Level :1m

Pre-Sequence
Now we have English

listen Raise your hand

(Teacher: bendoubaba djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr bendoubaba djamel (djamel djamel)
Pre Sequence: Now we have English Lesson: Hello Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will be able to greet ,say and write his name and familyname

Targeted competencies: interact –interpret Domain (s): Oral/written/both Materials: / W. Board/coursebook/

– produce. Greeting song
Lexis; name; surname
Cross Curricular Competencies Core values
 Being polite
 Intel. Learner can interpret and use verbal and non-  Respects his mother tongue and other languages
verbal messages
 Meth: He can work in pairs or in groups
 Com: He can use role plays to communicate
 Per and soc: socializing

Time Framework Procedure Focus Aims Materia Vakt

l

Warm up Teacher greets his learners in their mother

10m tongue and asks them to greet in French . Assess their
n level
T writes on the board how to greet in English V
10m presentatio and invites his learners to listen and repeat. A
n n T/L

hello – hi
good morning (8:00)
good afternoon
(13.30) Familiarizing
Usingtheir L1 ,the teacher sets up a Them with the
series of questions about the importance of new lg
English/ which countries speak this
language/…..

(teacher introduces himself and writes on the

board thefollowingsentence)
Hello,my nameis Mr Djamel. I’m your
5mn teacher of English. Guiding them
to introduce
Practice Task 1 : themselves
*T invites them to greet and say their T/L
5mn names(the teacher helps and guides them)
Hello,my nameis Mr Djamel.

Task 2:I ask and answer(theteacher chooses a

studentto do the role play with him).
Teacher ;(usinggestures) Hello ,my name is
MrDjamel.What is your name ?
Student : Hello ,my name is Salim.(the teacher
helps the learner to greet and say his name.
*T eacher writes the dialogueon the board. L/L
10m * Teacher chooses some students to act out the
n Produce dialogue.
Task3: I complete
Name :……………………………………………..
W. V/A/
Family name:……………………………………….
Board k/T
Class:1m…….
 School: Mohamedi bouziane middleschool
Schoolyear:2017/2018
Copybook : lesson copybook Helping them to
Teacher : Mr Djamel write their
names and
(usingexamples the teacher explains the family names in
10m differencebetween names and family names) a correct way
n *Teacher moves in the class to check and
correctthe learners’ names and family names
Audio
10m *Teacher invites his learners to writedown Greetin
n this information on thefirstpage of their g
copybooks song

the greeting song:

Level : MS1 School: School: bormadia Relizane Teacher:Mr bendoubabadjamel
(djameldjamel)
Pre Sequence Lesson: English alphabet Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will be able to say and write the English alphabet

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: F/ W. Board/the

–produce. alphabetsong/coursebook
Lexis ;school commands
(spell/say/listen-repeat/colour)
Cross Curricular Competencies Core values

 Intel. Learner can interpret and use verbal and non-  Being polite
verbal messages  Respects his mother tongue and other languages
 Meth: He can work in pairs or in groups Openness to other cultures
 Com: He can use a role play to communicate
 Per and soc: socialize

Time Framework Procedure Focus Aims Materia Vakt

l
Greets his learners /they respond
Warm up Teacher asks them to say the French alphabet
5mn
Teacher writes the English alphabeton the Assessing them wboard
board. V
15m presentatio Capital letters : A
n n A- B – C – D – E – F – G- H – I – J – K – L –M – N T/L
–
O – P – Q – R – S- T – U – V – W-X- Y – Z.
Small letters :
a- b- c-d-e-f-g-h-i- j- k- l- m- n –o –p-q- r- s-
t- u- v- w- x- y- z .
the consonants :
b- c-d- f-g-h- j- k- l- m- n – p-q- r- s- t- v-
w- x- z .
the vowels :
"a- e- i – o – u – y"

Teacher reads the letters twice or thrice

then presents the ABC song
Audio : A
My learners (together) singwith the singer.
consolidating The
Learners read /singthe alphabetindividually.
alpha
bet
Task 1: I say my name and spell its letters
10m T/L song
My name is Abdelkader _ a-b-d-e-l-k-a-d-e-r
n
Task 2:I join the letters in alphabeticalorder
5mn practice
A/V/
A - d - -n
/T
E - m- -p
-r
x-
T/L
 Task 3 : I write the consonants in blueand
5mn the vowels in green (teacher shows them
these two colours)
n a m e V/A/
K/T
s u r n a m e differenciate
between
s c h o o l vowels and W.
consonants Board
Task 4: I find the missing letter:(T explains the
10m instruction or gives them an example)
n a- b- c-d-e-f-g -i- j- k- l- m –o –p- r- s- t- v-
w- x - z .
Produce L

T. invites the learners to write on their

10m copybooks
n

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson: my schoolthings Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will be able to : a) name schoolobjects b)understand some
school commands
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards /
– produce. W.Board/realia
Lexis; stand up/ sit down /match/read/what
Cross Curricular Competencies Core values

 Intel. Learner can interpret and use verbal and non-  Being polite
verbal messages  Repects his teacher’s commands
 Meth: He can work in pairs or in groups
 Com: He can use role play to communicate
 Per and soc: socialize

Time Framework Procedure Focus Aims Materia Vakt

l

Warm up Teacher greets his learners and the learners

5mn respond
* teacher gives them the orders ; sit Lead in
down/stand up(usinggestures theteacher V
can repeatit and make it seen as a game) A
T/L
Revision; Refresh his
10m *Thealphabets (vowels /consonants) mind
n *T invites them to singwith him the
alphabets song
Presentatio
n T sticks three pictures on the board and
(usinggestures)invites his learners to listen To attract his
and repeat.(T writes the sentences on the attention
board) Realia/
flashca
rds

Naming school
10m it is a pencilcase things
n

T/L

it is a schoolbag

T/L
it is a class room

Usingreel objects , Teacher presents other

 schoolthings .
5mn
5mn Practice V//A
Task 1 I match (page 18) practicing W. /T
Task 2: (pair work)I ask and answer Board
(teacher puts some schoolthings on the desk
and writes the followingexample on the
board :
5mn whatis it?
It is a rubber
Teacher invites his learners to ask each other V/A/
) K/T
Task 2 I read and classify (L works with his
partner)
a pen- a ruler- a pencil- a table- a white
board-
a chair- coloured pencils – a ruber- a book- L/L
a copy book- a slate –

In my In my pencil In my
5mn schoolbag case classroom
mn

Write
15m Task 3 : I complete with the missing vowelto School objects
n get
a schoolthing
1) B - -k 2) sl-te 3)ch-- r 4)wh-teb-ard 5)
p-nc-l

 Teacher invites his learners to draw

and write the schoolthings

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson;colours Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will be able to name colours

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: songof colours
– produce. W.Board/coursebook/slates
Cross Curricular Competencies Core values
 Intel. Learner can interpret and use verbal and non-
verbal messages  Being polite
 Meth: He can work in pairs or in groups  Openness to the world
 Com: He can use role plays to communicate
 Per and soc: socializing

Time Framework Procedure Focus Aims Materia Vakt

l

5m Warm up Teacher greets his learners/they responds

Make a short revision aboutschoolthings by Refreshing
asking: whatis it ? wboard
V
presentatio *Teacher sticks coloured cards on the board A
n and invites his learners to listen and repeat. T/L
10m
n Interpret
red
colours

green

blue

orange

purple
pink
black

white

practice brown slates

yellow V/A/
T/L K/T
Task one : I look at the example and do the
5mn same(pair work) Asking about
colours

1 2 3

Example :
Amine; whatis number one ?
T/L
Karim : it is a sharpener
Amine: whatcolour is it ?
Karim : it is blue
Task two: colour me (page 26)
7mn practicing
Task three: I complete:
8mn My table is brown
produce my pencilcase .... ...........
...... ..................... ....... ........... produce simple
...... .................... ........ ........... sentences
...... .................. ......... ...........
10m
n Teacher invites his learners to write on their
copybooks Audio
Song
(colour
10 The songof colours Consolidateand s)
mn relax

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson;numbers /thedays of the Framework: ppp
week

