-
Level : MS1
Sequence : 2 Lesson:1 Lesson focus: Learning / Listening
Learning Objective(s):By the end of the lesson, my learners will
be able to ask and give information about one’s
family and about age using numbers from 13 to 100.
Competency (ies) targeted : interact – interpret – produce.(the
competencies are presented in an integrated way and
the teacher will decide on which competency he will focus)
Domain : Oral / Written – Both.
Language tools (target structures): personal pronouns,
possessive adjectives.( He....his / She .....her) / the present
simple tense / W.H Qs.
Material(s): Maps/
Cross-curricular Competencies: o Intel Comp: ability to
interpret an oral message o Metho Comp: ability to use the
listening strategies. o Commu Comp: ability to use role-play to
communicate appropriately. o Perso ‘n Social Comp: ability to
socialize through oral exchanges.
Core Values: Socializing Knowing and understanding
the others Openness to the word Pride
Time Framework Procedure focus L.
Objectives Aids
VAKT / M.I
10mn
Warm-up
*Teacher shows a poster of family members. page 48 1-Naming the
relatives. 2-Make oral example like the example written below:
*Brother –mother- father ……ect
T/L
*Presenting the new lexis about family, relatives
poster of family member page 48
VA
5mn
Pre-listening
I listen and complet Teacher’s Task : The teacher draws on the
board the family tree and elicits from the learners the words they
might already know . (the natives)
L
*Preparing learners to the listening phase.
the family tree
VAT
20mn
Listening
The first listening( listening for a purpose): dialogue
Omar: Welcome to my home, Peter Peter: Thank you, Omar. Omar:
Let me show you photos of my family. Peter: Who is this? Omar: She
is my sister Samia. Peter: How old is she ? Omar: She is 15 years
old. Peter: And this old lady? Omar: She is my grandmother Mariem?
Peter: How old is she ? Omar: She is 65 years old.
The teacher asks the learners to listen to the dialogue and
answer the questions:
Who is speaking? What are they speaking about? Is Omar polite
with Peter?
The second listening: The teacher reads the dialogue again and
asks the learners to listen and fill in the table.
relative name age
……………………………………
…………………………………………
……………………………………..
T / L *Presenting the new lexis about family, relatives and
numbers *Identifying the use of personal pronouns
and possessive adjectives
*Identifying the use of W.H Qs.
*Using the ordinal
numbers in a context (the
family) *Developing
listening strategies
Audio listening script whiteboard
A VAT
-
20mn
Post listening
Teacher asks the learners to Revise the numbers from (0 to 13) I
listen and repeat: Task 6 p52
I look and match the numbers Task 7 p52
The teacher presents a song about numbers and asks the learners
to repeat it I listen and repeat task 5 page 52
L / T
*Revising the numbers acquired before presentation of the
ordinal numbers. * Presenting the numbers
through a song
Song about numbers
VAT AT
The teacher’s comments:
What worked
-.........................
-.........................
-.........................
What hindered
-.........................
-.........................
-.........................
Action points
-.........................
-.........................
-.........................
-
Level : MS1
Sequence : 2 Lesson:2 Lesson focus: Learning / Listening 2
Learning Objective(s):By the end of the lesson, my learners will
be able to ask and give information about jobs and
use the articles also the cardinal numbers.
Competency (ies) targeted : interact – interpret – produce.(the
competencies are presented in an integrated way and
the teacher will decide on which competency he will focus)
Domain : Oral / Written – Both.
Language tools (target structures): the articles.( a / an/ the)
/ the present simple tense . the cardinal numbers.
Material(s): Maps/
Cross-curricular Competencies: o Intel Comp: ability to
interpret an oral message o Metho Comp: ability to use the
listening strategies. o Commu Comp: ability to use role-play to
communicate appropriately. o Perso ‘n Social Comp: ability to
socialize through oral exchanges.
Core Values: Socializing Knowing and understanding
the others Openness to the word Pride
Time Framework Procedure focus L.
Objectives Aids
VAKT / M.I
10mn
Warm-up
Task 2 p 50 Teacher shows a poster of jobs. page 50 1-Naming the
jobs
T/L
*Presenting the new lexis about jobs
poster page 50
VA
5mn
Pre-listening
I listen and show Task 3 p 50 The teacher shows the posters for
preparing the learners to the listening phase about job’s quiz
.
