Secondary School Curricula Revision for the Educational System Pre-Reform Period

SECOND CYCLE
ENGLISH CURRICULUM

Septembre 2022
 Subject Presentation

A) Introduction

The English curriculum for the secondary school in Mauritania is intended to prepare the learner for active real life. The material
it proposes will help them develop core competencies such as communication, collaboration, personal development, critical
thinking… all crucial for a successful life. This programme favors a holistic approach. The general aims include but are not
limited to:

• Forming a Mauritanian citizen rooted in their Islamic and cultural values and open to the other world;
• Endowing the learner with the knowledge, the skills and attitudes that will allow them to perform and participate in classroom
activities and/or other activities, be a good listener, independently express their ideas and opinions; tolerate and accept the
other and respect their points of view;
• Enabling the learners to, effectively, foster their cognitive, emotional and sensorial abilities to develop skills and competencies
for them to solve daily life problems and take responsibility for their own learning.

B) Relationships/Interdisciplinarity with the other subjects

Even though English is not used as a medium of instruction to teach other subjects in Mauritania, still it does teach contents that are
covered by other subjects. For example, math symbols/signs, such as equal to (=), superior to (>), inferior to (<) intersect with an
English activity about comparatives. Also, asking and talking about location, itinerary, using prepositions and adverbs of location (in,
on, between…and directions and sub-directions: east, west, north, south, south-east…) intersects with Geography (map reading,
directions, sub-directions...). The English teacher may also introduce topics/themes on health issues, infectious diseases: (symptoms
and mode of prevention, etc.) that would intersect with Natural Sciences, etc.

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C) Organization and domains of the curriculum
The English curriculum is organized as follows:

➢ Objectives and Competencies per level;

➢ Content/Resources per level;
➢ A progression chart is provided for each level.

The learners will learn about and be tested based on three major domains:
• Knowledge, understanding and application;
• Language Skills;
• Attitudes and Values.

➢ Appendixes:
- Suggested themes for teachers to contextualize the target language;
- A suggested list of class project themes.

D) Time allocation and Coefficients

LEVEL 5A 5LO 5C 5D 5T 6LM 6LO 6C 6D 6T 7LM 7LO 7C 7D 7T

Subject hours/week 3 2 2 2 2 3 2 2 2 3 2 2 2
All subjects hours/week 30 30 30 30 30 30 30 30 30 30 30 30
Subject Coefficient 3 2 2 2 1 3 2 2 1 4 2 2 1
Total Coefficients 29 29 30 30 30 30 31 30 30 30 30 30

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Fifth Year

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 Objectives and Competencies

Cognitive Objectives (Knowledge to Master) Psychomotor and Behavior (Skills and Attitudes to Master)
Universal Contextualized Universal Contextualized

• Develop a • Display a clear • Appropriately talk and ask • Appropriately talk about own
knowledge on understanding of how to about one’s past experience; experience and ask others about
how to talk and talk and ask about one’s theirs;
ask about past past experience;
experiences;

• Acquire • Compare life in • Discuss life in the world; • Discuss/Compare life in Mauritania
information about Mauritania to it in the and in the rest of the world with
life in the world; world; more details (cultural/social norms:
wedding, clothing, food…) using the
appropriate vocabulary;

• Gain a knowledge • List strategies to • Participate effectively in a • Participate effectively in

about discussion participate effectively in a conversation: be a good conversation and perform well in less
strategies; discussion; listener, respect the other’s controled classroom activities such
point of view… as role-play and simple discussion
without recourse to translation; using
strategies such as: active listening,
interrupting, turn-taking…)

• Develop skills • Develop listening, • Use appropriate skills and • Read, comprehend, and summarize
and strategies to speaking, reading and strategies to deal with texts; the main points/ideas and details of
use in dealing writing skills and intermediate texts;
with texts; strategies to deal with
• Gain a knowledge texts;

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 on how to report • Display an understanding • Report people’s speech; • Accurately relate in both speaking
speech; of how to report people’s and writing what a friend, a
speech; neighbor, an official… has said/said;
• Gain an
understanding of • Acquire and understand • Demonstrate awareness about • Demonstrate awareness about
health-related information related to diseases and pandemics and diseases such as malaria, HIV/AIDS,
information. health issues in ways to prevent them. Coronavirus… and how to prevent
Mauritania. them.

