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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– produce. Lexis; name; surname

Domain (s): Oral/written/both Materials:/ W. Board/coursebook/ Greeting song

Cross Curricular Competencies Core values

Intel. Learner can interpret and use verbaland non- verbalmessages

Meth: He can work in pairs or in groups Com: He can use role plays to communicate Per and soc: socializing

Being polite Respects his mother tongue and other languages

Time Framework Procedure Focus Aims Materia l

Vakt

Warmup Teachergreets his learners in their mother tongue and asks them to greet in French .

T writes on the board how to greet in English and invites his learners to listen and repeat.

hello – higood morning (8:00) good afternoon (13.30)

Usingtheir L1 ,the teacher sets up a series of questions about the importance of English/ which countries speakthis language/…..

(teacher introduces himself and writes on the board thefollowingsentence)

Hello,my name is Mr Djamel. I’m your teacherof English.

Task 1 :*T invites themto greet and say their 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 teacherhelps the learnerto greet and say his name.*T eacherwrites the dialogueon the board.* Teacherchooses some students to act out the dialogue.Task3: Icomplete

10m n

10m n

presentatio n T/L

Assess their level

V A

Familiarizing Them with the

new lg

5mn

5mn

PracticeT/L

Guiding them to introduce themselves

10m n Produce

L/L

Name :……………………………………………..Family name:……………………………………….Class:1m…….

W.Board

V/A/ k/T

10m n

10m n

School: Mohamedi bouziane middleschool Schoolyear:2017/2018Copybook: lesson copybook Teacher: Mr Djamel

Helping them to write their names and

family names in a correct way

Audio Greetin gsong

(usingexamples the teacher explains the differencebetween names and family names)*Teacher moves in the class to checkandcorrectthe learners’ names and family names

*Teacherinvites his learners towritedown this information on thefirstpage of their copybooks

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–produce.

Domain (s): Oral/written/both Materials: F/ W. Board/the alphabetsong/coursebook

Lexis ;school commands(spell/say/listen-repeat/colour)



Meth: He can work in pairs or in groups Com: He can use a role play to communicate Per and soc: socialize

Being polite Respects his mother tongue and other languages

Openness to other cultures


Vakt

5mn

15m n

Warmup

presentatio n

Greets his learners /they respondTeacherasks themto say the French alphabet

Teacherwrites the English alphabeton the board.Capitalletters :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.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 .

T/L

Assessing them wboard

V A

the vowels :"a- e- i – o – u – y"

10m n

Teacher reads the letters twice or thrice then presents the ABC songMy learners (together) singwith the singer. Learners read /singthe alphabetindividually.

Task 1: I say my name and spell its letters My name is Abdelkader_ a-b-d-e-l-k-a-d-e-r T/L

consolidatingAudio: The alpha bet song

A

Task 2:I join the letters in alphabeticalorder

5mn practice

A - d - - nE - m- -p

- rx-

A/V//T

T/L

5mnTask 3 : I write the consonants in blueand the vowels in green (teacher shows them these two colours)

differenciate between

vowels and consonants

W.Board

V/A/ K/T

10m n

Produce

Task 4: I find the missing letter:(T explains the instruction orgives theman example)a- b- c-d-e-f-g -i- j- k- l- m –o –p- r- s- t- v- w- x - z .

L

10m n

T. invites the learners to write on their copybooks

Teacher: bendoubaba djamel (djamel djamel)

n a m e

s u r n a m e

s c h o o l

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 schoolcommandsTargeted competencies: interact – interpret– produce. Lexis; stand up/ sit down /match/read/what

Domain (s): Oral/written/both Materials: Flashcards / W.Board/realia



Meth: He can work in pairs or in groups Com: He can use role play to communicate Per and soc: socialize

Being polite Repects his teacher’s commands


Vakt

5mnWarmup Teachergreets his learners and the learners

respond* teachergives them the orders ; sit down/stand up(usinggestures theteacher can repeatit and make it seen as a game)

T/L

Lead inV A

10m n

10m n

Presentatio n

Revision;*Thealphabets (vowels /consonants)*T invites themto singwith him the alphabets song

T sticks three pictures on the board and (usinggestures)invites his learners to listen and repeat.(Twrites the sentences on the board)

it is a pencilcase

Refresh his mind

To attract his attention

Naming school things

Realia/ flashca rds

it is a schoolbag

it is a class room

T/L

T/L

Usingreel objects , Teacherpresents other

5mn 5mn

5mn

Practice

schoolthings .

Task 1 I match (page 18)Task 2: (pairwork)Iask and answer (teacherputs some schoolthings on the desk and writes the followingexample on the board :whatis it?It is a rubberTeacherinvites his learners toaskeach other)Task 2 I read and classify (L works with his partner)a pen- a ruler- a pencil- a table- a whiteboard-a chair- coloured pencils – a ruber- a book- a copy book- a slate –

L/L

practicing W.Board

V//A/T

V/A/ K/T

5mn mn

15m n

Task 3 : I complete with the missing vowelto geta schoolthing1)B - -k 2) sl-te 3)ch-- r 4)wh-teb-ard 5) p-nc-l

Write School objects

Teacherinvites his learners todraw and write the schoolthings


In myschoolbag

In my pencilcase

In myclassroom


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– produce.

Domain (s): Oral/written/both Materials: songof colours W.Board/coursebook/slates

Cross Curricular Competencies Core values Intel. Learner can interpret and use verbaland non-

verbalmessages Meth: He can work in pairs or in groups Com: He can use role plays to communicate Per and soc: socializing

Being polite Openness to the world


Vakt

5m Warmup Teachergreets his learners/they responds Make a short revision aboutschoolthings by asking: whatis it?

Refreshingwboard

V A

V/A/ K/T

10m n

presentatio n

*Teachersticks coloured cards on the board and invites his learners to listen and repeat. T/L

Interpret colours

practice slates

T/L

5mn

7mn

Taskone : I look at the example and dothe same(pair work)

1 2 3

Example :Amine; whatis number one ? Karim: it is a sharpener Amine: whatcolouris it ?Karim: it is blueTasktwo: colour me (page 26)

T/L

Asking about colours

practicing

Taskthree: I complete:

red

green

blue

orange

purple

pink

black

white

brown

yellow

8mn

10m n

10mn

produceMy table is brownmy pencilcase .... ................. ..................... ....... ................. .................... ........ ................. .................. ......... ...........

Teacherinvites his learners towrite on their copybooks

The songof colours

produce simple sentences

Consolidateand relax

Audio Song (colour s)



Pre Sequence Lesson;numbers /thedays of theweek

Framework: ppp

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– produce.