Learning Objective (s): by the end of this lesson ,my learner will be able to: a)say and write numbers b)say and write the
days of the week.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: songof numbers /
– produce. W.Board
Slates
Cross Curricular Competencies Core values

 Intel. Learner can interpret and use verbal and non-  Being polite
verbal messages  Openness to the world
 Meth: He can work in pairs or in groups
 Com: He can use role play to communicate
 Per and soc: socialize

Time Framework Procedure Focus Aims Materia Vakt

l

Teacher greets his learners /they respond Revising

5mn Warm up T invites his learners to sing: colours
Stage one:Numbers wboard
T eacher introduces thecardinalnumbers V
A
Task one: I listen and repeat T/L
Numbers
0 Zero 7 seven
10m Interpreting
1 one 8 eight
n numbers
2 two 9 nine
3 three 10 ten
4 four 11 eleven
5 five 12 twelve
6 six 13 thirteen
5mn
Task 2 :(usingslates) : I listen and write
12 5 6 9 11 10 0 3 4
counting
Task 3: I find the missing number
3mn
0 1 2 3 5 6 7 8 9 11 1213
Task 4:I complete with : f-i-gh-n-e
5mn writing
-leven -ive s-x ni-e ei—t
numbers
The songof numbers
7mn T/L
One little, two little three little aeroplanes
Four little six little seven little aeroplanes Audio
Eight little nine little ten little aeroplanes Song
Ten little aeroplanes flyinghigh (numbe
rs )
Stage two : the days of the week
There are seven days in theweek :
Sunday
V/A/
Monday
7mn T/L K/T
Tuesday
Naming the
Wednesday
days
Thursday
Wednesday
 Friday
Saturday

3mn Task 1; I listen and repeat

Task 2:I read and find (thereare 2 hidden
3mn days) W.
Knwednesdayjhpomondayds Writing the Board
Task 3: I order the followingletters to get : a days
5mn day
huTdyars-—………………………
Task 4 : I complete with the missing letter to L/L
writea day(L works with his partner)

--i---
S-----
12m -u-----
n
Teacher invites his learners to write on their
copy books(T chooses whatshould be
written)

T e acher: b endoubaba d jamel ( d jamel d jamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson;the months of the year Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will be able to: a)say and write the months of the year b)write
the date.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards /
– produce. W.Board/realia
Cross Curricular Competencies Core values

 Intel. Learner can interpret and use verbal and non-  Being polite
verbal messages  Repects the time
 Meth: He can work in pairs or in groups
 Com: He can use role plays to communicate
 Per and soc: socializing

Time Framework Procedure Focus Aims Materia Vakt

l

Teacher greets his learners/they respond

10m  Singthe alphabets song Assessing
n Warm up  Singthe numbers song
 Quick review aboutthesigns of V
punctuation and capitals A
T eacher introduces the months of the year T/L
presentatio Listen and repeat
n The months of the year
1 January 7 July
2 February 8 August Wboar
10m 3 March 9 September d
n 4 April 10 October Interpreting the
5 May 11 November months of the
6 June 12 December year
*learners listen to the song and startsinging
5mn with.
Task one : I find thevowels and consonants Audio
Practice Song(th
es are
5mn Months Vowels Consonants spelling months
August of the
March year)
5mn Apriltwo: I order
Task
February-June –May –March -December T/L

Task three :I write the date (Lworks with

partner)
5mn produce
The teacher writes the date V/A/
Yesterday.........................................18th,2017 K
Today ; Sunday, September 19th,2017 writing the date
Tomorrow: ...............,......................21st,2017

10m T invites his learner to writeon their copy

n books

10m
n A game : Quick Draw McGraw
Assessing
The rules
1. One representativefrom each row is given a
marker and stands atthe frontof the class. V/A/
2. Each studentturns their back to the K/T
whiteboard, whilethe teacher says a word
(this word can be; a month, a day , a
number…..)
3. Class and Teacher say: 一二三 Quick Draw
McGraw.
4. The 3 students turn and writethe wordand
then returns the marker back to the front
desk.
5. The first studentto return the marker and
the word he wrote is correct, earns points for
their team

Teacher: bendoubaba djamel (djamel djamel)

 Songs
Colours :
https://www.youtube.com/watch?v=moNlFRgN
ob4
Numbers : https://www.youtube.com/watch?
v=lY3v0Vy2- Cw
Months of the year
https://www.youtube.com/watch?v=5enDRrWy
Xaw
English alphabet:
https://www.youtube.com/watch?v=75p-
N9YKqNo
numbers : https://www.youtube.com/watch?
v=lY3v0Vy2- Cw
Flash cards
LEVEL :1MS

SEQUENCE :ONE

ME AND MY FRIENDS

Teacher Mr IRKI Choaib

:
Level : MS1 School : Ould Tchakmakdji Teacher: IRKI Choaib
Mohamed El Achour
Sequence: 01 Me and my friends Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson ,the learner will be able to greet and introduce onself.

Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters

interpret – produce.
Target structure: personal pronoun I /
To be ; am /what /my
Cross Curricular Competencies Core values

 Intel: Learner can interpret and use verbal and non-

verbal messages Being polite
 Meth: He can use listening strategies.  openness to other people
 Com: He can work in pairs or in a group to  pride of national identity
communicate appropriately.  Behaving as a responsible
 Per and soc: He can orally socialize

Time Framework Procedure Focus Aims Material Vakt

Learning situation to install resourses .

A/V
You are new in this school , your teacher
of English wants to know about you ,write
a short note in which you give him /her
the following information : name,age,city,
country, telephone number ,…….)
10m

Teacher warmly greets his learners/learners A/V

T/L
respond Introducing the
new sequence
Pre listening Teachers introduces the topic of the 1st sequence.

*Teacher sticks a picture of a school boy and a

school girl on the board , and introduces them :
This is Djamel and this is Warda.
T/L
*Teacher writes the following bubbles on the board
Hi,Iam djamel.what is
15m your name?

Hello ,my name’s Posters

Warda.Nice to meet you. +w
board

T/L

While
listening
Attract learners’
intention to the
topic
 Teacher reads what is written in the bubbles and
invites his learners to listen and repeat . L greets and
5m introduces
T/L V/A/
Task one: (open/close pair work) oneself
5m K/T
LS act out task 2 page 35 (oral)
Task two; I greet and introduce myself Practicing
5m Post listening Task 3 page 36(oral)
Task three : task 5 page 36(written)
10m
Learners introduce themselves in pairs(role play)
10m
T. invites the learners to write on their copybooks

Teacher:
Choaib IRKI
Level : MS1 School : Ould tchakmakdji Teacher:Choaib Irki
Mohamed El Achour
Sequence: 01 Me and my friends Lesson: I practice Framework: ppp

Learning Objective (s): By the end of this lesson , my learners will be able to :a)use punctuation signs and capitalisation
correctly .b)pronounce these sounds /ai/ /ei/ /i/ in the right way.

Targeted competencies: interact – Domain (s): Oral/written(both) Material : W. Board/coursebook

interpret – produce.
Target structure: personal pronoun I /
To be ; am /what /my
Punctuation signs/capitalisation
Cross Curricular Competencies Core values

 Intel:Learner can interpret and use verbal and non- Being polite
verbal messages  openness to other people
 Meth: He can use listening strategies.  pride of national identity
 Com: He can use punctuation signs appropriately.
 Per and soc: socializing through oral messages

Time Framework Procedure Focus Aims Material Vakt

Icebreaking Teacher warmly greets his learners/leaners

respond
5m Lead in W board
Stage one: I practice
Lead in Teacher chooses two learners to greet and A/V
introduce themselves. T/L
Teacher writes the following example on the
board then highlights the punctuation signs and
the capitals
PRESENTATI Example: introducing the V/A
ON Sarah: Hello , my name is Sarah. punctuation
10m │ │ │ │ signs
ISOLATION , S .
ANALYSIS
H
│ │ │ │

Stating the CAPITAL COMMA CAPITAL FULL

STOP LETTER LETTER
rule
I USE :

A Capital letter for : proper noun,country ,

T/L
town-I, to start a sentence (Mohamed-I-
10m
Relizane-Ageria)

Punctuation signs:
a- (.) a full stop to finish a sentence
I like Algeria.
b-(,) a comma to mark a pause
c-(!) exclamation mark: V/A/
Hello ! / Hi ! welcome! K/T
practice d-(?)a question mark to ask a question
What is your name ?

