Presentation of 1MS Textbook

‫الجمهورية الجزائرية الديمقراطية الشعبية‬
‫وزارة التربية الوطنية‬
‫تقديم كتاب اللغة االنجليزية‬

‫للسنة االولى متوسط‬
‫جويلية ‪2016‬‬
My Book of
English
MIDDLE
SCHOOL
YEAR ONE
JULY,2016
1- Introduction
objective:
Hints to the learners
about what they are
expected to achieve
2- My Book Map
objective
Identification of the
communicative and
linguistic objectives
3 –My Charter of Good
Conduct
objective
setting the ground
rules with your learners
4- The PRE-SEQUENCE
objectives
Familiarisation
with: Greetings,
school things ,school
commands, the
English alphabet, days
of the week, the
months of the year,
numbers, game
The coursebook comprises 5 sequences:
1- ME AND MY FRIENDS
2- ME AND MY FAMILY
3- ME AND MY DAILY ACTIVITIES
4- ME AND MY SCHOOL
5- ME ,MY COUNTRY AND THE WORLD

PROJECT ANNOUCEMENT FOR EACH TERM
A-THE STARTING OFF
B- BUILDING THE PROJECT
C - PRESENTATION
LAY-OUT OF EACH SEQUENCE
1- I LISTEN AND DO.
2 - I PRONOUNCE .
My
3 - MY GRAMMAR TOOLS grammar
tools
4 - I PRACTISE.
5 - I READ AND DO.
6 - I LEARN TO INTEGRATE.
7- I THINK AND WRITE.
8- NOW I CAN.
9- I PLAY.
10- I ENJOY.
11- MY PICTIONARY
• MY
PRONUNCIATION
RECAP
• MY GRAMMAR RECAP
•MY TRILINGUAL GLOSSARY
TASK 1
WITH YOUR PARTNER OR IN GROUPS OF FIVE,
SORT OUT THE OBJECTIVE OF EACH SECTION OF
A SEQUENCE.
Section .1
I listen and do.
Objectives :
*NAMING AND IDENTIFYING
MONUMENTS
* LOCATING PLACES
SECTION.2
I Pronounce
Objectives :
*Identifying and comparing
sounds
* Classifying
Secti.on .3 My grammar tools/I practise
Objectives:
-LWABT manipulate the target language in real life situations
Section .4 I read and do
Objectives:
-LWABT interpret written messages
Secti.on .5 Iearn to integrate
Objectives:
LWBAT be better able to mobilize the net work of the internal and external ressources to accomplish a task
Section .7 I think and write
Objectives:
- LWBAT produce a piece of writing.
Section .8 Now I can
Objectives:
-LWBAT self assess using can do statements
Section .9 I play
Objectives:
- LWBAT to expand on aspects of culture as relaxing activities
Thank you !
I. Characteristics of the 11 year learner
.
There should be a special care for the 11
year learner taking into account the
followings:
-Age
-Knowledge ( pre-requisites- )
- attitudes -
-behaviour ( they like moving )
• -They should be prepared psychologically first. (
new setting)
• -There should be involved from the right

beginning
Presentation.1
• Characteristics of the 11 year learner from a
classroom picture
.Innocent learners .Wide range of mood .can be loud &

happy
. talented for laughter .interrupts . is impulsive . is highly
curious
. emotionally immature and unaware about his mates views
towards him.
.fatigues readily .exhibits best behavior when away from
home. . quarrels with siblings . rebels against parents..
resists
Reflections
There should be a special care for these learners for their
characteristics are so special.
Teachers should know their learners and find how

to cope with each difference.( know how to explode
their inner capacities –talents –behaviour.. ) be
patient and go slowly according to the learners pace
of learning..
THE BEAUTY OF MY COUNTRY
5 DAY SEMINAR MOSTAGANEM 2016

MS1 Exit profile
By the end of the Key Stage 1, the learner

will be able to interact , interpret and
produce oral and written messages/ texts of
average complexity, of a descriptive type,
using verbal or non-verbal supports (written
texts, audio and visual aids) and in
meaningful situations related to his
environment and interests.
PLANNING A GLOBAL LEARNING
SEQUENCE
I
I LISTEN AND I DO
PLAY
I PRONOUNCE
SEQUENC
E Use definite/indefinite articles in a passage MY GRAMMAR TOOLS
I
FIVE ENJOY
I PARCTISE
I READ AND DO
MY
I LEARN TO INTEGRATE
PICTIO
I THINK AND WRITE NARY
NOW I CAN

LESSON
1
I LISTEN I
AND DO PRONOUNCE

Level : MS1
Sequence : 5 Lesson:1 Lesson focus: Learning / Listening
Learning Objective(s):By the end of the lesson, my learners will be able to locate famous
monuments and places, using prepositions of location/ the present simple tense and to be in
meaningful situations.
Competency (ies) targeted : interact – interpret – produce.(the competencies are presented in an
integrated way and the teacher will decide on which competency he will focus)
Domain : Oral / Written – Both.
Language tools (target structures): Prepositions of location/ the present simple tense / to be
( present simple).
Material(s): Maps/
Cross-curricular Competencies: Core Values:
o Intel Comp: ability to interpret an oral message Socializing
o Metho Comp: ability to use the listening strategies. Knowing and understanding the
o Commu Comp: ability to use role-play to communicate others
appropriately. Openess to the word
o Perso ‘n Social Comp: ability to socialize through oral Pride
exchanges.
Time Framework Procedure focus L. Objectives Aids VAKT
10mn Discovery game T/L Familiarizing posters VAK
*Teacher shows a set of posters of
Warm-up famous Algerian monuments, writes
the names of corresponding locations
( towns) in disorder.
1-Match
2-Make oral example like the example
written below:
 Timgad is in Batna
10mn I look, listen and repeat Preparing Maps
Task 1 page 128 + Task 2 page 129 L learners to the
Pre-listening ( A combination between the two listening
activities) Role play phase.
20mn I look, listen and repeat T/L

Task3 page 130 ( description 2 used Developing
Listening as a script) listening
Task1: I listen and answer. ( task4 strategies
page 132)
15mn I pronounce: T/L Distinguishing National
Page 135 between flags
Post a. Identifying the sounds sounds
listening b. Manipulating the sounds
c. Using accurate pronunciation
The teacher’s comments:
What worked What hindered Action points

