1ms All Sequences New 2

Level :1ms
All SEQUENCEs lesson

plans
By djamel djamel
Level :1ms
SEQUENCE :one
Me and my friends
The Initial situation
Your teacher of English needs some

information about you ,write a short The learning situation to install the resources
note in which you introduce yourself.
You are in the school yard , a new friend wants to
know about you .
greet him/her then introduce yourself (name,age,
telephone number, facebook address….)
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I listen and speak Framework: PDP
Learning Objective (s): by the end of this lesson ,the learner will be able to greet and introduce him /herself with a
correct pronunciation .
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters
interpret – produce. I pronounce : /ai/ /ei/ /i/
Target structure: personal pronoun I /
To be ; am /what /my
Cross Curricular Competencies Core values
 Intel: Learner can interpret and use verbal and non-

verbal messages Being polite
 Meth: He can use listening strategies.  openness to other people
 Com: He can work in pairs or in a group to  be proud of his national and personal identity
communicate appropriately.  Behaving as a responsible
 Per and soc: socializing
Time Framework Procedure Focus Aims Material Vakt
Teacher sticks a picture of a school boy and

Warm a school girl on the board , and asks where is
Djamel ? And where is Warda? To pave the
This is Djamel and this is Warda. way V
A
*Teacher draws and fill in the following
Before listen
bubbles on the board
Hello ,my name’s
Hi,I’m Djamel.what is Warda.Nice to meetyou! Posters
+w
your name?
board
what
To listen and
W listening
repeat
Drilling : the teacher invites his learners to To memorize

listen and repeat individually
The teacher invites his learners to do the
following tasks:
To reinforce
Task one: (open/close ) pair work and consolidate
Ss act out task 2 page 35 (oral)
Task two; I greet and introduce myself
Task 3 page 36(oral) Course
Note: the teacher devotes time to present Book
Introduce the
and focus on the pronunciation of :/ai/ /ei/ target sounds
/i/
The teacher presents , isolates the target
sound To familiarize
the Ls with the
Hello! my name is Djamel. new sounds
│ │ │ Wboard
Y a i To shape the Ls
│ │ │ pronunciation
/ai/ /ei/ /i/
Here the teacher invitesthe learners repeat

the sounds individually and chorally
Task 3 : (task 2 page 37) I Listen and cross the

odd word To complete a
dialogue Course
book
Task 4 : ( task 3 page 37)
Task five : task 5 page 36(written) To face an

audience
Post listening Learners introduce themselves in pairs(role
play)
T. invites the learners to write on their

copybooks
(djamel djamel)
Sequence: 01 Me and my friends Lesson: language learning Framework: PPU
Learning Objective (s): by the end of this lesson ,the learner will be able to ask and answer about the name of a new
friend using a correct punctuation and capitalization
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters
interpret – produce.
 Intel: Learner can understand verbal /non verbal

messages Being polite
 Meth: .He can work in pairs  openness to other people
 Com: He can play a role play to communicate  be proud of personal identity identity
appropriately.
Teacher warmly greets his learners/the

Warm up learners respond
The Alphabet song sing the The
Teacher chooses two learners to greet and alphabet sog to board V
A
introduce themselves. make the
Teacher writes the following example on the learners feel at
board then highlights the punctuation signs ease
and the capitals
The Example: To pave the
presentation Sarah: Hello , my name is Sarah. way
│ │ │ │
S H , .
│ │ │
CAPITAL COMMA FULL STOP To introduce
LETTER the
punctuation
I USE : signs/
capitalization
A Capital letter for : proper noun
,country ,
town-I, to start a sentence(Mohamed-I-
Relizane-Ageria)
-I use I to talk about my self
- I always use I in capital letter To familiarize
the learners
Punctuation signs: with
a- (.) a full stop to finish a sentence punctuation
I like Algeria. signs
Practice b-(,) a comma to mark a pause
c-(!) exclamation mark:
Hello ! / Hi ! welcome! To highlight
d-(?)a question mark to end a question rules
What is your name ?
Task 1: I correct the mistake (form -based)
my name is jane?
Hello? I’m steve!
Welcome.
Wboard
what is your name!
Task 2 page 40
To check the
and consolidate
Task 3:( pair work)a)I read and turn into a
dialogue The
b)I supply the capitalization and the course
right punctuation (communicative-based) To consolidate book
Hellomynameisnassimawhatisyourname and reinforce
hinassimai’mdjamila
Nassima:………………………………………………….. To produce
Djamila:…………………………………………………… a meaningful
use
dialogue and
C : I act out the dialogue with my friend act it out

copybooks
Tutorial session (td)
My objective : consolidate what my students learnt in this sequence(greeting,introducing themselves,the

sounds /ai//ei//i/ ,punctuation signs and capitalizing
The teacher gives his learner a chance to read
Time task objective
Task one: a)I look at the example and do the same
Example: Hi! my name is Djamel ,I’m 10.
10mn Your turn: Consolidation

and reinforcement
..........................................................................
b)Teacher invites the learners to perform it in pairs or

they can use” mingle game “
Task two : I match
Greeting 11
Name question mark(?)

5mn
Age good morning
Punctuation Ahlem
Task three:a) I listen and cross the odd word

out.(page37)
10mn
b) I put the words in the right balloon
(page37)
Task four: I read and supply with the capitalization

and the right punctuation (page 40)
10mn
I play (page 45)
15 mn
h T. invites the learners to write task three and task
four on their copybooks
10mn
(djamel djamel)
Sequence: 01 Me and my friends Lesson: language use Framework: PPU
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.
interpret – produce. Board/posters/student 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  Behaving as a responsible
others
Time Framework Procedure Focus Aims Materia Vakt

l
Warm up T greets his learners/learners respond

5mn The teacher asks about some learners’ names To interact with
learners and
T presents a pic of a boy : make them fell V
This is Omar , Omar is chatting with a new at ease A
friend from America on skype. T/L
To pave the
T writes on the board Omar’s email. way
And invites his learners to find the missing
Presentatio words
n
Hello ,……. name ……

10m Omar,…. am from Algeria,I
n live in Relizane ,I love my To elicit the
city,I am a pupil …….. is target structure
your name?
posters
+
Wboar
d
T/L
5mn
Isolation: learners read the isolated words
,my ,is,I,am,your
,live,in,love,what Analyze and
T/L deduce
Stating the rules
10m
n
Grammar tools examples
My /your My name is Djamel.
(Possessive Your name is
adjectives) Rachid
V/A
I(personal I am kamel
pronouns) I ‘m 10
I like Algeria
Am /is (aux to I am(I’m)
be) Karima is 10 Discover the
Live /love (verbs) I live in Oran language
I love Algeria T/L
In (prep of place) I live in Algeria
5mn What( question What is your name?
word)
5mn based-form activity

Practice Task one: I order the words (work with your k/T
partner)
a) name/my/is/./!/Hello/Rachid To form a
b) 11/I/’m/./ sentence
c) ?/name/What/your/is/ T/L W.
10m Task two : I fill in the table with Board
n Mostaganem-hello-Kamel-11-
use greeting name age city
To guide the Ls
Communicative-based activity
To introduce
Task three:(page 40)a: I Help Maria find the
T/L themselves
right word
10m
b): I use my personal information
n Ls use their
personal
My name is …….. .
information
I ‘m …… .
I live in ……. .
I love my city.

copybooks
(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
interpret – produce. manual
To be ; am /what /my/your
 Intel:Learner can interpret written messages

 Meth: He can work in pairs or in groups.He can use Being polite
his strategies to interpret written messages  openness to other people
 Com:. : he can use ICTs to communicate with others  To be proud of his national and personal 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
posters
Attract the V
learner’s A
attention
this is Razane
Interact to pave
the way
this is Susan (here the

teacher gives them some advice about the
danger of the net and chatting with unknown
persons using L1) T/L
25m (using gestures) T asks questions to elicit from
n the learners what Razane and Susan are doing.
Then ,the teacher says : Razane and Susan are To read and
While reading chatting on facebook. identify the
correct answer
T eacher invites the learners to open their books
on page 41, read the texts and do
Task 1.(p41) I read and colour the correct
answer To read and
Teacher invites the learner to read again and T/L complete a table
Task 2: I read and complete the missing
information about Razane (learner can work
with his partner)
name age occupa School Country city
tion To read and
a pupil answer write the
true / false
5mn Task 3 : I answer with true or false (teacher
explains the meaning of true and false using
examples)
Post reading a) Susan is 12
10m b) Susan lives in London
n Task 4: a)I fill in the chart with my personal T/L W.
information To guide them to Board
name age occupa school county city Produce a
tion
written message
L In which they
c) I complete this message introduce
themselves
Hello , my name is…….. .I am ……. . I
am from ………and I live in ……. .
I am a pupil at ………. Middle School.
10m T. invites the learners to write on their copybooks

n Teacher: bendoubaba djamel (djamel djamel)
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I learn to integrate Framework: writing process (PDP°
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: He can show creativity when producing written

 Meth: He can work in groups  openness to other people
He uses his strategies to interpret oral /written  To be proud of his national and personal identity
messages
 Com:. : he can use ICTs to communicate with others
Teacher greets his learners/ the learners

respond
Icebreaking Teacher asks some questions to activate the Brainstorm ideas
learners prior knowledge and to attract their to raise the V
interest. learners interest A
Who has an email address? T/L
Do you know these signs ?
Flash
10m snapchat cards
n Ls can use his
prior knowledge
T: these are called social media .