Task 1: I correct the mistake (form -based)

my name is jane?
Hello? I’m steve!
Welcome.
 what is your name! Practicing
Task 2:( pair work)a)I read and turn into a
dialogue
10m b)I supply the capitalisation and the right punctuation T/L
Hellomynameisnassimawhatisyournamehinassim
ai’mdjamila Nassima: W.
………………………………………………….. Board
Djamila:……………………………………………………

Stage two :I pronounce

presentaion Introducing the
T writes on the board the following sentences new sounds
isolation and invites his learners to listen and repeat .
Hello! My name is Kamel
│ │ │ familiarizing the
analysis Y a i Ls with the new
15m sounds
│ │ │
practice
/ai/ /ei/ /i/

A)I listen and classify : practicing

Sit- I – listen- nine- Jane – hi - date -mobile
10m
/i/ /ai/ /ei/
B)I colour the following sounds: /ai/ /ei/ /i/
Scissors -hello - chair- slate-what- pencil- white board
Nice-glad (pair work)

T. invites the learners to write on their copybooks

Level : MS1 School : Ould tchakmakdji Teacher: Choaib Irki

Sequence: 01 Me and my friends Lesson: grammar focus Framework: PIASP

Learning Objective (s): By the end of this lesson , my learner will be able to communicate correctly and give some
information about his /her: name,age,hometown…..
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters/student
interpret – produce. manual
Target structure: personal pronoun I /
To be ; am /is/what /my/your
Punctuation signs/capitalization
Cross Curricular Competencies Core values

 Intel:Learner can interpret and use verbal and non-

verbal messages
Being polite
 Meth: He can work in pairs or in groups.
 openness to other people
 Com:. : he can use ICTs to communicate with others
 pride of national identity
 Per and soc: socializing
 Behaving as a responsible

Time Framework Procedure Focus Aims Material Vakt

Warm up T greets his learners/learners respond Interacting with

5mn T presents this pic them to make
Presentation This is Omar (teacher asks some questions them feel at
example ; what is Omar doing?is he playing ease V
football) A
T/L Arouse L interest
T:Omar is chatting with a new friend from
America on skype.

T writes on the board Omar’s email.

Some learners read the email .

10m Hello ,My name is Omar,I

n
am from Algeria,I live in
Medea ,I love my city,I am a
pupil .what is your name? posters
+
Wboard

T/L
Analyze and deduce

5mn
Isolation: learners read the isolated words
,my ,is,I,am,your ,live,in,love,what
T/L
Stating the rules

Discover the
 language
Grammar tools examples
10m My /your (Possessive My name is Djamel.
n adjectives) Your name is Rachid

I(personal pronouns) I am kamel V/A

I ‘m 10
I like Algeria
Am /is (aux to be) I am(I’m)
Karima is 10
Practice Live /love (verbs) I live in Oran
I love Algeria practicing
T/L
In (prep of place) I live in Algeria
What( question word) What is your name?
practicing
based-form activity
5mn
Task one: I order the words (work with your
partner) k/T
a) name/my/is/./!/Hello/Rachid guiding them
b) 11/I/’m/./ Introduce W.
5mn c) ?/name/What/your/is/ themselves Board
Meaning-based activity T/L
Task two : I fill in the table with
Tipaza-hello-Kamel-11-
greeting name age city

10m Communicative-based activity

n Task three:(page 40)a: I Help Maria find the right
word T/L
b): I use my personal information

My name is …….. .
I ‘m …… .
I live in ……. .
I love my city.

10m
n T. invites the learners to write on their copybooks
Level : MS1 School : Ould tchkmakdji Mohamed Teacher: Irki Choaib
El Achour
Sequence: 01 Me and my friends Lesson: I read and do Framework: PDP

Learning Objective (s): By the end of this lesson , my learner will be able to interpret a written message about introducing
oneself.
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters/student
interpret – produce. manual
Target structure: personal pronoun I /
To be ; am /what /my/your
Punctuation signs/capitalization
Cross Curricular Competencies Core values

 Intel:Learner can interpret written messages

 Meth: He can work in pairs or in groups.He uses his Being polite
strategies to interpret written messages  openness to other people
 Com:. : he can use ICTs to communicate with others  pride of national identity
 Per and soc: socializing through written messages respect the others

Time Framework Procedure Focus Aims Material Vakt

10m Warm up Teacher greets his learners/ the learners respond T/L
n Presents the pictures of Razane and and Susan
Pre reading
lead in posters
V
A

this is Razane Attract the

learner’s
attention

this is Susan (here the

teacher gives them some advice about the Interacting
danger of the net and chatting with unknown
persons) T/L
25m (using gestures) T asks questions to illicit from
n the learners what Razane and Susan are doing.
Then ,the teacher says : Razane and Susan are
While reading chatting on facebook. Interpreting

T eacher invites the learners to open their books

on page 41,he asks them to read the texts and
do Task 1.(p41) I read and colour the correct
answer
Teacher invites the learner to read again T/L
and Task 2: I read and complete the missing
information about Razane (learner can work
with his partner)
name age occupa School Country city
tion
a pupil
5mn Task 3 : I answer with true or false (teacher
explains the meaning of true and false using
examples)
a) Susan is 12
Post reading
b) Susan lives in London
10m
n Task 4: a)I fill in the chart with my personal T/L Guiding them W.
information Board
name age occupa school county city
tion

L
c) I complete this message Producing a
Written message
Hello , my name is…….. .I am.............I
am from ………and I live in ……. .

I am a pupil at...............Middle School.

10m T. invites the learners to write on their copybooks

n
Level : MS1 School : Ould tchakmakdji Teacher: Choaib Irki
Mohamed El Achour
Sequence: 01 Me and my friends Lesson: I learn to integrate Framework: PPP

Learning Objective (s): By the end of this lesson , my learner will be able to write a short post in which he/she can introduce
him/herself.
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/flash
interpret – produce. cards/student manual
Target structure: personal pronoun I /
To be ; am /what /my
Punctuation signs/capitalization
Cross Curricular Competencies Core values

 Intel:Learner can interpret verbal and non-verbal

messages Being polite
 Meth: He can work in pairs or in groups.He uses his  openness to other people
strategies to interpret oral /written messages  pride of national identity
 Com:. : he can use ICTs to communicate with others
 Per and soc: socializing

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners/ the

learners respond
Icebreaking Teacher asks some questions to activate the brainstorming/
learners prior knowledge and to attract their interacting V
interest. A
Who has an email T/L
address? Do you know
these signs ?

Flash
10m snapchat Ls can use his cards
n prior
knowledge

T: these are called social media .

Interacting
T :who has a facebook account?
T: who has friends from other countries?

T; what is a blog ?
a blog is :
a regular record of your thoughts, opinions, T/L
or experiences ,information that you put on the
Pre-writing internet for other people to read
process Setting up the Situation
T writes and explains the situation
5mn
You are a new member of your
schoolblog group . Your new friends
want to know about you.Introduce
yourself T/L
 Planning
15m
n T splits the groups V/T/
T helps his learners to remember what they K
learnt in this sequence. W.
T asks the learners to complete the following Board
table:
knowledge Skills Attitudes Guiding them
Lexis related Greeting: -Being polite:
to greetings: Hi, hello start with
Hi, hello Introducing greeting
Present oneself: -Respect
simple of Name,Age other people T/L
“be” with I: Country,City And other
Am School cultures
Personal I am…
pronoun:I My name is….
Possessive
adjective:My
Prepositions:
In / at
Numbers :10,
10m 11 ,…
n In -writing
process Drafting
With the help of their teacher, the learners start T/L
10m drafting .
n Editing To correct the
Teacher helps his learners to examine the text mistakes(spelling,
carefully to find and correct typographical errors and grammar,..)
10m mistakes in grammar, style, and spelling.
n publishing

The groups write the final draft and present their

work in front of their classmates to be assessed
T selects a work to be written on the board.
Level : MS1 School : Ould tchakmakdji Teacher: Choaib Irki

Sequence: 01 Me and my friends Lesson: I think and write Framework: PDP

Learning Objective (s): By the end of this lesson , my learner will be able to mobilize his/her required resources to
produce a written message
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/flashcards/student
interpret – produce. manual
Target structure: personal pronoun I
/
To be ; am /what /my
Punctuation signs/capitalization
Cross Curricular Competencies Core values

 Intel:Learner can interpret verbal and non-verbal

messages
Being polite
 Meth: He can mobilize the required resources to
 openness to other people
produce a written message /He shows creativity
 pride of national identity
in writing
 Com:. : he can use ICTs to communicate with
others
Per and soc: socializing through writing

Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

brainstorming
Lead in : Teacher launches a series of discussion questions V
A
Do you have friends on facebook? T/L K
15m Do you know how to send invitations ? interacting T
n Do you know how to add/delete friends?
Do you keep your real names?

pre writing The teacher writes the situation on the board

and asks them to work individually
You want to join your school English
Wboard
language club.