Domain (s): Oral/written/both Materials: songof numbers / W.BoardSlates



Meth: He can work in pairs or in groups Com: He can use role play to communicate Per and soc: socialize

Being polite Openness to the world

Time Framework Procedure Focus Aims Material

Vakt

5mn WarmupTeachergreets his learners /they respond

T invites his learners tosing: coloursStage one:Numbers

T eacherintroduces thecardinalnumbers

Taskone: I listen and repeatNumbers

Task 2 :(usingslates): I listen and write 12 5 6 9 11 10 0 3 4

Task 3: I find the missing number 0 1 2 3 5 6 7 8 9 11 1213Task 4:I complete with : f-i-gh-n-e-leven -ive s-x ni-e ei—t

The songof numbersOne little, two little three little aeroplanes Four little sixlittle seven little aeroplanes Eight little nine little ten little aeroplanes Ten little aeroplanes flyinghigh

Stage two : the days of the week There are seven days in theweek : SundayMonday Tuesday Wednesday Thursday Wednesday

Revising

Interpreting numbers

counting

writing numbers

Naming the days

wboardV A

T/L

10m n

5mn

3mn

5mn

7mn T/L

Audio Song (numbe rs )

7mn T/LV/A/ K/T

0 Zero 7 seven1 one 8 eight2 two 9 nine3 three 10 ten4 four 11 eleven5 five 12 twelve6 six 13 thirteen

Friday Saturday

3mn

3mn

5mn

Task 1; I listen and repeatTask 2:I read and find (thereare 2 hidden days)

KnwednesdayjhpomondaydsTask 3: I orderthe followingletters to get : a day

huTdyars-—………………………Task 4 : I complete with the missing letter to writea day(Lworks with his partner)

L/L

Writing the days

W.Board

12m n

--i---S------u-----

Teacherinvites his learners towrite on their copy books(Tchooses whatshould be written)


Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel (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– produce.

Domain (s): Oral/written/both Materials: Flashcards / W.Board/realia



Meth: He can work in pairs or in groups Com: He can use role plays to communicate Per and soc: socializing

Being polite Repects the time


Vakt

10m n Warmup

Teachergreets his learners/they respond Singthe alphabets song Singthe numbers song Quickreview aboutthesigns of

punctuation and capitalsT eacherintroduces the months of the year

Listen and repeatThe months of the year

T/L

Assessing

Interpreting the months of the

year

spelling

writing the date

Assessing

Wboar d

Audio Song(th es are months of the year)

V A

presentatio n

1 January 7 July

10m n

2 February 8 August3 March 9 September4 April 10 October5 May 11 November6 June 12 December

5mn

Practice

*learners listen to the song and startsinging with.Taskone : I find thevowels and consonants

5mn

5mnTasktwo: I orderFebruary-June –May –March -December

T/L

5mn produce

Taskthree :I write the date (Lworks with partner)

The teacherwrites the dateYesterday.........................................18th,2017Today ; Sunday, September 19th,2017 Tomorrow: ...............,......................21st,2017

V/A/ K

10m n T invites his learnerto writeon their copy

books

10m n

A game : Quick Draw McGraw

Months Vowels ConsonantsAugustMarchApril

The rules1. One representativefromeach row is given a marker and stands atthe frontof the class.2. Each studentturns their backto the whiteboard, whilethe teachersays a word (this word can be; a month, a day , a number…..)3. Class and Teachersay: 一二三 Quick DrawMcGraw.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


V/A/ K/T

SongsColours :https://www.youtube.com/watch?v=moNlFRgN ob4Numbers : https://www.youtube.com/watch?

v=lY3v0Vy2- CwMonths of the year https://www.youtube.com/watch?v=5enDRrWy XawEnglish alphabet: https://www.youtube.com/watch?v=75p- N9YKqNonumbers : https://www.youtube.com/watch?v=lY3v0Vy2- Cw

Flash cards

Level :1ms

SEQUENCE :one

Me and my friends

Teacher: bendoubaba djamel

Tea c he r : M r be n doub a ba d j amel (dja m el 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 –interpret – produce.Target structure: personal pronoun I /

To be ; am /what /my

Domain (s): Oral/written(both) Materials: W. Board/posters


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

Meth: He can use listening strategies. Com: He can work in pairs or in a group to

communicate appropriately. Per and soc: He can orally socialize

Being polite openness to other people pride of national identity Behaving as a responsible

Time Framework Procedure Focus Aims Material Vakt

10m

Learning situation to install resourses .

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

A/V

Pre listening

Teacher warmly greets his learners/learners respond

Teachers introduces the topic of the 1st sequence. T/L

Introducing the new sequence

A/V

15m

While listening

*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.

Hi,I’m Djamel.what isyour name?

Hello ,my name’sWarda.Nice to meet you.

T/L

T/L

Attract learners’ intention to the

topic

Posters+w board

5m

5m

5m

10m

10m

Post listening

T eacher reads what is written in the bubbles and invites his learners to listen and repeat .

Task one: (open/close pair work) LS act out task 2 page 35 (oral)Task two; I greet and introduce myself

Task 3 page 36(oral)Task three : task 5 page 36(written)

Learners introduce themselves in pairs(role play)


T/L

L greets and introduces

oneself

Practicing

Teacher: bendoubaba djamel(djamel djamel)

V/A/ K/T


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 –interpret – produce.Target structure: personal pronoun I /

To be ; am /what /myPunctuation signs/capitalisation

Domain (s): Oral/written(both) Material : W. Board/coursebook


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

Meth: He can use listening strategies. Com: He can use punctuation signs appropriately. Per and soc: socializing through oral messages

Being polite openness to other people pride of national identity


5m

10m

10m

Icebreaking

Lead in

PRESENTATI ON

ISOLATION ANALYSIS

Stating the rule

practice

Teacher warmly greets his learners/leaners respondStage one: I practice Teacher chooses two learners to greet and introduce themselves.Teacher writes the following example on the board then highlights the punctuation signs and the capitalsExample:Sarah: Hello , my name is Sarah.

│ │ │ │

H , S .│ │ │ │

CAPITAL COMMA CAPITAL FULL STOP LETTER LETTER

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

I like Algeria.b-(,) a comma to mark a pausec-(!) 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?Hello? I’m steve!Welcome.

T/L

T/L

Lead in

introducing the punctuation

signs

W board

A/V

V/A

V/A/ K/T

10m

15m

10m

presentaion

isolation

analysis

practice

what is your name!Task 2:( pair work)a)I read and turn into a dialogue

b)I supply the capitalisation and the right punctuation Hellomynameisnassimawhatisyournamehinassim ai’mdjamila Nassima:…………………………………………………..Djamila:……………………………………………………

Stage two :I pronounce

T writes on the board the following sentences and invites his learners to listen and repeat .