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

(djamel djamel)
Sequence: 01 Me and my friends Lesson: I think and write Framework: PPP
Learning Objective (s): By the end of this lesson , my learner will be able to mobilize his/her required resources to
produce an ID card
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: Photo Coloured card/
interpret – produce. scissors
 Intel:Learner can interpret verbal and non-verbal

 Meth: He can mobilize the required resources to  openness to other people
produce a written message /He shows creativity  be proud of his 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

Warm up :
Teacher shows his learners some official To review prior
documents ( National Identity card or a school knowledge V
card and ask his learners about them A
What is this ? T/L
15m Which information we can get from them… ?
n To brainstorm
The teacher writes the situation on the board ideas to prepare
The Teacher explains the new lexis; the learners for
presentation To join /club/ ID The written
production
You want to join your school English
language club.
Wboard
Fill in your ID card then introduce
yourself to the club members.
15m
n practice
T Provides the pps with the layout of the ID card
and asks them to work individually
First name :……………..……
Family name:..…………….…
T/L
Age :…….........……….....…...
25m
Class : ……......………………
n School:……....……….……… Photo V/A
Town :…………………..…… To produce /fill A Colour T/K
5mn Phone number : ……………... in ed card/
The an ID card scissors
production My learners produce an ID card L/L
T collects L work to be corrected at home
Level :1ms
SEQUENCE :two
Me and my family
14 15 23 85 100
Mme
1st 2nd 3rd 31st
Teacher Mr bendoubaba djamel (djamel djamel)

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

djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and do Framework: PDP
Learning Objective (s): by the end of this lesson my learners will be able to introduce the members of their
families .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.
interpret – produce. Board/the family song
Target structure: -who-what-where
this- -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.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
Teacher greets his learners / the learners respond
*Teacher asks some learners ;
10 What is your name?
mn What is your family name?
The learners answer. V/
Teacher sticks a picture of a boy and a girl on the A/
board and presents them (using gestures) :
T/L
To introduce
the target
T: This is Omar . he is 11 structure
Pre Teacher invites his learners to repeat.
listening Teacher sticks an other picture of a girl and asks :
Is this Omar ?(using gestures)
T :Who is this? (using gestures)
T :This is Houda. She is 16
*Teacher shows his learners the following picture and says
:this is the family of Omar.
He invites them to listen and repeat
Wboa
5m rd
n
To introduce Flash
*Teacher sticks on the board a photo of Omar’s family and the new cards
introduces them. topical lexis
*The learners repeat. related to
the family
members.
No= 6 no= 7
the grand father the grand mother
No=4 No= 5
the father the mother
T/L
10
mn
No = 1 No= 2 No=3
This is Omar the sister the brother
interacting
Task 1. I look at the example and do the same with my
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 who
during Task 3: Task 2 page:65. I supply the missing letters to get the Consolidate
listenin members of my family. and reinforce
g .
20
mn Task 4: I complete my family tree
W
board
My………… My………
10 My………… My………
mn T/L To complete The
My......... Me My.......... a family tree cours
Ahmed e
book
Post
listenin The song of :my family
g
https://www.youtube.com/watch?v=YJyNoFkud6g&index=1
&list=RDYJyNoFkud6g T/L Audio
Song
Teacher invites his learners to write on their copybook
10
mn
10
mn
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel

djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I pronounce Framework: PIASP
Learning Objective (s): by the end of this lesson my learners will be able to read and pronounce words related to
the topical lexis of the whole sequence : /e/ /I://θ/ /ð/ in a correct way .
Target competences: interact – interpret Domain (s): Oral/written/both Materials: the course book/ W.
– 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 Review and

a quick review about the previous lesson reinforce
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:
Read-Keep-best-think-the introduce the
target 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
To Familiarize
ee/ea e Th+cons Th+e
the ls with the
/I:/ meet /e/pet /θ/ /ð/
new sounds V/A/
throw father
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
To check and
/ I:/ /e/
5mn
reinforce
Task 3: task 4page 55

I throw the ball in the right hoop.
Task 4: I complete the table with my own

5mn
words (the learner works with his partner )
10mn / I:/ /e/ /θ/ /ð/
To invest the ls
T invites to write on their copybooks prior
knowledge
Level : MS1 School : bormadia relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I practise 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 jobs
produce.
Target structure: to be
interrogativeform/articles /what/his/her
 Intel: Learner can interpret verbal and non verbal messages  Being proud of what his family do for living
 Meth: He can work in pairs or in groups.  Valuing jobs
 Com: He can use a role play to communicate appropriately.  Being polite
He can use ICTs to communicate with others  Asking questions politely.
 Per and soc: He can socialize through oral exchanges and
written messages
Time Framewor Procedure Focus Aims Materia Vakt

k l
Teacher greets his learners /the learners respond

T sticks on the baord the picture Omar then asks: To motivate / get
Lead in : T: Who is this? Ls: h e is Omar. them engaged
T:Omar has an English friend. Her name is Margaret. He sends V
presentation her an e-mail to introduce his parents .
A
to pave the way
Hello ,I’m happy to introduce my
to
parents .my father is a
carpenter,his name is Ahmed.my
mother is a teacher her name is
Introduce the
Meriem. W
topical lexis
boards
related to jobs +
Posters
T: is his mother a doctor ? LS: No, she is not.

T: what is her job?? LS: she is a teacher.. T/L
T; is his father a policeman? LS: No, he is not
T: 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 board
T introduces these jobs and invites his learners to listen
and repeat. T highlights the articles (a /an) .
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
Practice
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 . To form a question
T: what is his job ? LS: he is an electrician about jobs
Task two:I read and choose
To differente
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he –his)
between personal wboard
name is Karim and (my ,I) sister is a nurse ,(her ,she) is (a pronouns and
–an)type writer . possessive adjectives
Note :teacher devotes time to focus on the use of articles V/A/
(PIASP)
T writes on the board the following sentence:
I’m a dentist and my brother is an electrician,he works in the garage.
│ │ │
Introduce the
a an the
articles
indefinite indefinite definite
article article article
-I use the indefinite article “an” before the
words that start with a vowel.
Example: He is an architect. Familiarize the ls
with the articles
-I use the indefinite article “a” before the
words that start with a consonant.
Example: she is a nurse
I use the before singular and plural definite
nouns.
Task threeTask4 page51 Interpret gestures
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. V/A/K
/T
Use Task three:I introduce my family members and their jobs . The learner reinvests
I start like this: what he learnt to
Hello ,I’m happy to introduce my family : write an email
My father is (a job) .. his name is ………….and my mother where he introduces
is(a job)…………….her name is …………………… his family
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 Time : 2hours
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. Review the
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
Presentation then asks : who is this?
LS: he is Omar
poster
of Omar
T explains the situation: Omar sent you the
following message :
Hi ! my name is Omar
.I’m 11,I’m the fourth child
in my family.what about T/L
you ?
T asks some questions and helps his ls to

answer: L/L Elicit to introduce
T: Is Omar 12 ? L: No, he is not . The cardinal
T: How old is he ? L: He is 11 numbers
T asks one of his learners(using gestures): Wboard

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 T/L
14 fourteen 20 twenty
Practice 15 fifteen 30 Thirty
16 sixteen 40 forty
17 seventee 50 Fifty
n V/A/
18 eighteen 90 ninety Interpret
19 nineteen 100 One numbers from13
hundred to 100
Task two: I look and match the numbers.(page52)
Task three: I match

