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LEVEL: MIDDLE SCHOOL

YEAR ONE

Me and
TEACHER: MRS.
GHANIA
my
BELLOUCHE /

Family
MERZOUKI

Teacher: MRS.BELLOUCHE/ MERZOUKI 1

 MS1 Sequence Two MAP
Session Lesson Learning objectives
Session 01 Initial situation PPU Starting off situation/ Introducing the sequence topic.

Session 02 Lesson 01: I listen and do (1) PDP Introduce family members using present simple of the verb (to be).

Session 03 Lesson 02: I practise (1) PPU Introduce family members, ask about age and know the cardinal numbers to
100.
Session 04 Lesson 02: I practise (2) PPU Introduce family members, ask about order and use ordinal numbers.

Session 05 Lesson 03: I listen and do (2) PDP Introduce family, jobs, articles (a, an, the), pronouns (he/she) and possessive
adjectives.
Session 06 Lesson 04: I practise PPU Family, jobs, possessives and present simple of the verb (to have got).

Session 07 Lesson 05: I practise PDP Family, jobs, present simple of the verbs (to be) and (to have got) with WH-
question words.
Session 08 Lesson 06: I pronounce PPU Discriminate between the sounds // and /ð/, the sounds /e/ and /ı:/.

Session 09 Lesson 07: I practise PPU Introducing family, jobs, likes and use of present simple with appropriate
articles and possessive adjectives.
Session 10 Lesson 08: I learn to integrate PPP (GROUP WORK) Learners will write an e-mail and attach a family tree picture

Session 11 Lesson 09: I think and write PPP Solve the initial situation: Introduce oneself on an International friendship blog

Session 12 Lesson 10: I can do Self assessment/ remedial work

Session 13 Lesson 11: I play and enjoy Remedial work through fun and games.
Session 14 Lesson 12: Project presentation Making a family tree and introducing a family member.

Teacher: MRS.BELLOUCHE/ MERZOUKI 2

 Sequence Two lessons plan
SEQUENCE TWO OBJECTIVES AND FUNCTIONS
Learning objectives Communicative tasks Grammar Lexis Pronounce
 Introduce family  Labelling  The present simple of  Related to family:  Discriminate
members  Role play the verb “to be” (three Father /grandmother between the
 Talk about jobs  Dialogue completion forms)  Related to job: sounds:
 Give inf/respond to  Act out a conversation  The present simple of - teacher/ butcher/ // and /ð/
qq about my relative,  Matching the verb “to have got” painter
age, work place.  Completing a grid  The personal pronoun  Related to age: The sounds:
 Ask about age and  Possessive adjectives - He’s 60. /e/ and /ı:/
job. Numbers from 14 to - How old are you?
100.  Related to likes:
 The ordinal numbers. - I like swimming.
 Definite and indefinite
articles.
 Question words (who,
what, where).

By the end of this sequence, my learners will be able to talk about their family members, giving their names, age
and job by writing letters and e-mails and interpreting passages. As they will value their relatives, feel proud of
them; and socialise with people.

Teacher: MRS.BELLOUCHE/ MERZOUKI 3

 1. The Initial Problem
Solving Situation

Pupils from all over the world

introduce themselves on an
International Friendship Blog;
you want to introduce yourself
to make new friends and
practise your English. But you
don’t know how to connect to
the blog and post your
information. Ask your parent;
teacher to help you and show
you how to log into the blog and
post the needed information
concerning you.