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Level :1MS
Sequence : 5 Lesson 2 Lesson focus: PRONUNCIATION
Learning Objective(s) of Sequence 5:
By the end of Sequence 5, learners will be able to ask and give Information about their
country and other countries as for Currency, flag, national and religious celebrations, orally
and in writing.
Competency (ies) targeted : Oral interaction with focus on accuracy
Language tools ( target structures): Sounds /ᵑ / /ᵓ/ / ᵓ:/ /au/
Material(s): Audio recordings / Flashcards / Pictures

Core Values:
Knowing and understanding the
Cross-curricular Competencies: others
o Intel Comp: Comparing Openess to the world
o Metho Comp:.Pair work Pride ./ National identity
o Commu Comp: Perso ‘n Social Comp: Verbal exchanges.
Learning Objective(s) of the Lesson:
By the end of the lesson, my learners will be able to
Time Framework Procedure focus L. Objectives Aids VAKT / M.I
5 mn Exploitation of the world map to name a number T/L To motivate Ls and World map/
Warm Up of countries . elicit target items V/A

10 mn Naming countries containing the target sounds. T/L Discover sounds in a Flags / Flash V/A
Presentation context cards

15 mn Drilling:
Task 1 : Listen and repeat.P 135 Reinforcement and A
Task 2 : Identification and classification P 136 L/L consolidation
Practice
M/I
10 mn
Ask pupils to give names of other countries
or places containing the target sounds. L To demonstrate
understanding and
Produce remedy to
shortcomings;


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Poor people have it.
Rich people need it.
If you eat it you die
Nothing
LESSON
3
MY GRAMMAR
I PRACTISE
TOOLS
Level : MS 1
Sequence : 5 Lesson: My grammar tools Lesson focus: Grammar
Learning Objective(s):
By the end of the lesson, learners will be able to form adjectives of nationalities using certain suffixes.
Competency (ies) targeted : : interact – interpret – produce.(the competencies are presented in an integrated way and the teacher will decide
on which competency he will focus on)


Language tools ( target structures): noun + suff

Material(s): Pictures / flashcards
Core Values:
° socializing
° openess to the world
Cross-curricular Competencies:
o Intel Comp: ability to interpret an oral messages
o Metho Comp: pair work
o Commu Comp: use the internet ( emails) to communicate
o Perso ‘n Social Comp:
10 mn Warming up
-Have learners look at the pictures / photos Brainstorming,
(famous places) on the board.
revising and recalling
-Give them time to name and locate the the previous words.
monuments.

-Use the answers in the warming up activity.

-Draw learners’ attention to consider the given
15 mn words in the box and identify the adjectives of
Presentation nationality. Presenting some
Indian- French – Algerian-American- English- nationalities

Japan

Teacher provides the learners with slips of paper

(where he has written names of some countries)
and asks them to form adjectives of nationalities
( using : IAN / ISH/ ESE / CH
VA
Time Framework Procedure focus L. Objectives Aids
M
-Task 1 : I ask and answer. L/L

Practice e.g A : Peter are you Russian ? Identify the
20mn B : No, I am not I am Swedish ? suitable
nationalities
Peter /Russian /
Swedish
Marco /Italian /
Portuguese
Ahmed /Algerian /
Egyptian
Task 2 : I complete the table.

To help the
Country Nationality Capital learners identify
the countries and
Ireland ………….. ……….. the nationalities
………… American …………..
………….. …………. Warsaw
Task 3 : I cross out the wrong

word.
A – New York is in America /
American.
B/ Canada is a country / nationality
/ city.
Task : I complete the dialogue. Eliciting from the

10mn Produce A : Where does Mahrez live ? learners to
B: He lives in ……………………… complete the
A: Is he ……………….. ? dialogue using the
right country or
B: No, he isn’t.
nationality
A: Where is he from, then ?
B: He is from ……………. He is ………….

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LESSON4
I READ AND
DO
Level :1MS
Sequence : 5 Lesson 4 Lesson focus: Reading Comprehension

By the end of Sequence 5, learners will be able to ask and give Information about their country and other countries as for Currency, flag,
national and religious celebrations, orally and in writing.
Competency (ies) targeted : Interpreting a written message and demonstrating understanding through written production
Domain : Written
Language tools ( target structures): Prepositions of location / Lexis related to famous places / Adjectives
Maps/ Pictures
Material(s):
Core Values:
Socializing
Knowing and understanding the others
Cross-curricular Competencies: Openess to the worl d
o Intel Comp: Thinking and analysing National identity
o Metho Comp: Using ICT / E-mail
o Commu Comp: Perso ‘n Social Comp: Exchange of information
By the end of the lesson, my learners will be able to interpret a written descriptive message about places .
10 mn The teacher pins pictures representing historical T/L To introduce the
sites and provides pupils with flash cards topic relying on Pictures
Pre-reading containing names of places . Learners are asked to learners background V
match names with pictures knowledge/ Flash cards
Activating schemata.
M. I
20 mn Task 1 : PP read the text and fill in the table under Extract information
the appropriate headings (Places and Towns and transfer from Text
P.140 ) verbal to non verbal
format. Table
L
Task 2: Learners read the text and pick out
While - reading
adjectives describing the beauty of Algeria. ( P.140 M.I

) To read for specific
information.
Task 3 : Learners read the text and answer Text
comprehension questions.