How old are you? She is 14
How old is your sister? I’m 11 T/L
How old is your father? He is 67
Are you 19? Yes, I’m W
T/L board
Task four: I ask and answer(a role play) Check the Ls
Step 1: understanding
Use The teacher writes the following question on the
board and asks his learners to find the answer: Ask and answer
My grand father is 33 and 35. about age about
How old is he?
LS: he is 68.
Step 2: T invites his learners to make an example Counting
like this in close pairs and act it out in front of
their class mates.
Presentation two Ordinal numbers(1st to 31st
(PIASP):
Presentation A short revision about cardinal numbers
The teacher reminds his learners about Omar’s
message .
T invites his learners to consider the following
sentence.
I’m the fourth child in my family
Isolate Teacher isolated :the word fourth and invites his
learners to compare it to four
the fourth four
Analysis │ │ Introduce the
Ordinal cardinal ordinal numbers
numbers numbers
I use :
Stating rules a)Ordinal numbers to order/ rank (persons
,objects )and write the date Familiarize the
b)Cardinal numbers to count (persons ,objects) learner with the
and say my age ordinal numbers
T introduces the ordinal numbers
1st The first
2nd The second
rd
3 The third
4th The fourth
5th The fifth Interpret the
9th The ninth ordinal numbers
2o The twentieth
st
21 The twenty first
22nd The twenty second
st
31 The thirty first
practice
Task one: Task 9 page 53. I read and rank the
children.
Task two : Write the date into the gaps the way it Reinforce the Ls
is written in English. understanding.
18 February :……………………………
21 March :………………………….. Read and write
23 February:……………………….. the date correctly
24 February:……………………….
1 March :…………………………..
Task 3: 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
-July is ………………………month in the year his age and his
-I’m ……………………..child in my family . rank in his family
Task 4 I write my age and my rank in my family.
I’m ………………….and I’m………………………child in my
family.
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: language use 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 – interpret – Domain (s): Oral/written/both Lexis: vocabulary related to ;jobs and family
produce. Materials: W. Board/posters about members.
Target structure: questions words (who-where- jobs Pronunciation: Intonation in “wh” questions.
what)
 Intel: Learner can interpret verbal and non verbal messages  Being proud of what his family do for living
 Meth: He can work in pairs or in groups.  Valuing jobs
 Com: He can use a role play to communicate appropriately.  Being polite
 Asking questions politely.
 Per and soc: He can socialize through oral exchanges and
written messages
Time Framework Procedure Focus Aims Materi Vakt

al
T greets his learners /the learners respond

Warm up wboard
A quick review about jobs ( preferable to be done through a
game ) To reinforce and
V
The teacher shows his learners a picture of a family, under pave the way
each member there is a number and starts his discussion
A
Is number 1 the father?
Where is the mother?
..................................
Presentation
presentation The teacher presents a dialogue(Ahlem shows her friend
photos of her family)
Karima: who is this?
Ahlem : This is my father Abdelkader.
Karima: what is his job?
Ahlem : he is a teacher? To introduce the
Karima : where is he , new
Ahlem : he is at home. Grammar items
In a context
The teacher isolates the words which contain the target
structure.
Isolation Who is this/that? What is his /her job?
│ │ │ │ │
Analysis Who this/that what his her
│ │ │ │ │
a question demonstratives a question possessive
word word adjectives
She is my mother He is my father where is he ?

│ │ │
She He where
│ │ │
Personal personal a question
Pronoun pronoun word
State rule I use :

Who to ask about person To highlight rules
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 To Familiarize
This to talk about objects or persons near us The ls with the
That to talk about objects or persons not near us new grammar
Task 1: I order the words

practice a- is –Who-girl-that-?
b- Where –father-is?-her
c- his-What-job-is-? To form a wboard V/A/
question
Task 2: I choose the correct word
Ahmed shows Rachid photos of his family
Rachid : ‘(who –what) is (this –that) boy? To check how
Ahmed :( he-she )is my brother ,(his –her) name is Kader . meaning.
Rachid :and (where –who ) is this girl ?
Ahmed; (he –she) is my sister
Rachid : (who -where )is she ?
Ahmed : she is in the school
Task 3: I order the sentences then put them in a dialogue
He is a dentist , he works in a hospital To order a
He is my brother Wahid dialogue
How old is he ?
He is 36
Hello ,Rachida .who is that boy?
What is his job ?
Hakima:…………………………………………………………….? L reinvests what
Rachida:……………………………………………………………… he learnt to
Hakima:……………………………………………………………..? produce a
Rachida:…………………………………………………………….. dialogue
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 focus: language use Framework: PPU (PIASP)
Learning Objective (s): by the end of this lesson my learners will be able to talk about his preferences.
Target competences: interact – interpret Domain (s): Oral/written/ both Materials: W. Board/
– produce.
Target structure: have got/has
got/verbs in the present/negative
form(do –don’t)
 Intel: Learner can interpret verbal and non verbal  To behave as a responsible
messages
 Meth: He can work in pairs or in groups.  To respect the others’ preferences
 Com: He can express his preferences .
exchanges and written messages
Tim Framewor Procedure Focus Aims Materia Vakt

e k l
Teacher greets his learners /the learners respond
Warm up T/L
Teacher asks some questions about Omar; W
How old is Omar? What is his father’s job? Interact /pave board
Is his mother a doctor? the way V
(the teacher can do a revision instead) A
Teacher shows Omar’s message to his friends in

presentatio (the teacher writes it on the board) T/L introduce the
n target
...............I’m different from my sister Houda. structures
I have got a cat but she has got a dog.
I like reading books but she likes watching T
cartoons
Isolation
The teacher isolates the target structure
I have got a cat . she has got a dog
│ │ │ │ Familiarizing
Analysis Subject verb subj verb them with the
new grammar W
I like reading books . she likes watching cartoons T items board
│ │ │ │
Subj verb subject verb
T/L
Stating rule a-I use the verb to have to indicate possession
b- I use Has in the third person : he , she, it
c- In the present simple, I add “S” to the end
of the verb in the third person (He-She – It).
Like---likes T/L Wboar
d- in the negative form I add don’t before the d
verb
I like couscous -- I don’t like couscous
V/A/
T/L
Task one: I order the words to get correct To Form a
sentences sentence
practice
a-like/I/watching /films
b-Fatiha/ music/loves
c-have got/two/sisters/I
d-Ahmed/plays/football
*I exchange my answers with my partner and To encourage
correct each other. the learner to
Task two: I correct the verb work with his
a-I (not love) .........playing tennis partner/to
b-Steve (live) ..............in America encourage
c- it (to be) .................. a pen peer
a- My friend (to have)............a pet hamster. correction
Wboar
Task three) d
L/L Consolidate
I read and complete
Hello ,I’m ………(name),I’m………………………(age). The learner
I’m………………………………(occupation) at reinvests what
……………………(school). he learnt to
I……………………………………..(like).I………………………… produce a
…… (an animal) message about
his likes
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.
Target competences: interact – interpret Domain (s): Oral/written/ Materials: W. board/The course book
– produce.
Target structure: to be interrogative
form //wh questions/the present simple
 Intel: Learner can interpret verbal and non verbal  To be 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

T/L A
:name,age,school ,food. Then asks his
Interact/prepare Wboard
learners to guess what the text will be about.
the learners for
the reading
T invites his learners to read the text (page60 phase
)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 ?
c- How old is he? T/L
Teacher invites his learners to read again and Scan (for general
do the following task . information )and
skim (for details)
Task two : I read and tick the right box.(p60)
Course
Teacher invites his learners to read the text
Decipher the book
on page 59 and do the following task message
Task three:I read and complete the profile . (interpreting)
Family name:……………………………..
First name:………………………………….. T/L Read and
Age;…………………………………………….. complete a
Class :…………………………………………. profile
Country:………………………………………
Likes:……………………………………………
Pet:……………………………………………….
Teacher invites his learners to fill in the

Post reading following paragraph with their personal Produce a short
information : paragraph in
which LS give
My name is ……... I am …………. old. I am from information
……………. I speak ……………… . about themselves
I like …………………. I like wearing …………. My
favourite food is ………………. I have got a pet L
…………… called ………………....
Wboard
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
 Com:he can ask and answer his friend
 Per and soc: he can socialize through written
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
Setting up the Situation