T/L
*Preparing learners to the listening phase
poster p 50
VAT
20mn
Listening
The first listening( listening for a purpose): dialogue
A: Where does a nurse work? B: The nurse works in a hospital. A:
Where does an architect work? B: The architect works in an office.
A: Where does a teacher work? B: The teacher works in a school. A:
Where does a farmer work? B: the farmer works on a farm.
The teacher asks the learners to pay attention to the underline
words. Explaining the use of the articles
Task 4 p 51 teacher asks the learners to complete the bubbles
with appropriate articles
T / L *Identifying the use of
articles *use the grammar tool * Presenting the articles through
a task * filling the gaps
Audio listening script book
A VAT
-
20mn
Post listening
I listen and repeat: p53
Task 8_ p53 Teacher uses the situation on the book (Omar
greeting his grandmother)and asks the learner to complete the table
and the sentences.
L / T
*Revising the numbers acquired before presentation of the
ordinal numbers. * Presenting the numbers
through a
task
book
VAT VAT
The teacher’s comments:
What worked
-.........................
-.........................
-.........................
What hindered
-.........................
-.........................
-.........................
Action points
-.........................
-.........................
-.........................
-
Level :1MS
Sequence : 2 Lesson 3 Lesson focus: PRONUNCIATION
Learning Objective(s) lesson: By the end of Sequence 5, learners
will be able to ask and give Information about their about the
family members using words that contain the sounds: /ð/, /ө/, /e/
and /I:/.
Competency (ies) targeted : Oral interaction with focus on
accuracy
Domain : Oral / Written – Both.
Language tools ( target structures): the sounds /ð/, /ө/, /e/
and /I:/
Material(s): Paper strips (words contain the sounds)
Cross-curricular Competencies: 1. Intellectual competency:-The
learner can show creativity when producing pieces of oral and
written messages. -He can identify sounds when interacting orally
2. Methodological competency:. - He can use strategies for
listening and taking turn to answer. -He can assess himself - He
can assess his peers 3. Communicative competency: - He can
pronounce words correctly to communicate appropriately. 4.personal
and social competencies :- He is aware of his role and others' role
in working hard at school, and being sociable.
Core Values: 1. Being responsible 2. Being positive 3. Valuing
each member within the family
Time
Framework
Procedure focus
L. Objectives
Aids VAKT / M.I
5 mn Warm Up
Teacher uses the previous lesson revising the numbers and the
family members Teacher writes the main sounds on board ( three
thirteen father mother brother Thursday )
T/L To motivate Ls and elicit target items
A
5mn Presentatio
n
Teacher explain and give examples (th) /ð/, mother /ө/,
thirteen
T/L
Discover sounds in a context
White board
V / A
10 mn 10mn
Practice
Drilling: Task 2 p54 : Listen and repeat.
Task 2 P54 : classification the words
/ð/ /ө/
L/L
Reinforcemen
t and consolidation
book
A M/I
5 mn
Teacher reads the passage aloud
-
5mn Presentatio
n
Teacher explain and give examples /e/ pen get /I:/ keep
neat.
T/L
Discover sounds in a context
White board
V / A
10 mn
Practice
Teacher asks learners to classify these words
/e/ /I:/
Task 3 p55 : Listen and repeat.
Task 4p 55
L/L L/L L./L
Help learners to distinguish Different sounds
White board BOOK
V / A M I MI
The teacher’s comments:
What worked
-.........................
-.........................
What hindered
-.........................
-.........................
Action points
-.........................
-.........................
-
Level : MS 1
Sequence : 5 Lesson: 4 Lesson focus: Grammar
Learning Objective(s):By the end of the lesson, learners will be
able to to introduce his/her family members.use personal and
possessive pronouns,articles,and the present simple present
tense.
Competency (ies) targeted : : interact – interpret –
produce.(the competencies are presented in an integrated way
and the teacher will decide on which competency he will focus
on)
Domain : Oral / Written – Both.
Language tools ( target structures): Personal pronoun:” I, he,
and she ” , possessive adjectives: “My, his and her” W.H Qs : What
/who / the three forms of to be. present simple.
Material(s): Manual book Family Tree Poster / Flash cards
(jobs)
Cross-curricular Competencies: 1--Intellectual competency: The
learner can think and use the language to guess. 2. Methodological
competency: He can work in pairs. 3. Communicative competency: - He
can use drama and role play to communicate appropriately 4.
Personal and social competencies: He socialises through oral
interaction. He develops attitudes of friendship.