20 mn Task : Write a short e-mail to your e-pal in

which you decribe your hometown To produce a written
( Locationand famous places .) L decriptive message
Post -reading
of a place M.I


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LESSON5
I LEARN TO INTEGRATE
Level : MS 1
Sequence : 5 Lesson 6: I learn to integrate Lesson focus: writing
By the end of the lesson, learners will be able to reinvest the previous learning , mobilize and integrate it
Competency (ies) targeted : interact – interpret – produce.(the competencies are presented in an integrated way and the teacher will decide on
which competency he will focus on)

Domain : Written.
Language tools ( target structures): adjectives of nationalities- suffixes – articles a(n) the – peposition of location – simple present tense (to be /
to have

Material(s): Pictures/ flashcards /

Core Values:
° valuing national and cultural heritage
Cross-curricular Competencies: ° openness to the world
o Intel Comp: exploits verbal and non-verbal messages/ abilities to face problem ° pride
solving situations
o Metho Comp: pair work
o Commu Comp: uses the internet to communicate
o Perso ‘n Social Comp: affirms his national identity
By the end of the lesson, my learners will be able to mobilise the appropriate resources to produce a descriptive leaflet about their country
and attract tourists.
10 mn To introduce the topic through exploitation of the To introduce the Pictures V/A
pictures page 143. T/L topic and elicit key
(this might be set off during the post-reading information Sample M.I
phase) leaflets
Pre-writing - Teachet shows samples of leaflets about other
places or products .
- Teacher asks pupils to collect necessary
information about Algeria to make the leaflet

Individual learners work and design their own To produce a leaflet ( Pictures M.I
Writing leaflets L format and content )
Visual

- Learners display and present their leaflets to
the class. To discuss and assess Leaflets
Presentation and - Learners and teacher discuss and debate L/T learners outcome Visual
Feedback - Teacher assesses and provides feedback for
improvement. M.I

VAKT /
M.I
10 Warming up Teacher elicits some names of Recall lexis Pictures
mn countries and the corresponding related to the flashcards
nationalities out of pictures. topic
Task : I look at the pictures of

monuments and I locate them.
05mn Prewriting Task 1 : I read and I circle the correct

answer. Attracting
A/ The text is : learner’s
a- A letter b- a poem c- an email attention to
B/ The sender is : text type & lay
a- Houda b- Kathleen c- Margaret out
Task 2 : to write an email to Houda

Kathleen needs Recognizing
Knowledge skills attitudes different
-Aux be/ resources they
have -How to Greeting need to
s.pres write an Being integrate
pos.adje email polite (guided)
-prep -how to Being
-articles use a PC proud
- use of Describing
simple ss
VAKT /
M.I
-Task 3 : To reply to the email of L/L Recognizing

Practice Kathleen I need : different
15mn Knowledge skills Attitudes resources they
need to
integrate (semi
guided)
Produce Task 4 : I complete the message

and I send it to Kathleen
(page142).
10mn

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LESSON 6
I THINK AND WRITE

Level: Ms 1
Sequence: 02 Lesson: 06
Lesson Focus: think and write.
Learning Objective: By the end of the lesson, my learners will be able to design a touristic leaflet about their
home country; mobilizing their previously constructed resources( learning).
Target Competencies: interact – interpret* – produce (the competencies are presented in an integrated way and the
teacher will decide on which competency he will focus on)
Domain: Oral – written – Both
Target Structures: Simple present tense “to be” to describe.
Prepositions of place. Relevant topical lexsis.
Simple present tense to have to indicate the possession. Relevant grammar items.
Materials: pictures/maps / leaflet template.
CROSS-CURRICULAR COMPETENCIES :
 Intel. Comp. :shows creativity when producing the product.
 Method. Comp. : He canmobilize his resources efficiently and manage his time rationally
 Commu. Comp. : He can use ict’s / he can evaluate himself (his peers)
 Pers. and so. comp. : He socializes through written exchanges
VALUES : being proud of one’s country /honesty

VAKT*
Time Framework Procedure Focus Objectives Materials/Aid M .I
s ***
10’ Warm up:
video
T invites learners to watch a video about
T/L Activating the
monuments around the world.
SS watch and name the country or the place
schemata .
they recognize.
Prepare learners for

writing. leaflets
Now; T shows a set of leaflets about different
10’
countries. Open class discussion.
L/L
T sets a motivating learning situation. So, the Create interest and
task page 143; presented in a competitive way.
Collect
SS have to work individually.
T has to go through the stages of process information
’ writing/ or he has to set different tasks to reach Scaffold
the final step( design a leaflet).
Writing.
L/L
20’ Adaku wants to know more about you: The learner will Email template
- Your name/ age/ country/ languages/ be able to use
Post reading appropriate .
likes, favourite food and pet.
simple English to
introduce himself
in an email.
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Level :1MS
Sequence : 5 Lesson Lesson focus: Self assessment / I can do

By the end of Sequence 5, learners will be able to ask and give Information about their country and other countries as for
Currency, flag, national and religious celebrations, orally and in writing.
Competency (ies) targeted : Interaction, interpretation and production.
Domain : Oral and Written

Language tools ( target structures): Locating places , nationalities , countries
Self assessment grid

Material(s):
Core Values:
Self assessment and self criticism.
Respect of other cultures
Openness to the worl d
Cross-curricular Competencies: Pride of national identity.
o Intel Comp: Self assessment / autonomy and reflexion
o Metho Comp:Use of an assessment grid
o Commu Comp: Perso ‘n Social Comp: exchanges.
By the end of the lesson, my learners will be able to identify their areas of strengths and also weaknesses for further improvement by making
use of a given guideline assessment grid.
10 mn Teacher explains the grid to the learners and T/L To clarify instructions Grid / V/A
concept checks. Checklist
Pre - assessment M.I

20 mn Pupils read the grid and tick in the appropriate To reflect on the V/A
boxes learning process and
Self assessment L identify areas for Grid / M.I
improvement Checklist
20 mn Collection of papers , analysing data and

designing remedial work T /L Group learners
Analysis and according to their M.I
Feedback needs and design
remedial work
accordingly

Level : MS 1
Sequence : 5 Lesson: I play / enjoy Lesson focus: learning throughgames
By the end of the lesson, learners will be able to reinvest previous knowledge in a funny way
Competency (ies) targeted : : interact – interpret – produce.(the competencies are presented in an integrated way and the teacher
will decide on which competency he will focus on)


Language tools ( target structures): adjectives of nationalities (suffixes) names of countries / currencies /flags

Material(s): Pictures / flashcards

Core Values:
°knowing other cultures of the world
°
o Intel Comp: demonstrates his abilities to face problem solving situations
o Metho Comp: group work
o Commu Comp:
o Perso ‘n Social Comp:
THE BEAUTY OF MY COUNTRY
THANK YOU FOR YOUR ATTENTION


Layout of a sequence:
suggested lesson plans
Level: Ms 1
Sequence : 02 Lesson: 01
Lesson Focus: Language learning
Learning Objective: By the end of the lesson, my learners will be able to name some jobs using the articles (a , an
and the), personal pronouns he/ she and possessive adjectives his / her.
Target Competencies: interact – interpret – produce.(the competencies are presented in an integrated way and the
Domains: Oral – Written - Both
Target Structures: personal pronouns, possessive adjectives.( He....his / She .....her) and the articles
(a, an and the)
Materials: Sheets of paper / family tree / pictures of jobs
1. Intellectual competency:
- The learner can interpret verbal messages to get information.