15m Fill in your ID card then introduce

n yourself to the club members.
ID
First name :……………..……
Family name:..…………….…
T/L
Age :…….........……….....…...
Class : ……......………………
School:……....……….………
Town :…………………..……
Phone number : ……………...

Teacher explains the new lexis;

To join /club/ ID
T/L
25m While writing My learners start doing the task L
n
Producing a
5mn T collects L work to be corrected at home written message
Post work evaluation grid
Criteria Indicators
1-Relevance 1-the learner can fill an ID
and introduce him/herself
2-Correct use 1-the learner can use :
of linguistic The present simple to be ,to
resources live/2-s/he uses personal
pronouns /3-possessive
adjective:my/the good use
of the punctuation signs and
capitalization
3- Coherence 1-the learner can organize
his ideas/2-the learner can
write simple sentences
4- Cross- 1-s/he shows ability to
use curricular ICTs to communicate with
competences the others
: 2-s/he can produce a
written message
5- Values 1-respect and being polite
2- socialising through
written exchanges

6-Excellence 1-he/she shows creativity in

his /her writing
Flash cards
LEVEL :1MS

SEQUENCE :TWO
ME AND MY FAMILY

14 15 23 85 100

1st 2nd 3rd 31st

Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to introduce the members of their
families .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.
interpret – produce. Board/the family song
Target structure: -who-what-where
this-that -she-he
Interrogative/affirmative /negative
form of to be
Cross Curricular Competencies Core values

 Intel: Learner can use verbal messages to get  Being proud of belonging to an Algerian family
information  Respecting his/her family members
 Meth: He can use listening strategies.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
The announcement of the project:
T eacher informs his learners that they have a project to
10 Announcin
do individually and deliver it before the exams ,in this
mn g the
project the learners are going to make a family tree ; V/
project
(names , age, jobs) A/
work
K/
t
Initial situation :. T/L
You are on the international
friendship blog. A new fiend wants
to know about your family.
Introduce
your family (names,age,jobs…)
and send him your family tree.

Pre
listening *Teacher asks some learners ;
What is your name?
Lead in
What is your family name ? Wboa
5m *The learners answer . rd
n *Teacher introduces the topic of this sequence .
*Teacher sticks a picture of a boy on the
board and asks (using gestures) :
T: who is this ?
 Flash
cards

T: This is Omar . he is 11
*Teacher invites his learners to repeat or to act it out .
*Teacher sticks a picture of a girl and asks :
T :Who is this? Using she
and he

Asking with
T :This is Houda. She is 16 who
*Teacher shows his learners the following pictures and says
:this is the family of Omar.
He invites them to listen and repeat

Naming the
members of
the family.

*Teacher sticks on the board the members of Omar’s family T/L

10 and introduces them.
mn *The learners repeat.

No= 6 no= 7
the grand father the grand mother

No=4 no= 5
the father the mother
 No = 1 no= 2 no=3
This is Omar the sister the brother

interacting
Task 1. I look at the example and do the same with my
20 partner : asking yes no
mn Example; T: Is number 2 the mother? questions
during L: No, she is not .
listenin /using the
T: Is she the sister ? T/L new lexis
g L:Yes ,she is .

Task 2. I guess who is who.(task 2 p58)

I write the names of my family members in the circles. W
I swap my sheet with my partner and guess who is who board
Task 3: Task 2 page:65. I supply the missing letters to get the L/L
members of my family.
. The
T/L cours
Task 4: I complete my family tree e
10 Post
book
mn listenin My………… My………
g
My………… My………
produce
My......... Me My..........
Ahmed

The song of :my family

https://www.youtube.com/watch?v=YJyNoFkud6g&index=1 Audio
&list=RDYJyNoFkud6g Consolidating Song
10
Teacher invites his learners to write on their copybook
mn

10
mn
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I pronounce Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to read and pronounce these sounds : /e/
/I://θ/ /ð/ in a correct way .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book/ W.
interpret – produce. Board/

Cross Curricular Competencies Core values

 Intel: Learner can identify sounds.

 Meth: He can use listening strategies.  Openness to other languages
 Com: He can pronounce words in a correct way.  Respecting other languages
 Per and soc: He can socialize through oral
exchanges

Time Framework Procedure Focus Aims Material Vakt

T greets his learners /the learners T/L Interacting

respond a quick review about the previous
Presentatio Cours
7mn lesson V
n e
*T invites his learners to open their books on A
book+
page 54 .
Wboar
*T reads the poem and invites his learners to
Isolation T/L d
listen and repeat.
5mn *Teacher writes on the board the following introducing the
words and asks his learners to find them new sounds
and underline them on their books:
Read-Keep-best-think-the
Analysis *The teacher reads the isolated words and
8mn invites his learners to listen and repeat.
Read-Keep-best-think-the
stating the │ │ │ │ │
10mn Familiarizing
rule /I:/ /I:/ /e/ /θ/ /ð/
the ls with the
*Teacher states the rules of /I:/ /e//ð/ but V/A/
new sounds
when dealing with /θ/ the teacher must K/T
practice be very careful.
5mn
ee/ea e Th+cons Th+e
5mn L/L
/I:/ meet /e/pet /θ/ /ð/
throw father Practicing
Task 2 :page54
I look, listen and match
5mn Task 3: page 55.I classify the following words
According to their sounds.
Green , vet ,ten,greet-pen

/ I:/ /e/
Task 3: task 4page 55
I throw the ball in the right hoop.
5mn Task 4: I complete the table with my own Investing the ls
10mn
words (the learner works with his partner ) knowledge
/ I:/ /e/ /θ/ /ð/
T invites to write on their copybooks
Level : MS1 School : bormadia relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I practice Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learners will be able to to introduce his family members and talk about
their jobs.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/posters about
– produce. jobs
Target structure: to be
interrogativeform/articles /what/his/her
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with others
 Per and soc: He can socialize through oral exchanges
and written messages
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /the learners

respond T sticks on the baord the picture Omar interacting
Lead in : then asks: T: Who is this? Ls: h e is Omar.
T:Omar has an English friend. Her name is Margaret. He sends V
her an e-mail to introduce his parents . A
presentation
5mn
Hello ,I’m happy to introduce my
parents .my father is a carpenter,his
name is Ahmed.my mother is a
teacher her name is Meriem.
W
boards
+
Posters
T: is his mother a doctor ? LS: No, she is not.
T: what is her job?? LS: she is a
teacher.. T; is his father a policeman? T/L Introducing the
10m LS: No, he is not theme of the
n T: what is his job ? LS: he is a carpenter. lesson
T tells his learners that they are going to talk about jobs.
T eachers sticks some posters about jobs on the board
T introduces these jobs and invites his learners to
listen and repeat. T highlights the articles (a
/an) .

