ليندة، شلغوممحمد،ماكني2026-07-072026-07-072026https://dspace.univ-temouchent.edu.dz/handle/123456789/7240This study aims to evaluate a didactic sequence from oral input to production in the fourth year of middle school, within the framework of the competency-based approach adopted in modern Arabic language curricula. It seeks to highlight the effectiveness of this sequence in enabling learners to gradually move from listening comprehension to reading comprehension, and finally to oral and written production as the ultimate goal of the teaching-learning process. The study is based on a central research problem concerning the extent to which the didactic sequence successfully achieves this smooth and effective transition. The descriptive analytical method was adopted by analyzing the different stages of the sequence and observing its classroom implementation. The findings show that the didactic sequence represents an integrated pedagogical framework that contributes to developing learners’ linguistic competence. However, its effectiveness depends on several factors, such as the diversity of teaching strategies, learners’ proficiency levels, and the nature of learning activities. The study also revealed some difficulties, particularly in the transition from comprehension to production. Finally, the study emphasizes the importance of improving classroom practices and enhancing practical activities in order to strengthen learners’ oral and written communication skills.otherdidactic sequenceoral inputlistening comprehensionreading comprehensionwritten productionoral productioncompetency-based approachmiddle school educationlearning assessmenThesis