- He can show creativity when producing his own examples in post listening.
2. Methodological competency:
- The learner can work in pairs.
- He can use strategies for listening and interpreting oral discourse.
67

VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I ***
10’

Warm up:

The teacher distributes sheets of paper

Brainstorming, V+ T
containing letters, and asks the learners to work in L/L
revising and recalling

pairs and form words using those letters. The

the previous words. Sheets of paper.
**

winner will be the pair who finds the longest word

that contains all the letters.

ML F I Y A Expected Presenting the new V

L/L lexis about family,

words: relatives and jobs.

Graphic organizer

I / My / am/ family / Mali /

On the board or
10’
Pre- The teacher draws on the board the graphic

written on the

listening organiser and elicits from the learners the words

copybooks
they might already know : Identifying the use of
L/T personal pronouns
relatives and possessive
adjectives with male

and

age family jobs

The teacher explains and introduces
the new
female.
lexis and key words needed in the listening

phase with the personal pronouns “he”, “she” and the
L/T
possessive adjectives “his” and “her”.
Interpreting an A

Mentioning the use of articles: “a”, “an” and oral Books

“the”. conversation for

general

Task 4. page 50. T/L information.

Listening

20’ L/L Eliciting then A
The first listening( listening for a purpose): giving the rule
Oral dialogue.
of articles.
T/L
dialogue page 48
Checking how

The teacher asks the learners to listen to the dialogue
well they can use
and answer the questions:
the articles
L/L
Who is speaking? appropriately

What are they speaking about? Is Omar polite
A
with Peter?
Using strategies
The second listening: for listening
The teacher reads the dialogue again and asks his /her and interpreting
learners to listen and fill in the an oral discourse.
table. L/L Identifying
relative name job pet relatives,
sister ............ ............ ....... names, jobs,
15’ pets.
Teacher asks the learners to think of the Checking and

other relatives, work in pairs, gather showing
Post- degrees of
listening information in a table, ask and answer about autonomy in the
their names and jobs. use of personal
pronouns “he”
“she” and their
possessive
adjectives.

70
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*VAKT: Visual, auditory, kinaesthetic, tactile.

** L/L: learner Learner T/ L: teacher learner
Level: Ms 1
Lesson Focus: Language learning / use
Learning Objective: By the end of the lesson, my learners will be able to ask and answer about age using numbers from 13 to
100 and rank people according to their age.
Target Competencies: interact – interpret – produce.(the competencies are presented in an integrated way and the teacher will
decide on which competency he will focus on)
Domain: Oral – written - Both
Target Structures: cardinal and ordinal numbers
Materials: Songs / paper strips
Core values :
Cross-curricular Competencies: 1- Respect
1- Intellectual competency: 2- Being honest
- The learner can understand and interpret verbal and non verbal messages. 3- Greeting
2- Methodological competency:
- He can work in pairs.
- He can use strategies for listening and taking turn to answer.
3- Communicative competency:
-The learner can use numbers in English to communicate.
4- Personal and social competency
-The learner can be keen on promoting co-learning.
Task two: Information gap activity. Promoting co- TV
The teacher provides each pair with two learning in
writing numbers
sheets of paper A and B. (the partners in full and
shouldn’t see each others’ sheets) L1 asks his revising the (A) and (B)
partner if he can spell the first number then, alphabet letters. handouts for each
he fills in the gaps. Example: pair
A. B.
1. I ask my partner to spell the 1. I ask my partner to spell the
missing numbers. missing numbers.
2. I spell the numbers to my 2. I spell the numbers to my
partner to fill in the gaps. partner to fill in the gaps.
15 ....................... 15 fifteen.
42 forty-two. 42 .......................
18 ......................... 18 eighteen. L/L V
80 eighty. 80 .......................
13 ......................... 13 thirteen
33 thirty-three 33 .......................
50 ......................... 50 fifty Checking
Task three: whether learners
T asks his learners to look at Omar’s brothers can use the Book
ordinal numbers.
and sisters’ birthdays and asks the learners to
rank them according to their ages.
Yacine is 18 years old.
Name Year of birth

Yacine 1998
Houda 2004 A
Omar 2002
Khaled 2000
Leila 2006
VAKT*
M .I ***
10’ Warm up:

The teacher invites one learner to revise the Brainstorming,
English alphabet with him/her by taking turn T/L
revising the
and saying the letters one by one. ** English alphabet A
letters.
Teacher: A Pupil: B T:C L:D T:E L:F .....
The teacher asks the learners to play the

Revising the
game in pairs and the winner is the pair who numbers
finishes first without mistakes. L/L acquired before
to pave the way
L1: A L2: B L1: C L2: D L1: E L2:F to the
......... presentation of
the second part
A
The teacher may revise the numbers from 1 to Song about
of the numbers
L/L numbers
13 using the same game. with the ordinal
numbers. https://www.youtu
T:1 L:2 T:3 L:4 T:5 L:6 .........T: 12 L:13. be.com/watch?v=e
0dJWfQHF8Y
L1:1 L2: 2 L1:3 L2:4 ......
Presenting the
10’ Presentation: L/T numbers
The teacher presents a song about numbers
and asks the learners to repeat it. (just the through a song V.A

needed numbers) Using the

ordinal

Then, the teacher writes the numbers in T/L

numbers in a Book P52

order on the board and presents the V

context (the

ordinal numbers.
family)

20’ Teacher uses the situation on the book Demonstrating

Practice (Omar greeting his grandmother). Oral dialogue.

the value of

respecting the
A

parents.

