ضمض

Level :1ms
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 beable to greet ,say and write his nameand 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 verbaland non-  Respects his mother tongue and other languages
verbalmessages
 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
Warmup Teachergreets 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 speakthis
language/…..
(teacher introduces himself and writes on the

board thefollowingsentence)
Hello,my name is Mr Djamel. I’m your
5mn teacherof English. Guiding them
to introduce
Practice Task 1 : themselves
*T invites themto greet and say their T/L
5mn names(the teacherhelps and guides them)
Hello,my nameis Mr Djamel.
Task 2:I askand answer(theteacherchooses a

studentto do the role play with him).
Teacher ;(usinggestures) Hello ,my name is
MrDjamel.What is yourname ?
Student : Hello ,my name is Salim.(the teacher
helps the learnerto greet and say his name.
*T eacherwrites the dialogueon the board. L/L
10m * Teacherchooses some students to act out the
n Produce dialogue.
Task3: Icomplete
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 checkand
correctthe learners’ names and family names
Audio
10m *Teacherinvites his learners towritedown Greetin
n this information on thefirstpage of their g
copybooks song
the greeting song:

Level : MS1 School: School: bormadia Relizane Teacher:Mrbendoubabadjamel
(djameldjamel)
Pre Sequence Lesson: English alphabet Framework: ppp
Learning Objective (s): by the end of this lesson ,my learner will beable 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)
 Intel. Learner can interpret and use verbaland non-  Being polite
verbalmessages  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

l
Greets his learners /they respond
Warmup Teacherasks themto say the French alphabet
5mn
Teacherwrites the English alphabeton the Assessing them wboard
board. V
15m presentatio Capitalletters : 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 song
10m T/L
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 orgives theman 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 theend of this lesson ,my learner will be able to : a) nameschoolobjectsb)understand some
schoolcommands
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards /
– produce. W.Board/realia
Lexis; stand up/ sit down /match/read/what
verbalmessages  Repects his teacher’s commands
 Com: He can use role play to communicate

l
Warmup Teachergreets his learners and the learners

5mn respond
* teachergives 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 themto 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.(Twrites the sentences on the attention
board) Realia/
flashca
rds
it is a pencilcase Naming school

10m things
n
T/L
it is a schoolbag
T/L
it is a class room
Usingreel objects , Teacherpresents other

schoolthings .
5mn
5mn Practice V//A
Task 1 I match (page 18) practicing W. /T
Task 2: (pairwork)Iask and answer Board
(teacherputs some schoolthings on the desk
and writes the followingexample on the
board :
5mn whatis it?
It is a rubber
Teacherinvites his learners toaskeach 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
 Teacherinvites his learners todraw

and write the schoolthings

(djameldjamel)
Pre Sequence Lesson;colours Framework: ppp
Learning Objective (s): by theend of this lesson ,my learner will be able to namecolours
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: songof colours
– produce. W.Board/coursebook/slates
 Intel. Learner can interpret and use verbaland non-
verbalmessages  Being polite
 Meth: He can work in pairs or in groups  Openness to the world

l
5m Warmup Teachergreets his learners/they responds

Make a short revision aboutschoolthings by Refreshing
asking: whatis it? wboard
V
presentatio *Teachersticks 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
Taskone : I look at the example and dothe
5mn same(pair work) Asking about
colours
1 2 3
Example :
Amine; whatis number one ? T/L
Karim: it is a sharpener
Amine: whatcolouris it ?
Karim: it is blue
7mn Tasktwo: colour me (page 26) practicing
Taskthree: I complete:
8mn My table is brown
produce my pencilcase .... ...........
...... ..................... ....... ........... produce simple
...... .................... ........ ........... sentences
...... .................. ......... ...........
10m
n Teacherinvites his learners towrite on their
copybooks Audio
Song
(colour
10 The songof colours Consolidateand s)
mn relax

(djameldjamel)
Pre Sequence Lesson;numbers /thedays of the Framework: ppp
week
Learning Objective (s): by theend of this lesson ,my learner will be able to: a)say and writenumbers b)say and writethe
daysof the week.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: songof numbers /
– produce. W.Board
Slates
verbalmessages  Openness to the world
 Com: He can use role play to communicate

l
Teachergreets his learners /they respond Revising

5mn Warmup T invites his learners tosing: colours
Stage one:Numbers wboard
T eacherintroduces thecardinalnumbers V
A
Taskone: I listen and repeat T/L
Numbers
0 Zero 7 seven
10m 1 one 8 eight Interpreting
n 2 two 9 nine numbers
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
3mn Task 3: I find the missing number
0 1 2 3 5 6 7 8 9 11 1213
5mn Task 4:I complete with : f-i-gh-n-e writing
-leven -ive s-x ni-e ei—t numbers
7mn The songof numbers T/L