Hello! My name is Kamel│ │ │Y a i│ │ │

/ai/ /ei/ /i/

A)I listen and classify :Sit- I – listen- nine- Jane – hi - date -mobile

B)I colour the following sounds: /ai/ /ei/ /i/ Scissors -hello - chair- slate-what- pencil- white board Nice-glad (pair work)


T/L

practicing

Introducing the new sounds

familiarizing the Ls with the new

sounds

practicing


(djamel djamel)

W.Board

/i/ /ai/ /ei/


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 –interpret – produce.Target structure: personal pronoun I /

To be ; am /is/what /my/your Punctuation signs/capitalization

Domain (s): Oral/written(both) Materials: W. Board/posters/studentmanual


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

Meth: He can work in pairs or in groups. Com:. : he can use ICTs to communicate with others Per and soc: socializing

Being polite openness to other people pride of national identity Behaving as a responsible


5mnWarm up

Presentation

T greets his learners/learners repond T presents this picThis is Omar (teacher asks some questions example ; what is Omar doing?is he playing football)

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 .

Hello ,My name is Omar,I am from Algeria,I live in Relizane ,I love my city,I am a pupil .what is your name?

Isolation: learners read the isolated words,my ,is,I,am,your ,live,in,love,what

Stating the rules

Interacting with them to make them feel at

ease V AArouse L interest

T/L

10m n

posters+Wboard

T/L Analyze and deduce

5mn

T/L

Discover the

Grammar tools examplesMy /your (Possessive My name is Djamel. adjectives) Your name is Rachid

I(personal pronouns) I am kamelI ‘m 10I like Algeria

Am /is (aux to be) I am(I’m)Karima is 10

Live /love (verbs) I live in Oran I love Algeria

In (prep of place) I live in Algeria What( question word) What is your name?

based-form activityTask one: I order the words (work with your partner)

a) name/my/is/./!/Hello/Rachidb) 11/I/’m/./c) ?/name/What/your/is/

Meaning-based activity Task two : I fill in the table with

Mostaganem-hello-Kamel-11-greeting name age city

Communicative-based activityTask three:(page 40)a: I Help Maria find the right wordb): I use my personal information

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


language

10mn

V/A

Practicepracticing

T/L

practicing5mn

k/Tguiding them

Introduce W.5mn themselves Board

T/L

10mn

T/L

10mn


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 – interpret – produce.Target structure: personal pronoun I /

To be ; am /what /my/yourPunctuation signs/capitalization

Domain (s): Oral/written(both) Materials: W. Board/posters/student manual


Intel:Learner can interpret written messages Meth: He can work in pairs or in groups.He uses his

strategies to interpret written messages Com:. : he can use ICTs to communicate with others Per and soc: socializing through written messages


respect the others

Time Framework Procedure Focus Aims Material Vakt10m n

Warm up

Pre reading

While reading

Teacher greets his learners/ the learners respond Presents the pictures of Razane and and Susan

this is Razane

this is Susan (here the teacher gives them some advice about the danger of the net and chatting with unknown persons)(using gestures) T asks questions to illicit from the learners what Razane and Susan are doing. Then ,the teacher says : Razane and Susan are chatting on facebook.

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 answerTeacher invites the learner to read again and Task 2: I read and complete the missing information about Razane (learner can work with his partner)

T/L

V A

lead in posters

Attract the learner’s attention

Interacting

T/L25mn

Interpreting

T/L

name age occupa tion

School Country city

a pupil

5mn Task 3 : I answer with true or false (teacher explains the meaning of true and false using examples)

a) Susan is 12b) Susan lives in London

Task 4: a)I fill in the chart with my personal information

name age occupa school county citytion

c) I complete this message

Hello , my name is…….. .I am.............Iam from ………and I live in ……. .

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

T. invites the learners to write on their copybooksTeacher: bendoubaba djamel (djamel djamel)

Post reading10mn T/L Guiding them W.

Board

LProducing a

Written message

10mn


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 –interpret – produce.Target structure: personal pronoun I /

To be ; am /what /myPunctuation signs/capitalization

Domain (s): Oral/written(both) Materials: W. Board/flash cards/student manual


Intel:Learner can interpret verbal and non-verbal messages

Meth: He can work in pairs or in groups.He uses his strategies to interpret oral /written messages

Com:. : he can use ICTs to communicate with others Per and soc: socializing



Icebreaking

Teacher greets his learners/ the learners respondTeacher asks some questions to activate the learners prior knowledge and to attract their interest.Who has an email address? Do you know these signs ?

snapchat

T: these are called social media . T :who has a facebook account?T: who has friends from other countries?

T; what is a blog ? a blog is :a regular record of your thoughts , opinions,or experiences ,information that you put on the internet for other people to readSetting up the Situation

brainstorming/V A

interacting

T/L

Flash10m Ls can use his cardsn prior knowledge

Interacting

T/L

Pre-writingprocess

T writes and explains the situationYou are a new member of yourschoolblog group . Your new friends want to know about you.Introduce yourself

5mn

T/L

15m n

Planning

T splits the groupsT helps his learners to remember what they learnt in this sequence.T asks the learners to complete the following table:

DraftingWith the help of their teacher, the learners start drafting .EditingTeacher helps his learners to examine the text carefully to find and correct typographical errors and mistakes in 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.


V/T/ K

W.Board

Guiding them

T/L

10m n In -writing

processT/L

10mn To correct the

mistakes(spelling, grammar,..)

10mn

knowledge Skills AttitudesLexis related Greeting: -Being polite:to greetings: Hi, hello start withHi, hello Introducing greetingPresent oneself: -Respectsimple of Name,Age other people“be” with I: Country,City And otherAm School culturesPersonal I am…pronoun:I My name is….Possessiveadjective:MyPrepositions:In / atNumbers :10,11 ,…


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 –interpret – produce.Target structure: personal pronoun I

/To be ; am /what /my Punctuation signs/capitalization

Domain (s): Oral/written(both) Materials: W. Board/flashcards/studentmanual


Intel:Learner can interpret verbal and non-verbal messages

Meth: He can mobilize the required resources to produce a written message /He shows creativity in writing

Com:. : he can use ICTs to communicate with othersPer and soc: socializing through writing



15m n

15m n

Lead in :

pre writing

T greets his learners/they respond

Teacher launches a series of discussion questions

Do you have friends on facebook?Do you know how to send invitations ?Do you know how to add/delete friends? Do you keep your reel names?

The teacher writes the situation on the boardand asks them to work individually

You want to join your school English language club.

Fill in your ID card then introduce yourself to the club members.

T/L

brainstorming

interacting

V A K T

Wboard

ID

T/L

Teacher explains the new lexis; To join /club/ ID

T/L

First name :……………..……Family name:..…………….…Age :…….........……….....…...Class : ……......………………School:……....……….………Town :…………………..……Phone number : ……………...