Task one: Through Role Play, the L/L

teacher asks the learners to ask and

Interacting

answer about one’s age.

orally using

numbers.
Teacher: I am twenty- two and twenty-

four. What is my age?

L/L Using
Learner 1: You are forty-six.
Teacher: That’s right. strategies for A
listening and
Teacher: My father is ........... and ........ .
interpreting
How old is he? oral discourse
Learner 2: He is ......
Learner: ...... Learner: ........

Yacine is 18 years old, he is the first child in

the family.

Khaled is 16 years old, he is the second child in

the family.

Omar is14 years old, he is the the third child in L/L
A

the family.

Houda is 12 years old, she is the fourth child in

the family.

Leila is 10 years old, she the fifth (last) child in

the family.

To help the

Role play
learners interact
orally to play
T: Now it is your turn to introduce your
roles.
family members and their age.
Introducing the
15’ Use
A- Work with your partner, ask and family
answer: members’ age in
a challenging
Start like this: way.
A: I have a grandfather. I love him very
much.
He is sixty and thirteen, what is his age?
B: He is seventy-three.
A: My mother is ...... Reinvesting
what has been
B- Write a short description to rank your learned: ordinal
numbers to
brothers and sisters according to their age. introduce sisters
and brothers.

-......................... -......................... -................
-......................... -......................... -................
-......................... -......................... -................
***M.I: Multiple intelligences
Level: Ms 1
Lesson Focus: Language learning and Use
Learning Objective: By the end of the lesson, my learner will be able to introduce his/her family members names and jobs orally, using the three
forms of” to be” and W.H. Qs.
Target Competencies: interact – interpret – produce. (the competencies are presented in an integrated way and the teacher will decide on which
competency he will focus on)
Target Structures: Personal pronoun:” I, he, and she ” , possessive adjectives: “My, his and her” W.H Qs : What /who / the three forms of to be.
Materials: Family Tree Poster / Flash cards (jobs) / flash cards representing (He/ she /madam/sir / girl/ boy/man
/woman ....
1- Intellectual competency:
Core values :
- The learner can think and use the language to guess. 1- Respect of relatives
2. Methodological competency: 2- Valuing and developing friendship with
- He can work in pairs. neighbours , friends …
- He can assess peer’s work.
3. Communicative competency:
- He can use drama and role play to communicate appropriately
4. Personal and social competencies:
- He socialises through oral interaction.
- He develops attitudes of friendship.
VAKT*
Time Framework Procedure Focus Objectives Materials/Aids M .I ***
10’ Warm up:

The teacher distributes a set of flash cards

L/L To motivate the A set of flash
for each pair of learners. learners and

cards for each

He Mr. Madam Miss Sir learning. pair of

Father She Mrs

Woman Girl Man

Boy Brother Mother

Sister Omar Margaret

(when to use” T+V
L/L
The teacher asks the learners to work in he” or “she” To
pairs and classify the cards in the right help the learners
identify the titles
column and classify
them
Male(He) Female(she) appropriately )

The teacher presents bubbles with gaps to A+ V

fill in ( eliciting from the learners) T/L The bubbles

Eliciting written on the
10’
Presentation Peter: Hi, Omar, …… is L/T

from the board .

this on the photo ? learners to
Or

PowerPoint

Oh ,Yes. ……is …… father. complete the
slides.
Omar: ….. name is Ahmed. dialogue
V

using the
Peter: Is ….. a painter ? T/L right W.H

questions, Assessment grid
Omar: No,…isn’t.
personal
Peter:….. is ….. job? T/L pronouns and

Omar:,…is a carpenter.
possessive

adjectives.

T/L
L/T

The teacher acts out the dialogue with the T/L

learners. The learners act out with their L/L

The book

partners.

Checking

Information V+T

The teacher asks the learners to substitute the pronunciation

father with :

gap activity

when acting out (page 57). M

a mother / teacher / Meriem a sister /

the dialogue. I

20’ Practice
Akram /learner

L/L
The teacher moves to free practice: Task 2.

Page 57. I guess who is who.
A learner writes the names of his family To involve the
learners in using
members in the circles.
the three forms
He swaps his sheet with his partner’s and of “to be” to
guesses who is who. guess
Example: and identify the
A: Is Kamel your father? B: No, he family members,
isn’t. names and jobs.
A: Is he your brother? B: Yes, he
is.
B: Is Sara your sister? A: Yes, she
is.
The learners take turn to ask and answer till they
find who all the members are.
The teacher may allow his learners to carry
on guessing about their jobs using the
interrogative form.
You are at home with your new classmate . The learners

20’ Use
You show him/her the photos of your will be able to
reinvest what
family members on your tablet.
has been
Show the photos and introduce them learned to
(names and jobs) introduce the
family
members in a
meaningful
situation.

-......................... -......................... -.................
-......................... -......................... -.................
Level: Ms 1
Lesson Focus: Language using
Learning Objective: By the end of the lesson, my learners will be able to write and read correctly a short description about the
family members using words that contain the sounds: /ð/, /ө/, /e/ and /I:/
Target Competencies: interact – interpret – produce.(the competencies are presented in an integrated way and the teacher will
decide on which competency he will focus on)
Target Structures: the sounds /ð/, /ө/, /e/ and /I:/
Materials: Paper strips (words contain the sounds)
1. Intellectual competency: Core values :
-The learner can show creativity when producing pieces of oral and written messages.
-He can identify sounds when interacting orally
1. Being responsible
2. Methodological competency: 2. Being positive
- The learner can work in small groups. 3. Valuing each member
- He can use strategies for listening and taking turn to answer. within
- He can assess himself the family
- He can assess his peers
- He can pronounce words correctly to communicate appropriately.
4. personal and social competencies :
- He is aware of his role and others' role in working hard at school, and being sociable.

Time Framework Procedure Focus Objectives VAKT* M .I
Materials/Aids ***
10’

Warm up:

The teacher splits the class into groups of four. Each group T/L Activating

is provided with a set of words written on sheets of paper. schemata to work A set of sheets of
( The same words ** paper for each
T
in small groups,

for each group) group.
through a

competition.

mother Thursday father

third fiftth thank

this brother fourth To engage and

The learners spread the papers on the table face up. They Reading the list at A

help the learners random.
have to listen to the teacher, when he pronounces a word; L/L to get listening

each learner tries to pick up that word first until the teacher strategies focusing

finishes all the words. The group with the largest number on sounds.

of words is the winner.