One little, two little three little aeroplanes
Four little sixlittle 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/
7mn Monday 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 orderthe followingletters to get : a days
5mn day
huTdyars-—………………………
Task 4 : I complete with the missing letter to L/L
writea day(Lworks with his partner)
--i---
S-----
12m -u-----
n
Teacherinvites his learners towrite on their
copy books(Tchooses whatshould be
written)

(djameldjamel)
Pre Sequence Lesson;the months of the year Framework: ppp
Learning Objective (s): by theend of this lesson ,my learner will be able to: a)say and writethe monthsof theyear b)write the
date.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards /
– produce. W.Board/realia
verbalmessages  Repects the time

l
Teachergreets his learners/they respond

10m  Singthe alphabets song Assessing
n Warmup  Singthe numbers song
 Quickreview aboutthesigns of V
punctuation and capitals A
T eacherintroduces 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.
Taskone : I find thevowels and consonants Audio
Practice Song(th
Months Vowels Consonants es are
5mn spelling months
August
of the
March
year)
April
5mn
Tasktwo: I order T/L
February-June –May –March -December
Taskthree :I write the date (Lworks with

5mn produce partner)
V/A/
The teacherwrites the date K
Yesterday ........................................ 18th,2017 writing the date
Today ; Sunday, September 19th,2017
Tomorrow: ..............., ......................... 21st,2017
10m
n T invites his learnerto writeon their copy
books
10m
n
A game : Quick Draw McGraw Assessing
The rules
1. One representativefromeach row is given a
marker and stands atthe frontof the class. V/A/
2. Each studentturns their backto the K/T
whiteboard, whilethe teachersays a word
(this word can be; a month, a day , a
number…..)
3. Class and Teachersay: 一二三Quick Draw
McGraw.
4. The 3 students turn and writethe wordand
then returns the marker backto the front
desk.
5. The firststudentto return the marker and
the word he wrote is correct, earns points for
their team

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: bendoubaba djamel
Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
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
 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 .

You are new in this school , your teacher
A/V
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

respond Introducing the
new sequence
Pre listening Teachers introduces the topic of the 1st sequence. T/L
*T eacher sticks a picture of a school boy and a

school girl on the board , and introduces them :
This is Djamel and this is Warda.
*Teacher writes the following bubbles on the
board.
15m Hi,I’m Djamel.what is
your name? T/L Posters
Hello ,my name’s +w
board
Warda.Nice to meet you.
While Attract learners’

listening intention to the
T/L topic
T eacher reads what is written in the bubbles and
invites his learners to listen and repeat . L greets and
5m introduces
Task one: (open/close pair work) T/L oneself V/A/
5m LS act out task 2 page 35 (oral) K/T
Task two; I greet and introduce myself Practicing
5m Task 3 page 36(oral)
Post listening 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:
bendoubaba
djamel
(djamel djamel)
(djamel djamel)
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

Punctuation signs/capitalisation
 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
Icebreaking Teacher warmly greets his learners/leaners

respond
5m Stage one: I practice Lead in W board
Lead in Teacher chooses two learners to greet and
introduce themselves. A/V
Teacher writes the following example on the T/L
board then highlights the punctuation signs and
the capitals
Example:
PRESENTATI Sarah: Hello , my name is Sarah.
ON
│ │ │ │ introducing the V/A
, S . punctuation signs
H
ISOLATION │ │ │ │
10m
ANALYSIS CAPITAL COMMA CAPITAL FULL STOP
LETTER LETTER
Stating the
rule I USE :
A Capital letter for : proper noun,country ,

town-I, to start a sentence (Mohamed-I-
Relizane-Ageria)
Punctuation signs:
a- (.) a full stop to finish a sentence T/L
10m I like Algeria.
b-(,) a comma to mark a pause
c-(!) exclamation mark:
Hello ! / Hi ! welcome!
d-(?)a question mark to ask a question
What is your name ?
Task 1: I correct the mistake (form -based)