Naming jobs

Posters+
wboard
no 1 is a teacher no 2is an electrician

no 3is a nurse no 4 is a farmer

 No 5 is an architect no 6 is a singer

Practice

No 7 is a docor no 8 is a carpenter

Task one: I look at the example and do the same with my Interacting
15m partner. Asking and
T: Is no 2 an electrician ? LS; No, he is not . answering about
n jobs
T: what is his job ? LS: he is an
electrician Task two : I order
1-your-what -?job-is
2-her –job-what-is-? Forming a question wboard
3-a –nurse- is-?-she about jobs
V/A/K
Task three:I read and choose /T
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he –his) differentiating
name is Karim and (my ,I) sister is a nurse ,(her ,she) is a between personal
type writer . pronouns and
Presentation possessive
A game : I mime and you guess ? adjectives
Isolation T guides them .
a pupil 1 mimes a job and asks :what is my job? interpreting
Analysis
a pupil 2: you are a doctor. gestures
Stating rules
Articles (PIASP)
T writes on the board the following sentence:
I’m a dentist and my brother is an electrician,he works in the garage.
Introducing the
│ │ │
articles
a an the
indefinite indefinite definite
Practice
article article article
20m I use a and an before a singular noun.
n I use a before consonants (b-c-d-f-g-h-j..............)
Familiarizing the ls
I use an before vowels (a-e-i-o-u)
with the articles
I use the before singular and plural definite
nouns.

Task one: I order

1-is-It-orange-an
Interpreting the
2-Ali-a-dentist-is
place of each
3-teacher-41-is-The article
Task two: task 4 page 51
T using pictures explains the new words:dog-cat
Task three:I introduce my family members and their jobs . Producing simple
I start like this: sentences
Hello ,I’m happy to introduce my family :
My father is …………. his name is ………….and my…………….
10m
n T invites his learners to write on their copybooks
Level : MS1 School : Bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and speak Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learner will be able to : a) say and write cardinal /ordinal numbers,b)ask
and answer age.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/the song of
– produce. numbers/the course book
Target structure: to be : interrogative
forms/how
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being polite
messages  Asking questions politely
 Meth: He can work in pairs or in groups.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral exchanges

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /they respond

Warm up T invites his learners to sing the song of numbers. Revising
numbers
V
Presentation one: Cardinal numbers(14 to100) T/L From0 to
A
(PPU) 13 wboard
7mn Presentation Teacher sticks on the board the photo of Omar
then asks : who is this?
LS: he is Omar
poster
of Omar

T writes : Omar is 11,he is the fourth child in his

family.
T asks some questions and helps his ls to T/L
answer: Interacting/askin
T: Is omar 12 ? L: No, he is g
not . T: How old is he ? L: He is 11 about age
5 mn T asks one of his learners: L/L
T: Are you 6? L: No ,I’m not.
T: How old are you? L:I’m 11.
Task one: T invites his learners to act out the Wboard
previous dialogue

*Here the teacher introduces the cardinal

numbers
Interpreting
numbers from13
14 fourteen 20 twenty T/L
8mn to 100
Practice 15 fifteen 30 Thirty
16 sixteen 40 forty
17 seventee 50 Fifty
n Checking ls
18 two: I look
Task eighteen
and match90the numbers.(page52)
ninety understanding
19 nineteen 100 One
Task three: I match hundred
 How old are you? She is 14
How old is your sister? I’m 11 V/A/K/
Asking about T
How old is your father? He is 67
/answering age
Are you 19? Yes, I’m
Task four: I ask and answer(a role play)
Step 1:
The teacher writes the following question on the
board and asks his learners to find the answer: T/L
My grand father is 33 and 35. Counting W
How old is he?
board
5mn Presentation LS: he is 68. T/L
Step 2: T invites his learners to make an example
like this in close pairs and act it out in front of
their class mates.
Presentation two Ordinal numbers(1st to 31st Introduce the
(PIASP): ordinal numbers
T invites his learners to consider the following
sentence.
Isolation
3mn I’m the fourth in my family
Teacher isolated :the word fourth and invites his Familiarizing the
Analysis
learners to compare it to four learner with the
the fourth four ordinal numbers
│ │
5mn
Ordinal cardinal
Stating rule numbers numbers

I use : Interpreting
a) Ordinal numbers to order (persons ,objects ) other ordinal
and write the date numbers
b) Cardinal numbers to count (persons,objects)
and say my age
T introduces the ordinal numbers
st The first
1
nd The second
5mn 2
rd The third
3
5mn th The fourth
4
th The fifth Practicing
5
th The ninth
9
Practice 2o The twentieth
7mn Task five:21 st 9 page 53. IThe
Task readtwenty
and rankfirstthe The learner
children. nd The twenty second Produces simple
22 sentences about
Task six: I readst The
and complete with thirty firstseventh-
; the
31 his age and his
the second- the twenty second – the first
-V is......................Letter in the English alphabet. rank in his family
10m
n - Sunday is..................day in the week
-July is.........................month in the year
-I’m.........................child in my family .
Task seven I write my age and my rank in my
family.
I’m ………………….and I’m........................child in my
……………..
T invites his learners to write on their copybooks.
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: grammar tool 1 Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to ask and answer about one’s name,age
and job.
Targeted competencies: interact – Domain (s): Oral/written/both Lexis:lvocabulary related to ;jobs
interpret – produce. Materials: W. Board/posters and family members.
Target structure: wh questions(who- about jobs Pronunciation: Intonation in “wh”
where-what) question.

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with
others
 Per and soc: He can socialize through oral
exchanges and written messages
Time Framewor Procedure Focu Aims Mater Vakt
k s ial

T greets his learners /the learners respond

Recapitulation o of jobs and articles : wboar
I look at the example and do the same d
10m Quick review V
n *The doctor works in a hospital A

jobs places
The doctor in a school
The farmer in a garage
The mechanic in a hospital
The teacher in an office
The architect on a farm
presentatio Presentation
n Who is this/that? What is his
Introducing
/her name?
the new
│ │ │ │ │
20m Isolation Grammar
Who his/her what
n items
his her
Analysis
│ │ │ │
│ a question demonstratives
a question possessive
word word
adjectives

Familiarizing
She is my mother He is my father where The ls with
is the teacher ? the new
│ │ │ grammar
She He where items
 │ │ │
Personal personal a question
Pronoun pronoun word

I use :
State rule Who to ask about person
What to ask about names, jobs, objects
Where to ask about place
He to talk about a boy ,a man
She to talk about a girl , a woman
This to talk about objects or persons near us
That to talk about objects or persons not near us

5mn Task 1: I order the words

a- is –Who-girl-that-? Forming a
practice question V/A/K
b- Where –father-is?-her
/T
c- his-What-job-is-?
7mn
Task 2: I choose the correct one
Ahmed shows Rachid photos of his family
Checking the wboar
Rachid : ‘(who –what) is (this –that) boy?
Lg d
Ahmed :( he-she )is my brother ,(his –her) name is
understanding
Kader .
8mn Rachid :and (where –who ) is this girl ?
Ahmed; (he –she) is my sister
Rachid : (who -where )is she ?
Ahmed :she is in the school
Task 3: I order the sentences then put them in a
dialogue Produce a
He is a dentist,he works in the hospital dialogue
He is my brother Wahid
How old is he ?
He is 36
Hello ,Rachida.who is that boy?
10m What is his job ?
n Hakima:................................................................?
Rachida:………………………………………………………………
Hakima:.................................................................?
Rachida:……………………………………………………………..
Hakima:..................................................................?
Rachida:………………………………………………………………
Teacher invites his learners to write on their
copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: grammar tool 2 Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to talk about his preferencies .