Presentation:1
T. asks the learners within the group to read all the words T/L

83
10’
and identify the difference.
Checking and
When they identify the difference , the teacher correcting
pronunciation.
Book P53

G1 G2

Keep …………………., Keep neat at your ………,

Read and ………. and
R………………………… L/L

…………………………… ……… cool.
……the pen and think of
………………...... the ……….
…………………………… You are the ………, you
………… …….. the best.
.
To help the learners

identify the sounds.

G3 AT

Keep (neat- net – fit ) at your school,
(Read –ride – run ) and speak and stay (cool - full –

school).
V
Get (a – the- an) pen and think of the (test- best –
next).

You are the best, you are the best.

L/L Checking how well

the learners are able
Practice The teacher reads the poem aloud and asks to distinguish
each learner to do the task on his/her sheet of between the two
paper.

When they finish, they have to deal with peer
correction, then group correction.
15’ The teacher asks the learners to read the poem sounds.

and classify the words with the sounds:
The board. V.

/e/ : get – pen- best The bubble written

/I:/ : keep – read – speak- on the board.

Remark: (the teacher has to mention the moral behind this

short poem) Core values.

To make the

Task one: learners feel free

V. A
The teacher writes on the board this bubble

to play and

and asks the learners to read it and sort out the words with learn.

the sounds : /θ/ and/ð/ L/L

Hi, I am happy with my family. The book P 54
I greet my grandmother and grandfather. *Reinvest what
(to present the task
in
I respect my mum and dad, I love you both. has been learned: a ludic way. The
Hi brother, I am your sister; I need your help and ordinal numbers, teacher may provide K.
care. to introduce their Ls with words
I have a brother and a sister, so we are three.
sisters and written on balls and
brothers. asks each learner to
identify the sound of
* to check and
his word and put it in
correct the
pronunciation
Task two: I throw the balls in the right hoop

page 54
/e/ /I:/
Red Green
Pet Greet
Vet fifteen
Ten
15’ Use Write a thank-you note to the family members

to speak about your role in loving the family
and keeping your room tidy and clean.
/θ/ /ð/
With Both
Grandmother Three
Grandfather
brother
Finally, the learners have to read their
production.

-......................... -......................... -.........................
-......................... -......................... -.........................

Level: Ms 1
Lesson Focus: Language reinforcement
Learning Objective: By the end of the lesson, my learners will be able to introduce themselves, their family
members, jobs and likes using the three forms of the simple present tense with appropriate articles and possessive
adjectives in an email.
Target Competencies: interact *– interpret – produce (the competencies are presented in an integrated way and the

Target Structures: Simple present tense with the three forms, personal pronouns, possessive adjectives.( He....his /
She .....her) and the articles a/an.
89
(a, an and the)

Materials: Sheets of paper / family tree / email framework.
Core values :
1- Being responsible.
1. Intellectual competency:
2- Being happy and
- The learner can understand and interpret non-verbal messages.
proud of belonging to
- He can show creativity when producing oral and written messages.
a family.
2. Methodological competency:
- He can work in group. 3- Valuing jobs.
- He mobilises his resources efficiently to produce a piece of writing. 4- Valuing leisure time
- He can assess his work. activities. (Reading books).
- He can assess his peers’ work. 5- Openness to the world
3. Communicative competency: (sharing information and
- He can use information and communication technology such as emails respecting people of other
to communicate appropriately with learners of other cultures cultures.)
- He socialises through oral and written exchanges.
VAKT*
M .I **
15’ Warm up:
The teacher puts seven boxes on each row
T/L Motivating the
of the class, and distributes sheets of paper
learners to
( a sheet for each learner.) Sheets of paper and
identify the V+
The sheets contain all the structures the words.
boxes
teacher introduced in the sequence. T+K

V.

L/L

Each learner has to read his word and put it in the

right box.( The winner row is the

first to put all the words in the right boxes) Personal

possessive to have to be Pronouns adjectives

L/L Ls will be able
.
Verbs articles wh. Qs to move and put
V+
their words in
T+K
the right boxes.
The teacher invites one learner from each row to

check the words in the boxes and to find the score.

20’ Presentation The teacher creates a situation to present the
simple present tense.

Look, this is Omar; he speaks about his
Eliciting from PowerPoint slides to
the learners to
likes, dislikes and his brother’s likes and L/T fill in the gaps present the three
with the right form forms of the present

dislikes.

simple with the pronouns

I, you, he and she

Omar:

Hello, I am Omar.
V.

I am Algerian. I ………reading books.I

…. not ……. Karate. My brother, Akram

……… T/L

The activity written on the
playing football, he ……not ….. watching Highlighting the rule
of the present simple board or on
TV. ….. you ….. reading books? the PowerPoint slide.
tense with: I, you, he
and she.
The teacher elicits from the learners the T/L V+ A

missing words in the bubble to introduce

the rule of the present simple (PowerPoint
slides) L/T

Omar:

Hello, I am Omar.
I am Algerian. I like reading books. I
do not like boxing.
My brother , Akram likes playing football,
he does not like watching TV. Do you like
reading books?
L/L
V.
Practice
20’ After giving examples and checking the

learners’ acquisition of the present simple with the

three forms, the teacher moves to “practice”. Ok

let’s help Akram choose the right form of the verbs. Assessing how

Akram:
well the learners The activity on

L/L use the present
Yes, you are right, Omar. the book
I (like- likes) playing football, I ( not like) watching TV. I
simple tense
with the
(love – loves) reading books, too . My father (likes – like )
watching TV. pronouns I and

he.
Task 1 page 56

Now, let’s help Omar to choose the correct word
V.

between brackets to write an email to Margaret.

Hi Margaret,

The learner’
How are you? I am happy to introduce my
copybooks
family. My father is a carpenter. He is 47 years
old. His name is Ahmed. My mother is a teacher. To check if
She is 42. Her name is Meriem. learners can
I have one brother. His name is Akram. He is a distinguish
pupil at Kerouani School. Akram likes playing between
football. How about you? personal
pronouns and
possessive
15’ Use Margaret knows very well Omar. Now, she adjectives.
wants you to introduce yourself, your Learners will be
family and your likes. (Follow the example able to use
of Omar’s email). personal
pronouns,
possessive
adjectives
correctly.