Your e pal Margaret is now a good friend
,she sends you a picture of her family
friend . Draw your family tree.
Add information(age , job ,… ) and send it

as an attached document(picture)
5mn
T: now , imagine you are Omar , draw your family
tree,add information(age , job ,… ) and send it as
an attached document (picture)
Planning
T splits the groups
learnt in this sequence. T/L
In -writing T asks the learners to complete the following
15m process
table:
n V/T/
knowledge Skills Attitudes
W. K
*Lexis related Greeting: -Being polite:
Board
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:
Drafting
10m With the help of their teacher, the learners start
n drafting .
Editing
Teacher helps his learners to find out and
10m correct typographical errors and mistakes in To correct the
n grammar, style, and spelling. mistakes(spelling,
publishing grammar,..)
The groups write the final draft and present their
10m T/l
work in front of their classmates to be assessed
n
T selects a work to be written on the board and
collaborating
corrected.
T invites his learners to write on their copybooks
10m Teacher: bendoubaba djamel (djamel djamel)
n
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I think and write 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: Interact/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
message in which
International friendship blog.
he introduces
him/herself and
I post my information to make
his/her family
new friends and practise my members
English
Flash
Support: cards
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:
Criteria Indicators
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
djamel djamel
Level :1ms
SEQUENCE :three
Me and my daily activities
The initial situation
You received a message from your

friend. He tells you about his leisure
activities . He wants to know about
yours Send him a reply and tell him
about your leisure activities at
weekends.
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/non verbal  Being punctual

messages to get information.  Being positive
 Meth: He can use listening strategies in
interpreting messages.
He can work in pairs or in groups.
appropriately.
exchanges
Teacher greets his learners /the learners

respond.
Teacher ,using gestures ,starts a discussion Wboard
with his learners:
T: who practises sport? which kind of sport?
I
Where? When (on Wednesday ,on.......)?
To brainstorm
Teacher sticks on the board the following ideas to talk
pictures in a disorder way and asks his about Ls interest
learners to reorder them(LS work in pairs).
Interpret
pictures/
introduce the
Warm up topical lexis
I get dressed I go to school related to daily
15m activities
T/L
Pre listening
V
I do my home work I go to bed A
Flash
cards
I wake up
I watch tv I have dinner
I have lunch I have break fast
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 look , listen
and repeat (p72).
Task one: I listen and reorder the words to
get correct sentences.
a-wash/my face/I/.
b-do/I/my homework/. To Form a
c-dressed/get/I/. sentence
During e- TV/watch/I/.
listening Teacher invites his learners to listen another
time and choose the correct word.(book
closed)
20m
Task two : I choose the right verb
n Wboard
a-I(have-go)............. to school.
To Identify the
b-I(wash-have)............. breakfast. meaning
c-I(have-go)..............to bed.
d-I(brush-do)...........my teeth.
Task three: I work with my partner to
5mn Write the missing word then order my
activities.
I ……………………………………… to school.
10m I ……………………………………… TV.
n Reinvest what he
Post reading I ……………………………………… to bed. learnt to talk
I ……………………………………… up. about his daily
I ……………………………………… a shower. activities
I ……………………………………… breakfast
Teacher invites his learners to listen to the Video
following song: song
Wake Up! Daily Routines Song for Kids
10m https://www.youtube.com/watch?v=eUXkj
n 6j6Ezw
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I listen and speak Framework: PPU
ACTIVITIES Language focus: lg learning
Learning Objective (s): by the end of this lesson my learner will be able to ask/tell time.

interpret – produce. Board/numbers song /a real clock /
 Intel: Learner can interpret verbal /nonèr  Being punctual

 Meth: He can use listening strategies in
appropriately.
exchanges
Teacher greets his learners/the learners

Warm up respond.
Teacher invites his learner to sing the song V
Of numbers then makes a quick review T/L To pave the way A
by reviewing
about numbers from 0to 60.
Cardinal numbers
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
*here teacher explains : am/pm
T eachers pins on the board a clock and asks:

Presentation T/L
Interpret time
A real
clock
a clock
- what is it ?
-Ls may answer in French, Arabic,........
- T: It is a clock then 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.
Teacher explains how to tell time in English

Teacher invites his learners to look ,listen and
repeat
T/L
A/V
Task 1 : Teacher invites his learners to look ,listen

practice
and repeat page73
Check the Ls
understanding
Task 2 :Teacher shows his learners a real clock (
or a craft clock ) and asks his learners ( the
T/L
teacher writes the example on the board)
Picture
T;is it 3 o’clock? LS: No ,it is not.

T : what time is it? LS: it is 4 o’clock
Teacher changes the time and invites his Interpret DIGITAL
learners to ask each other. TIME
L/L
Wboard
L:is it half past six? L; No ,its not.

T/L The
L: what time is it ? L: it is twenty five past two.
course
The teacher highlights the rule Book
To ask for the time, I use what and the
personal pronoun It.
What time is it?
To tell the time, I use it’s / it is wboard
It’s 4:20 / It is 4:20
Task 3: what time is it?(ls work with their Interpret digital

partners)(digital time) time
7:25 am /11:40 pm/ 3:00 am/ 5:15 pm /9:30 am
USE
Task 4:Task 3 page74.
I am Rafik. Here are my daily activities :
Task 5 : pps asks each other : A)what time do you Produce
.........(get , go to school .....)? L/L simple sentences
about
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lessons: I practise Framework: PPU
ACTIVITIES
Learning Objective (s): by the end of this lesson my learner will be able to use simple present to talk about his
daily routine..
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
 Meth : He can work in pairs or in groups.  Respect time
appropriately.
 Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Materi Vakt

al
The teacher greets his learners /the learners

10m reply. The teacher invites his learners to sing
n Warm up The daily activities song. Refreshing
A quick review about asking/ telling time( the their / V
interacting A
teacher uses a real clock or a craft one)
The teacher presents a pic of a girl : This is Amel , she is

from SETIF.
The teacher invites his learners to open their books on
Wboar
page 75 .
d
Task 1 : the teacher invites his learners to listen and
complete the table:
Amel .......................... At 6:00
Presentation
She ............................. At 7:00
She .............................. At 7:30

introducing
She ................................ After school the new
structures
she ............................... In the evening
Familiarize
the learner
The teacher highlights the rule: with the
T discusses the grammar tools ( page 79) target
Task one: I match structure
Stating rule Do you get up at 6:00? At 6:30

To read and
Where do you live? I live in Setif
What time do you get up ? no , I dont match
21m Task two :I underline the right question word
n A:(when/who) do you practice sport? B: at the To form a
weekend. question
Different
A:(what/who)do you do at 12:00? B: I have
Between
lunch.
Practice: Question
Task 3 words
I work with my partner to complete the following
dialogue
You : /at what/ time/ get up /do /on Friday/ you?
Your partner: I get up at.............. Producing a
You : you/ stay/do/at home? simple
Your partner: No ,I don’t stay at home. question
Use You : do/you/what/do.? about
Your partner: I go to the stadium. Daily V/A/
activities
T invites his learners to write on their copy
books.
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson focus: Framework: PPU
ACTIVITIES Language use
Learning Objective (s): by the end of this lesson my learner will be able to produce a dialogue to talk about one’s
leisure activities / dialy routines using simple present.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book/ W.
:affirmative/negative/interrogative
Asking whqs
 Intel: Learner can interpret verbal and non verbal  Being punctual
 Meth : He can work in pairs or in groups.  Being polite
appropriately.
exchanges
Warm up Teacher greets his learners /The learners

10m respond.
n A quick review about Amel’s daily activities. L/L To review and V
In pairs the learners act out the last dialogue consolidate A
k
in front of their classmates.
Teacher invites his learners to open their T/L

Presentation
10m books on page :80 and look at the photo of W
n the boy and answer : Interact to pave board
How old is he (guess)? Is he a pupil? the way
Now, read what is written in the bubble and
check your answers.
Now the teacher invites his learners to read A/V
the text and do:
Task 1 page 81: I read and complete the The
15m T/L check the course
table.
n practice learner’s book
Task2 page81:I put the verb in the present
understanding
simple.
Task3 page82:I order the words of the check and
following dialogue.(I work with my partner) reinforce the
learner’s
acquisition and
15 Task 4:
mn I complete the following dialogue(in pairs)
You : (greet).
Your partner: (responds )
You : ...............................................?
Your partner: I get up at 6:30. L/L Produce simple
You : .................................10:00? questions
Production Your partner: I play with my friend. /answers about
daily activities/ W
You :.................................................?
board V/A
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
10m
n
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 name animals using a correct
pronunciation of the final s
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.
exchanges
Time Framework Procedure Focus Aims Material Vak

t
Teacher greets his learners/they respond .