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 Content/Resources and Exemplars

Unit 1. ➢ Talking and asking about past actions and events

Content/Resources (Universal and • Simple past
Contextualized Knowledge) Past continuous
Present perfect

- Yesterday, while, when, (at) what time, just, already, yet, recently, never, once,
twice…
Universal and Contextualized Skills • Effectively ask about and give information about past actions/ events and
happenings in family, at office, in community….
Interdisciplinary Dimensions Intersects with History and Civic Instruction: family history, childhood, national
historical events…
Evaluation Tools • MCQ, Yes/No questions, dialogue writing, letter/paragraph writing, fill-in, …

Unit 2. ➢ Describing people and actions

Content/Resources (Universal and • - To look like
Contextualized Knowledge) - To belike
- In + clothing
- With + accessories

- Well, fast, hard…

- Adverbs of manner (adj. + ly)
- Simple past
- Past continuous (when/while)
- Adjectives.
Universal and Contextualized Skills • Effectively describe people (in a picture, in a family, in the community..) and
describe how they act and perform things.

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Interdisciplinary Dimensions • Intersects with Geography (World people diversity, cultural norms/clothing…)
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 3. ➢ Asking for and giving opinions

Content/Resources (Universal and • - To agree/to disagree
Contextualized Knowledge) - Think that
- Think/feel about
- In my opinion…
- For, against, in favor of, pros, cons, okay, alright…
- Main clause + connector + Subordinate clause
- Clauses
- Connectors
- Superlatives
- Adverbs of manner
Universal and Contextualized Skills • Effectively engage, listen and share personal opinions about general/specific
issues with friends, at office, in community…
Interdisciplinary Dimensions Intersects with French, Arabic, Philosophy: discussion/debating strategies….
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 4. ➢ Expressing duration in the past and present

Content/Resources (Universal and • - How long, for how long, when, while, since, for, ago, before, until…
Contextualized Knowledge) - Period, era, session, month, semester, year …
- Present perfect tense
- Past perfect tense
- Present continuous
- Present perfect continuous
- Past continuous

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Universal and Contextualized Skills • Effectively ask and talk (with friends, family members, neighbors ) about how
long/since when past and present events/actions have lasted/occurred, …….
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 5. ➢ Reporting speech

Content/Resources (Universal and • Direct speech/Indirect speech (reporting verb in the present tense)
Contextualized Knowledge)
- Reporting verbs (say, tell, declare, notice, wonder, announce…)
Universal and Contextualized Skills • Accurately report an official’s, a celebrity’s... speech in a newspaper, in a
magazine, in a book, on TV….
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play dialogue writing, letter/paragraph writing, fill-
in, …

Unit 6. ➢ Expressing simultaneity

Content/Resources (Universal and • - While/as + past continuous
Contextualized Knowledge) - When + simple past
- Meanwhile
- Meantime
Universal and Contextualized Skills • Accurately express simultaneity of actions in the past (past simultaneous
events/actions at home, at the street, at the office….).
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

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Unit 7. ➢ Expressing unreal conditions
Content/Resources (Universal and • - If clause (if + simple past) + main clause (Would / could + verb).
Contextualized Knowledge)
Universal and Contextualized Skills • Effectively express dreams and regrets related to unfulfilled life conditions.
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

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 Fifth Year Progression

UNIT WEEK(s) LESSONS

Talking and asking about past actions and - Talking about one’s own experience and asking others
1 1-2-3-4
events about theirs
- Describing people and actions using adjectives, relative
2 Describing people and actions 5-6-7-8
pronouns, clothing, accessories, adverbs of manner…
- Participating in discussions/debates, stating/defending own
3 Asking for and giving opinions 9-10-11-12
viewpoints and asking others about their opinions.
4 Expressing duration in the past and present 13-14-15 - Talking about how long actions/events have taken.
- Relating a friend’s, a neighbor’s, an official’s… speech
5 Reporting speech 16-17-18-19 (statements, questions and commands) (when the reporting
verb tense is simple present)
6 Expressing simultaneity 20-21 - Talking about concurrent actions/activities
- Talking about unfulfilled promises/imaginary situations for
7 Expressing unreal conditions 22-23-24
failure to meet the condition(s)/requirement(s)
*For more details about items to cover in every lesson, please refer to the content of the syllabus.