Core Values:
1- Respect of relatives 2- developing
friendship
Time Framework Procedure focus
L. Objectives Aids VAKT /
M.I
10 mn 15 mn 20mn
Warming up Presentation Produce
Teacher sticks a family tree on the board, draws a table and
invites hislher learners to fill in it
Male (he ) Female ( she )
Task 1 P 57 Omar has an English friend Her name is Margaret He
sends her an e-mail to introduce his family members I circle the
correct words to help Omar write his e-mail
Task 2 p 58 I guess who is who I write the names of my family
members in the circles I swap my sheet with my partner and guess
who is who
T/L T/L L/T T/L T/L
Brainstorming,
revising and
recalling the
previous words.
*To involve the
learners in using
the three forms of
“to be” to guess
and identify the
family members, names and jobs. *Eliciting from the learners to
complete the dialogue using the right W.H questions, personal
pronouns and possessive adjectives
Whiteboard Book
T+V A+ V
-
15mn
use
Teacher’s Task The teacher asks his her learners to draw their
family chart
To involve the
learners in
using the three
forms of “to be”
to guess
and identify the
family members,
names and jobs.
Book
V
+
T
M
I
The teacher’s comments:
What worked
-.........................
-.........................
What hindered
-.........................
-.........................
Action points
-.........................
-.........................
-
Level :1MS
Sequence : 2 Lesson 5 Lesson focus: Reading Comprehension
Learning Objective(s) of the lesson:By the end of Sequence 5, By
the end of the lesson, my learners will be able to respond to
Adaku’s email, introduce themselves and talk about languages,
likes, food and pets
Competency (ies) targeted : interact – interpret* – produce (the
competencies are presented in an integrated way
and the teacher will decide on which competency he will focus
on)
Domain : Oral – written – Both
Language tools ( target structures): Simple present tense “to
be” to introduce himself/herself.
Simple present tense with verbs to introduce likes
Give information about their country village
Material(s): Email
Cross-curricular Competencies: 1 Intellectual competency: The
learner can understand and interpret non-verbal messages. 2.
Methodological competency: using emails 3. Communicative
competency: He can use information and communication technology
such as emails to communicate appropriately with learners of other
cultures 4. Personal and social competencies: Learner socialises
through written exchanges.
Core Values: 1- Being responsible for his own learning. 2- Being
proud of belonging to nation. 3 -Valuing leisure time
activities.(Reading books). 4 - Openness to the world (sharing
information and respecting people of other cultures).
Time Framework Procedure focus
L. Objectives
Aids VAKT / M.I
5 mn 5MN
Warming up
Pre-reading
The teacher brings a letter and drew an email on white boerd T
tries to help learners to destingwich between a letter and en amail
T tries to introduces him selfe I am( name age school country
family class likes ( food sport pets ) T mentions the new words I
like = I love and he tries to give examples He askes learners to do
the same
T/L T/L
To introduce new knowledge Identify likes
Pictures Flash cards
V M. I V/A
25 mn
While - reading
Task 1 p 59 t askes learners to read the email and fill in the
id card
L/L
Extract information and transfer from verbal to non verbal
format.
EMAIL E MAL E MAIL
M.I
-
Task 2t askes kearners to write true or false *jack is old *he
is from Algeria *jack likes listening to music *he loves pets Task
3 : ls read the text and answer the questions *is jack nine years
old *does he like football *is he from America
To read for specific information.
10 mn
Post -reading
T askes learners to write their own Id card L/L
To produce
id card
M.I
The teacher’s comments:
What worked
-.........................
-.........................
-.........................
What hindered
-.........................
-.........................
-.........................
Action points
-.........................
-.........................
-.........................
-
Level :1MS
Sequence : 2 Lesson 6 Lesson focus: Integration / Written
Production
Learning Objective(s) of the lesson: By the end of the lesson
learners will be able to introduce their families members and jobs
in an email ( attached document)
Competency (ies) targeted : interact – interpret* – produce (the
competencies are presented in an integrated way and
the teacher will decide on which competency he will focus
on)
Domain : Written
Language tools ( target structures): Simple present tense to be
to introduce oneself Simple present tense with verbs to introduce
likes.
Simple present tense to have to indicate the possession of
objects or relationships. Personal pronouns and possessive
adjectives (I/ he/she- My/his/her)
Material(s): Maps/ Flash cards / Maps
Cross-curricular Competencies: 1. Intellectual competency: -
formulation of correct lge to produce an email. 2. Methodological
competency: He can gather resources to mobilise them efficiently to
produce a piece of writing. 3. Communicative competency: He can use
information and communication technology such as emails and blogs
to communicate appropriately. 4. Personal and social competencies:
He socialise through sharing the tasks and collaborating within the
members of the group .