25m While writing My learners start doing the task Ln

Producing a5mn T collects L work to be corrected at home written message

Post work evaluation gridCriteria Indicators1-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 organizehis 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 message5- Values 1-respect and being polite

2- socialising through written exchanges

6-Excellence 1-he/she shows creativity inhis /her writing

Teacher: bendoubaba djamel (djamel djamel) Hireche group .

Flash cards

14 15 23 85 100

Level :1ms

SEQUENCE :twoMe and my family

1st 2nd 3rd 31st


Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djameldjamel 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 – interpret – produce.Target structure: -who-what-where

this-that -she-he Interrogative/affirmative /negativeform of to be

Domain (s): Oral/written/both Materials: Flashcards / W. Board/the family song


Intel: Learner can use verbal messages to get information

Meth: He can use listening strategies. Com: He can use a role play to communicate

appropriately. Per and soc: He can socialize through oral

exchanges

Being proud of belonging to an Algerian family Respecting his/her family members

Ti me

Frame work

Procedure Foc us

Aims Mater ial

Va kt

10mn

The announcement of the project:T eacher informs his learners that they have a project to do individually and deliver it before the exams ,in this project the learners are going to make a family tree ;(names , age, jobs)

Initial situation :.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.

*Teacher asks some learners ; What is your name?What is your family name ?

*The learners answer .*Teacher introduces the topic of this sequence .*Teacher sticks a picture of a boy on the

board and asks (using gestures) :T: who is this ?

Announcing the

project work

V/ A/ K/t

T/L

Pre listening

Lead in

5m n

Wboard

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?

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

*Teacher sticks on the board the members of Omar’s family and introduces them.*The learners repeat.

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

No=4 no= 5the father the mother

Flash cards

Using she and he

Asking with who

Naming the members of the family.

T/L10mn

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 partner :Example; T: Is number 2 the mother?

L: No, she is not .T: Is she the sister ? L:Yes ,she is .

Task 2. I guess who is who.(task 2 p58)I write the names of my family members in the circles. I swap my sheet with my partner and guess who is whoTask 3: Task 2 page:65. I supply the missing letters to get the members of my family..

Task 4: I complete my family tree

My………… My………

My………… My………

My......... Me My..........Ahmed

The song of :my family

https://www.youtube.com/watch?v=YJyNoFkud6g&index=1 &list=RDYJyNoFkud6g

Teacher invites his learners to write on their copybook

interacting

20mn

during listenin

g T/L

asking yes no questions/using the new lexis

Wboard

L/L

T/L

The cours e book

10mn

Postlistenin

gproduce

ConsolidatingAudio Song

10mn

10mn

Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djameldjamel 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 – interpret – produce.

Domain (s): Oral/written/both Materials: the course book/ W. Board/


Intel: Learner can identify sounds. Meth: He can use listening strategies. Com: He can pronounce words in a correct way. Per and soc: He can socialize through oral

exchanges

Openness to other languages Respecting other languages


T greets his learners /the learners respond a quick review about the previous lesson*T invites his learners to open their books on page 54 .*T reads the poem and invites his learners to listen and repeat.*Teacher writes on the board the following words and asks his learners to find them and underline them on their books:

Read-Keep-best-think-the

*The teacher reads the isolated words and invites his learners to listen and repeat.Read-Keep-best-think-the

│ │ │ │ │/I:/ /I:/ /e/ /θ/ /ð/

*Teacher states the rules of /I:/ /e//ð/ but when dealing with /θ/ the teacher must be very careful.

:page54I look, listen and matchTask 3: page 55.I classify the following words

According to their sounds.Green , vet ,ten,greet-pen

Task 3: task 4page 55I throw the ball in the right hoop.

T/L Interacting

introducing the new sounds

Familiarizing the ls with the new sounds

Practicing

7mn Presentatio n

Course book+ Wboar d

V A

Isolation T/L

5mn

Analysis8mn

10mn stating the rule

5mnpractice

V/A/ K/T

5mn

L/L

5mn

ee/ea e Th+cons Th+e/I:/ meet /e/pet /θ/

throw/ð/father

Task 2

/ I:/ /e/

5mn

10mn

Task 4: I complete the table with my own words (the learner works with his partner )

T invites to write on their copybooks

Investing the ls knowledge

/ I:/ /e/ /θ/ /ð/

Level : MS1 School : bormadia relizane Teacher:Mr bendoubaba djameldjamel 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– produce.Target structure: to be

interrogativeform/articles /what/his/her

Domain (s): Oral/written/both Materials: W. Board/posters about jobs


Intel: Learner can interpret verbal and non verbal messages

Meth: He can work in pairs or in groups. Com: He can use a role play to communicate

appropriately.He can use ICTs to communicate with others

Per and soc: He can socialize through oral exchanges and written messages

Being proud of what his family do for living Valuing jobs Being polite Asking questions politely.


Teacher greets his learners /the learners respond T sticks on the baord the picture Omar then asks: T: Who is this? Ls: h e is Omar.T:Omar has an English friend. Her name is Margaret. He sends her an e-mail to introduce his parents .

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.

T: is his mother a doctor ? LS: No, she is not. T: what is her job?? LS: she is a teacher.. T; is his father a policeman?

LS: No, he is notT: what is his job ? LS: he is a carpenter.T tells his learners that they are going to talk about jobs. T eachers sticks some posters about jobs on the boardT introduces these jobs and invites his learners to listen and repeat. T highlights the articles (a /an) .

no 1 is a teacher no 2is an electrician

no 3is a nurse no 4 is a farmer

interacting

V A

Lead in :

5mn presentation

Wboards+Posters

10m n

T/L Introducing the theme of the

lesson

Naming jobs

Posters+wboard

15m n

Practice

Presentation

Isolation Analysis

Stating rules

Practice

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 partner.T: Is no 2 an electrician ? LS; No, he is not .T: what is his job ? LS: he is an electrician Task two : I order1-your-what -?job-is 2-her –job-what-is-?3-a –nurse- is-?-she

Task three:I read and choose(I-my) ‘m a pupil ,(my-I) brother is a policeman (he –his) name is Karim and (my ,I) sister is a nurse ,(her ,she) is a type writer .

A game : I mime and you guess ? T guides them .a pupil 1 mimes a job and asks :what is my job? a pupil 2: you are a doctor.

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.

│ │ │a an the

indefinite indefinite definitearticle article article

I use a and an before a singular noun.I use a before consonants (b-c-d-f-g-h-j.............)

I use an before vowels (a-e-i-o-u)I use the before singular and plural definite nouns.

Task one: I order 1-is-It-orange-an 2-Ali-a-dentist-is3-teacher-41-is-The Task two: task 4 page 51T using pictures explains the new words:dog-catTask three:I introduce my family members and their jobs . I start like this:

Hello ,I’m happy to introduce my family :My father is …………. his name is ………….and my…………….