T asks : Do you have a pet at home ?
Teacher pins four pictures of animals on the board
10m Lead in And asks which animal do you like best? V
n A
T/L
The teacher introduces different pets and invites his
To attract
learners to listen and repeat (the teacher can use
the learner
flash cards or Pictures p83) intention to Flash
The topic Cards
Teacher writes Omar’ email on the board and invites W
his learners to listen and repeat the underlined words baord
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
Presentatio
n
Isolation Introduce
Teacher isolates some words to be written on the the target
board. sounds
Analysis Hi - pets -friends - horses- Through
│ │ │ │ Naming pets
/h/ / s/ /z/ /IZ/ Familiarize
10m State the them with
n rule the new
/h/ /s / /Z/ /IZ/
sounds
In the After After After
beginni p-f-k-t b-d-l- Ch-sh-
ng of and θ m-n- s-ge-z
the ........
word
practice Check and
Task one: Task 2page 87 Where do these words live ? reinforce the
( the teacher should focus on the target sounds only learner’s
Task two :I find in the text three pets and pronounce understandin
them . g
Task two :I listen and classify the following words:
Watches , cats , hello –goes- works
/h/ /Z/ /S/ /IZ/
3mn ........... ............ ........... ..........-
3mn
Task three To ask and
5mn The teacher invites his learners to ask / answer about answer
their favourite pets about his
L1)Which pets do you like best friend’s V/A
L2)I like ……………because they are …………….( friendly , favourite
cute , strong , beautiful pet
Teacher invites his learners to write on their copybook
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I read and do Framework: PDP
ACTIVITIES
Learning Objective (s): by the end of this lesson my learner will be able to interpret a message about daily /leisure
activities.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
Intel: Learner can interpret verbal and non verbal

 Being positive
messages
 Being punctual
Meth: He can develop his strategies for reading
and writing
Com:He can work in pairs or in groups
Per and soc: He can socialize through written
messages

l
Warm up The teacher greets his learners/the learners

respond. The
Teacher invites his learners to open their T/L course V
10mn Pre read books on page 85.then asks them some Interact to book A
prepare the
questions ? what is the name of this girl?
learners for the
How old is she? Is she Algerian? where is she
reading phase
from? them
The teacher writes on the board the
following words : playground-maths-English-
break –the lesson-I get home-
The teacher invites his learners to translate
these words in their mother tongue,the
teacher explains the words which his learners
find difficult to translate .
The teacher invites his learners to guess the
topic of the text.
20mn While read
He teacher invites his learners to read the
text and do the following task: V/A
Task one page86: I read the text and
complete the table.
Task two page 87:I tick the appropriate box
and I correct the false answer. T/L Scan(for
Task three : I answer the following general
answer : information )and The
a- Does Margaret gets up at 7:00? skim (for course
b- What does she do at 9:00? details) book+
c- When does she attend the ballet W
classes? board
Task four: Decipher the
message
I find in the text words or phrases that are
.(interpreting)
closest in meaning to:
Wake up = …………… starts = ……………
I find in the text words or phrases that are
opposite in meaning to:
evening≠ ………….. finishes ≠ …………..
Post read Write about a day in the life of an Algerian

20mn pupil using the following .( A group work)
The following table may help you?
At home At school After school
Produce a short
Get up Start class Have coffee paragraph in
Pray The next Play with my which LS write V/A/K
Have lesson friends about their daily /T
breakfast begins at Watch tv activity
Go to school Have break Do my
homework T/L
10m
copybooks
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I learn to integrate Framework: writing process
ACTIVITIES
Learning Objective (s): by the end of this lesson my learner will be able to a short note about a friend’s leisure
activities.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
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 /interacting V
they do at the weekend :
process A
The teacher and the learners writes on the
The board K
board some leisure activities:
T
For example :
stay at home/ go to the park Ls can use his
/go to the mosque/ listen to English music T/L prior knowledge
/practise sport/
/play with your pet/ read books/watch tv
/ visit your family/your friend/chat with Interacting
friends/use internet.
/ go shopping with your parent/ go for a
walk/visit places/go to the stadium.
Setting up the Situation
5mn You want to know about your friend’s

leisure activities. Ask your friend about his
week-end leisure activities and write about
them.
I ask my friend :
-what do you do at the week end ?
-Do you stay at home?
-Yes ,I do /No? I don’t
I use the answers of my friend and write
about his leisure activities.
Start like this : Omar goes to the park on
saturday .........................
15mn
Planning T/L
T splits the groups (the members of the
In -writing group can ask one learner and writes about
process his leisure activities))
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
With the help of their teacher, the learners
10mn
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.
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/talk A
About mom’s
Then what do you do?
daily activities
Who prepares for you the breakfast?
At what time does she get up?
What are the other activities that your mother Wboard
does every day?
here the teacher shows pictures :
T/L
Flash
cards
wash/clothes
iron /clothes cook
Using gestures : the teacher adds the other

daily activities:
clean / floor ,wash /dishes....... and complete A/V/
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 learner uses
The teacher introduces the situation and asks
n what he learnt to
them to work individually. produce a
meaningful
message about
Your e-pal Margaret sends you a his mom’s daily
letter in which her mothers asks activities
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:

I’m happy to tell you about my mom’s daily
activities.
My mother is a great woman ,she gets up at
......................................................................
5mn
The teacher collects the students’ sheets and
Post writing
corrects them using the evaluation grid below:
Criteria Indicators
1-Relevance Write a letter
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
Level :1ms
SEQUENCE :four
Me and my school
The initial situation: Learning situation to install resources
You have rights and duties at Your friend is new in this school.
school . You want to remind your Tell him about : different places
mates about them . Write a poster and rooms in the school , the
of your rights and duties and regulation and the class schedule.
publish it on your school blog
djamel djamel
Sequence: 4 ME AND MY SCHOOL Lesson: I listen and do Framework: PDP
Learning Objective (s): by the end of this lesson my learner will be able to express his rights and duties .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/

Target structure: -simple present / my
our/we
➢ Intel: Learner can interpret verbal messages to get ➢ shows respect for the school and respect its
information. rules.
➢ Meth: He can use listening strategies in
➢ Com: He can use a ICT’s to communicate
appropriately.
➢ Per and soc: He can socialize through oral
exchanges
Learning situation to install resources

Your friend is new in this school. Tell
him about : different places and
rooms in the school , the regulation
and the class schedule.

respond.
The teacher sticks on the board the following T/L
pictures and invites the learners to look at them To brainstorm V
pre listen and answer the questions. ideas A
To introduce the
The teacher sticks on the board the following key
pictures and starts a discussion to introduce the words/prepare Flash
keywords:( school rules, respect, duties, rights,) the Ls for cards
listening phase
VA
T:Do you listen to music in Interact to help
the class? the Ls interpret The
LS: No,we dont . the pictures white
T: so ,it is your duty.( the pupil respect the board
While listen school rules)
T/L
Are they playing in the

class? No , they are playing in the school yard.
The
It is their right.
course
book
The teacher invites his learners to open their
books on page 101/102/103 and listen/look/
repeat .
Task 1: I ask my partner.
Do you raise your hand to speak ? yes, I do
To listen and
Do you greet your friends? Yes, I do
L/L answer the
Do you chew gum in the class? No,I dont.
questions
Task 2: ( task 2 page 104) I tick the correct
To encourage the
answer
Learner to work
Task 3 : I classify the following statements.
with his partner
We stand for the national anthem.
We don’t make noise in the class
T/L
We say our opinion.
To listen and V/A
complete
our rights our duties .
1-.......................... 1-..........................
2...........................
The pupils work in groups to make a poster

about their rights and duties .
Post listen
My duties : L/L To reinvest the
I have the prior knowledge
right to To write a poster
djamel djamel
Sequence: 4 ME AND MY SCHOOL Lesson: I listen and do Framework: PPU
Language learning and use
Learning Objective (s): by the end of this lesson my learner will be able to ask and answer questions about
location.
interpret – produce. the course book
Target structure: -simple present /
prepositions (next to ….)
➢ Intel: Learner can understand and interpret verbal