-......................... -......................... -.........................
-......................... -......................... -.........................

Level: Ms 1
Lesson Focus: Language Use
Learning Objective: By the end of the lesson, my learners will be able to respond to Adaku’s email, introduce themselves and
talk about languages, likes, food and pets .
Target Competencies: interact – interpret* – produce (the competencies are presented in an integrated way and the teacher
Domain: Oral – written – Both
Target Structures: Simple present tense “to be” to introduce himself/herself.
Simple present tense with verbs to introduce likes.
Simple present tense to have to indicate the possession of objects or relationships.
Materials: Word Splash Game / email template.
Core values :
1. Intellectual competency: 1- Being responsible for his own learning.
- The learner can understand and interpret non-verbal messages.
2- Being proud of belonging to nation.
- He demonstrates degree of autonomy in some areas of learning.
3 -Valuing leisure time activities.(Reading books).
2. Methodological competency: 4 - Openness to the world (sharing information and
- He mobilises his resources efficiently to produce a piece of writing. respecting people of other
- He can assess his work.
- He can assess his peers’ work.
- He can use information and communication technology such as emails to communicate
appropriately with learners of other cultures
- Learner socialises through written exchanges.

10’ Warm up: T/L

Motivating the

Word Splash Game The board V.

learners and

activating

‫٭‬Country

‫٭‬Pet
schemata .

‫٭‬Food

‫٭‬Likes ‫٭‬from

‫٭‬Named

To introduce the key A
L/L Ls will be able

words, the to pronounce the

words correctly

teacher draws on the board the circle

and memorise

above with words and makes the Ls repeat

them. Each time the teacher erases a word them.

.
from the circle and asks the Ls to repeat L/L V.

Pre-reading them, until the learners can repeat all the
To check the Ls’
10’ words which are erased. The L’s
understanding.

copybooks.
.…‫٭‬ ‫٭‬Country .…‫٭ ٭‬C……. Ls will be able
to use the words
.……‫٭‬ ‫……٭‬.. in meaningful
‫٭‬Likes ‫٭‬from ……‫……٭ ٭‬ sentences.
………‫٭‬ ‫………٭‬.

The teacher asks the learners to use the

words from the circle in meaningful

sentences. L/T

Ls will skim the

Example: V. V
- I love my country.
support for The book.
20’ During
- I am from Algeria. general
reading information,
- I have a cat pet, named Mimi.
- Reading books is one of my likes. then scan it for V+A
details about
First reading: T/L Adaku.
The teacher asks the learners to read
the
support and say what it is:

a- Letter b- email c- blog d- L/L
message
Who is the sender?

Second reading:
The teacher asks the learners
to read
Adaku’s email and put a tick in the
right box.

1- Adaku is the receiver of this e-mail. F
2- Adaku is eleven. F
3- Adaku speaks English. T
5- Adaku likes wearing jeans. T
6- Adaku has a pet cat. F
L/L
20’ Adaku wants to know more about you: The learner will
- Your name/ age/ country/ languages/ be able to use
Post reading likes, favourite food and pet. appropriate
simple English to
introduce himself
in an email.
-......................... -......................... -...................

-......................... -......................... -...................

Level: Ms 1
Learning Objective: By the end of the lesson, my learners will be able to draw their family trees in order to introduce their
families members and jobs in an email ( attached document).
Target Competencies: interact – interpret* – produce (the competencies are presented in an integrated way and the teacher
Target Structures: Simple present tense to be to introduce oneself
Simple present tense with verbs to introduce likes.
Simple present tense to have to indicate the possession of objects or relationships. Personal pronouns and possessive adjectives
(I/ he/she- My/his/her)
Materials: Song representing a family / Margaret’s email support/ Jobs flash cards/family tree template/an email template and
the K.S.A (knowledge / skills / attitudes) grid for each group.
1. Intellectual competency: Core values :
- The learner can can understand and interpret a song. 1- Being responsible.
- He demonstrate autonomy in learning. 2- Being happy and proud of
2. Methodological competency: belonging to a family.
- He can work in groups. 3- Valuing jobs.
- He can gather resources to mobilise them efficiently to produce a piece of writing.
4 - Openness to the world
- He can assess their classmates’ work.
(sharing information and
- He can use information and communication technology such as emails and blogs to communicate appropriately. respecting people of other
4. Personal and social competencies: cultures).
- He socialise through sharing the tasks and collaborating within the members of the group .
VAKT*
Time Framework Procedure Focus Objectives Materials/Aids M .I
***

10’
Warm up:
Song about a

family

The teacher invites the learners to watch and T/L
Activating the https://www.you

listen to the song and answer the questions.
A.
tube.

- What is the song about? schemata . com/watch?

Presentation1 - How many family members are there?
v=fhgQupKiM3 c

10’

The teacher splits the learners into groups of In a competitive

Or
six and provides them with two flash cards L/L and funny way Ls

representing jobs. will be able to https://www.you
V.+A
recall the lexis tube.
Each group has to mime the jobs for the other com/watch?
groups. The winner is the group who finds the related to family
v=GiRUF7hvW
Presentation 2 members and jobs.
10’ jobs.

uM
The teacher presents Margaret’s email and

explains the new and difficult words by giving
examples.
Now, in order to introduce your family tree to To help the

learners have
Margaret, what do you need?

autonomy to
learn how to Jobs flash cards
The teacher supplies each group with a
handout representing Knowledge, skills and
attitudes.
1-The learners in each group have to fill in

Practice this table before they start writing. learn.

L/L

20’

V.

.

The handouts

V+T

Use and 2- The learners have to decide on one

correction
learner’s family and start gathering L/L

information and materials to introduce this
20’
family to Margaret. Ls will be able to
The teacher encourages each group to write an L/L
email and draw the family tree.
The learners will have the opportunity to collaborate,
present and assess the groups’ productions. gather
The teacher selects one production to be information and
corrected on the board (the learners can also produce a piece
be involved in co-assessment). of writing (an
email) using
correct and
appropriate
language).