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Sixth Year

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 Objectives and Competencies
Cognitive Objectives (Knowledge to Master) Psychomotor and Behavior (Skills and Attitudes to Master)
Universal Contextualized Universal Contextualized

• Acquire a knowledge • Show an understanding • Appropriately talk about • Appropriately talk about
on how to express of how to express possibility/probability and possibility/probability/predictions
possibility/probability; possibility/probability predict (weather forecast…) using adequate
and make predictions; events/happenings; language (modals);

• Develop a knowledge • Display an • Appropriately express and • Effectively express and identify cause
on how to talk about understanding of how to identify cause and effect and effect relationships in events,
reason and result; talk about cause and relationships; happenings… (pollution, wars…)
effect relationships; using appropriate language (because,
therefore, since, as…)

• List strategies to • Participate effectively in a • Appropriately state and defend one’s

• Gain a knowledge
participate effectively in conversation: be a good thoughts and ideas about familiar
about discussion
a discussion; listener, respect the topics; and respond to others using
strategies;
other’s point of view… adequate language;

• Gain a knowledge on • Display an • Report people’s speech; • Accurately relate in both speaking and
how to report speech; understanding of how to writing what a friend, a neighbor, an
report people’s speech; official… has said/said;

• Learn how to check • Show an understanding • Check and confirm • Effectively use the appropriate means
and confirm of how to check and information; to check and confirm information (tag
information; confirm information; questions);

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• Develop skills and • Develop listening, • Use appropriate skills and • Read, comprehend, and summarize the
strategies to use in speaking, reading and strategies to deal with main points/ideas and details of
dealing with texts; writing skills and texts; intermediate texts;
strategies to deal with
texts;

• Acquire a knowledge • Display an • Congratulate and pay and • Appropriately congratulate and pay
on how to understanding on how to return compliments; and return compliments to someone on
congratulate and congratulate, and pay special occasions/achievements
compliment; and return compliments; (graduation, marriage…);

• Gain an understanding • Acquire and understand • Demonstrate awareness • Demonstrate awareness about diseases
of health-related information related to about diseases and such as malaria, HIV/AIDS,
information; health issues in pandemics and ways to Coronavirus… and how to prevent
Mauritania; prevent them; them.

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 Content/Resources and Exemplars
Unit 1. ➢ Expressing possibility, probability and making predictions
Content/Resources (Universal and • Modal verbs:
Contextualized Knowledge) May, might, must, can, could, will, should, ought to
Adverbs: probably, perhaps, possibly, definitely, likely, certainly, maybe, surely…
Possibility (of), chance (of), possible, probable, likely…
Universal and Contextualized Skills • Appropriately talk about predictable (possible/probable) happenings and events
like weather forecast, future telling.
Interdisciplinary Dimensions • Intersects with math: samples probability…
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 2. ➢ Expressing cause and effect

Content/Resources (Universal and • - Why / because
Contextualized Knowledge) - So, thus, therefore
- Consequently, this is why…
Universal and Contextualized Skills • Appropriately express and identify cause and effect relationship between
happenings/events/actions in community, at school, at office, in the street…
Interdisciplinary Dimensions • Intersects with Natural Sciences and Geography: Diseases, Drought, Climate
change…
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 3. ➢ Making an argument

Content/Resources (Universal and • - To agree/to disagree
Contextualized Knowledge) - Think that
- Think/feel about
- In my opinion /point of view/ view
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 - For, against, in favor of, pros, cons, okay, alright…

- thesis
- counterargument
- point/counterpoint
- support
- conclusion/summary
Universal and Contextualized Skills • Effectively engage/participate in a conversation about topics/issues related to
one’s interests/environment, family, community …
Interdisciplinary Dimensions • Intersects with Civic Instruction: Personal development, leadership, tolerance…
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 4. ➢ Expressing duration