Core Values: 1- Being responsible. 2- Being happy and proud of
belonging to a family. 3- Valuing jobs. 4 - Openness to the world
(sharing information and respecting people of other
cultures).
Time
Framework
Procedure focus
L. Objectives
Aids VAKT / M.I
5mn 5nm
Warmn up Pre-writing
Teacher shows the grid p 62 and asks them to fill in its.
Teacher asks learners to take their ID card
T/L
brainstorming Activate learner’s ID card
Book Learner’s ID card
V/A V A
15 MN
Presentatio
Teacher asks ls to write an email using the previous information
( names verbs possessives personal pronouns )
T L
To be able to
write an email using
personal information
copybooks
Visual M.I
15 MN 10 MN
Writing Prodution
Individual learners work and design their emails Teacher asks ls
to pay attention to punctuation capitalization and to start
drafting their email PROOF reading
L L L L
Personal ID Cards Individual learners work and design their own
leaflets Editing
EMAILS
V A T
-
level ꞉1MS
Sequence : 02 Lesson : 7 Lesson focus :Self-assessment/Ican
do
Learning objectives of sequence 02 By the end of sequence 02,
learners will be able to ask and answer questions about
family and relatives, name different jobs, use the present
simple and express likes, orally and in writing.
Competencies targeted Interaction, interpretation,
production
Domain Oral and Written
Language tools Introducing family members, naming jobs, likes,
present simple
Materials Self-assessment grid.
Learning objectives of the lesson꞉ By the end of the lesson ,my
learners will be able to identify their areas of strengths and
weaknesses for the Improvement of the learning process
Cross-curricular competencies Core values
Intel comp: self-assessment /autonomy and
reflection
Metho comp: ability to use an assessment grid
Commu comp: ability to exchange with others
Self-assessment and self-criticism.
Pride
Openness to the world.
time Framework Procedure Focus L. objectives Aids
VAKT/M/I
10 mns Pre- assessment
-The teacher distributes the checklists to the learners and
explains the grid and concept checks.
T/ L -To clarify instructions
Grid/checklist
V/A
25 mns
-Self assessment
- Learners read the grid and tick in the appropriate boxes
L L To reflect the learning process and identify areas for
improvement
Grid/Checklist V/A T M/I
20 mns Analysis and feedback
Collection of papers, analyzing data and designing remedial
work
T/L Group learners according to their needs and design remedial
work accordingly
Grid/Checklist M/I
The teacher’s comments:
What worked
-.........................
-.........................
-.........................
What hindered
-.........................
-.........................
-.........................
Action points
-.........................
-.........................
-.........................
-
Level : 01 Lesson :08 Lesson focus: I play / I enjoy
Learning objective: by the end of the lesson, the learner will
be able to reinvest previous knowledge in a funny way
Competency targeted: interact, interpret and produce.
Domains : Oral /Written
Language tools : names of jobs / family members
Materials: , pictures
Cross-curricular competencies Core values
Intel comp: demonstrates his abilities to face problem
solving
Metho comp:
Commu comp:
Person’s social comp: ability to socialize through
Socializing
Knowing and understanding the others
pride
Ti
me
Framework procedure focus L.
Objectives
Aids VAKT/M.I
15
mn
20
mn
Presentation
Task 01 P 65꞉ -Teacher presents the game. The task consist
of
re-ordering words according to the flashcards sticked on the
board
-The teacher stick flashcards presenting jobs on the board
and write next to each picture a disordered word .
-He instructs his learners to reorder the words.
Task 02 P65꞉
-the teacher presents the second game which shows a picture
of a family surrounded by words. Those words are missing
letters. The learner should complete them to get the members
of the family.
L/L
L L
L/L
-
Learn and
have fun
Identify
jobs
-identify
family
members
Flash cards Pictures BOOKS
V/A
-
15
mn
Task 3 P66 I read observe and put the family name under the
appropriate number
-identify
family
members
The teacher’s comments:
What worked
-.........................
-.........................
-.........................
What hindered
-.........................
-.........................
-.........................
Action points
-.........................
-.........................
-.........................
Edited by teachers Mezhoudi zineb Rebai fatiha Kortbi rafika
Salhi ahlem Benritab karima Benchaala sara Ben addad houria