Targeted competencies: interact – Domain (s): Oral/written Materials: W. Board/

interpret – produce.
Target structure: have got/has
got/verbs in the present/negative
form(do –don’t)
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Behaves as a responsable
messages
 Meth: He can work in pairs or in groups.  Respects the others’ preferencies
 Com: He can express his preferencies .
 Per and soc: He can socialize through oral
exchanges and written messages

Tim Framewor Procedure Focus Aims Materia Vakt

e k l
Teacher greets his learners /the learners respond
5mn Warm up T eacher asks some questions about Omar: T/L
How old is Omar? What is the job of his father?is Wboar
his mother a doctor? Interacting d V
T eacher writes the following script on the board /preparing A
Omar: them
5mn presentatio I’m different from my sister Houda,
n I have got a cat but she has got a dog. Presenting the
T/L new grammar
I like reading books but she likes watching
cartoons items

I have got a cat . she has got a dog

│ │ │ │ T
5mn Isolation Subject verb subj verb Familiarizing
them with the
new grammar
5mn I like reading books . she likes watching
items
cartoons
Analysis
│ │ │ │
Subj verb subject verb
a-I use the verb to have to indicate Woard
5mn Stating rule possession b- I use Has in the third person : T
he , she, it
c- In the present simple, I add “S” to the
end of the verb in the third person (He-She
– It).
Like---likes
d- in the negative form I add don’t before
the verb
I like couscous -- I don’t like couscous
T/L
5mn practice Task one: I order the words (the learner works
with Forming
His partner) sentences
Wboar
a- like/I/watching films T/L d
5mn b- Fatiha/ music/loves
c- have got/two/sisters/I
d- Ahmed/plays/football Consolidating
Task two: I correct the verb V/A/
5mn
a-I (not love).........playing tennis K/T
b-Steve (live)..............in America T/L
c- it (to be)...................a pen
a- My friend (to have)...........a pet hamster.
Task three: I turn into negative Using the
Example: negative form
I like watching films -- I don’t like watching films
a- I live in Relizane
b- I love listening to music
c- I like cats
d- I like jeans

5mn

Task four: I choose the correct word to make a

correct sentence
Identifying the
a- I (live-have got) in Algeria Wboar
Meaning of
5mn b- Adako (has-is) from Nigeria d
the new
c- She (likes- have) handball
structure
Task five: (communicative- based activity)
L/L
I read and complete
Hello ,I’m
………………………(name),I’m…......................(age). Producing a
I’m…..............................(occupation) at Short
……………………(school). paragraph
I……………………………………..(like).I…………………………
…… (an animal)
10m
n Teacher invites his learners to write on their
copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I read and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to interpret a written message about
introducing oneself.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course book
interpret – produce.
Target structure: to be interrogative
form //wh questions/the present simple

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Proud of his identity markers
messages  Valuing national identity
 Meth: He can develop his strategies for reading  Independent personality
and writing
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learner/the learners

respond.
V
pre reading Teacher writes key vocabulary on the board A
7mn T/L
:name,age,school ,food. Then asks his Interacting/prepa Wboard
learners to guess what the text will be about. ring them

T invites his learners to read the text

on page60 and do the following task :
During
Task one : I read and answer the
reading
questions a- Who is the sender of this Scanning (for
email? T/L general
b- Is Adaku Algerian ? information )and
28m c- How old is he? skimming (for
details) Course
Teacher invites his learners to read again
book
and do the following task .
Task two : I read and tick the right box.(p60)
Teacher invites his learners to read the text
T/L
on page 59 and do the following task
Task three:I read and complete the profile . Deciphering the
Family name:…………………………….. message
First name:………………………………….. .(interpreting)
Age;……………………………………………..
Class :………………………………………….
Country:………………………………………
Likes:……………………………………………
Pet:……………………………………………….

Teacher invites his learners to fill in the

Post reading following paragrapgh with their personal
information :
15m My name is ……... I am.............old. I am from Producing a short
n ……………. I speak ……………… . paragraph in
I like …………………. I like wearing..............My L which LS give
favourite food is...................I have got a pet information
about themselves Wboard
…………… called ………………....

10m Teacher invites his learners to write on their

n copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I learn to integrate Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to write a short email in which he/she
can introduce his/her family.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. Board/The coursebook
interpret – produce.
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Proud of belonging to family
messages  Respects every member in the family
 Meth: He can mobilize resources to produce a a
written message /he can work in groups
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Foc Aims Material Vakt
us

Teacher greets his learners/ the T/L

learners respond
Pre-writing V
process Teacher invites his learners to open their books /interacting A
on
Page61 and asks some questions:
T/L
T:What does the picture represent ?
LS: it is a family Ls can use his wboard
10m prior
T: this is the family of Margaret .she is the friend
n knowledge
of Omar.
T: look at the other members of the family and
name them .
Interacting
LS: grandfather ,grandmother………………
Teacher invites his learners to have a look at the
email and find the sender and the receiver.
T explains the new lexis :hope ,fine ,attached ,
send

Setting up the Situation

Your e pal Margaret is now a good friend
,she sends you a picture of her family
friend . Draw your family tree.

Add information(age , job ,… ) and send it

as an attached document(picture)
5mn
T: now , imagine you are Omar , draw your family
tree,add information(age , job ,… ) and send it as
an attached document (picture)
 Planning
T splits the groups
T/L
In -writing T helps his learners to remember what they
15m process learnt in this sequence.
n V/T/
T asks the learners to complete the following W. K
table: Board
knowledge Skills Attitudes
*Lexis related Greeting: -Being polite:
to family Hi, hello when talking
members: Introducing to others
father,mothe my relatives: -Respect
r,……… Name,Age, other people
*lexis related Job ,his rank and other
to jobs In the family cultures
*Present -valuing jobs
simple of Valuing family
“be” with
I,you,he
,she,it
*Verbs in the
present with
I,he,she ,it
*Personal
pronoun:I,yo
u,he ,she,it
*Possessive
adjective:my,
his,her
*Numbers
:14, 100
*ordinal
numbers
10m Demonstrativ
Drafting
es: the help of their teacher, the learners start
With
n
drafting .
Editing To correct the
10m
Teacher helps his learners to find out and mistakes(spelling,
n
correct typographical errors and mistakes in grammar,..)
grammar, style, and spelling. T/l
10m publishing
n The groups write the final draft and present their collaborating
work in front of their classmates to be assessed
T selects a work to be written on the board and
10m corrected.
n T invites his learners to write on their copybooks
Teacher: bendoubaba djamel (djamel djamel)

Face book :Hireche middle school

Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I learn to integrate Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to introduce him/herself and his/her
family on an international friendship blog.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course
book/flash cards
interpret – produce.
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives/the simple present of ; like,…

Cross Curricular Competencies Core values

 Intel: Learner shows creativity in writing and  Valuing friendship

designing blogs  Asserting one’s identity
 Meth: He can mobilize his resources to produce
a written message
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

Teacher explains the difference between T/L
10m Pre writing partnership and friendship. V
n Teacher asks his learners: Interacting/talk A
about
who has got friends from other towns?
friendship
who has got friends from other
countries? How do you contact them ?
(using what: Wboard
(messenger,skype,facebook,letters,telephones
,...)
While writing
The teacher introduces the situation and asks
them to work individually T/L
The learner uses
45m what he learnt
n Pupils from all over the world to produce a
introduce themselves on an meaningful
International friendship blog. message about Flash
introducing cards
I post my information to him/herself and
his/her family
make new friends and members
practise my English

Support:
Flags ( Great Britain , The USA, Brazil ,Algeria ,
Nigeria, Australia and China )
International friendship blog
5mn Post writing
The teacher collects the students’ sheets and
corrects them using the evaluation grid below:
 A/V/
Criteria Indicators K
1-Relevance introducing oneself and
one’s family
members(names,jobs….)
2-Correct use of 1- the learners uses :the present
linguistic resources simple of to be /to have/to like
2- the learner uses personal pronouns
“I, he and she”
3- possessive adjectives “my- his- and
her”
4- Use cardinal and ordinal numbers.
3-Coherence 1-the learner writes simple and
meaningful sentences about the
topic;2- the good use of :
Punctuation, capitalisation and
indentation.
3-s/he respects the logical order of
the ideas.
4-Cross-curricular 1-the learner uses ICT in
competences : communicating with his/her friends
2-s/he produces a written message

5-Values 1-the learner shows a good conduct

2-shows attitude of respect

6-Excellence 1- The learner shows creativity in his

/her writing
2- Good hand writing

Mr bendoubaba djamel(djamel damel)

LEVEL :1MS

SEQUENCE :THREE
ME aND MY DaILY aCTIVITIES

WHO WHaT
WHERE /S/ /Z/ /IZ/

Teacher: bendoubaba djamel

Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I listen and do Framework: PDP
ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to describe his/her daily activities.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.

interpret – produce. Board/daily activities song
Target structure: -simple present
Cross Curricular Core values
Competencies

 Intel: Learner can interpret verbal messages to get  Being punctual

information.  Being positive
 Meth: He can use listening strategies in
interpreting messages.
He can work in pairs or in groups.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges

Time Framework Procedure Focus Aims Material Vakt

Initial situation (the starting off)

Wboard
You received a message from your
friend. He tells you about his leisure
activities . He wants to know about
your leisure activities .