Teacher: MRS.BELLOUCHE/ MERZOUKI 4

 /

Teacher: MRS.BELLOUCHE/ MERZOUKI 5

Teacher: MRS.BELLOUCHE/ MERZOUKI 6
Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 01
Language Learning  Oral- written- Both  Interact- interpret-
I listen and do
produce
Frame : PDP

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard  This is my……..
 Introduce their family members.
 Worksheet & script  My mother is……
 Ask and answer about family members.
 A family song  Is he your cousin?
Use appropriate form of the verb «to be ».
 A family tree with pictures Mary is not my mother.
 Make their family tree.
Cross- curricular Competencies Core values
1- Intellectual Competency:
 The learner can show creativity when producing his own examples in post-
listening.
 He can understand and interpret verbal and non-verbal messages.
 Valuing and respecting relatives.
 Valuing knowing people.
2- Methodological Competency:
 Being proud of belonging to a family.
 He can work in pairs.
 He can use strategies for listening and interpreting oral discourse.
3- Communicative Competency:
 He can play roles to communicate appropriately.
4- Personal and social Competencies:
 He socialises through oral or written exchanges.

Teacher: MRS.BELLOUCHE/ MERZOUKI 7

Timing Framewor Procedure Focus Objectives Material & VAKT
k aids MI
-T/ invites learners to watch the family song and sing. Learners repeat T/PP To warm up Video song V+A+K
10´ Warm up with the singer and pay attention to the pictures in the video. learners. Data show
-T/ points to two kids in the class and asks about the relation between T/PP To engage
them. T: Who is Nassim? PP: He is Yacine’s brother. them in the Realia
T: Who is Siline? PP: She is Lala’s sister. topic.
Pre- T/PP
-T/ distributes the worksheets and asks Ls to do task1 To consolidate
10´ listening Task1: I order the words alphabetically. the alphabet V+A+K+T
Father Mother Grandfather Sister Aunt Grandmother & introduce
new lexis
Brother Uncle Cousin
PP/PP
- PPs/ do the task individually, then compare their answers with their
mates before correcting on the board.
-T/ invites Ls to correct the task on the board and finally sing the
alphabet song. Worksheet
1. Aunt 2. Brother 3. Cousin 4. Father 5. Grandfather T/PP Whiteboard
6.Grandmother 7. Mother 8. Sister 9.Uncle

5´ During- -T/ invites Ls to do task2, but before doing it, sticks a family tree on the To facilitate
T/PP
listening board and shows the persons on it, asking Ls to repeat each name. the task to Ls
T/ explains that Stella is introducing herself and family to her classmates, through
Ls need the words used in Task1 to fill the following tree. knowing V+A
Task2: I listen and complete Stella’s family tree English
names.

Teacher: MRS.BELLOUCHE/ MERZOUKI 8

 Script V+A
Worksheet
Family tree
During-
Strips of words
listening
John Mary
Grandfather Grandmother

5´

Jenny Tom Steve Sue

Mother Father Uncle Aunt

Alex Sheila Sarah

Brother Sister Me Cousin To encourage
PP/PP peer V+A+K
-T/ asks Ls to compare their answers with their partners before correction
correcting on the board. Then, T/ asks Ls to correct using strips of words
to stick on the tree sheet. T/PP To get the
-T/ focuses on the new lexis and incites Ls to repeat each word. right V+A
pronunciation
Script
To check
-T/ invites Ls to do task3; explaining again the words “true” and “false” to T/PP comprehension Worksheet
help them do it. To encourage Family tree V+A+K
-T/ asks Ls to compare their answers with their mates before sharing peer
with the whole class. correction

Teacher: MRS.BELLOUCHE/ MERZOUKI 9

 Task3: I listen again and say if these statements are “true” or “false”.
10´ 1. Stella is Swedish.  False
2. Mary is her mother. False
3. Sheila is 4 years old.  True
During-
4. Alex is her brother.  True
listening T/PP
-T/ invites Ls to do task4, explaining the instruction and helping. And V+A+K
always asks Ls to share their answers in pairs To check Script
Task4: I listen again and look at Stella’s family tree to answer the comprehension Worksheet
questions. To encourage Family tree
1. Stella are you American?  No, I am not. I’m English. PP/PP peer Whiteboard
2. Is Mary your grandmother?  Yes, she is. correction
3. Is Alex your cousin?  No, he is not. He is my brother.
4. Are we German? No, we are not. We are English.
5. Am I Polish?  No, you are not. You are English.
6. Is Sheila 6?  No, she is not. She is 4. V+A
-T/ attracts Ls’ attention to the highlighted words on the board and asks
Ls questions about their origin to get them understand : To attract Ls’
T/PP
T: Are you from Canada? attention to
L: No and not. Whiteboard
L: No, we are not negative
T: Good, what do you Highlighted
T: Where are you from, then? form of the
think they mean? words
L: We are from Algeria.  verb to be
L: negative form (in L1)
T: Great, look at the sentences and T: Ok, I give you sentences
Tell me what the words in green are. and make them negative

