like”, “whereas” 2- After 3/4

*speak/write about ways to Morphology: weeks of
improve our educational * Writing a checklist *collocation with “school” and teaching, learners
system of recommendations “education” will be able to
* write an expository article for the Baccalauréat * Forming adjectives with suffixes – mobilize their
on the causes and effects of examination iveand –al resources and
examination stress on Lexis reinvest them in a
students - related to education problem-solving
Phonology: situation, through
* Pronouncing weak forms of pair work or group
could,should work.
*Pronouncing final “s”
PROJECT PRESENTATION Peer assessment
SECOND TERM EXAMS
Correction of the second term examination and remediation

SPRING HOLIDAYS

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Unit
Theme
Learning objectives
Project: Writing a booklet for coping with strong emotions/ Writing a short collection of jokes
*Developing
understanding of the
concept of humour
* raising awareness of
Feelings, Emotions , Humour and related topics
others‟
Interpreting *Responding to a
thoughts and feeling
FOUR – WE ARE A FAMILY
*Raising awareness about
the importance of
emotions/ feelings for the
development
of the individual
* Developing
understanding of the
expression of feelings
across different cultures
and societies
*Exploring the concepts of
friendship, love ,
patriotism , generosity ,
courage
Correction of the third term examination and remediation
THIRD TERM
Communicative Integration &
Targeted
tasks/activities Resources Assessment Time
Competency
(oral/written)
*Ordering statements Grammar: 1- Assessment 6
as they occur in an * Present simple should occur at weeks
Interacting interview *Past simple, past perfect regular intervals
With an humourist *Enjoy/like/dislike +gerund during the
*I‟d rather do…
sequence and at
I‟d rather do …than…
letter (writing a the end of the
I‟d prefer …to…
Producing letter of advice) *Should, ought to, if I were you sequence in
* Writing a *articles: omission before abstract addition to
newspaper article nouns ( love, anger, humour …) designated exam
about feelings and *Quantifiers: a lot of, a great deal periods
emotions of , few, little, some of us , all of 2- After 3/4
*Listening to a us … weeks of
lecture about *each other, one another teaching,
friendship and Morphology: learners must be
ordering the notes *forming adjectives from nouns trained on how to
* Re-ordering with: -ful , -ic, -ous mobilize their
*forming nouns with: -ness,-ty
paragraphs to get a resources and
*Forming verbs with -en
coherent public Phonology: reinvest them in a
statement *Pronouncing the cluster ngth problem-solving
*Weak form ofofin phrasal situation, through
adjectives ( proud of, full of pair work or
group work.
PROJECT PRESENTATION Peer assessment
THIRD TERM EXAMS
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