Content/Resources (Universal and • How long, when, since, since when, for, ago, already, yet, ever, …
Contextualized Knowledge)
Universal and Contextualized Skills • Effectively ask and talk (with friends, family members, community, etc.) about
how long/since when past and present events/actions have lasted/occurred…
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 5. ➢ Reporting speech

Content/Resources (Universal and • - Reporting verbs: ask, say, tell, declare, advise, affirm, confirm, state, demand,
Contextualized Knowledge) explain, claim…
- Direct/indirect speech
Universal and Contextualized Skills • Accurately report an official’s, a celebrity’s... speech in a newspaper, in a

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 magazine, in a book, on TV….
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, simulation, dialogue writing, letter/paragraph
writing, fill-in, …

Unit 6. ➢ Checking and confirming

Content/Resources (Universal and • Question tags.
Contextualized Knowledge)
Universal and Contextualized Skills • Effectively access to the right information through checking and confirming one’s
guess, doubtful information…
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 7. ➢ Congratulating
Content/Resources (Universal and • - Great!
Contextualized Knowledge) - Lucky you!
- Marvelous!
- Wonderful!
- Terrific!
- Incredible!
- Well done!
- Good job!
- Best wishes…

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Universal and Contextualized Skills • Congratulate and pay /return compliments to friends, neighbors, community
members on special occasions….
Interdisciplinary Dimensions • Intersects with Civic Instruction: Socializing…
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

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 Sixth Year Progression

UNIT WEEK(s) LESSONS

Expressing possibility, probability and - Talking about possibility/probability/predictions (weather
1 1-2-3-4
making predictions forecast…) using modals
- Expressing and identifying cause and effect relationships in
2 Expressing cause and effect 5-6-7-8
events, happenings…
- Participating in discussions/debates, stating/defending own
3 Making an argument 9-10-11-12
viewpoints and asking others about their opinions.
4 Expressing duration 13-14 - Talking about how long an activity is taking/has taken/took.
- Relating what a friend, a neighbor, an official… has
5 Reporting speech 15-16-17-18
said/said (statements, questions and commands)
6 Checking and confirming 19-20-21 - Checking and confirming information using tag questions
- Congratulating and paying and returning compliments to
7 Congratulating 22-23-24 someone on special occasions/achievements (graduation,
marriage…)
*For more details about items to cover in every lesson, please refer to the content of the syllabus.

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Seventh Year

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 Objectives and Competencies
Cognitive Objectives (Knowledge to Master) Psychomotor and Behavior (Skills and Attitudes to Master)
Universal Contextualized Universal Contextualized

• Acquire a • Show an understanding of • Express sequence of • Appropriately describe a process

knowledge on how how to describe sequence actions and process in of doing things (Making
to describe sequence of actions and process; given contexts; Mauritanian tea, a recipe…);
of actions and
process;

• Acquire basic skills • Develop basic skills and • Effectively participate in a • Effectively participate in a
and strategies to strategies to effectively discussion (be a good discussion about familiar general
participate in a engage in a discussion; listener, express and topics (state and defend one’s
discussion; respond to opinions and ideas and opinions, take turn,
ideas; respect and tolerate others’ ideas
and opinions); and perform well
in less controlled classroom
activities without recourse to
translation;

• Acquire a • Demonstrate an • Talk and ask about • Appropriately talk and ask about
knowledge on how understanding on how to one’s/others’ desires; one’s, a friend’s... desires
to express desires; express desires; (wants, preferences, alternatives,
hopes and wishes) in given
contexts;

• Learn a knowledge • Display a knowledge on • Appropriately have/get • Appropriately have/get a friend

on how to get things how to get things done; things done; or another person do something
done; (a service, a favor, a task…);

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• Acquire a • Show an understanding on • Appropriately talk about • Appropriately express
knowledge on how how to talk about certainty certainty, uncertainty and one’s/others’ certainty,
to talk express and uncertainty; guessing; uncertainty about an event, a
certainty and happening, a phenomenon…
uncertainty; (climate change, weather
forecast, fortune telling…);