my name is jane? V/A/
practice
Hello? I’m steve! K/T
Welcome.
what is your name! practicing
Task 2:( pair work)a)I read and turn into a
dialogue
b)I supply the capitalisation and the right
10m punctuation T/L
Hellomynameisnassimawhatisyournamehinassim
ai’mdjamila W.
Nassima:………………………………………………….. Board
Djamila:……………………………………………………
Stage two :I pronounce
presentaion T writes on the board the following sentences Introducing the

and invites his learners to listen and repeat . new sounds
isolation Hello! My name is Kamel
│ │ │
Y a i familiarizing the
analysis │ │ │ Ls with the new
sounds
15m practice /ai/ /ei/ /i/
A)I listen and classify :

Sit- I – listen- nine- Jane – hi - date -mobile
/i/ /ai/ /ei/ practicing
B)I colour the following sounds: /ai/ /ei/ /i/

10m Scissors -hello - chair- slate-what- pencil- white board
Nice-glad (pair work)
Teacher: bendoubaba
djamel
(djamel djamel)
(djamel djamel)
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
To be ; am /is/what /my/your
Punctuation signs/capitalization
 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
Warm up T greets his learners/learners repond Interacting with

5mn T presents this pic them to make
Presentation This is Omar (teacher asks some questions them feel at ease
example ; what is Omar doing?is he playing V
football) Arouse L interest A
T/L
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
Relizane ,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
In (prep of place) I live in Algeria T/L
What( question word) What is your name?
based-form activity practicing

5mn Task one: I order the words (work with your
partner)
a) name/my/is/./!/Hello/Rachid k/T
b) 11/I/’m/./ guiding them
c) ?/name/What/your/is/ Introduce W.
5mn Meaning-based activity themselves Board
Task two : I fill in the table with T/L
Mostaganem-hello-Kamel-11-
greeting name age city
Communicative-based activity
10m Task three:(page 40)a: I Help Maria find the right
n word
b): I use my personal information T/L
My name is …….. .
I ‘m …… .
I live in ……. .
I love my city.
10m
n
(djamel djamel)
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
To be ; am /what /my/your
 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

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 and T/L
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
Task 4: a)I fill in the chart with my personal
n T/L Guiding them W.
information Board
name age occupa school county city
tion
L
c) I complete this message
Producing a
Hello , my name is…….. .I am ............ I Written message
am from ………and I live in ……. .
I am a pupil at.............. Middle School.
10m T. invites the learners to write on their copybooks

n Teacher: bendoubaba djamel (djamel djamel)
(djamel djamel)
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
 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
Teacher greets his learners/ the

learners respond
Icebreaking Teacher asks some questions to activate the brainstorming/
learners prior knowledge and to attract interacting V
their interest. A
Who has an email T/L
address? Do you know
these signs ?
Flash
10m Ls can use his cards
n snapchat prior knowledge
Interacting
T: these are called social media
. T :who has a facebook
account?
T: who has friends from other countries?
T; what is a blog T/L

? a blog is :
Pre-writing a regular record of your thoughts, opinions,
process or experiences ,information that you put on the
internet for other people to read
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.

(djamel djamel)
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
Target structure: personal pronoun I
/
 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
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 reel 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

Hireche group .
Flash cards
Level :1ms
SEQUENCE :two
Me and my family
14 15 23 85 100
1st 2nd 3rd 31st

:
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
 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.
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 do
10 individually and deliver it before the exams ,in this project Announcing
mn the learners are going to make a family tree ;(names , age, the project
jobs) work V/
A/
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?
What is your family name ? Lead in
*The learners answer . Wboa
5m *Teacher introduces the topic of this sequence . rd
n *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
Task 1. I look at the example and do the same with my interacting

partner :
20 asking yes no
Example; T: Is number 2 the mother?
mn questions
L: No, she is not .
during /using the
T: Is she the sister ?
listenin new lexis
L:Yes ,she is .
g T/L
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
cours
Task 4: I complete my family tree
T/L e
book
My………… My………
10 Post
mn listenin
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
mn Teacher invites his learners to write on their copybook
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/
 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
exchanges
T greets his learners /the learners respond T/L Interacting

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

T sticks on the baord the picture Omar then asks: interacting
Lead in : T: Who is this? Ls: h e is Omar.
T:Omar has an English friend. Her name is Margaret. He sends V
presentation her an e-mail to introduce his parents .
5mn A
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/L
T: what is her job?? LS: she is a teacher.. Introducing the
10m T; is his father a policeman? 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+
no 1 is a teacher no 2is an electrician wboard
no 3is a nurse no 4 is a farmer