-T/ shows sheets of sentences and Ls interact orally while giving the To practise V+A
negative form. the negative Strips of
form of to be sentences
I am Canadian He is my father She is my sister It is a marker

You are teachers We are Tunisian They are brothers To attract Ls’
attention to
-T/ invites Ls to do task5, but before doing it writes an example on the interrogative Whiteboard V+A
board and asks them to notice what happens. T/PP form of the
You are a pupil.  Are you a pupil? verb to be

Teacher: MRS.BELLOUCHE/ MERZOUKI 10

 T: what type of sentence is Are you a pupil?
10´ During- L: It is a question.
listening T: what punctuation mark we use in question?
L: Question mark.
T: Great, compare the sentence one and the sentence two and tell me
what the difference between them is. To practise
L: the subject and verb change places (in L1). the Worksheet V+A+K
T: Good! That’s right we inverse the verb “to be” and the subject when we interrogative Whiteboard
ask questions. form of the
Task5: I turn these sentences into interrogative form T/PP verb to be
1. I am English.  Am I English?
2. Mary is my grandmother.  Is Mary my/your grandmother? Worksheet
3. Steve is my uncle.  Is Steve my/your uncle? Whiteboard
PP/PP
4. Tom is my father.  Is Tom my/your father? Elicit the rule
5. We are English.  Are we/you English? V+A+K
6. The Johnsons are Welsh.  Are the Johnsons Welsh? To know
-After peer correction, T/ asks Ls to draw the rule of the negative and relatives Worksheet
interrogative form of the verb « to be » asking them to give the affirmative T/PP through Family tree
form and singing “the verb to be song”. interpreting
-T/ invites Ls to look at the family tree and say who Steve, Sue and Sarah
10´ Post- are to Stella. To invest
listening Task7: I draw my own family tree. I give the names of my mother, father, PP what they
sisters and brothers and grandparents if I have. I use pictures if possible. learnt

The Teacher’s comments

What worked What hindered Action plans
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Teacher: MRS.BELLOUCHE/ MERZOUKI 11

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 02
Language Learning/ use  Oral- written- Both  Interact- interpret-
I practise (1)
produce
Frame : PPU

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard  I’m 14
 Ask and answer about age, using numbers from 13 to 100.
 Worksheet / paper strips  How old are you?
Solve mathematical equations.
 A numbers song  Is he 50?
 Introduce other family relations and pronouns He/She.
 Flashcards She is 10 and 11.
Cross- curricular Competencies Core values

1- Intellectual Competency:  Respect.

 The learner can understand and interpret verbal and non-verbal messages.  Being honest.
2- Methodological Competency:  Greeting.
 He can work in pairs.
 He can use strategies for listening and taking turn to answer.
3- Communicative Competency:
 He can use numbers in English to communicate appropriately.
4- Personal and social Competencies:
 He can be keen on promoting co-learning.

Teacher: MRS.BELLOUCHE/ MERZOUKI 12

Timing Framewor Procedure Focus Objectives Material & VAKT
k aids MI
-T/ invites a learner to revise the English alphabet with him/her by taking T/PP Brainstorming, A
10´ Warm up turn and saying the letters one by one. revising the
T: A L: B T: C L: D T: E L: F ……………. alphabet letters
-T/ asks the learners to play the game in pairs and the winner is the pair PP/PP
who finishes first without mistakes. Revising the
L1: A L2: B L1: C L2: D L1: E L2: F ……….. numbers
acquired before
-T/ invites Ls to revise the numbers from1 to 13 using the same game. T/PP to pave the way
T: 1 L: 2 T: 3 L: 4 T: 5 L: 6 …………………. to the 2nd part
L1: 1 L2: 2 L1: 3 L2: 4 L1: 5 L2: 6 …………… PP/PP of numbers

10´ Presentatio -T/ presents a song about the numbers and asks Ls to repeat it. Video song A
n T/PP Presenting the
Then, T/ writes the numbers in order on the board. And invites Ls to about numbers
repeat. numbers Data show
through a song
Practice Task one: T/ uses the situation on the book (task5 p51), but making a
slight change. And invites Ls to look at the pictures and the examples
provided to play the role to ask and answer about one’s age. T/PP Using strategies Pictures V+A
for listening and Whiteboard
interpreting oral Oral dialogue
discourse. Strips of words
Family tree

10´
To help Ls
interact orally to
Grandmother/ 20 + 60 Husband/ 12 + 32
play roles.
Introducing the
T: This is my grandmother. She is 20 and 60. How old is she? family members
L: She’s 80. in a challenging
T: This is my husband. He is 12 and 32.How old is he? way.
L: He’s 44.

Teacher: MRS.BELLOUCHE/ MERZOUKI 13

 Practice
PP/PP
Wife/ 15 + 23 Nephew/ 9 + 7 Grandson/ 3 + 5

Daughter/ 4 + 3 Niece/ 6 + 6
V+A
-T/ invites Ls to find the relation between the grandparents and the
daughter while noticing the relation with the grandson. T/ uses again the T/PP
family tree and attracts Ls attention to the different relations.

-T/ asks Ls to do the following task, explaining the mathematical symbols To practise the Worksheet
Task two: I read these equations, write in numbers then I find the T/PP numbers and
10´ solutions. know the Whiteboard
Seven × three = ………..  7 × 3 = ………… (seven times three equals) mathematical Flashcards
Ten × ten = ……………  ……………………….. symbols in
Fifty-four + fourteen = ………….  ……………………. English
A hundred – twenty-seven = ……………….. …………………………… V+A+K
Sixty-three + seventeen = ………………. …………………………………..
Eighty-four ÷ four = …………. ……………………………………………

Teacher: MRS.BELLOUCHE/ MERZOUKI 14

 Ninety-nine – thirty-four = ……………  ……………………………………….
Practice Forty ÷ five = ……………. ……………………………………………………………
-T/invites Ls to check their answers before sharing with the whole class. PP/PP V+A+ K
To encourage
peer correction
-T/ invites Ls to do the following task, helping them with an answer.

5´ Task three: I match words and numbers.

Whiteboard
Worksheet
55 nine T/PP
15 sixteen
50 sixty-six
5 five
6 ninety- nine
66 sixty
16 ninety
V+A+K
60 fifty-five
99 fifteen
19 fifty
90 nineteen
9 six
-T/ invites Ls to compare their answers and correct each other before PP/PP
sharing with the whole class. To encourage Role play
5´ -T/ invites Ls to do the oral task of playing roles asking and answering peer correction A
about their age.
Task four: I play the role with my partner, I ask him/her about his/her To practise the
age and he/she asks me about mine. numbers and To
Me: How old are you? My partner: How old are you? help Ls interact
My partner: I’m 11. Me: I’m 10. orally to play
roles.

Teacher: MRS.BELLOUCHE/ MERZOUKI 15

 10´ Use -T/ invites Ls to do the last task. Now it’s your turn to introduce your To help Ls Role play
family members and their age. PP/PP interact orally to
Task five: A) I work with my partner, ask and answer: play roles.
You: I have a grandfather. I love him very much. Introducing the
He is sixty and thirteen, how old is he? family members
Your partner: he is seventy-three. in a challenging
way.

The Teacher’s comments

What worked What hindered Action plans
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Teacher: MRS.BELLOUCHE/ MERZOUKI 16

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 02
Language Learning/ use  Oral- written- Both  Interact- interpret-
I practise (2)
produce
Frame : PPU

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard  It’s the first
 Ask and answer about ranking using ordinal numbers.
 Worksheet / paper strips  December is the last
 Consolidate the days and the months and write the date.
 ordinal numbers song  Who is the second?
 Rank people according to their age.
 Flashcards
Cross- curricular Competencies Core values

1- Intellectual Competency:  Respect.

 The learner can understand and interpret verbal and non-verbal messages.  Being honest.
2- Methodological Competency:  Greeting.
 He can work in pairs.
 He can use strategies for listening and taking turn to answer.
3- Communicative Competency:
 He can use numbers in English to communicate appropriately.
4- Personal and social Competencies:
 He can be keen on promoting co-learning.

Teacher: MRS.BELLOUCHE/ MERZOUKI 17

Timing Framewor Procedure Focus Objectives Material & VAKT
k aids MI
-T/ invites learner to sing the numbers song. And then sticks a chart on T/PP Brainstorming, A
10´ Warm up the board and explains the tasks to Ls. revising the
T:Look at the chart and ask and answer alphabet letters
What number is letter ………..? What letter is number………….? PP/PP and numbers

Revising the
numbers
1. R 11. B acquired before
2. E 12. W to pave the way
3. N 13. L to the ordinal
numbers
4. J 14. P
V+A
5. A 15. H
6. V 16. U
7. I 17. O
8. M 18. Y
9. Z 19. Q
10. G 20. S

-T/ invites Ls to count to 100 PP

Video song
Presentatio -T/ presents the ordinal numbers song and asks Ls to repeat using PP/PP Presenting the about numbers V+A
5´ n pictures to illustrate it. numbers Data show
-T/ writes the ordinal numbers on the board and asks Ls to repeat after through a song
him/her.
Task one: I order the days of the week. T/PP Using strategies Pictures
Practice -T/ sticks scrambled flashcards of the days on the board and asks Ls to for interpreting Whiteboard
order them appropriately. Then asks them: oral discourse. Oral dialogue
T: Which day is in position one? Strips of words

Teacher: MRS.BELLOUCHE/ MERZOUKI 18

 L: Sunday is the first. And then, they continue with the other days.
 Monday is the second day of the week.
 Tuesday is the third day of the week. T/PP To help Ls
 Wednesday is the fourth day of the week. interact orally to
Practice
play roles.
15´  Thursday is the fifth day of the week. Introducing the
 Friday is the sixth day of the week. family members
in a challenging
 Saturday is the seventh day of the week. way.

Using ordinal
-T/ invites Ls to do the following task using the situation on the course
number in a
book (task8 p53). Omar and his family greeting grandma.
context (the
Task two: I complete the table and write full sentences as in the given
family)
example.
Demonstrating
1- Omar 2- Khaled 3- Houda 4- Yacine 5- Leila
the value of
The first The second The third The fourth The fifth respecting the
The 1 st The 2 nd The 3rd The 4 th The 5th parents

-T/ invites Ls to do the following task(task9 p 53)

Task three: I read and rank the children according to their age. PP/PP Checking
Name Year of birth whether Ls can
Yacine 1998 use the ordinal
Houda 2004 numbers.
Omar 2002 V+A
Khaled 2000
Leila 2006
Yacine is 20 years old, he is the first child in the family.
Khaled is 18 years old, he is the second child in the family.
Omar is 16 years old, he is the third child in the family.
Houda is 14 years old, she is the fourth child in the family.

Teacher: MRS.BELLOUCHE/ MERZOUKI 19

 Practice Leila is 12 years old, she is the fifth (last) child in the family.
Worksheet
Task four: I work with my partner to fill in the table.
-T/ invites Ls to work in pairs through an information gap activity. The Promoting co- Whiteboard
teacher provides each pair with two sheets of paper A and B (the T/PP learning in V+T
partners shouldn’t see each other’s sheets) L1 asks his partner if he can writing ordinal
spell the first number then fills in the gap. numbers in full.
15´

A. B.
1. I ask my partner to spell the 1. I ask my partner to spell
missing ordinal numbers for the missing ordinal numbers
me. for me.
2. I spell the ordinal numbers 2. I spell the ordinal numbers
to my partner to fill in the to my partner to fill in the
gaps. gaps.
1st ………………………….……….. 1st the first
2nd the second 2nd …………………………………….. PP/PP Whiteboard
Worksheet
3th ………………………..……….. 3rd the third
4th the fourth 4th ………………………………………
5th ……………………………………. 5th the fifth
6th the sixth 6th ………………………………………
7th …………………………………….. 7th the seventh
8th the eighth 8th ………………………………………..
9th …………………………………….. 9th the ninth T/PP
10th the tenth 10th …………………………………….
20th ………………………………….. 20th the twentieth
21st the twenty-first 21st …………………………………...
22nd ………………………………….. 22nd the twenty-second
23rd the twenty-third 23rd …………………………………….

Teacher: MRS.BELLOUCHE/ MERZOUKI 20

 15´ Use -T/ invites Ls to do the last task.
Task five: a) I write full sentences as in the example
1 October is the tenth month of the year. Reinvesting
2 July ………………………………………………………………. what has been
3 September ……………………………………………………. learnt
4 December ………………………………………………………
5 August ……………………………………………………….. PP/PP Worksheet
6 November …………………………………………………… whiteboard
7 April ……………………………………………………………..
8 May …………………………………………………………….
9 February ………………………………………………………
10 June …………………………………….……………………..
11 January………………………………………………………. Consolidate the
12 March …………………………………………………………. months and
writing the date
b) I write the correct date as in the example.
1) 22/2  February 22nd 6) 14/7  ……………………….
2) 17/6  ………………….. 7) 25/12 ……………………… PP/PP
3) 15/4  ………………….. 8)13/8  ……………………….. Reinvesting
4) 31/1  …………………… 9) 30/10  ……………………… what has been
5) 23/5  …………………… 10) 18/3  ………………..……… learnt ordinal
Homework: I write a short paragraph to rank the members of my family numbers to
according to their age. introduce
relatives
The Teacher’s comments
What worked What hindered Action plans
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Teacher: MRS.BELLOUCHE/ MERZOUKI 21

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 03
Language Learning  Oral- written- Both  Interact- interpret-
I listen and do (2)
produce
Frame : PDP

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard/ data show  He…….his…….
 To name some jobs.
 Worksheet / paper strips  She……….her……
 Use the articles (a, an, and the).
 song of jobs  He is an engineer.
 Use the personal pronouns he/she and the possessive
 Flashcards of jobs  She’s a/the doctor.
adjectives his/her.
Cross- curricular Competencies Core values

1- Intellectual Competency:
 The learner can understand and interpret verbal and non-verbal messages.  Valuing and respecting others’ properties.
2- Methodological Competency:  Being honest.
 He can work in pairs.  Respecting animals (pets).
 He can use strategies for listening and taking turn to answer.
3- Communicative Competency:
 He can use possessive and “have got” in English to communicate
appropriately.
4- Personal and social Competencies:
 He socialises through oral or written exchanges.

Teacher: MRS.BELLOUCHE/ MERZOUKI 22

Timing Framewor Procedure Focus Objectives Material & VAKT
k aids MI
-T/distributes small cards of alphabet letters and asks learner to work in T/PP Brainstorming,
10´ Warm up pairs and form words using those letters. The winner will be the pair who revising and V+T
finds the longest word that contains all the letters. recalling the Small cards
PP/PP previous words

M L F I Y A

Expected words: I/ am/ my/ film/ Mali / family. Presenting the

10´ Pre- new lexis about
listening -T/draws on the board the graphic organiser and elicits from the Ls the family, relatives
T/PP and jobs.
words they might already know.

Relatives
Graphic
organiser on the V+A
Job
board
Age Family Strips of words

-T/ explains and introduces the new lexis and key words needed in the T/PP
listening phase with the words: welcome, who, nurse, old, pet.
5´ During- Interpreting an Pictures
listening -T/ shows the situation on the book page 49, and explains to Ls that oral Books A
Omar is showing photos of his family to his friend Peter, and focus on conversation for
personal pronouns he/she and possessives his/ her. general
PP/PP information
Task one: I listen and answer the questions.
Using strategies
1. Who is speaking?  Omar and Peter are. for listening and
Oral dialogue
2. What are they speaking about?  They’re speaking about Omar’s Strips of words
interpreting worksheet
family.
3. Is Omar polite with Peter?  Yes, he is.

Teacher: MRS.BELLOUCHE/ MERZOUKI 23

 -T/ reminds the Ls about the use of the pronouns he/she/it and explains T/PP Identifying the
the use of their possessive adjectives as the possessive my/your; to help use of personal Oral dialogue A
his Ls do the task. pronouns and Strips of words
5´ Task two: I listen again and put in the appropriate words He, She, his or possessive worksheet
During-
her adjectives with
listening
1. This is my grandma. ………..is 70 years old. ………….name is Aicha. male and
2. That is my dad. ………….is 40 years old. ……………..name is Ahmed. T/PP female.
3. This is Selma. …………is 10 years old. ……………school is far.
4. Is that …………… grandfather? Yes, ……..…is.
5. Who is this girl? ……………is my cousin Houda.
6. Is Amin ………………nephew? No, …………isn’t. ………..is …………..son.
7. Is ……………name Omar? Yes, ………….is. To encourage A
PP/PP
T/ invites Ls to compare their answers before sharing with the whole peer correction
class.
10´
-T/ Mentions the use of articles “a”, “an” and “the”. And asks Ls to do the Eliciting then
T/PP
following task. giving the rue of
articles
My mother is a teacher, she is the teacher of Omar.
My father is an engineer, he is the great engineer ever.

Rule:
I use the indefinite article “a” before the word that starts with a
consonant.
I use the indefinite article “an” before the word that starts with a vowel.
I use the definite article “the” before specific and already known nouns.

Task three: I listen and label the pictures with the appropriate jobs and
Worksheet
write the correct article “a” or “an”. Identifying new
Pictures
lexis related to
Architect Doctor Electrician Mechanic Strips of words
Nurse job and make V+A
Whiteboard
the articles rule
An PP/PP into practice
A

Teacher: MRS.BELLOUCHE/ MERZOUKI 24

 During-
listening Worksheet
Pictures
Strips of words
Whiteboard
V+T

Checking how
5´ -T/ invites Ls to do task 4p 51. well they can
Task four: I complete the bubbles with the appropriate article. Whiteboard
use the articles Worksheet
My brother is …………..electrician. He has got appropriately. Pictures
a
an Strips pf words
………..cat and …………….dog. …………..cat is
the PP/PP
black and ……….dog is white.

-T/ invites Ls to do the last listening task. PP/PP Identifying

relatives, A
Task five: I listen and fill in the table. names, jobs, Oral dialogue
5´ pets
Relative Name Job Pet worksheet
Sister ………………….. ………………. ……………..

Teacher: MRS.BELLOUCHE/ MERZOUKI 25

 -T/ asks Ls to think of the other relatives, work in pairs, gather Checking and
information in a table, ask and answer about their names, ages and jobs. showing degree Worksheet
PP/PP of autonomy in Role play
10´ Post-
Relative Name Age Job the use of A
listening personal
……………. ………………. ………. ………………….
pronouns and
their possessive
adjectives as well
- What is her/his name? asking about age.
- How old is he/she?
- What is his/her job?