T invites his learners to write on their copybooks

Interacting Asking and answering about jobs

Forming a question about jobs wboard

differentiating between personal

pronouns and possessive adjectives

V/A/K/T

interpreting gestures

Introducing the articles

20m n

Familiarizing the ls with the articles

Interpreting the place of each article

Producing simple sentences

10m n

Level : MS1 School : Bormadia Relizane Teacher:Mr bendoubaba djameldjamel 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– produce.Target structure: to be : interrogative

forms/how

Domain (s): Oral/written/both Materials: W. Board/the song of numbers/the course book




appropriately. Per and soc: He can socialize through oral exchanges

Being polite Asking questions politely


Warm upTeacher greets his learners /they respond

T invites his learners to sing the song of numbers.

Presentation one: Cardinal numbers(14 to100) (PPU)Teacher sticks on the board the photo of Omar then asks : who is this?LS: he is 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 11T asks one of his learners:T: Are you 6? L: No ,I’m not. T: How old are you? L:I’m 11.Task one: T invites his learners to act out the previous dialogue

*Here the teacher introduces the cardinal numbers

Task two: I look and match the numbers.(page52)

Task three: I match

Revising numbers From0 to 13

Interacting/askin gabout age

Interpreting numbers from13 to 100

Checking ls understanding

V AT/L

wboard7mn Presentation

poster of Omar

T/L

5 mn L/L

Wboard

T/L8mn

Practice

14 fourteen 20 twenty15 fifteen 30 Thirty16 sixteen 40 forty17 seventee

n50 Fifty

18 eighteen 90 ninety19 nineteen 100 One

hundred

Presentation

Isolation

Analysis

Stating rule

Practice

How old are you? She is 14How old is your sister? I’m 11How old is your father? He is 67Are you 19? Yes, I’mTask 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? LS: he is 68.Step 2: T invites his learners to make an example like this in close pairs and act it out in front of their class mates.Presentation two Ordinal numbers(1st to 31st

(PIASP):T invites his learners to consider the following sentence.

I’m the fourth in my familyTeacher isolated :the word fourth and invites his learners to compare it to four

the fourth four│ │

Ordinal cardinalnumbers numbers

I use :a)Ordinal numbers to order (persons ,objects ) and write the dateb)Cardinal numbers to count (persons,objects) and say my ageT introduces the ordinal numbers

Task five: Task 9 page 53. I read and rank the children.Task six: I read and complete with ; the seventh- the second- the twenty second – the first-V is.....................Letter in the English alphabet.- Sunday is..................day in the week-July is.........................month in the year-I’m........................child in my family .Task seven I write my age and my rank in my family.I’m ………………….and I’m........................child in my……………..T invites his learners to write on their copybooks.

Asking about/answering age

V/A/K/ T

T/LCounting

T/LWboard

5mn

Introduce the ordinal numbers

3mn Familiarizing the learner with the ordinal numbers

5mn

Interpreting other ordinal numbers

5mn

Practicing5mn

7mn

The learner Produces simple sentences about his age and his rank in his family

10m n

1st The first

2nd The second

3rd The third

4th The fourth

5th The fifth

9th The ninth2o The twentieth

21st The twenty first

22nd The twenty second

31st The thirty first

Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djameldjamel 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 ;jobsinterpret – produce.Target structure: wh questions(who-

Materials: W. Board/postersabout jobs

and family members.Pronunciation: Intonation in “wh”

where-what) question.




appropriately.He can use ICTs to communicate with

others Per and soc: He can socialize through oral

exchanges and written messages

Being proud of what his family do for living Valuing jobs Being polite Asking questions politely.

Time Framework

Procedure Focus

Aims Material

Vakt

T greets his learners /the learners respond Recapitulation o of jobs and articles :I look at the example and do the same

*The doctor works in a hospital

PresentationWho is this/that? What is his /her name?│ │ │ │ │Who his/her what his her│ │ │ │

│ a question demonstrativesa question possessive

word wordadjectives

She is my mother He is my father where is the teacher ?

│ │ │She He where

Quick review

Introducing the new Grammar items

Familiarizing The ls with the new grammar items

wboar d

V A

10mn

presentatio n

Isolation20mn Analysis

jobs placesThe doctor in a schoolThe farmer in a garageThe mechanic in a hospitalThe teacher in an officeThe architect on a farm

5mn

7mn

8mn

10m n

State rule

practice

│ │ │Personal personal a questionPronoun pronoun word

I use :Who to ask about personWhat to ask about names, jobs, objects Where to ask about placeHe to talk about a boy ,a manShe to talk about a girl , a womanThis to talk about objects or persons near us That to talk about objects or persons not near us

Task 1: I order the words a- is –Who-girl-that-?b- Where –father-is?-her c- his-What-job-is-?

Task 2: I choose the correct oneAhmed shows Rachid photos of his family

Rachid : ‘(who –what) is (this –that) boy?Ahmed :( he-she )is my brother ,(his –her) name is Kader .Rachid :and (where –who ) is this girl ? Ahmed; (he –she) is my sisterRachid : (who -where )is she ? Ahmed :she is in the schoolTask 3: I order the sentences then put them in a dialogueHe is a dentist,he works in the hospital He is my brother WahidHow old is he ? He is 36Hello ,Rachida.who is that boy? What is his job ?Hakima:...............................................................?Rachida:………………………………………………………………Hakima:................................................................?Rachida:……………………………………………………………..Hakima:.................................................................?Rachida:………………………………………………………………Teacher invites his learners to write on their copybooks

Forming a question

Checking the Lg understanding

Produce a dialogue

wboar d

V/A/K/T

Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djameldjamel 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 – interpret – produce.Target structure: have got/has

got/verbs in the present/negative form(do –don’t)

Domain (s): Oral/written Materials: W. Board/



Meth: He can work in pairs or in groups. Com: He can express his preferencies . Per and soc: He can socialize through oral

exchanges and written messages

Behaves as a responsable

Respects the others’ preferencies

Time

Framework

Procedure Focus Aims Material

Vakt

5mn Warm upTeacher greets his learners /the learners respond T eacher asks some questions about Omar:How old is Omar? What is the job of his father?is his mother a doctor?T eacher writes the following script on the board

Omar:I’m different from my sister Houda,I have got a cat but she has got a dog.I like reading books but she likes watching cartoons

I have got a cat . she has got a dog│ │ │ │Subject verb subj verb

I like reading books . she likes watching cartoons│ │ │ │Subj verb subject verb

a-I use the verb to have to indicate possession b- I use Has in the third person : he , she, itc- In the present simple, I add “S” to the end of the verb in the third person (He-She – It).Like---likesd- in the negative form I add don’t before the verbI like couscous -- I don’t like couscous