No 5 is an architect no 6 is a singer
No 7 is a docor no 8 is a carpenter
Task one: I look at the example and do the same with my

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

1-is-It-orange-an
2-Ali-a-dentist-is Interpreting the
Practice 3-teacher-41-is-The place of each 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
 Intel: Learner can interpret verbal and non verbal  Being polite
messages  Asking questions politely
 Meth: He can work in pairs or in groups.
appropriately.
 Per and soc: He can socialize through oral exchanges
Teacher greets his learners /they respond

Warm up T invites his learners to sing the song of numbers. Revising
numbers
Presentation one: Cardinal numbers(14 to100) From0 to 13 V
(PPU) T/L A
Teacher sticks on the board the photo of Omar wboard
7mn Presentation 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
answer:
T: Is omar 12 ? L: No, he is not .
T: How old is he ? L: He is 11 T/L Interacting/askin
T asks one of his learners: g
T: Are you 6? L: No ,I’m not. about age
T: How old are you? L:I’m 11.
Task one: T invites his learners to act out the
5 mn previous dialogue L/L
*Here the teacher introduces the cardinal

numbers
14 fourteen 20 twenty Wboard
15 fifteen 30 Thirty
16 sixteen 40 forty
17 seventee 50 Fifty Interpreting
n numbers from13
18 eighteen 90 ninety to 100
19 nineteen 100 One
hundred T/L
8mn Task two: I look and match the numbers.(page52)
Practice Checking ls
Task three: I match understanding
How old are you? She is 14
How old is your sister? I’m 11 V/A/K/
How old is your father? He is 67 Asking about T
Are you 19? Yes, I’m /answering age
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:
My grand father is 33 and 35.
How old is he? T/L
LS: he is 68. Counting
Step 2: T invites his learners to make an example W
like this in close pairs and act it out in front of T/L board
5mn Presentation their class mates.
Presentation two Ordinal numbers(1st to 31st
(PIASP):
T invites his learners to consider the following
sentence. Introduce the
I’m the fourth in my family ordinal numbers
Teacher isolated :the word fourth and invites his
learners to compare it to four
the fourth four
Isolation │ │
3mn Ordinal cardinal Familiarizing the
Analysis numbers numbers learner with the
ordinal numbers
I use :
a) Ordinal numbers to order (persons ,objects )
5mn and write the date
Stating rule b) Cardinal numbers to count (persons,objects)
and say my age
T introduces the ordinal numbers Interpreting
1st The first other ordinal
2nd The second numbers
3 rd
The third
4th The fourth
5th The fifth
9th The ninth
2o The twentieth
21st The twenty first
22nd The twenty second
st
31 The thirty first
5mn
Task five: Task 9 page 53. I read and rank the
Practicing
children.
5mn
Task six: I read and complete with ; the seventh-
the second- the twenty second – the first
The learner
-V is ..................... Letter in the English alphabet.
Produces simple
- Sunday is ................. day in the week
sentences about
Practice -July is ......................... month in the year
7mn his age and his
-I’m ........................ child in my family . rank in his family
Task seven I write my age and my rank in my
family.
I’m ………………….and I’m ........................ child in my
……………..
10m
T invites his learners to write on their copybooks.
n
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.
 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
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 *The doctor works in a hospital Quick review V
n 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 /her
name? Introducing
│ │ │ │ │ the new
Isolation Who his/her what his Grammar
20m her items
n Analysis │ │ │ │ │
a question demonstratives a question
possessive
word word
adjectives
Familiarizing
She is my mother He is my father where is The ls with the
the teacher ? new grammar
│ │ │ items
She He where
│ │ │
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 b- Where –father-is?-her question V/A/K
c- his-What-job-is-? /T
7mn
Task 2: I choose the correct one
Ahmed shows Rachid photos of his family
Rachid : ‘(who –what) is (this –that) boy? Checking the wboar
Ahmed :( he-she )is my brother ,(his –her) name is Lg d
Kader . understanding
Rachid :and (where –who ) is this girl ?
8mn 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
He is a dentist,he works in the hospital
He is my brother Wahid Produce a
How old is he ? dialogue
He is 36
Hello ,Rachida.who is that boy?
What is his job ?
Hakima: ................................................................?
Rachida:………………………………………………………………
Hakima: .................................................................?
10m Rachida:……………………………………………………………..
n 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/

