The current study endeavours to submit for analysis the conception and articulation modes of the activity/process of preparation for the written production in the Algerian Arabic and French language textbooks of the fifth year of the primary education. In fact, the two linguistic components constitute, in the Algerian educational system, one of the fundamental elements of the predominantly linguistic cognitive foundation. Bloom���s taxonomy regarding cognitive categories for the study of this activity/process has made it possible to highlight dysfunctions in cognitive transfer op��rations between the two languages.