T/L

V A

WboarInteracting d/preparing

them5mn presentatio

n Presenting theT/L new grammar

items

T5mn Isolation Familiarizing

them with thenew grammar

5mn itemsAnalysis

Woard5mn Stating rule T

T/L

5mn practice Task one: I order the words (the learner works withHis partner)

a- like/I/watching films b- Fatiha/ music/lovesc- have got/two/sisters/I d- Ahmed/plays/football

Task two: I correct the verba-I (not love).........playing tennisb-Steve (live)..............in Americac- it (to be)...................a pen

a- My friend (to have)...........a pet hamster.Task three: I turn into negative Example:I like watching films -- I don’t like watching films

a- I live in Relizaneb- I love listening to music c- I like catsd- I like jeans

Task four: I choose the correct word to make a correct sentence

a- I (live-have got) in Algeria b- Adako (has-is) from Nigeria c- She (likes- have) handball

Task five: (communicative- based activity)

I read and complete Hello ,I’m

………………………(name),I’m….....................(age).I’m….............................(occupation) at……………………(school).I……………………………………..(like).I……………………………… (an animal)

Teacher invites his learners to write on their copybooks

Forming sentences

Consolidating

Using the negative form

Identifying the Meaning of

the new structure

Producing a Short

paragraph

T/LWboar d

5mn

5mn V/A/ K/T

T/L

5mn

5mnWboar d

L/L

10m n


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 – interpret – produce.Target structure: to be interrogative

form //wh questions/the present simple

Domain (s): Oral/written/ Materials: W. board/The course book



Meth: He can develop his strategies for reading and writing

Com:He can use ICTs to communicate with others

Per and soc: He can socialize through writtenmessages

Proud of his identity markers Valuing national identity Independent personality


7mn

28m

pre reading

During reading

Post reading

Teacher greets his learner/the learners respond.

Teacher writes key vocabulary on the board:name,age,school ,food. Then asks his learners to guess what the text will be about.

T invites his learners to read the text on page60 and do the following task :Task one : I read and answer the

questions a- Who is the sender of this email?b- Is Adaku Algerian ? c- How old is he?

Teacher invites his learners to read again and do the following task .Task two : I read and tick the right box.(p60) Teacher invites his learners to read the text on page 59 and do the following taskTask three:I read and complete the profile . Family name:……………………………..First name:…………………………………..Age;……………………………………………..Class :………………………………………….Country:………………………………………Likes:……………………………………………Pet:……………………………………………….

Teacher invites his learners to fill in the following paragrapgh with their personal information :

T/L

T/L

T/L

Interacting/prepa ring them

Scanning (for general information )and skimming (for details)

Deciphering the message.(interpreting)

Wboard

Course book

V A

15m n

My name is ……... I am.............old. I am from……………. I speak ……………… .I like …………………. I like wearing..............Myfavourite food is...................I have got a pet…………… called ………………....

L

Producing a short paragraph in which LS give information about themselves

Wboard

10m n

Teacher invites his learners to write on their copybooks


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 –interpret – produce.Target structure: personal pronouns,

To be in the present ,articles, possessive adjectives

Domain (s): Oral/written/ Materials: W. Board/The coursebook



Meth: He can mobilize resources to produce a a written message /he can work in groups


Per and soc: He can socialize through written messages

Proud of belonging to family Respects every member in the family

Time Framework Procedure Foc us

Aims Material Vakt

10m n

5mn

Pre-writing process

Teacher greets his learners/ the learners respond

Teacher invites his learners to open their books onPage61 and asks some questions:T:What does the picture represent ? LS: it is a familyT: this is the family of Margaret .she is the friend of Omar.T: look at the other members of the family and name them .LS: grandfather ,grandmother………………Teacher invites his learners to have a look at the email and find the sender and the receiver.T explains the new lexis :hope ,fine ,attached , send

Setting up the Situation

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

Add information(age , job ,… ) and send it as an attached document(picture)

T: now , imagine you are Omar , draw your family tree,add information(age , job ,… ) and send it as an attached document (picture)

T/L

T/L

/interacting

Ls can use his prior knowledge

Interacting

wboard

V A

PlanningT splits the groupsT helps his learners to remember what they learnt in this sequence.T asks the learners to complete the following table:

DraftingWith the help of their teacher, the learners start drafting .EditingTeacher helps his learners to find out and correct typographical errors and mistakes in grammar, style, and spelling.publishingThe 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.T invites his learners to write on their copybooksTeacher: bendoubaba djamel (djamel djamel)

T/L

15m n

In -writingprocess

W.Board

V/T/ K

10m n

10m n

To correct the mistakes(spelling,

grammar,..)

10m n

T/l

collaborating

10m n

Face book :Hireche middle school

knowledge Skills Attitudes*Lexis related Greeting: -Being polite:to family Hi, hello when talkingmembers: Introducing to othersfather,mothe my relatives: -Respectr,……… Name,Age, other people*lexis related Job ,his rank and otherto jobs In the family cultures*Present -valuing jobssimple of Valuing family“be” withI,you,he,she,it*Verbs in thepresent withI,he,she ,it*Personalpronoun:I,you,he ,she,it*Possessiveadjective:my,his,her*Numbers:14, 100*ordinalnumbersDemonstratives:


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 –interpret – produce.Target structure: personal pronouns,

To be in the present ,articles, possessive adjectives/the simple present of ; like,…

Domain (s): Oral/written/ Materials: W. board/The coursebook/flash cards


Intel: Learner shows creativity in writing and designing blogs

Meth: He can mobilize his resources to produce a written message


Per and soc: He can socialize through written messages

Valuing friendship Asserting one’s identity


T greets his learners/they respond Teacher explains the difference between partnership and friendship.Teacher asks his learners: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,...)

The teacher introduces the situation and asks them to work individually

Pupils from all over the world introduce themselves on an International friendship blog.

I post my information to make new friends and practise my English

Support:Flags ( Great Britain , The USA, Brazil ,Algeria , Nigeria, Australia and China )International friendship blog

The teacher collects the students’ sheets and corrects them using the evaluation grid below:

T/LV A

10mn

Pre writingInteracting/talk about friendship

Wboard

While writing

T/L

45m n

The learner useswhat he learnt to

produce a meaningful

message about introducing

him/herself and his/her family

members

Flash cards

5mn Post writing

Criteria Indicators1-Relevance introducing oneself and

one’s familymembers(names,jobs….)

2-Correct use of linguistic resources

1- the learners uses :the present simple of to be /to have/to like2- 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 ofthe ideas.

4-Cross-curricular competences :

1-the learner uses ICT in 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 writing2- Good hand writing

Mr bendoubaba djamel(djamel damel)

A/V/ K

Level :1ms

SEQUENCE :threeMe and my daily activities

who whatWhere /s/ /z/ /IZ/



Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel djamel djamel

Sequence: 3 ME AND MY FAMILYDAILY ACTIVITIES

Lesson: I listen and do Framework: PDP

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

Targeted competencies: interact – interpret – produce.Target structure: -simple present

Domain (s): Oral/written/both Materials: Flashcards / W.Board/daily activities song


Intel: Learner can interpret verbal messages to get information.