Target structure: have got/has
got/verbs in the present/negative
form(do –don’t)
 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 .
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
T eacher writes the following script on the board /preparing V
Omar: them A
5mn presentatio I’m different from my sister Houda,
n I have got a cat but she has got a dog. Presenting the
I like reading books but she likes watching T/L new grammar
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
Analysis cartoons
│ │ │ │
Subj verb subject verb
a-I use the verb to have to indicate possession Woard
5mn Stating rule b- I use Has in the third person : he , she, it T
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
a- like/I/watching films Wboar
b- Fatiha/ music/loves T/L d
5mn c- have got/two/sisters/I
d- Ahmed/plays/football
Task two: I correct the verb Consolidating
a-I (not love) ......... playing tennis
5mn b-Steve (live) .............. in America V/A/
c- it (to be) ................... a pen K/T
a- My friend (to have). .......... a pet hamster. T/L
Task three: I turn into negative
Example:
I like watching films -- I don’t like watching films Using the
a- I live in Relizane negative form
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
a- I (live-have got) in Algeria Identifying the
b- Adako (has-is) from Nigeria Meaning of Wboar
5mn c- She (likes- have) handball the new d
Task five: (communicative- based activity) structure
L/L
I read and complete
Hello ,I’m
………………………(name),I’m… ..................... (age).
I’m… ............................. (occupation) at Producing a
……………………(school). Short
I……………………………………..(like).I………………………… paragraph
…… (an animal)
10m
n Teacher invites his learners to write on their
copybooks
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
Target structure: to be interrogative
form //wh questions/the present simple
 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
Teacher greets his learner/the learners

respond.
pre reading Teacher writes key vocabulary on the board V

7mn T/L A
: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 questions
reading a- Who is the sender of this email?
b- Is Adaku Algerian ? Scanning (for
c- How old is he? T/L general
Teacher invites his learners to read again and information )and
do the following task . skimming (for
28m Task two : I read and tick the right box.(p60) details)
Teacher invites his learners to read the text Course
book
on page 59 and do the following task
Task three:I read and complete the profile .
Family name:……………………………..
First name:………………………………….. T/L
Age;…………………………………………….. Deciphering the
Class :…………………………………………. message
Country:……………………………………… .(interpreting)
Likes:……………………………………………
Pet:……………………………………………….
Teacher invites his learners to fill in the

following paragrapgh with their personal
Post reading
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 which LS give
favourite food is ...................I have got a pet L information
about themselves
…………… called ………………....
Wboard
10m Teacher invites his learners to write on their

n copybooks
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
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives
 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
others
messages
Time Framework Procedure Foc Aims Material Vakt
us
Teacher greets his learners/ the learners T/L

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

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 helps his learners to remember what they T/L
In -writing learnt in this sequence.
15m process T asks the learners to complete the following
n V/T/
table:
W. K
knowledge Skills Attitudes
Board
*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
Demonstrativ
es:
10m Drafting
n With the help of their teacher, the learners start
drafting .
Editing
10m Teacher helps his learners to find out and To correct the
n mistakes(spelling,
correct typographical errors and mistakes in
grammar,..)
grammar, style, and spelling.
10m publishing T/l
n The groups write the final draft and present their
work in front of their classmates to be assessed collaborating
T selects a work to be written on the board and
corrected.
10m T invites his learners to write on their copybooks
n Teacher: bendoubaba djamel (djamel djamel)
Face book :Hireche middle school

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
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives/the simple present of ; like,…
 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
others
messages

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

:
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.

interpret – produce. Board/daily activities song
Target structure: -simple present
 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.
appropriately.
exchanges
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
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.