Send him a reply and tell him about

your leisure activities at weekends.

Teacher greets his learners /the learners

respond. Announcing the
Warm up The teacher introduces the topic of this topic of sequence
sequence. three
15m
Teacher ,using gestures, starts a discussion
T/L
with his learners:
Pre listening
T: who practises sport? which kind of sport? Interacting
Where? When (on Wednesday ,on......)? V
Teacher sticks on the board the following A
pictures in a disorder way and asks his K
learners to order them (LS work in pairs). Flash T
cards
 I get dressed I go to school

I do my home work I go to bed

I wake up

Interpreting an
oral message
I watch tv I have dinner

I have lunch I have break fast

During
listening

20m
n Wboard

I brush my teeth I wash my face

Then ,the teacher asks his learners to open
their books on page 72 and check their
answers
Teacher invites his learners to listen again
and do the following task.
Task one: I listen and reorder the words to
get correct sentences.
a-wash/my face/I/. Forming a
b-do/I/my homework/. sentence
c-dressed/get/I/.
e- TV/watch/I/.
Teacher invites his learners to listen another
time and choose the correct word.
Task two : I choose the right verb
 a-I(have-go).............to school.
b-I(have-go).............breakfast. Identifying the
Post reading c-I(have-go).............to bed. meaning
d-I(brush-do)..........my teeth.
Task three: I write my activities
5mn
In the morning In the evening
1)............................ 1)..........................
10m 2)............................. 2)........................... Producing
n Teacher invites his learners to listen to the a daily activity
following song:
Wake Up! Daily Routines Song for Kids
10m https://www.youtube.com/watch?v=eUXkj Video
n 6j6Ezw song
T invites his learners to write on their
copybooks
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I listen and speak Framework: PPU
ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to ask/tell time.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.

interpret – produce. Board/numbers song
Target structure: -simple present /
/it is (telling time)
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal messages to get  Being punctual

information.  Being positive
 Meth: He can use listening strategies in
interpreting messages.
He can work in pairs or in groups.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners/the learners

Warm up respond.
Teacher invites his learner to sing the song V
10m Of numbers then makes a quick review T/L Remembering A
n Cardinal numbers
about numbers from 0to 60.
Teacher invites his learners to do the
Wboard
following task:
I match
Good morning 1:30 pm
Good afternoon 8 am
Good evening 6 pm Preparing them
*here teacher explains : am/pm
Presentation Teachers sticks on the board the following
picture.
T/L

15m
n Pictures

a clock
-Teacher asks his learners what is it ?
-Ls may answer in French,Arabic,........
- T: It is a clock and invites his learners
to repeat.
- T:guess what is our lesson for today? T/L
-Ls: they may answer in their mother tongue
Or in French.
T:it is about telling time.
 interacting
Teacher explains how to tell time in English
Teacher invites his learners to look ,listen and
repeat

Interpreting time

T/L

A/V

Teacher pins a pic of a clock and asks his learners

20 practice

Interacting/
T/L interpreting time Picture

T;is it 3 o’clock? LS: No ,it is not.

T : what time is it? LS: it is 4 o’clock
Teacher pins an other picture and asks his
learners to ask each other.

Checking
L:is it half past six? L; No ,its not. understanding
L: what time is it ? L: it is twenty five past two.
Task one: Task 6 page :76. I listen, look at the L/L
Interpreting
W board
example and do the same. digital time
Task two:Task 3 page74
I am Rafik. Here are my daily activities : The
T/L Producing simple course
5mn USE Task 3 sentences about Book
I fill in the table with my daily activities Daily activities
W board
A.M P.M L
1-I............................ 1-I..........................
2-I.............................. 2-I...........................
10m
n The teacher invites his learners to write on their
copybooks
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lessons: grammar tool Framework: PIASP
ACTIVITIES I practise /PPU

Learning Objective (s): by the end of this lesson my learner will be able to use :a)simple present to talk about his
daily routine..b) to use the prepositions of time
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book/ W.
interpret – produce. Board
Target structure: -simple present
:affirmative/negative/interrogative
Asking whqs
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being punctual
messages to get information.  Being positive
 Meth : He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral /written
exchanges

Time Framework Procedure Focus Aims Mate Vakt

rial

Teacher greets his learner /the learners respond.

10m Teacher mimes the following actions and asks his
n Warm up learners to find the verbs: brush/wash/Have revising /
breakfast/go to school/....... interacting V
A
Teacher makes a quick revision about the simple
present which the learner has already seen it in
sequence two through the following task :
-I correct the verb:
I (like)......football , she (like).........tennis.
I (have) .... a cat. He (have).......a dog. Wbo
I turn into negative: ard
I like couscous/I live in Relizane/Adaku is 11.

5mn Presentation Teacher writes the following script on the board :

A: Do you practise sport?
B: Yes ,I do.
introducin
A: When do you practise it? g the new
B: At the weekend . structures

3mn isolation Do you practice sport?when do you practice it?

│ │ │ │ │ │ │ │ │
3mn analysis Do+ s + v + object whQ+do+ s + v + obj
Familiarizing
Stating rule I use do with : I-You-We –You-
the learner
They I use does with: He- She- It with the
new
structures
 Simple present tense :
1- Affirmative form:
The subject + verb + object
I/you/we/they play tennis.
He/She/It plays tennis.
Negative form :
The subject + do/does+ not + verb + object
I/you/we/they don’t play tennis.
He/She/It does’nt play tennis.

Interrogative form:
21m Do /does + subject + verb + object ?
n Do I(you/we/they) practise sport ?
Does he (she/it) practise sport?
Answers: yes ,I (you/we/they)do .
Yes,he (he,she,it) does
No ,I (you/we/they) don’t.
No,he (he,she,it) does’nt

2- Wh questions :
WHq + do+ subject +verb+ object ?
Where + do + you+ play + football? (place)
When +do + you+ play +football? (date)
What time+ do +you +get up? (time) V/A/
Who +plays+ football (subject) K/T

At the weekend
│
At Prepostitions
│ of time
Preposition of time

Prepositions of times: at /in /on

At In On
Time: at 10:00 In the morning Days : on
Period: at ...................... Monday.......
night –at the
week end
Practising
Task one: I reorder the words to get correct
5mn Practice:
sentences(LS work with their partners) interpreting/
a-not/You/watch/TV/do. Forming a
b-like /swimming/do/they/? question
c-does/get up/At what time/he /?
Task two :I underline the right word(oral) A: interpreting/
5mn (when/who) do you practice sport? B: at the differentiatin
weekend. between
A:(what/who)do you do at 12:00? B: I have question
lunch. words
Producing a
Home work :
simple
I complete the following dialogue(I do with my
question
partner) about daily
You........................................on Friday? activities
Your partner: I get up at..............
You...............................................?
 Your partner: No ,I don’t stay at home.
You.............................................?
Your partner: I go to the stadium.
13m
T invites his learners to write on their copy
n
books.

I practise

Time Framework Procedure Focus Aims Material Vakt

Warm up Teacher greets his learners /The learners

10m respond.
n Teacher invites his learners to show their L/L K
homework to be supervised. V
A
In pairs the learners act out the dialogue in
front of their classmates.
Presentation T/L
10m Teacher invites his learners to open their Interacting Wbord
n books on page :80 and look at the photo of
the boy and answer :
How old is he (guess)? Is he a pupil?
Now, read what is written in the bubble and
check your answers. A/V
Now the teacher invites his learners to read The
Interpreting/ course
the text and do:
15m T/L checking their book
n practice Task 1 page 81: I read and complete the understanding
table.
Task2 page81:I put the verb in the present checking the
simple. learner’s
Task3 page82:I order the words of the aquistion and
15 following dialogue.(I work with my partner) reinforcing
Production
mn Task 4:
I complete the following dialogue(in pairs)
You : (greet).
Your partner: (responds )
You.....................................................? producing simple
Your partner: I get up at 6:30. L/L questions
You :.................................10:00? /answers about
Your partner: I play with my friend. daily activities/
You..................................................? V/A/
Your partner:............................................. Wbord K/T
Teacher moves between rows to help them.
Teacher invites his learners to act out the
10m dialogue in front of their friends.
n
Teacher invites them to write on their copy
books
Facebook: hireche middle school
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I pronounce Framework: PIASP
ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to:
a) pronounce the sounds/h//Z//S//IZ/ə/
b)name animals .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board
interpret – produce.
Target structure: -simple present
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal/non verbal

messages .  Being positive
 Meth:  Respecting animals
He can work in pairs or in groups.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral /written
exchanges

Time Framework Procedure Focus Aims Material Vak

t

Teacher greets his learners/they respond .