Meth: He can use listening strategies in interpreting messages.

He can work in pairs or in groups. Com: He can use a role play to communicate


exchanges

Being punctual Being positive


Initial situation (the starting off)

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.

Wboard

15m

Warm up

Pre listening

Teacher greets his learners /the learners respond.The teacher introduces the topic of this sequence.Teacher ,using gestures, starts a discussion with his learners:T: who practises sport? which kind of sport? Where? When (on Wednesday ,on......)?Teacher sticks on the board the following pictures in a disorder way and asks his learners to order them (LS work in pairs).

T/L

Announcing the topic of sequence

three

InteractingV A K

Flash T cards

I get dressed I go to school

I do my home work I go to bed

I wake up

I watch tv I have dinner

I have lunch I have break fast

I brush my teeth I wash my faceThen ,the teacher asks his learners to open their books on page 72 and check their answersTeacher 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/.b-do/I/my homework/. 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

Interpreting an oral message

During listening

20m n Wboard

Forming a sentence

5mn

10m n

10m n

Post reading

a-I(have-go).............to school.b-I(have-go).............breakfast.c-I(have-go).............to bed.d-I(brush-do)..........my teeth.Task three: I write my activities

Teacher invites his learners to listen to the following song:Wake Up! Daily Routines Song for Kids https://www.youtube.com/watch?v=eUXkj 6j6EzwT invites his learners to write on their copybooks

Identifying the meaning

Producinga daily activity

Video song

In the morning In the evening1)............................2).............................

1)..........................2)...........................


Sequence: 3 ME AND MY FAMILYDAILYACTIVITIES

Lesson: I listen and speak Framework: PPU

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

Targeted competencies: interact – interpret – produce.Target structure: -simple present /

/it is (telling time)

Domain (s): Oral/written/both Materials: Flashcards / W. Board/numbers song


Intel: Learner can interpret verbal messages to get information.

Meth: He can use listening strategies in interpreting messages.

He can work in pairs or in groups. Com: He can use a role play to communicate


exchanges

Being punctual Being positive


10m n

15m n

Warm up

Presentation

Teacher greets his learners/the learners respond.Teacher invites his learner to sing the song Of numbers then makes a quick review about numbers from 0to 60.Teacher invites his learners to do the following task:I matchGood morning 1:30 pmGood afternoon 8 amGood evening 6 pm*here teacher explains : am/pmTeachers sticks on the board the following picture.

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?-Ls: they may answer in their mother tongue Or in French.T:it is about telling time.

T/L

T/L

T/L

Remembering Cardinal numbers

Preparing them

Wboard

Pictures

V A

Teacher explains how to tell time in Englishinteracting

Interpreting time

Interacting/ interpreting time

Checking understanding

Interpreting digital time

Producing simple sentences about Daily activities

Teacher invites his learners to look ,listen andrepeat

T/L

A/V

20 practiceTeacher pins a pic of a clock and asks his learners

T/L Picture

T;is it 3 o’clock? LS: No ,it is not.T : what time is it? LS: it is 4 o’clockTeacher pins an other picture and asks hislearners to ask each other.

L:is it half past six? L; No ,its not.L: what time is it ? L: it is twenty five past two.Task one: Task 6 page :76. I listen, look at theexample and do the same.

L/LW board

Task two:Task 3 page74I am Rafik. Here are my daily activities : The

5mn USE Task 3T/L course

BookI fill in the table with my daily activities

W boardL

10mn The teacher invites his learners to write on their

copybooks

A.M P.M1-I............................2-I..............................

1-I..........................2-I...........................



Lessons: grammar toolI practise

Framework: PIASP/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 timeTargeted competencies: interact – interpret – produce.Target structure: -simple present

:affirmative/negative/interrogative Asking whqs

Domain (s): Oral/written/both Materials: the course book/ W. Board


Intel: Learner can interpret verbal and non verbal messages to get information.

Meth : He can work in pairs or in groups. Com: He can use a role play to communicate

appropriately. Per and soc: He can socialize through oral /written

exchanges

Being punctual Being positive Being polite


Vakt

10m n Warm up

Teacher greets his learner /the learners respond.Teacher mimes the following actions and asks his learners to find the verbs: brush/wash/Have breakfast/go to school/.......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.I turn into negative:I like couscous/I live in Relizane/Adaku is 11.

Teacher writes the following script on the board : A: Do you practise sport?B: Yes ,I do.A: When do you practise it? B: At the weekend .

Do you practice sport?when do you practice it?│ │ │ │ │ │ │ │ │

Do+ s + v + object whQ+do+ s + v + obj

I use do with : I-You-We –You-They I use does with: He- She- It

revising / interacting V

A

Wbo ard

5mn Presentation

introducing the new

structures

3mn isolation

3mn analysis

Stating rule Familiarizing the learner with the new

structures

21m n

5mn

5mn

Practice:

Simple present tense : 1- Affirmative form:

The subject + verb + object I/you/we/they play tennis.He/She/It plays tennis. Negative form :

The subject + do/does+ not + verb + object I/you/we/they don’t play tennis. He/She/It does’nt play tennis.

Interrogative form:Do /does + subject + verb + object ? 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) doesNo ,I (you/we/they) don’t. No,he (he,she,it) does’nt

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

At the weekend│ At│

Preposition of time

Prepositions of times: at /in /on

Task one: I reorder the words to get correct sentences(LS work with their partners)a-not/You/watch/TV/do.b-like /swimming/do/they/?c-does/get up/At what time/he /?Task two :I underline the right word(oral) A:(when/who) do you practice sport? B: at the weekend.A:(what/who)do you do at 12:00? B: I have lunch.Home work :I complete the following dialogue(I do with my partner)You........................................on Friday?Your partner: I get up at..............You...............................................?

Prepostitions of time

Practising

interpreting/ Forming a question

interpreting/ differentiatin between question words Producing a simple question about daily activities

V/A/ K/T

At In OnTime: at 10:00 In the morning Days : onPeriod: at ...................... Monday.......night –at theweek end

13m n

Your partner: No ,I don’t stay at home. You..................................?Your partner: I go to the stadium.

T invites his learners to write on their copy books.

I practise


Warm up Teacher greets his learners /The learners respond.Teacher invites his learners to show their homework to be supervised.In pairs the learners act out the dialogue in front of their classmates.