interpret – produce. Board/numbers song
Target structure: -simple present /
/it is (telling time)
 Intel: Learner can interpret verbal messages to get  Being punctual

information.  Being positive
 Meth: He can use listening strategies in
interpreting messages.
appropriately.
exchanges
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 about T/L Remembering A
n Cardinal numbers
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
digital time W board
example and do the same.
Task two:Task 3 page74
I am Rafik. Here are my daily activities : Producing simple The
T/L sentences about course
5mn USE Task 3 Daily activities Book
I fill in the table with my daily activities
A.M P.M W board
1-I............................ 1-I.......................... L
2-I.............................. 2-I...........................
10m
n The teacher invites his learners to write on their
copybooks
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
:affirmative/negative/interrogative
Asking whqs
 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
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.
introducing
A: When do you practise it? 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-They
the learner
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.
Prepostitions
Interrogative form: of time
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
Practising
interpreting/
Task one: I reorder the words to get correct Forming a
sentences(LS work with their partners) question
a-not/You/watch/TV/do. V/A/
b-like /swimming/do/they/? interpreting/ K/T
differentiatin
c-does/get up/he / at7:00am /?
between
question
Task two :I underline the right word(oral) words
A:(when/who) do you practice sport? B: at the Producing a
weekend. simple
A:(what/who)do you do at 12:00? B: I have question
lunch. about daily
Task three activities
I complete the following dialogue(I do with my
partner)
You ........................................ on Friday?
Your partner: I get up at..............
You ............................................... ?
5mn Practice:
5mn
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
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
the text and do: Interpreting/ course
15m T/L checking their book
Task 1 page 81: I read and complete the
n practice 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

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
 Intel: Learner can interpret verbal/non verbal

messages .  Being positive
 Meth:  Respecting animals
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 sounds
I pro nounce ;
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

Interpreting/ V/A
er →/ ə / when e comes between a consonant and practicing /K/
4mn r T
practice Checking the
Task one: Task 2page 87 Where do these words live ? learner’s
5mn understandin
g
Task two :I find in the text three pets and pronounce
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/ role play
/ ə/
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 : Adraif Abed Teacher: Mr Hireche
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
Intel: Learner can show autonomy in learning

 Being positive
Meth: he can work in a group  Being punctual
he can mobilize his resources to write about daily  Respecting time
routine  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
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.
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
… …
and
Lexis related dislikes of
to pets 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
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
Target structure: simple present with
the third persons
 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
others
messages

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/talkin A
g mom’s daily
Then what do you do?
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 present
linguistic resources 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

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Level :1ms

Raise your hand

(Teacher: bendoubaba djamel)

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

Time Framework Procedure Focus Aims Materia Vakt

Warmup Teachergreets his learners in their mother

(teacher introduces himself and writes on the

Task 2:I askand answer(theteacherchooses a

the greeting song:

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

Time Framework Procedure Focus Aims Materia Vakt

Teacher reads the letters twice or thrice

T. invites the learners to write on their

Teacher: bendoubaba djamel (djamel djamel)

Time Framework Procedure Focus Aims Materia Vakt

Warmup Teachergreets his learners and the learners

it is a pencilcase Naming school

Usingreel objects , Teacherpresents other

 Teacherinvites his learners todraw

Teacher: bendoubaba djamel (djamel djamel)

Time Framework Procedure Focus Aims Materia Vakt

5m Warmup Teachergreets his learners/they responds

practice brown slates

Teacher: bendoubaba djamel (djamel djamel)

Time Framework Procedure Focus Aims Materia Vakt

Teachergreets his learners /they respond Revising

7mn The songof numbers T/L

3mn Task 1; I listen and repeat

Teacher: bendoubaba djamel (djamel djamel)

Time Framework Procedure Focus Aims Materia Vakt

Teachergreets his learners/they respond

Taskthree :I write the date (Lworks with

Teacher: bendoubaba djamel (djamel djamel)

Teacher: bendoubaba djamel

Teacher Mr bendoubaba djamel (djamel djamel)

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

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

Time Framework Procedure Focus Aims Material Vakt

Learning situation to install resourses .

Teacher warmly greets his learners/learners A/V

*T eacher sticks a picture of a school boy and a

While Attract learners’

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

Time Framework Procedure Focus Aims Material Vakt

Icebreaking Teacher warmly greets his learners/leaners

A Capital letter for : proper noun,country ,

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

Stage two :I pronounce

presentaion T writes on the board the following sentences Introducing the

A)I listen and classify :

B)I colour the following sounds: /ai/ /ei/ /i/

T. invites the learners to write on their copybooks

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

Time Framework Procedure Focus Aims Material Vakt

Warm up T greets his learners/learners repond Interacting with

T writes on the board Omar’s email.

10m Hello ,My name is Omar,I

T/L Analyze and deduce

I(personal pronouns) I am kamel V/A

based-form activity practicing

 Intel:Learner can interpret written messages

Time Framework Procedure Focus Aims Material Vakt

this is Razane Attract the

this is Susan (here the