-......................... -......................... -.......................
-......................... -......................... -.......................

Level: Ms 1
Learning Objective: By the end of the lesson, my learners will be able introduce themselves on an international friendship blog.
Target Competencies: interact – interpret – produce.(the competencies are presented in an integrated way and the teacher will decide on
which competency he will focus on)
Target Structures: personal pronoun:” I”, possessive adjectives: “My” + to be in the simple present.
I + to have ( simple present) I + to like ( simple present)
Materials: video song about friendship /Blog template and support / picture of Algerian flag and map / ...
1- Intellectual competency: Core values :
- The learner can interpret a song and sort out manners of a good friend. 1- Asserting one’s identity and behaving with self-
- He can show creativity when designing his/her own blog. confidence.
2- Methodological competency: 2- Being proud of belonging to a nation .
- The learner can use strategies for writing. 3- Valuing and developing friendship at the international
- He can assess himself. level
- He can mobilise the acquired resources.
3 - Communicative competency:
- He can use information and communication technology such
as blogs to interact with learners of other cultures.
- He can process digital data in English.
4 - Personal and social competencies:
- The learner can socialise through written exchanges.
- He can develop attitudes of friendship.
Time Framework Procedure Focus Objectives
10’ Warm up:

The teacher writes on the board the word
“Friendship” and asks his learners what this word L/L To encourage the
means for them. learners to
** interact orally
The teacher lists down all the words given by the and talk about
learners on the board. friendship.
T: Do you have friends? Are they good or bad?
You should have good friends.
T: Now Let’s watch and listen to a song and list To make the
L/L
down the characteristics of a good friend. learners aware of
T corrects with the help of the learners (smiles / the main
shares/kind /helpful ... characteristics of
a good friend
T : Where can you make friends?

10’ Pre- writing
L: at school/ neighbours/ other towns and other
countries.

T: How can you make friends from other countries? Showing learners
How do you communicate? A
L: emails/ Facebook / Skype / blogs ... Which T/L the importance of the
language do you use?
openness to
What and why do you write?

L/T
the world to

T: Today, you are going to introduce yourself on an
interact orally or

international school friendship blog. In writing.
20’ While Be a good friend , prepare your own blog and write

about your:
writing - Name – age – country- school – class.

- Languages- religion -

- Likes – dislikes

- Favourite food.
You can illustrate you blog with pictures Showing Jack’s A
(The teacher moves around and helps the learners ). Helping the Smith Blog as a
T/L learners to model page 58 +V
Now, it’s time to check, revise and correct your

mistakes before editing your final draft. organise their ideas
before they start

writing.

T/L To enhance

V.
learners to show

creativity Ls. Production

To involve the
learners in self
L/L assessment and
correction.
Assessment grid for the situation of integration
with criteria
Revising, The teacher will
Criteria Indicators use this grid to
correcting The learner: assess the
and learners’
1. Relevance 1. can design a blog.
10’ editing the 2.can introduce himself production.
final draft 3.can talk about his preferences, likes
2. Use of correct 1.can use mechanics of writing
linguistic 2.can use the present simple to be/to
tools/consistency have/to like
3.can use the appropriate article
T/L
3.Coherence 1. can use logical organisation of
ideas.
2. can use meaningful sentences.
3-can use appropriate linking words.
4.Cross-curricular 1. can demonstrate autonomy in using
competencies language to communicate
2. can use ICT (blogs)
5.Values 1.can assert his personal identity
2.can demonstrate attitudes of
respect.
6.Excellence 1. his work is well prepared and well
presented
2.His production shows creativity.

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‫الجمهورية الجزائرية الديمقراطية الشعبية‬

‫وزارة التربية الوطنية‬

‫تقديم كتاب اللغة االنجليزية‬

3- ME AND MY DAILY ACTIVITIES

5- ME ,MY COUNTRY AND THE WORLD

A-THE STARTING OFF

B- BUILDING THE PROJECT

5 - I READ AND DO.

7- I THINK AND WRITE.

• -There should be involved from the right

.Innocent learners .Wide range of mood .can be loud &

Teachers should know their learners and find how

5 DAY SEMINAR MOSTAGANEM 2016

By the end of the Key Stage 1, the learner

5 DAY SEMINAR MOSTAGANEM 2016

5 DAY SEMINAR MOSTAGANEM 2016

20mn I look, listen and repeat T/L

What worked What hindered Action points

Material(s): Audio recordings / Flashcards / Pictures

What worked What hindered Action points

Sequence : 5 Lesson: My grammar tools Lesson focus: Grammar

Domain : Oral / Written – Both.

Material(s): Pictures / flashcards

Teacher provides the learners with slips of paper

-Task 1 : I ask and answer. L/L

Task 2 : I complete the table.

Task 3 : I cross out the wrong

Task : I complete the dialogue. Eliciting from the

What worked What hindered Action points

Sequence : 5 Lesson 4 Lesson focus: Reading Comprehension

Learning Objective(s) of Sequence 5:

20 mn Task : Write a short e-mail to your e-pal in

Material(s): Pictures/ flashcards /

Task : I look at the pictures of

05mn Prewriting Task 1 : I read and I circle the correct

Task 2 : to write an email to Houda

-Task 3 : To reply to the email of L/L Recognizing

Produce Task 4 : I complete the message

What worked What hindered Action points

I THINK AND WRITE

VALUES : being proud of one’s country /honesty

Prepare learners for

What worked What hindered Action points

-......................... -......................... -.........................

Sequence : 5 Lesson Lesson focus: Self assessment / I can do

Learning Objective(s) of Sequence 5:

Competency (ies) targeted : Interaction, interpretation and production.

Domain : Oral and Written

Self assessment grid

20 mn Collection of papers , analysing data and

Domain : Oral / Written – Both.

Material(s): Pictures / flashcards

THANK YOU FOR YOUR ATTENTION

- The learner can interpret verbal messages to get information.

Teacher asks the learners to think of the Checking and

What worked What hindered Action points

-......................... -......................... -.....................

*VAKT: Visual, auditory, kinaesthetic, tactile.

Name Year of birth

10’ Warm up: