REVISED

 Bloom’s  Taxonomy  Action  Verbs  

 
 
 
 
Definitions   I.  Remembering   II.  Understanding   III.  Applying   IV.  Analyzing   V.  Evaluating   VI.  Creating  

Bloom’s   Exhibit  memory   Demonstrate     Solve  problems  to   Examine  and  break   Present  and   Compile  
Definition   of  previously   understanding  of   new  situations  by   information  into   defend  opinions   information  
learned  material   facts  and  ideas  by   applying  acquired   parts  by  identifying   by  making   together  in  a  
by  recalling  facts,   organizing,   knowledge,  facts,   motives  or  causes.     judgments  about   different  way  by  
terms,  basic   comparing,   techniques  and   Make  inferences   information,   combining  
concepts,  and   translating,   rules  in  a  different   and  find  evidence   validity  of  ideas,   elements  in  a  
answers.   interpreting,  giving   way.   to  support   or  quality  of  work   new  pattern  or  
descriptions,  and   generalizations.   based  on  a  set  of   proposing  
stating  main  ideas.   criteria.       alternative  
solutions.  
Verbs   •   Choose   •   Classify   •   Apply   •   Analyze   •   Agree  
•   Adapt  
•   Define   •   Compare   •   Build   •   Assume   •   Appraise    
•   Build  
•   Find   •   Contrast   •   Choose   •   Categorize   •   Assess  
•   Change  
•   How   •   Demonstrate   •   Construct   •   Classify   •   Award  
•   Choose  
•   Label   •   Explain   •   Develop   •   Compare   •   Choose  
•   Combine  
•   List   •   Extend   •   Experiment  with   •   Conclusion   •   •   Compile  
Compare  
•   Match   •   Illustrate   •   Identify   •   Contrast   •   Conclude  
•   Compose  
•   Name   •   Infer   •   Interview   •   Discover   •   Criteria  
•   Construct  
•   Omit   •   Interpret   •   Make  use  of   •   Dissect   •   •   Create  
Criticize  
•   Recall   •   Outline   •   Model   •   Distinguish   •   Decide  
•   Delete  
•   Relate   •   Relate   •   Organize   •   Divide   •   Deduct  
•   Design  
•   Select   •   Rephrase   •   Plan   •   Examine   •   •   Develop  
Defend  
•   Show   •   Show   •   Select   •   Function   •   Determine  
•   Discuss  
•   Spell   •   Summarize   •   Solve   •   Inference   •   Disprove  
•   Elaborate  
•   Tell   •   Translate   •   Utilize   •   Inspect   •   •   Estimate  
Estimate  
•   What     •   List   •   •   Formulate  
Evaluate  
•   When   •   Motive   •   Explain  
•   Happen  
•   Where   •   Relationships   •   •   Imagine  
Importance  
•   Which   •   Simplify   •   •   Improve  
Influence  
•   Who   •   Survey   •   Interpret  
•   Invent  
•   Why   •   Take  part  in   •   Judge  
•   Make  up  
•   Test  for   •   Justify  
•   Maximize  
•   Theme   •   Mark  
•   Minimize  
•   Measure  
•   Modify  
•   Opinion  
•   Original  
•   Perceive  
•   Originate  
•   Prioritize  
•   Plan  
•   Prove  
•   Predict  
•   Rate  
•   Propose  
•   Recommend  
•   Solution  
•   Rule  on  
•   Solve  
•   Select  
•   Suppose  
•   Support  
•   Test  
•   Value  
•   Theory  
  •   Maximize  
•   Minimize  
Anderson,  L.  W.,  &  Krathwohl,  D.  R.  (2001).  A  taxonomy  for  learning,  teaching,  and  assessing,  Abridged  Edition.  Boston,  MA:  Allyn  and  Bacon.  
Level :2ms

SEQUENCE :one
Me my friends and my

family

There is an Algerian TV show to

choose young actors and actresses ,
your friend wants to participate.
Help him/her write an e-mail to apply
for this job.

Mme
Teacher: bendoubaba djamel

Teacher Mr bendoubaba
: djamel (djamel djamel)
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson: I listen and do Framework: PDP
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to describe his/her physical appearance.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present of to
be –have got
Cross Curricular Competencies Core values

➢ Intel: Learner can interpret verbal messages to

get information. ➢ Having a tolerant attitude towards others by
➢ Meth: He can use listening strategies in understanding and accepting the existence
interpreting messages. of natural physical differences between people
He can work in pairs or in groups.
➢ Com: He can use a role play to communicate
appropriately.
➢ Per and soc: He can socialize through oral
exchanges

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /the learners

respond. T/L To make a quick
Warm up Teacher makes a quick review about colours review about
by asking : what colour is your bag ? colours
V
what colour is your pen?
A
Teacher starts naming the body parts in a
funny way using gestures
This is my head ,this is my hair. These are my Create a context
eyes, these are my hands ,these are my Where to
fingers, I have two lips, this is my mouth,I introduce the
target language
have a small nose and big ears hhhhhhhhhh.
L/L
5mn T writes the new lexis on the board and asks
the pps to read them individually and chorally
T tries to elicit from the learners the role of
each organ Eg :I use my eyes to …………
Pre listen Using pictures T presents the following
adjectives : thin- fat – small – tall – big – long- V/A/
short – slanted- T
The teacher invites his learners to listen to To improve Ls
10m the 1st script , take notes and do Task 1page taking note skill
n 11
Solution: Wboard
1i_2j_3k_4c_5b_6a_7m_8g_9l_10e_11h_12n_ To listen and +
match Flash
13d14f
cards
Note : T uses gestures when naming the
While listen
different parts of the body. Text
To encourage the book
The pps are asked to work with their partners learners to work
to compare their answers and correct each and help each
other . other.
Task 2 : I look at Paul and correct the mistakes w
Check and board
reinforce the L
understanding

Flash
card

20m Paul has got long

n
straight hair. He´s wearing glasses. T/L Interpret pictures
He´s got small eyes and a big mouth. To find the wrong
description
He´s got big ears.
V/A/
Mistakes………………………………………………… T
…………………………………………………………………
…………………………………………………………………
…
After listen
Task 3: a) I classify the following words:
Big-green-short-slim-brown-black-fair-tall- T/L
long-thin-small-fat-straight-wavy-frizzy
10m V/A/
n height build hairstyle eyes
…….. ………… …………… ………… L
….
Ls produce a
b)I use the the table to describe myself : short piece of
L writing where
My name is ……………I’m ………………….(height)
they describe
and (build)(boy ,girl).
their physical
I have…………………..hair and ……………… eyes appearance
The learners describe themselves in front of
their classmates (their classmates correct the
mistakes)
10m The teacher invites the learner to write on
n their copybooks.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson: I listen and speak Framework: PDP
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to describe his/her relatives’ physical
appearance and name clothes.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present
Asking about physical appearance
Asking about clothes
Cross Curricular Competencies Core values

➢ Intel: Learner can interpret verbal and non verbal ➢ Respecting the differences
messages to get information. ➢ Valuing the family
➢ Meth: He can use listening strategies in
interpreting messages.
He can work in pairs or in groups.
➢ Com: He can use a role play to communicate
appropriately.
➢ Per and soc: socializing

Time Framework Procedure Focus Aims Material Vakt

After greeting his pps T shows a picture of

a family and asks variety of questions:
Warm up
V
A
5m
T/L Activate the LS Flash
prior knowledge card+
L/L Wboard

what is this ? where is the father ? Can you To introduce the

name the other members of the family ? other members
what does the mother/father look like? Of the family
What about the youngest/ eldest child?
T asks his pps to do task 18 page33 Text
Teacher pins a picture of a girl and asks his refresh the LS book
learners a variety of questions : vocabulary
Pre listen Is she fat or slim? about
What about her hair? Physical
What does she look like ? appearance
Does she wear jeans?
 Elicit the target A/V/
Lexis Flash
card
15m
n While listen Check the Ls
Understanding
The pps are invited to listen to the end of
part 2 between Liz and Razane and cross out
the wrong word between brackets (Tasks 7 Familiarize Ls
and 8 page13) with the new
Teacher pins on the board pictures of clothes T/L lexis Text
book
Eg :Skirt – trainings – jeans- shirt –dress –
jacket –T shirt –jacket – sandals- shoes-
and asks his pps to work in pairs to classify V/K/
them : Asking about T
10m Boys wear Both Girls wear physical
n appearance

Task 4 :Task 9 page13 : I work with my

partner and ask him to describe one of his Produce a short V/K/
relative. piece of writing T
15m Post listen T/L in which the
Task 5
n learner describes
a)I draw my family tree including grandpa
his relatives W
10m grand ,uncle,aunt,.............. Board
n b) I choose one of my relatives and write L/L
about what does he look like and what does
he wear?

The teacher invites his learner to write on

their copybooks.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson focus: language use Framework: PDP
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to express his/her likes and dislikes , to
ask and answer about the reason and to describe his free time activities.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present
/wh/because/when-which-what-why-
because
Cross Curricular Competencies Core values

➢ Intel:. The PPs can use critical thinking to deduce

the rules ➢ Valuing physical free time activities ,like sport
➢ Meth: he can assess his work and his classmates activities
He can work in pairs or in groups.
➢ Com: He can use a use to communicate
appropriately.
➢ Per and soc: socializing

Time Framework Procedure Focus Aims Material Vakt

The teacher greets his learners /the learners

respond.
Warm up T shows his pps sports flash cards and elicits Brainstorm
from them their names. To stimulate the V
Ls A
T asks the pps to go to the board and add other
5m T/L interest K
sport.
Flash
T asks his pps about which sport they do and cards
when ? +
Which sport they like / don’t like .
Pre listen wbord
T explains the new words : awful - mate –
5m interesting (either by giving them synonyms and
While opposites or asks them to use their dictionaries) Prepare them for
listening The teacher invites his learners to listen to the T/L the listening
first part of the conversation between Sami and presentation
L/L
Rachid and fill in their missing names of their
Listen and V/A/
sports Task 11 page 14.
complete
Ls are asked to exchange their answers with
20m their partners to correct each other. Highlighting rules
n T highlights rules: about expressing
To talk about what I like or don’t like (my likes and dislikes
likes –my dislikes)I say : /ask for and
I like swimming T/L express a reason
I don’t like this kind of sport.
I’m a fan of cycling and swimming L/L
 To ask for reason or cause I use the
interrogative form : why
Eg : why do you like cycling ?
To express cause or reason and answer the
why- questions I use the connector : because
. T/LS
Eg : I like cycling because it is an exciting
sport
Check and
TASK4 : I order the words reinforce
1- do/like/you/?/Tennis/Why
15m 2- like/it/I /Because/./ T/LS Produce a
N 3- fan/am/of/swimming/I dialogue about
Post listening Task 5: I work with my partner .we ask and Likes/dislikes/
LS/LS Free time
answer questions about our daily and free time
activities
activities(Tasks17/18 page17)

10m
n The teacher invites his learners to write on their
copy books.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson focus: 4 /language use Framework: PPU
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to ask and answer about daily and free
time activities using the right pronunciation of the final “s” .
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce : the pronunciation of
interpret – produce. Materials: Flashcards / W. the final s
Target structure: -simple present Board/
/what/on/at
Cross Curricular Competencies Core values

➢ Intel. The learner can use his critical thinking to ➢ Valuing time
deduce the rules ➢ Respecting each other
➢ Meth: He can take notes and exchange
information with his peers
➢ Com: He can use a role play to communicate
appropriately.
➢ Per and soc: He can socialize through oral
/written exchanges

Time Framework Procedure Focus Aims Materia Vakt

l

Teacher greets his learners /the learners

respond.
Warm up The teacher makes a quick review about the
10m daily routine which they saw last year by Flash V
n showing them some flashcards To reinforce cards+ A
and consolidate W
T/L board

V/A

The teacher asks his learners to work in pairs

or small groups to order the following daily
routine : Use the ls
I go to school-I have dinner-I get up –I put on Prior
my clothes(I get dressed)- I have breakfast-I knowledge W
watch Tv-I have lunch-I go to bed. Board
Presentatio
n T. suggests a short text with missing words
and asks the pupils to complete it. To elicit the
 Every day my friend Hakim …………..at 6:40 , target language
he ……..his face and…………..breakfast at 7:00 , from the V/A
he …………………dressed at 7:25, learners
he………………to school at …………….but at T/L W
weekends he relaxes,… Board
The students are asked to work in pairs to
sort out all the words which end with “s” and
15m classify them :
n /s/ /z/ /iz/ highlighting
rules to
familiarize
The teacher highlights the rule how to T the learners
pronounce the s endings in plural nouns and with the
present simple(he,she,it) and asks his pps to different ways
check their answers and correct them: of the final s
S is pronounced /s/ after the following pronunciation
sounds/f/ , /k/ , /p/ , /t/ , /θ/
S is pronounced /Z/ after (a, e, i,
o, u ) or consonant sounds:
/b/ , /d/ , /g/ , /l/ , /m/ , /n/ , /r/ , /v/.
S is pronounced /IZ/ after plurals and verbs
that end in
15m /t ∫ / , /s/ , /d / , /z/ , /∫ / :( -ches, -ces,-
n Practice ges, -ses, -shes, -sses, -xes, -zes)
Check and
To check and reinforce the pps are asked to reinforce
do Task 1 page21
L/L ask / answer
10m T invites his Ls to work in close pairs and ask about daily
n each other about theitr daily activities and routine and free Text
complete the schedule (Task 23page34). time activities book

The students are asked to use the

information in the schedule and write three The learner can v/a
or four sentences about about their partners’ L/L Produce a
weekdays activities and two or three about report Text
their weekends activities as in the example about his book
10m use (report page 35) partner daily
n and weekends
The teacher invites his learners to write on activities
their copybooks
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson focus: language use Framework: PPU
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to talk about activities he/she can/can’t
do using the correct pronunciation of can and can’t..
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce : the pronunciation of
interpret – produce. Materials: Flashcards / W. can and can’t
Target structure: -the model can Board/
(affirmative/negative
/interrogative,Whq)
Cross Curricular Competencies Core values

➢ Intel. The learner can use his critical thinking to ➢ Respecting each other
deduce the rules ➢ Respecting differences
➢ Meth: He can take notes and exchange ➢ Respecting people who are physically impaired.
information with his peers
➢ Com: He can interview his partner
➢ Per and soc: He can socialise through oral
/written exchanges

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners / the learners

Warm up The teacher asks his learner about what do T/L To pave the way
5mn they do at weekends? Flash
The learners may answer like this : I practise card+ V
W A
football /I do judo/I play the guitar...........
Board
T shows his learners a picture about
presentation
swimming and asks : T/L

interact through
28m asking/ answering
n Which sport is it? the questions
to elicit the
Do you like it?
target structure
T writes on the board :
Can you swim?
The teacher chooses some learners to Use correct
answer and helps them in forming the pronunciation of
answer :Yes ,I can/No, I can’t can and can’t
The teacher invites his learners to put a tick
or a cross about what they can do/can”t do. W V/A/
Board T
 can Can’t
Play the guitar
T/L

sing
swim
run
Ride a horse
T presents the rules :
To talk about things I or an other person
can do I use : can + verb .(ability)
Example : I can sing.
To talk about things I or an other person V/A/
can’t do I use : can’t + verb (inability)
Example : I can’t write an email in Chinese? Highlighting W
To ask questions about ability/ inability The rules Board
5mn I use : Can + subject + verb
Example : Can you play the guitar?
Yes ; I can .
5mn No , I can’t
Note : T devotes time to show his learner the
T
right pronunciation of can and can’t (page
Text
20). To check how well books
T invites his pps to do Task 4page22: the learners have
Task two: grasped the V/A/
I put can or can’t(the teacher uses gestures meaning and the T
to explain the difficult words(blind-deaf- use of the new
7mn practice
structure.
dumb)
I’m blind,I ...........see.
My sister is deaf , she ............hear. L/L Text
My friend is dumb,he ................ speak books
I ‘m tall ,I ..............write the date The students
reinvest what they
Task 15 page :32: learnt to interview
10m use
I work with a group of three partners I ask his partners and
n L/L
each one of them the following questionto write a report
know about the things they can or can’t do about his abilities
Task 16 page17: I use my partners’ and inabilities
questions to my questionnaire to write
three sentences about each one abilities and
inabilities using but .
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson focus: language Framework: PDP
FAMILY. learning/use

Learning Objective (s): by the end of this lesson my learner will be able to describe his/her house and the basic
furniture in each room.
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce : the silent h
interpret – produce. Materials: Flashcards / W.
Target structure: -present simple Board/
Cross Curricular Competencies Core values

Intel. He can understand and interpret verbal and

non-verbal messages Valuing the place /the city where we live in.
➢ Meth: He can work in pairs or in groups
➢ Com: He can describe
➢ Per and soc: He can socialise through oral
/written exchanges

Time Framework Procedure Focus Aims Material Vakt

Warm up The teacher greets his learners /the learners

respond. T/L

The teacher draws (or pins on )a house and To pave the way V
Pre listen asks some questions: what is this ?is it big or A
small ? is it beautiful or horrible ?
5mn
Flash
cards
+
W
board

While listen The teacher invites his learners to listen to the T/L Listen and gets
15m following definitions and do Task 19 page 17: specific
n I listen to my elder brother Samir read the information
definitions from the Oxford dictionary.
Definition 1: A bedroom is a room for
sleeping in.
Definition 2: A living room is a room where
people sit together, watch television, etc.
Definition 3: A dining room is a room that is
used mainly for eating meals in.
Definition 4: A kitchen is a room in which
meals are cooked or prepared.
Definition 5: A bathroom is a room in which
there is a bathtub, a washbasin and a toilet.
I listen to my brother salim again and do

Tasks 21 and 22 page 18

 The pps are asked to repeat the new words T/L Help the L to
chorally and individually memorize
I pronounce: the teacher pronounces the The new lexis
word “House” and invites his learners to
Pronounce H in
repeat individually.
a correct way
T shows his learners that the Letter “h” in
house is pronounced
T: The letter h is not always silent, There is not a T/L
100% certain rule about when you must
pronounce the letter h, so be sure to check the
pronunciation of new words in a dictionary if you
are not sure. Also, it is a good idea to keep a list
of words with silent letters to help you
15m remember.
n T invites his pps to do Task 6 page23
Task 3: I describe my house using the
following layout.:
It is in…(the city-in the countryside)
It is…(big,small,spacious,lovely,apartment,
house with____________bedrooms)
I share a bedroom with my…..
I want to describe my bedroom. It is… I have
15m After listen L/L
…(a bed, cupboards for my clothes).
n
I have….(on the walls)
My bedroom is always (clean ,messy, or To Produce a
organized ) short piece of
My kitchen has… Text in which the
My favourite room in the house is the … learner describes
(living room,dining room, kitchen)because his/her house
(I can relax there, I make delicious meals
there)
The only thing I don’t like about my house
10m is…
n
The teacher invites his learners to write on their
copybooks
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson :7 Framework: PDP
FAMILY. Lesson focus: language
learning/ use

Learning Objective (s): by the end of this lesson my learner will be able to locate rooms and places inside a house
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present /
Markers(next to-between-on the
right/left of/ possessive pronouns
Cross Curricular Competencies Core values
Intel. He can understand and interpret verbal and
non-verbal messages ➢ Valuing the place and the city where we live
➢ Meth: He can work in pairs or in groups
➢ Com: He can describe
Per and soc: He can socialise through oral /written
exchanges

Time Framework Procedure Focus Aims /rationals Material Vakt

The teacher greets his learners/the learners
respond.
The teacher interacts with his learners and makes T/L
5mn Warm up a quick review about describing their houses and To recall
The basic furniture in each room. vocabulary V
about A
10m Pre listen houses/furniture Flashcar
n ds+
a plan +
w board

Cottage Terraced house

To Pave the way

The teacher pins on the board a real plan of any and present the
house to explain the new vocabulary that may key words
impede the understanding like: cottage-storeys- T/LS needed in the
flat- stairs-downstairs-upstairs-the first flour-the conversation
ground floor.)
To explain the prepositions: next to – on the left
of –on the right of –between

A B

Where is the room A? It is next to B.

A B C
B is between A and C
D E
E is on the left of D
E
D
 To Listen for
specific
15m while listen D is on the right E. information/
n The teacher invites his learners to listen to Liz Interpreting
and her friend Razane and do Task 1: Task 23
page 19
Task 2 :Task 25 p19:The learner listen again and T/LS To involve PPs in
complete the first floor plan of Liz’s house ,then peer- correction
the learner works with his partner to correct each
other.

The teacher invites his learners to listen to the

script and complete the missing words in the
following dialogue
After listen Prep 2(PIASP)
20m Razane: Which one is …….bedroom,
n Liz?
Liz: It’s the one with two balconies. The T/LS
one next to ……… is Mike’s.
The learners answer with :
Your mine
The teacher makes a short revision of he
possessive adjective and get them
familiarized with the possessive pronouns
It is my room ,it is mine
Isolate │ │
a noun mine
│
Analysis a possessive pronoun

Highlighting We use possessive pronouns (mine-yours-his-

the rule hers-ours-theirs) in place of a noun

practice Task3: I complete with a possessive pronoun

It is the bedroom of karima , it is ..................
It is your car , it is ........................ LS/LS
It kamel”s pen ,it is ........................
Task 4: I choose the right pronoun
(my, mine) bedroom is beautiful. To Help PPs to
Whose car is it? It is (my –mine) be more
Where is (hers-her )room ? autonomous
In reinvesting
Task 5: I draw the plan of my house and locate LS/LS their prior
My bedroom . knowledge
My bedroom is ( small- spacious) it is(downstairs
Upstairs) it is (next to ,between,on the right of
,on the left of )..............................

10m The teacher invites his learners to their copybook

n
Level : MS32 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ?MY FRIENDS AND MY Lesson: I READ AND DO Framework: PDP
FAMILY Language focus : language
learning.

Learning Objective (s): by the end of this lesson my learners will be able to read a text about Mohamed Islam
Bouhfs and gather information and deduce some values.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: a magic cube / W.
interpret – produce. Board/ /textbooks
Target structure: - can and can’t –
simple present
Cross Curricular Competencies Core values

➢ Intel :the learner can understand and interpret verbal ➢ Respecting the others’ interests
and non-verbal messages ➢ Valuing time and being positive
He can use his critical thinking skill Valuing family through the understanding of family
ties and relationships
➢ Meth: he can use strategies for reading and ➢ Valuing healthy physical free time activities, like sport
interpreting a written message.
he can work in pairs or in groups.
Com : he can use information and communication
technology such as blogs , websites page , discussion
forums , platforms to interact with learners of other
cultures
➢ Per and soc: He can socialize through oral
exchanges
Time Framework Procedure Focus Aims Material Vakt

T greets his learners/ the learners respond.

Warm up T shows his learners a magic cube and asks a
variety of questions : T/L V
What is this ?what for? Activate the L A
How many faces and colours has it? Prior knowledge A magic
Can you solve i it?Is it easy or difficult? To pave the way cube
and arouse the Ls
T calls one or two pps to solve it? interests in the
topic

T/L

V/K/
T

Pre read
W
The teacher writes the following words on the Board
board and asks his learners to guess the topic of
the text :
To introduce the
Blog magic cube polite T/L key words v/a
Mohamed islam international magic cube
competition
 Teacher invites his learners to read the text
and check whether their guesses are correct or
not. Text
To interpret books
The students are invited to read the text (page37) The text in terms
and fill in the bibliographical notes(task 1 of lexis and
page37). T/L comprehension A/V
The pps work with their partners to compare
their answers and correct each other Wboard
T asks the pps to read the text again and
complete the missing information in Task 2
page37.
T invites his learners to read the text and answer
by true or false(task 4page38). Text
The pps work with their partners to compare books V/A
their answers and correct each other. To develop the Ls
T asks his pps to read the text again and answer Critical thinking
Post read the questions (task 6 page 38) skills W
L/L board
The pps are asked to work in small groups and A/V/
discuss the good things(morals and values) they T
learnt from Mohamed Islam Bouhafs .
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson: I learn to integrate Framework: ppp
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to write about his profile

Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
interpret – produce. Board
Target structure: -simple present /like
and dislike/have/my
Cross Curricular Competencies Core values

Intel: Learner can show autonomy and creativity in

writing ➢ Being positive
➢ Being respectful toward himself/his family and
Meth: he can exchange ideas with his partner
people
he can mobilize his resources to write about his
profile
com: he can use ICT to communicate with others.
Per and soc: he can socialize through written
messages

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners/the learners

respond.
The teacher asks his learners about what T/L
10mn Warm up they do at the weekend : Brainstorm ideas V
about sport and A
The teacher and the learners interact about
interests The board
sports activities/leisure activities
+
/championship/ and what does the word The
competition mean./and if they participated in course
a competition before? T/L L can use his book
prior knowledge
Setting up the Situation

You are entering a national competition

organised by the Algerian Ministry of
presentation
National Education for middle school
students about the “Best Personal Profile”
written in English. Competitors are required
to upload their profiles to the website of the
5mn Algerian Ministry of National Education
before December 20th.

The first three winners will be offered a four-

week English language course in London next
 practice T invites one or two pps to read the situation
T asks the learners to complete the KSA table
(page 39)
15 The learner is asked to follow the lay out
page4o to write about his/her profile
To fill in KSA
The learner can ask and exchange ideas with
Table
his partner.

10mn With the help of their teacher, the learners To help each
start drafting . other
Teacher helps his learners to find out and
10mn correct typographical errors and mistakes in
grammar, style, and spelling.
The learner writes the final draft and
produce presents his work in front of his classmates L/L To write about
to be assessed his profile
1 T selects a work to be written on the board
and corrected.
10mn
T invites his learners to write on their
copybooks
Level : MS2 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 1 1 ME ,MY FRIENDS ANDMY Lesson: I think and write Framework: PDP
FAMILY.

Learning Objective (s): By the end of this lesson , my learner will be able to write an email in which he/she
describes his/her house.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course book
interpret – produce.
Target structure: simple present
/markers of location .

Cross Curricular Competencies Core values

➢ Intel: Learner shows creativity in writing ➢ Valuing the place and house where we live
➢ Meth: He can mobilize his resources to produce ➢ Being proud of to belong to a family
a written message ➢ Having a good conduct
➢ Being polite
➢ Com:He can use ICTs to communicate with
➢ Openness to other people.
others
➢ Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

Teacher writes some questions and asks his T/L
Pre writing learners to answer . V
What kind of house do you live in(villa ,flat, To pave the way A
cottage,terraced house) ?
Where is it situated (desert city, countryside
...)?
How big is it(the number of storeys) ? Wboard
Does your house contain garage ,swimming
pool.........? +course
Where is each room located? book
Where do you sleep ?do you have a bedroom? T/L
Do you share it with your brother/sisters?
Which room in the house is your favourite and
why?
The teacher sets up the situation
The teacher introduces the situation and asks
40m them to work individually.
n My English friend is asking me about the
place where I live . so I’m going to tell her
with a detailed description of my house
and my room.I’m also attaching the plan of
While writing my house

Guiding the pps.

The pps are invited to answer the key

questions (page41) before writing the email The learner uses A/V/
and check the listening tasks 19 21 23 25 and what he learnt to K
 my grammar tools 1 2 3 produce a
Post writing meaningful
the learners start writing the email and message about
drawing the plan of their houses task 3 page describing his
house
41
The teacher collects the sheets to be
corrected
5mn Criteria Indicators
1-Relevance Write an email
Describe his house and the
room where he sleeps
2-Correct use of 1-the learners uses :the present
linguistic resources simple /markers of location
2-the learner uses personal /
possessive pronoun I/my
The use of the connector because/
Uses suitable ajectives
.
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
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