• Acquire a • Display an understanding • Appropriately talk about • Adequately talk about personal,
knowledge on how of how to talk about obligation; social and religious obligations;
to talk about obligation;
obligation;

• Gain a knowledge on • Display an understanding • Report people’s speech; • Accurately relate in both
how to report of how to report people’s speaking and writing what a
speech; speech; friend, a neighbor, an official…
has said/said;

• Develop skills and • Develop listening, • Use appropriate skills and • Read, comprehend, and
strategies to use in speaking, reading and strategies to deal with summarize the main points/ideas
dealing with texts; writing skills and texts; and details of advanced texts;
strategies to deal with
texts;

• Learn how to check • Show an understanding of • Check and confirm • Effectively use the appropriate
and confirm how to check and confirm information; means to check and confirm
information; information; information (tag questions);

• Gain an • Acquire and understand • Demonstrate awareness • Demonstrate awareness about

understanding of information related to about diseases and diseases such as malaria,
health-related health issues in pandemics and ways to HIV/AIDS, Coronavirus… and
information; Mauritania. prevent them; how to prevent them.

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 Content/Resources and Exemplars
Unit 1. ➢ Getting things done
Content/Resources (Universal and • - Have/someone + do something
Contextualized Knowledge) - Have/get + something + done.

- Do, repair, iron, cut, polish, …

- Hair, clothes, shoes, nails…

- Barber, hairdresser, shoe repairer, mechanic…
Universal and Contextualized Skills • Effectively ask for services from providers (washer, shoe-repairer, barber,
mechanic...) to get them do things/get things done.
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, dialogue writing, letter/paragraph writing, fill-
in, …

Unit 2. ➢ Commenting and discussing ideas

Content/Resources (Universal and • - All tenses
Contextualized Knowledge) - Dependent clauses
- Connectors
- However
- Therefore
- Furthermore
- Since
- As a result

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 - In other words
- On the one hand…on the other hand…
- Yes, but…
Universal and Contextualized Skills • Display a positive attitude when sharing ideas and listening to other people’s
opinions.
Interdisciplinary Dimensions • Intersects with Civic Instruction: Leadership, tolerance, active listening…
Evaluation Tools • MCQ, Yes/No questions, simulation, letter/paragraph writing, fill-in, …

Unit 3. ➢ Describing process and sequence of actions

Content/Resources (Universal and • - Ordinals (review)
Contextualized Knowledge) - Imperative
- Active voice
- Passive voice
- Sequencers: first, then, next, after that and finally

- Wood, forest, trees, factory, …

- Teapot, glass, tea leaves, sugar, gas, mint, …
- Bakery, yeast, …
- Cement, concrete, bricks, mason, iron …
Universal and Contextualized Skills • Appropriately describe a process (making Mauritanian tea, performing ablutions,
preparing a local recipe…).
Interdisciplinary Dimensions • Intersects with Natural Sciences: Describing a chemical process/experimentation..
Evaluation Tools • MCQ, Yes/No questions, role-play, simulation, letter/paragraph writing, dialogue

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 writing, fill-in, …

Unit 4. ➢ Reporting speech

Content/Resources (Universal and • Reporting:
Contextualized Knowledge) - questions
- comments
- requests
- imperatives
- If / whether
- Say, wonder, tell, ask, state, yell, explain…
Universal and Contextualized Skills • Accurately report an official’s, a celebrity’s... speech in a newspaper, in a
magazine, in a book, on TV…..
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, letter/paragraph writing, dialogue writing, fill-in, …

Unit 5. ➢ Checking and confirming

Content/Resources (Universal and Question tags
Contextualized Knowledge)
Universal and Contextualized Skills • Effectively access to the right information through chickening and confirm one’s
guess, doubtful information….
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, letter/paragraph writing, dialogue writing, fill-in, …