/non verbal messages to get information. ➢ shows respect for his school and respect its
➢ Meth:. rules
➢ Com: He can use ICT’s to communicate
appropriately.
➢ He can read and locate places on a map
➢ Per and soc: He can socialize through oral /written
exchanges

respond.
The teacher invites his learners to look at the To elicit the key
pined pictures and put the right name under the T/L words Flash
Warm up corresponding picture . ( the sports ground- the Cards V
physics, the biology lab- canteen- the computer and pave the way A
room- the staff room – the library – the
classroom -
..................... ......................
……………… ………………..
White
board
A/V
...........................
...............................
............................
.............................
The
presentation
The teacher invites his learners to open their To introduce
books on page 108 and look at the plan, target structure
listen and repeat ( drilling ) In a context
-The canteen is next to the staff room.
Drill To memorize
- The library is at the corner of the school, on
T/L
the right side.
- The Physics Lab is between the computer
room and the library.
Practice - the stuff room is on the left side.
Task one: I look at the plan and choose the
correct preposition
The canteen is (next to / between) the staff To check and The
consolidate book
room.
meaning and
The Biology lab is on (the right /left side) of
form
the library
The sports ground is (at the corner of / next
to )the school.
Task Two: a) I look at the plan A ( the 1st
floor) and and ask my partner :
-The classroom number 2 T/L
- The staff room
Example : a)Where is the classroom n 7?
b) It is on the first floor, near classroom
Number 8.
b) I look at the plan b( the 2nd floor) and ask The
my partner L/L board
- The library
Use - The sports ground
- The computer room
Task three :I complete the following email

L/L
Hello, our school is ..............(big /small)
. In my school there are ( the number of different The learner
rooms/places.) . my classroom is ( where your locates places in
classroom is).I love my school and my teachers.I T/L His school
respect and follow my school rules.
djamel djamel
Sequence: 4 ME AND MY SCHOOL Lesson: Framework: PPU
Learning Objective (s): by the end of this lesson my learner will be able to talk about their activities in the school
using present continuous
interpret – produce. The course book
Target structure: -present continuous I pronounce : [ŋ]
➢ Intel
- He can understand and interpret verbal and non-verbal ➢ shows respect for his school and respect its rules
➢ being positive
messages.
➢ being responsible
➢ Meth:.
➢ Com: He can play roles to communicate
appropriately
exchanges
The teacher greets his learners / the learners To pave the way
respond. The w
Warm up I Tell my students “Stand up.” Say & write on board V
the board “You are standing.” I repeat with A
several other known commands to class or
various individuals, asking students in each
case what he, she, or they are doing and
writing it on the board: “You’re sitting,” he’s
reading,” “she is writing,” “I’m talking,” etc.
The teacher shows is learners this pic and To introduce the

starts a discussion . target structure
Is it a boy or a girl ?
is she watching television ,now? No ,she is
not .
The
is she dancing ? No ,she is not .
presentation
what is she doing ? she is writing.
The teacher invites his learners to open their

books on page ,listen and repeat .
Practice What is Akram doing ,now?
1- Akram is watering the flower. To check the
2- Razan is helping Younes to clean the learner’s The
school. understanding course
book
3- Houda and Yasser are cleaning the
window?
4- Amel and her group are discussing
their rights and duties.
THE TEACHER HIGHLIGHTS THE RULES

The present contnious
I + am + verb +ing + now
You +are + verb + ing+ now To highlight the
HE/she/it +is + verb +ing+ now rules
We /you / they+ are + verb +ing +now
Task one : I look at the pictures on page
105 and choose the correct answer
Flash
Example cards
Is Omar playing football?
No,he is not . Yes ,he is. Yes ,they are , no , To ask and
answer about
they are not .
action in a
Are Sarra and her classmates studying
progress
geography?
No,he is not . Yes ,he is. Yes ,they are , no ,
they are not.
Are Omar and Amel are listening to music? The w
No,he is not . Yes ,he is. Yes ,they are , no , board
they are not .
I pronounce : how t pronounce ing [ŋ]/ The pronounce
Listen and repeat ( drilling) the sound
Writing – singing – sing – greeting- correctly
Drawing -
Use Task 3 : ( a game) To interpret and

produce a
students mime various activities to their
sentence talking
partners and ask, “What am I doing?” (During
about an action
demo write this on the board). The partners in a progress
guess, then take their turns at miming.
djamel djamel
Sequence: 4 ME AND MY SCHOOL Lesson: I pronounce Framework: PPU
Learning Objective (s): By the end of the lesson, my learners will be able to present and act out a poem to talk about
their rights and duties towards their schools/ nation pronouncing the following sounds correctly / ʒ / / dʒ / / g /
Targeted competencies: interact – Domain (s): Oral /written/both Materials: the course book / W.
interpret – produce. I pronounce : / ʒ // dʒ / / g / Board/
- Intel: The leaner can interpret and identify sounds.

He can interpret verbal and non-verbal messages ➢ shows respect for his school and respects its rules
- Meth:. He can work in pairs or in small group. ➢ show respect for his nation
- He can assess his work and his peers.
- He can use strategies for listening and
interpreting oral discourse.
- Com: He can use role play to communicate
appropriately.
exchanges
The teacher greets his learners / the learner T/L

respond. To revise and The V
A quick review about rights and duties reinforce board A
T : Do we ( teachers and pupils) chew gum in
Warm up
the class?
No, we don’t
Do girls and boy follow the school rules
Yes , they ( girls and boys) do .
The teacher invites his learners to work in

The pairs to complete the text with the missing
presentation word using: pleasure , Algeria, girls.duties.
In............., .......... and boys have the rights To fill in the short
in a free education , a safe and clean text
environment and they have the same
.........., the pupils have .................. to
respect the school rules. The
board
The teacher isolates these words To introduce/
identify the
pleasure , Algeria, girls. duties. T/L different sounds
│ │ │ │
/ ʒ / / dʒ / / g / / dʒ /
The teacher invites his learners to repeat
Drill to shape the
these words
learner
Task 1. I listen and repeat (page110)
articulation The
Task 2 : I listen and cross the odd word book
Practice which doesn’t contain the sound
/ g /Good – girl – bag- gym
/ dʒ / Juice- job- got- Jacket
T identify the
/ ʒ / Pleasure – leisure – measure - past
target sounds
/ j /Yes- you – city - yellow
T/L
Task three I choose the right key to open the
padlock (page 112).
Task four the teacher invites his learners
To present and act out the following poem The
about their duties toward Algeria in a front of To present and book
their class mates focussing on the target act out a poem
sounds .(assessement) (feel the poem)
Use Algeria, we all enjoy,
Our flag , white, red and green To stand in a
front of an
Pleasure to love you, girl and boy
audience
Your crescent and star in between
Long life Algeria .
djamel djamel
Sequence: 4 ME AND MY SCHOOL Lesson: I practise Framework: PPU
Learning Objective (s): by the end of this lesson my learner will be able to talk about his class schedule.

interpret – produce. the course book
prepositions of time ; on / in / at / from
…to
➢ Intel: Learner can understand and interpret verbal

/non verbal messages to get information. ➢ shows respect for his school and respect its rules
➢ Meth:. ➢ respect time
He can work in pairs or in groups. ➢ being positive
➢ Com: He can use drama and role-play to
communicate appropriately
➢ He can interpret a class schedule
exchanges

l
The teacher greets his learners / the

learners
Respond. T/L
A quick review about the different rooms and To elicit V
Warm up places in the school. information and A
The teacher asks pave the way The
Who is your teacher of Arabic? board
Who is your teacher of physics?
Who is your teacher of mathematics?
When do you have English? At what time?
The teacher invites his learners to open their The

books on page 107 and say : To interpret course
Presentation This is a class schedule.( the pupils repeat) A class schedule book
It is Omar’s class schedule. V/A
Task 1 :Look at the this class schedule and
answer Omar these questions : T/L To ask and
answer
A: What do you have on Monday? questions
B: ………………………………………
A: When do you have English?
Practice B: ………………………………………
A At what time ? The
B From……………..to ………… course
A: Do you have Maths on Thursday? book
B: ……………………………………….
Task 2 : I and my friend act out this dialogue
The teacher highlights the rules

In – on – at are prepositions of time T/L
1-We use in before :
a- Morning – Afternoon- Evening To familiarize
2- we use ON before the learner with The
The days of the week ( Monday, …) the target board
structures
3- we use at before
Time – noon – midnight
Task 3 : I choose the correct preposition
( In/ on )Tuesdays, we have sport; Arabic-
Maths .We have sport (in / on ) the morning T/L
(at – in) 10 am.
To check and
Task 4 : a)Now I ask my partner reinforce
Use When do you :
— have French- Sport… ?
Do you have it in the morning or in the L/L To reinvest the The
afternoon ? prior board
At what time? knowledge in a
b)Now we exchange the roles meaningful
dialogue .
THE TEXT FOR READ
My ideal school
My ideal school is very big and beautiful with two floors and a lot of classrooms. We have a
garden where we plant trees and flowers, there is a tennis court for teachers and pupils and an
interesting library with lots of books. We love reading books. There is a canteen where we eat
lunch and chat.
In my ideal school, we have English and Mathematics every day in the morning, and
computer every day after lunch, each pupil has a laptop.
In my ideal school, pupils and teachers respect and follow the rules.We don’t come late. We
all stand for the national anthem. We greet each other. We keep our school clean.
In my ideal school, I have the right to say my opinion, I have the right to play, meet new
friends , sing and laugh . This is my ideal school.
The teacher djamel djamel
My ideal school
djamel djamel
Sequence: 4 ME AND MY SCHOOL 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
rights , duties, and class schedules .
prepositions of time ; on / in / at /
➢ Intel: the learner can use his critical thinking

➢ Learner can understand and interpret a written ➢ shows respect for his school and respect its rules
message to get information. ➢ respect time
➢ Meth:. ➢ being responsible
➢ Com: He can communicate appropriately
➢ He can interpret a class schedule
exchanges

l
The teacher greets his learners / the learners

respond. T/L To motivate
Warm up Ask questions about the different rooms and and brainstorm V
places in the school. ideas A
Is there a garden? is it big? Free
What about the computer room? text
How many computers are there ( 15 /20 / 25
.....? T/L
Pre read Guessing from words, teacher writes 5 or 6

words from the text on the board and asks
the students to guess the topic ( example ,
Garden – library- sport - play- raise my hand . To introduce
the topic and
The teacher invites his learners to read the the key lexical
During read text and the title and how many paragraphs items
and do :
Task one : I Match each idea with the
corresponding paragraph.
My duties 1st paragraph
My rights 2nd paragraph
MY school 3rd paragraph
MY class schedule. 4th paragraph
Task two :
I read and write true or false T/L Interpret
In my ideal school : A written
a) There is not a garden message/
b) pupils love books
c) Pupils are happy
d) pupils have English on Mondays Read to get
Task 3 : I exchange my answer with my information
partner and correct each other .
Task 4: I Find in the text words that are

closest in meaning to the following L/L
Like =
Say hello = V/A
Task 5: ( working in groups) Students finish

Post read sentences – Students get half of a sentence To check
from the reading then complete it. understanding/
A garden where the pupils………………. reinforce / get
A canteen where the pupils ……………….. the learner
The pupils don’t ……………………….. engaged
Teachers and pupils stand for ……………..
Level :1ms
SEQUENCE :FIVE
Me and my COUNTRYAND
THE WORLD
The initial situation: Learning situation to install resources
You want to invite your e-pals to visit Your American friend doesn’t know
Algeria. You want them to visit our Algeria. Send him a letter in which you
beautiful country, its monuments and
give him information about: location,
famous places. Make a leaflet to attract
flag, famous monuments ,places,
currency, national dish and
Level : MS1 School : bormadia Relizane Teacher:MR bendoubaba djamel
djamel djamel
Sequence: Five Lesson: I listen and do Framework: P.D.P
Learning Objective (s):

learners will be able to ask/ give information Algeria and other countries as for currency, flag, national and
religious celebrations.
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Support : world map , ,pictures of
produce : the course book
Target structures :to be in the I pronounce: : /Ↄ: /au/ / ŋ
present/where/what
➢ Intel: Learner can interpret and use verbal and non- ➢ Being proud of belonging to one’s country.
verbal messages. ➢ Preserving national heritage.
➢ Meth: He can use listening strategies. ➢ Openness to the world
➢ Com: He can use group and pair work to communicate
appropriately.
➢ Per and soc: He can orally socialize and be open to the
world.
Tim Frame Procedure Focus Aims Material VAKT

e work
A /v
Warm up The teacher invites his learners to look at the pined
world map and answer some questions :
What is it ? what for? To activate
Can you show me Algeria on the map? the learner’s
schemata /To
Pre The teacher introduce the key words by inviting the pave the way
Listenin learner to work in pairs to do the following task
g World
Algeria the national dish map V
Dinar the currency
th
The 5 july the national day
Couscous country To introduce
Maqam echahid monument the key
words new
vocabulary
During The teacher invites his learners to listen to( short text
Listening about Adaku page131) and answer the questions
A: Where is Adaku from?
B: .....................................
A: What is her national currency?
B: .....................................
A: What is her national dish? Flashcards
B: ..................................... +
A: What is her national celebration day? W. Board
B: .....................................
Task two : I listen and fill in the table
Checking the
country monum National National LS acquisition
ent currency dish
Sami
Steve
Chen
The learner
reinvests
After what he
listening Task 3: a role play (close pair work) learners read the learnt act
the learners play the role of Steve , Sami……..and ask / out a role
answer about : country, National currency,…….. play
I pronounce : I listen and repeat
/ ŋ/
Algeria-Bangladesh
-England -Congo
/Ↄ /
Australia-Nigeria -
Colombia-bolivia
/a Ʊ / Saudi Arabia South

Africa-morocco-
pound
/Ↄ: / Andorra -Georgia -

Portugal-libya
Level : MS1 School : bormadia Relizane Teacher:MR bendoubaba djamel
djamel djamel
Sequence: Five Lesson: I listen and do Framework: PPU

learners will be able to ask/ answer about information nationalities
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Support :flash cards: the course
produce book
Target structures :to be in the
present/where/what
➢ Intel: Learner can interpret and use verbal and non- ➢ Being proud of belonging to one’s country.
verbal messages. ➢ Preserving national heritage.
➢ Meth: He can use listening strategies. ➢ Openness to the world
➢ Com: He can use group and pair work to communicate
appropriately.
➢ Per and soc: He can orally socialize and be open to the
world.
Teacher warmly greets his learners
Warm up Teacher sticks some posters of famous Brainstorming posters

persons on the board and asks : who is V
this? A
T/L
Attracting the
5mn learners
interest
NEYMAR RIBERY
Posters
T/L
T/L
5mn
Then , the teacher sticks the flags and asks

them to match posters with the flags
(teacher helps them)
T/L
10m
n
BRAZIL
Presentation
CHINA
PORTUGAL
T eacher writes on the board L/L
7mn a-Mr Bean is from England/he is English
mn b-Christiano is from portugual/he is
Portuguese
c-Obama is from America /he is American Forming words
d-Brucelee is from China/he is Chinese (nationalities)
e-Ribery is from France/he is French
f-Neymar is from Brazil/he is Brazilian
Activityone : I listen and classifyAlgerian,
Italian, Japanese, Turkish, Egyptian, British, W.
Chinese, Moroccan, Spanish, Board
Australian, Russian, American, Indian,
7mm Nigerian, French
n
ch ese ian ish an
Check their
acquisition
6mn Activity two : I look at the example and do
the same(pair work)
• Example : this is mahrez ,he is from
Algeria ,,he is Algerian .
Practice
Posters
Mahrez john Ahmed
5mn
Enquiring about
Aimé chen people
nationalities
Activity 3 : pair work (ask about famous
persons)
T writes on the board the following example .
Amine; where is ronaldo from?
Karim : he is Portuguese.
10m T invites the other learners to ask about Posters

n produce other famous persons +wboar
Communicative –based-activity: I complete d V/A/
Act out a role

Messi : Hi, I’m ................. play
I’m from................. I’m.......................
Where are you from ?
You : Hi, ............................................
*My learners act it out .
Tutorial session (td)
My objective : consolidate what my students learnt in this sequence (currencies
,monuments , places……..)
Task 1 : I match countries and currencies
a- China Dollar
b- America Euro
c- France Naira
d- Great Britain
e- Nigeria Pound
Yuan
Task2 : where are the following monuments located ?
Mansoura is in …………. The suspended bridges are in ………………………….
Eiffel tower is located in…..

Tassily is located in……. big ben is located in …………
task 3: WORD SEARCH find the following words :

Tassili –Pound-Africa-Yuan-Dollar-Paris-Bigben-Dinar-Euro
d i n a r b t
o y p f p i a
l u a r o g s
l a r i u b s
a n i c n e i
r s s a d n l
e u r o f m i
Level : MS1 School : Teacher:bendoubaba djamel
Sequence: Five Lesson: I practise Framework: PPU

By the end of the lesson, learners will be able to talk and write about their cities
Targeted competencies: interact – interpret – Domain (s): Oral/written/both Materials: Flashcards / W. Board/pic
produce of cardinal points
Target structures : possessive adjectives
➢ Intel: Learner can interpret written messages. -citizenship

Meth: Metho Comp: ability to mobilize the resources -pride of national identity
➢ Com: Ability to transmit data
➢ Per and soc:. ability to develop attitudes of solidarity
and sense of belonging to our nation
Time Frame Procedure Focus Aims Material VAKT

work
T. warmly greets his learners.
Warm up T. sticks the picture of the cardinal points on the board :
Attracting the Pic of

Ls’ attention cardinal
T/L to the topic points A/V/
T. Asks pupils;-what is this? Why do we use it?