Teacher invites his learners to open their 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.Now the teacher invites his learners to read the text and do:Task 1 page 81: I read and complete the table.Task2 page81:I put the verb in the present simple.Task3 page82:I order the words of the following dialogue.(I work with my partner) Task 4: I complete the following dialogue(in pairs) You : (greet).Your partner: (responds )You.....................................................?Your partner: I get up at 6:30.You :.................................10:00?Your partner: I play with my friend. You..................................................?Your partner:.............................................Teacher moves between rows to help them. Teacher invites his learners to act out the dialogue in front of their friends.Teacher invites them to write on their copy books

10mn L/L K

V A

Presentation T/L10mn

Interacting Wbord

A/V

15m n practice

T/LInterpreting/ checking their understanding

Thecourse book

15mn

Production

checking the learner’s aquistion and reinforcing

L/Lproducing simple questions/answers aboutdaily activities/

WbordV/A/K/T

10m n

Facebook: hireche middle school



Lesson: I pronounce Framework: PIASP

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 – interpret – produce.Target structure: -simple present

Domain (s): Oral/written/both Materials: Flashcards / W. Board


Intel: Learner can interpret verbal/non verbal messages .

Meth:He can work in pairs or in groups.

Com: He can use a role play to communicate appropriately.

Per and soc: He can socialize through oral /written exchanges

Being positive Respecting animals

Time Framework Procedure Focus Aims Material Vak t

10m n

Lead in

Teacher greets his learners/they respond .Teacher pins four pictures of animals on the board

A fennec A lion

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?

T/LInteracting/ Preparing

them Flash Cards wboard

V A

10m Presentatio

Teacher writes the following text on the boards and invites his learners to listen and repeat the underlined words (the teacher can use flash cards or Pictures p83)

Hi,my friends,I want to tell you about which animals and pets I like best ,I like rabbits ,goldfinches ,horses and dogs because they are cute .I love canaries,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?

Teacher isolates some words to be written on the board.Hi - pets -friends - horses- tiger│ │ │ │ │/h/ /s/ /z/ /IZ/ /ə/I pro

nounce ;H →/h/ when it comes in the beginning of the

word

s →/s/ when it comes after p-f-k-t

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

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

er →/ə/ when e comes between a consonant and r

Task one: Task 2page 87 Where do these words live ?

Task two :I find in the text three pets and pronounce them .

Task two :I listen and fill in the table (teacher reads the underlined words in the text) and.

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.

Teacher invites his learners to write on their copybook

n n Introducingthe targeted

soundsThroughNaminganimals

3mn Isolation

3mnAnalysis

Familiarizing them with

the new5mn sounds

State therule

Interpreting/ V/Apracticing /K/

4mnpractice Checking the

T

learner’s5mn understandin

g

5mn

Producing arole play

where theypractice thenew sounds

5mn

10mn

/h/ /Z/ /S/ /IZ/ /ə/........... ............ ........... ..........- ............

Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel djamel djamel

Sequence: 3 ME AND MY FAMILYDAILY ACTIVITIES

Lesson: I learn to integrate Framework: writing process

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 – interpret – produce.Target structure: -simple present /yes

,no questions/wh questions/use the simple present with the third person

Domain (s): Oral/written/both Materials: the course book / W.Board


Intel: Learner can show autonomy in learning

Meth: he can work in a grouphe can mobilize his resources to write about daily

routine Com:he can ask his friends about his leisure

activities

Per and soc: he can socialize through written messages

Being positive Being punctual Respecting time Respecting like and dislike of your friend


10mn Pre-writing process

Teacher greets his learners/the learners respond.The teacher asks his learners about what they do at the weekend :The teacher and the learners writes on the board some leisure activities:For example :stay at home/ go to the park/go to the mosque/ listen to English music/practise sport//play with your pet/ read books/watch tv/ visit your family/your friend/chat with friends/use internet./ go shopping with your parent/ go for a walk/visit places/go to the stadium.

T/L

T/L

/interacting

Ls can use his prior knowledge

Interacting

V A

The board KT

Setting up the Situation

5mn You want to know about your friend’s leisure activities. Ask your friend about his week-end leisure activities and write about them.

15mn

10mn

10mn

In -writing process

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 .........................

PlanningT splits the groups (the members of the group can ask one learner and writes about his leisure activities))T helps his learners to remember what they learnt in this sequence.T asks the learners to complete the following table:

DraftingWith the help of their teacher, the learners start drafting .EditingTeacher helps his learners to find out and correct typographical errors and mistakes in

T/L

L/LTo correct the

mistakes(spelling, grammar,..)

knowledge Skills AttitudesLexis

Respect of time……………………… Take care of pets……………………… Respect likes anddislikes of your friend………………………

related to Describingdaily leisureactivities activities…………………… ……………………… …Lexis related Expressingto digital time likes…………………… ……………………… …Lexis relatedto pets………………………The simplepresent tensewith the firstand the thirdpersonsingular………………………The simplepresent in thenegative form………………………Yes /noquestionswith do

10mn

10mn

grammar, style, and spelling. publishingThe groups write the final draft and present their work in front of their classmates to be assessedT selects a work to be written on the board and corrected.T invites his learners to write on their copybooks

collaborating


Sequence : 3 ME AND MY FAMILYDAILYACTIVITIES

Lesson: I think and write Framework: PDP

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 –interpret – produce.Target structure: simple present with

the third persons

Domain (s): Oral/written/ Materials: W. board/The course book


Intel: Learner shows creativity in writing Meth: He can mobilize his resources to produce

a written message Com:He can use ICTs to communicate with

others Per and soc: He can socialize through written

messages

Valuing parent’s efforts Being proud of to belong to a family


15m n

Pre writing

T greets his learners/they respondTeacher asks his learners some questions and the learners answer:At what time do you get up? Then what do you do?Who prepares for you the breakfast? At what time does she get up?What are the other activities that your mother does every day?here the teacher shows pictures :

wash/clothes

iron /clothes cook

Using gestures : the teacher adds the other daily activities:clean / floor ,wash /dishes.......then invites

T/L

T/L

Interacting/talkin g mom’s daily

activities

Wboard

Flash cards

V A

A/V/

them to complete the following table.

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 situationThe teacher introduces the situation and asks 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 .

You start like this:

K

40m n

While writing

The learner uses what he learnt to

produce a meaningful

message about his mom’s daily

activities

I’m happy to tell you about my mom’s daily activities.My mother is a great woman ,she gets up at......................................................................

5mnPost writing The teacher collects the students’ sheets and

corrects them using the evaluation grid below:

In the morning

In the afternoon

In the evening

At night

Get up- pray- prepare breakfast- wash the dishes- clean the house- cooklunch-

Pray- have rest-

Prepares dinner- wash the dishes

Watch TV- make the bed- sit with help to do the home work

Criteria Indicators1-Relevance Write a letter to

Talk about his mom’s routine2-Correct use of linguistic resources

1- the learners uses :the present simple2- 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 ofthe daily activities.

4-Cross-curricular competences :

1-the learner uses ICT in 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 writing2- Good hand writing

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