Unit 6. ➢ Expressing wants/hopes/wishes

Content/Resources (Universal and • - Subjunctive

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Contextualized Knowledge) - Conditional
- Would like + noun…
- Would like + verb…
- May I + have + noun
- I feel + like + continuous…
- The use of will
- I’d rather + verb…
- I’d better + verb…
- Hope, wish, desire, long for, look forward, be fond of
- Better, rather
- Menu, starter, dessert, ...
Universal and Contextualized Skills • Effectively express one’s wants/hopes/wishes for present and future life…
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, letter/paragraph writing, dialogue writing,
fill-in, …

Unit 7. ➢ Expressing alternatives and preferences

Content/Resources (Universal and • - Either…or…
Contextualized Knowledge) - Neither…nor…
- Conditional
- Would / should rather / better + verb
- Comparatives/superlatives
- Prefer…
- Clothes, colors,

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 - foods, (cold/hot, spicy),
- Drinks (tea, coffee, milk, juice, etc.)
- Likes/dislikes (like, dislike, hate, choose, prefer)
- Taste (nice, salty, sweet, bitter, sour, spicy)
Universal and Contextualized Skills • Appropriately express one’s food, clothing ... preferences and choice in a shop, at
a restaurant…
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, simulation, letter/paragraph writing, dialogue
writing, fill-in, …

Unit 8. ➢ Expressing certainty/uncertainty/obligation/ability

Content/Resources (Universal and • - Modals (must, can, could, may, might, will, shall, would, should, have to, have
Contextualized Knowledge) got to, and ought to).
- Ability, request, obligation, deduction…
- Certainly, maybe…
Universal and Contextualized Skills • Appropriately express one’s certainty and doubts about events/happenings; give
and receive advice and suggestions from a friend, a family member…; and talk
about what one can/can’t do.
Interdisciplinary Dimensions
Evaluation Tools • MCQ, Yes/No questions, role-play, letter/paragraph writing, dialogue writing, fill-
in, …

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 Seventh Year Progression

UNIT WEEK(s) LESSONS

- Having/getting a friend or another person do something/
1 Getting things done 1-2
Having/getting something done (a service, a favor, a task…)
- Participating in discussions/debates, stating/defending own
2 Commenting and discussing ideas 3-4-5-6
viewpoints and asking others about their opinions.
- Describe a process of doing things (Making Mauritanian
3 Describing process and sequence of actions 7-8-9-10
tea, a recipe…) using ordinals, imperative, passive voice…
- Relating what a friend, a neighbor, an official… has
4 Reporting speech 11-12-13-14
said/said (statements, questions and commands)
5 Checking and confirming 15-16-17 - Checking and confirming information using tag questions
- Talking and asking about one’s, a friend’s... desires (wants,
6 Expressing wants/hopes and wishes 18-19
hopes and wishes)
- Talking and asking about one’s, a friend’s... desires
7 Expressing alternatives and preferences 20-21
(preferences and alternatives)
- Expressing one’s/others’ certainty, uncertainty about an
22 event, a happening, a phenomenon… (climate change,
Expressing certainty/uncertainty, obligation, weather forecast, fortune telling…)
8
ability - Talking about personal, social and religious obligations
23
24 - Talking about what one can/can’t do.
*For more details about items to cover in every lesson, please refer to the content of the syllabus.

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APPENDIXES

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 THEMES FOR TEACHERS TO CONTEXTUALIZE THE TARGET LANGUAGE:

2nd Cycle Suggested Themes

1. The world of work

2. Women and society

3. Traditions and modernity

4. Information and media

5. Sustainable development

6. Sport, culture and leisure

7. Letters and professional activities (emails, letters...)

8. Social tensions in the contemporary world: (unemployment, delinquency, drugs, pollution, immigration…)

9. New information and communication technologies (NTIC)

10. Scientific and technical research and applications (new inventions...).

11. Development challenges (mastery of new technologies, rational management of natural resources).

12. STDs / STIs (sexually transmitted diseases / infections: HIV-AIDS) and other health issues (Coronavirus, Malaria…)

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13. Culture (discovery of national heritage and openness to other cultures)

14. Child Labor

15. Forced feeding

16. Early Marriage

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 CLASS PROJECT THEMES:

• Community service:

- Awareness raising about diseases and other issues (drugs, smoking…)

- Trash cleaning

- Tree planting

- Volunteering

• Story writing.

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