-where is Relizane?
-what is it famous for?
*to explain the word famous for the teacher gives
examples ; L can use his
Paris is famous for ; Eiffel tower prior
The Mostaganem is famous for its beaches knowledge
presentati
on T. writes the following e-mail on the board:
W. Board
T/L
introducing
Its capital is Algiers .Maquam Echahid is our famous the new
monument structure
│
isolation
V / A/
│ T/L
analysis Possessive adjective possessive adjective
Personal pronouns possessive adjectives
I My
You Your
He His W. Board
She Her Familiarizing
It Its the ls with the
We Our new
they their stuctures
Task 1: I choose the correct pronouns:

T
Practice ➢ (I/my) country is beautiful.
➢ (Our/we) currency is dinar.
➢ (Our/ we) are Algerian. W. Board
➢ (I/ my) am from Relizane.
➢ (It/ its) famous monument is Maquam El
Shahid.
Task 2: I look at example and do the same
Example:
I my email
You ……………… city L/L Putting the
Ahlem …………… name new
Ahmed and I …………… book /structures
Tlemcen ……………. Monuments /vocabulary in
use
Task 3: I complete the following email with: its,it
use and my
Hi , I want to tell you about ............city Relizane.
...........is situated in the west of Algeria ,.........is L/L
famous for ..................a beautiful garden .
I love ....................... city .
T. invites the Ls to copy down on their copybooks

Level : MS1 School : Teacher: bendoubaba djamel
Sequence: Five Lesson: I read and do Framework: P.D.P

By the end of the lesson, learners will be able to describe the wonders of their country
Targeted competencies: interact – interpret – Domain (s): Oral/written Materials :a map /handouts
produce W.Board
Targeted structures: asking about location
➢ Intel: Learner can interpret and use and non-verbal ➢ citizenship.

messages. ➢ Preserving national heritage.
➢ Meth: ability to mobilize the resources efficiently.. ➢ Being strongly attached to one’s origins.
➢ Com: ability to transmit data
➢ Per and soc: He can socialize and asserts his identity

work
Ice T. warmly greets his learners and asks them to conduct
Breaking prayers.
T. sticks a map on the board then asks the following

questions:
5mn 1-where is Tlemcen located?
2-where is Oran located? T/L Learners use
3-where is Tam located ? their prior A/K/
knowledge V
10m Pre A map

reading
+
W. Board
T. asks the learners to read the following letter and do

task one
T/L
15m T.presents the following letter Hand outs
A Letter from mother Algeria.
Hello , my name is Algeria. My North is

beautiful with its mountains and forests like
During djurdjura and Cheffa. My West is famous for
reading its monuments like Mansoura ,Santa Cruz.
My South is fantastic with its oasis and
touristic sights: Tassili and Askreem. My
East is nice with its beaches and delicious
W. Board
dishes V/A/
Read for
5m details
Task 1: I choose the right answer:
-The text is about :
a: Algeria b: Tunisia c: Nigeria. d: India
- the beautiful forests are located in:
a: South b: North c: East. d: west
-the West is famous for its:
5m A: Forests b: beaches c: Monuments.
d- oasis
5m task 2: I read again and answer the questions
a) - is Santa cruz in the south?
b) - where is Tassili located?
Task 3 : I find in the text words which are closest in
meaning to:
Post Beautiful = ………………………………..
reading Touristic places = ………………………….
Task 4 : I fill in the table with my own informations: L/L

V / A/
5m
Touristic sights Town Location Use his prior

Ex: Santa Cruz Oran West knowledge to
……………………… ……………………… ……………………… L/L fill in the table
……………………… ……………………… ………………………
10m …………………….. ………………………. ……………………….
T. invites the Ls to copy down on their copybooks

Level : MS1 School : Teacher: bendoubaba djamel
Sequence: Five Lesson: I learn to integrate Framework: writing process

By the end of the lesson, my learners will be able to respond to Kathleen’s email, describing
one”s country; nationality; currency, dish and celebration days .
Targeted competencies :interact – interpret – Domain (s): Oral/written/both Materials: student manual /
produce W.Board/flashcards
Target Structures: Simple present tense
“to be” to describe.
Prepositions of place.
Simple present tense to have to indicate the
possession
➢ Intel: Learner can interpret and use and non-verbal ➢ citizenship.

messages. ➢ Preserving national heritage.
➢ Meth: ability to mobilize the resources efficiently to Openness to the world (sharing information and
produce a written message respecting people of other cultures).
He can work in pairs or in groups
➢ Com: ability to use technologies(writing emails)
➢ Per and soc: socializing

work
Ice T. warmly greets his learners and asks them to conduct A
Breaking prayers.
FLASH
CARDS
Warm up The teacher : shows them pictures of some monuments Activate the ls
10m and Ss identify the country or the city of these T/L schemata +BOARD
monuments
situation three
Pre-writing
process
Your American friend (Kathleen) sends
you an e-mail about her country ( USA). V+A
Reply to Kathleen with an e-mail about
your country (Algeria).
Scan /identify
Learners work in groups of four L/L the resources
5m L read the e-mail p 141
Task 1- I read the email and I fill in the table

cities verbs Preposit adjectiv monum
ion of es ents
location
1- 1- 1- 1- 1-
2- 2- 2- 2- 2-
V/a
Task 2(working in pairs)
20m Learners try to identify the different parts of the identify dif
e.mail. then they work in pairs to complete the parts of the
Knowledge, skills and attitudes chart on L/L email
page142
knowledge Skills attitudes

Vocab and Greeting Respect
lexis related to Use mechanics Being polite L/L
monuments... of writing an Valuing his/her
Present simple e.mail. heritage
and
prepositions
Possessive
adjectives
Task : I write with my partners a replay to Kathleen

In- writing
Learners work in groups
process Produce a
Drafting
meaningful
With the help of their teacher, the learners start
15m email
drafting .
Editing
Teacher helps his learners to examine the text carefully to
find and correct typographical errors and mistakes in grammar,
style, and spelling.
publishing
10m
n 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.

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Level :1ms

All SEQUENCEs lesson

The Initial situation

Your teacher of English needs some

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

Time Framework Procedure Focus Aims Material Vakt

Teacher sticks a picture of a school boy and

Drilling : the teacher invites his learners to To memorize

/ai/ /ei/ /i/

Here the teacher invitesthe learners repeat

Task 3 : (task 2 page 37) I Listen and cross the

Task five : task 5 page 36(written) To face an

T. invites the learners to write on their

 Intel: Learner can understand verbal /non verbal

Time Framework Procedure Focus Aims Material Vakt

Teacher warmly greets his learners/the

T. invites the learners to write on their

My objective : consolidate what my students learnt in this sequence(greeting,introducing themselves,the

The teacher gives his learner a chance to read

Time task objective

Task one: a)I look at the example and do the same

Example: Hi! my name is Djamel ,I’m 10.

10mn Your turn: Consolidation

b)Teacher invites the learners to perform it in pairs or

Task two : I match

Name question mark(?)

Task three:a) I listen and cross the odd word

Task four: I read and supply with the capitalization

 Intel:Learner can interpret and use verbal and

Time Framework Procedure Focus Aims Materia Vakt

Warm up T greets his learners/learners respond

Hello ,……. name ……

5mn based-form activity

T. invites the learners to write on their

 Intel:Learner can interpret written messages

Time Framework Procedure Focus Aims Material Vakt

this is Susan (here the

I am a pupil at ………. Middle School.

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

 Intel: He can show creativity when producing written

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners/ the learners

T: these are called social media .

The groups write the final draft and present their

Teacher: bendoubaba djamel (djamel djamel)

Cross Curricular Competencies Core values

 Intel:Learner can interpret verbal and non-verbal

Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

1st 2nd 3rd 31st

Teacher Mr bendoubaba djamel (djamel djamel)

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

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

Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel

Cross Curricular Competencies Core values

 Intel: Learner can identify sounds.

Time Framework Procedure Focus Aims Material Vakt

T greets his learners /the learners respond T/L Review and

Task 3: task 4page 55