Teacher pins four pictures of animals on the board

10m Lead in V
n A
T/L
Interacting
/ Preparing
A fennec A lion them Flash
Cards
wboard

An elephant A rooster

The teacher start a discussion :what are these

animals? The learners may answer in their mother
tongue /in French/in English .
Which animal represents Algeria ? is the fennec
cute(beautiful) animal ,is it friendly ? which animal do
you like ?
What about the other animals? Which countries
do they represent?
 Teacher writes the following text on the boards and
invites his learners to listen and repeat the
10m Presentatio underlined words (the teacher can use flash cards or
n n Pictures p83) Introducing
the targeted
Hi,my friends,I want to tell you about
sounds
which animals and pets I like best ,I like Through
rabbits ,goldfinches ,horses and dogs Naming
because they are cute .I love canaries animals
,hamsters,and cats because they are
friendly.I like turtles ,goldfishes and parrots
because they are sweet, and I like the
fennec because it represents Algeria but I
prefer the tiger because it is stronger.and
you, which animal do you like best?

3mn
Teacher isolates some words to be written on the
Isolation board.
3mn Hi - pets -friends - horses- tiger Familiarizing
Analysis │ │ │ │ │ them with
/h/ /s / /z/ /IZ/ /ə/ the new
5mn I pro nounce ; sounds
State the
rule
H →/h/ when it comes in the beginning of the
word

s →/s/ when it comes after p-f-k-t

s →/Z/ when it comes after b-d-l-m-n-........

s →//IZ/ when it comes after Ch-sh-s-ge-z

er →/ə/ when e comes between a consonant and Interpreting/ V/A
r practicing /K/
4mn T
practice Checking the
Task one: Task 2page 87 Where do these words live ?
learner’s
5mn understandin
Task two :I find in the text three pets and pronounce
g
them .

5mn Task two :I listen and fill in the table (teacher reads
the underlined words in the text) and.
Producing a
/h/ /Z/ /S/ /IZ/ /ə/ role play
where they
........... ............ ........... ..........- ............
practice the
new sounds
5mn Task three Task 1 page 77.Teacher reads and invites
his learners to listen to the dialogue and act it out in
the front of their classmates.

10m
n Teacher invites his learners to write on their
copybook
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I learn to integrate Framework: writing process
ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to a short note about a friend’s leisure
activities.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
interpret – produce. Board
Target structure: -simple present /yes
,no questions/wh questions/use the
simple present with the third person
Cross Curricular Core values
Competencies

Intel: Learner can show autonomy in learning

Meth: he can work in a group  Being positive
he can mobilize his resources to write about daily  Being punctual
routine  Respecting time
 Respecting like and dislike of your friend
Com:he can ask his friends about his leisure
activities
Per and soc: he can socialize through written
messages
Time Framework Procedure
Focus Aims Material Vakt

Teacher greets his learners/the learners

respond.
The teacher asks his learners about what T/L
10mn Pre-writing
they do at the weekend : /interacting V
process A
The teacher and the learners writes on the
The board K
board some leisure activities:
T
For example :
stay at home/ go to the park Ls can use his
/go to the mosque/ listen to English music T/L prior knowledge
/practise sport/
/play with your pet/ read books/watch tv
/ visit your family/your friend/chat with Interacting
friends/use internet.
/ go shopping with your parent/ go for a
walk/visit places/go to the stadium.

Setting up the Situation

5mn You want to know about your friend’s

leisure activities. Ask your friend about his
week-end leisure activities and write about
them.
 I ask my friend :
-what do you do at the week end ?
-Do you stay at home?
-Yes ,I do /No? I don’t
I use the answers of my friend and write
about his leisure activities.
Start like this : Omar goes to the park on
saturday .........................
15mn
Planning T/L
T splits the groups (the members of the
In -writing group can ask one learner and writes about
process his leisure activities))
T helps his learners to remember what they
learnt in this sequence.
T asks the learners to complete the following
table:
knowledge Skills Attitudes
Lexis
related to Describing Respect of
daily leisure time
activities activities ……………
…………………… …………………… …………
… … Take care of
Lexis related Expressing pets
to digital time likes ……………
…………………… …………………… …………
… … Respect likes
Lexis related and
to pets dislikes of
…………………… your friend
… ……………
The simple …………
present tense
with the first
and the third
person
singular
……………………
…
The simple
present in the
negative form
……………………
…
Yes /no
questions
with do

10mn
Drafting
10mn With the help of their teacher, the learners
start drafting .
Editing To correct the
Teacher helps his learners to find out and L/L mistakes(spelling
correct typographical errors and mistakes in , grammar,..)
10mn grammar, style, and spelling.
publishing
The groups write the final draft and present
their work in front of their classmates to be
assessed
T selects a work to be written on the board
and corrected. collaborating
10mn T invites his learners to write on their
copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I think and write Framework: PDP
ACTIVITIES

Learning Objective (s): By the end of this lesson , my learner will be able to write about his parent’s daily activities

Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course book
interpret – produce.
Target structure: simple present with
the third persons

Cross Curricular Competencies Core values

 Intel: Learner shows creativity in writing  Valuing parent’s efforts

 Meth: He can mobilize his resources to produce  Being proud of to belong to a family
a written message
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

Teacher asks his learners some questions and T/L
15m Pre writing the learners answer: V
n At what time do you get up? Interacting/ A
talkin g mom’s
Then what do you do?
daily activities
Who prepares for you the breakfast?
At what time does she get up?
What are the other activities that your mother Wboard
does every day?
here the teacher shows pictures :

T/L

Flash
cards
wash/clothes

iron /clothes cook

Using gestures : the teacher adds the other

daily activities:
clean / floor ,wash /dishes.......then invites A/V/
 them to complete the following table. K
In the In the In the At night
morning afternoo evening
n
Get up- Pray- have Prepares Watch
pray- rest- dinner- TV- make
prepare wash the the bed-
breakfast- dishes sit with
wash the help to do
dishes- the home
clean the work
house-
cook
lunch-

the invites his learners to open their books on

page 90 and answer some question:
Is a letter or an email ?
Who is the sender?
Who is the receiver?
The teacher sets up the situation
40m While writing
The teacher introduces the situation and asks
n
them to work individually.

Your e-pal Margaret sends you a

letter in which her mothers asks
about your mom’s daily routine.
Write a letter in which you let her
know about what does your
mother do every day .

The learner uses

You start like this: what he learnt to
I’m happy to tell you about my mom’s daily produce a
activities. meaningful
My mother is a great woman ,she gets up at message about
...................................................................... his mom’s daily
activities

5mn
The teacher collects the students’ sheets and
Post writing
corrects them using the evaluation grid below:
Criteria Indicators
1-Relevance Write a letter to
Talk about his mom’s routine
2-Correct use of 1- the learners uses :the
linguistic resources present simple
2- the learner uses personal pronoun
she”
.
3-Coherence 1-the learner writes simple and
meaningful sentences about the
topic;2- the good use of :
Punctuation, capitalisation and
indentation.
3-s/he respects the logical order of
the daily activities.
4-Cross-curricular 1-the learner uses ICT in
competences : communicating with his/her friends
2-s/he produces a written message

5-Values 1-the learner shows a good conduct

2-shows attitude of respect

6-Excellence 1- The learner shows creativity in his

/her writing
2- Good hand writing