The Teacher’s Comments

What worked What hindered Action plans
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………….. …………………………………………….. ……………………………………………..

Teacher: MRS.BELLOUCHE/ MERZOUKI 26

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 04
Language Learning/ use  Oral- written- Both  Interact- interpret-
I practise
produce
Frame : PPU

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard/ data show  I have got a cat.
 To name some jobs with appropriate articles.
 Worksheet / paper strips  She has got a dog.
 Use the verb “to have got” to talk about ownership.
 song of have got with pets  It’s my cat.
 Name some pets.
 Flashcards of jobs  It’s her dog.
Cross- curricular Competencies Core values

1- Intellectual Competency:
 Valuing and respecting relatives.
 Valuing knowing people.
 The learner can understand and interpret verbal and non-verbal
 Being proud of belonging to a family.
messages.
2- Methodological Competency:
 He can work in pairs.
 He can use strategies for listening and taking turn to answer.
3- Communicative Competency:
 He can use the verb “to have” to communicate appropriately.
4- Personal and social Competencies:
 He socialises through oral or written exchanges.

Teacher: MRS.BELLOUCHE/ MERZOUKI 27

Timing Framewor Procedure Focus Objectives Material & VAKT
k aids MI
-T/ splits the class into small groups and provides two groups with T/PP Brainstorming,
10´ Warm up flashcards of jobs, while the other groups gives them name tags for jobs . revising and V+T
Then, T calls out the job and Ls show it high. recalling the Small cards
(Jigsaw activity) After that, T/ asks Ls to change groups and look for the PP/PP previous words
pair of the cards they have. Each pair play the role:
L1: What is your job? L2: I’m a doctor.
L1 Share with classmates reporting what L2 said:
He/ She is a doctor (using appropriate pronouns and articles).
Presenting the
-T/ presents the new structure through a video song “I have a pet”. new lexis about A video song V+A
15´ Presentatio Task one: a) I watch the video and name the pets I see. pets and worksheet
n b) I watch the video and choose the correct word possession with
T/PP the verb to
1. The boy said: “I (has/have) a pet.
2. The girl (has/have) a cat. have.
3. (Has/Have) the boy a mouse? A
T/PP Interact orally
-T/ asks Ls if they have got pets, then each learner says what pet he/she
has.
- Then, T/ talks about the video song:
T: The boy said: “I have a pet” when we speak about the boy we say….. Eliciting the rule
PP/PP of the verb “to
Let finish the sentence  L: He has a pet.
have got”
-T/ invites Ls to elicit the rule by revising the present simple form of the
verb “to be”.
T: I have a pet  It’s my pet. So what does the verb have express?
L: It expresses possession/ ownership (in L1 of course). T/PP A
Rule:
We use the verb “to have got” to talk about possession. We have two
forms for the verb “to have” in present simple.
I To encourage
He You
have peer correction
has She T/PP
It They We

Teacher: MRS.BELLOUCHE/ MERZOUKI 28

 -T/ incites Ls to find the negative and interrogative forms of the verb “to
have got” explaining that it’s the same principle with the verb “to be”.
Give the negative and interrogative forms of the verb “to have got”. A
And T/ explains how the contraction is done in English.
I have  I’ve He has  He’s. PP/PP
Task two: I read the sentence. I Circle the correct answer. To make the
5´ Practice
a. I ___________________ a cat and two dogs. has got / have got / got verb “to have
b. She ___________________ a rubber. is got / has got / have got T/PP got” rule into
Worksheet
c. He ___________________ any brothers or sisters. haven’t got / hasn’t practice
Whiteboard
got / hasn’t
d. They ___________________ a car. haven’t / has / haven’t got
e. We ___________________ blue eyes. ’ve got / ’s got / are got
f. ___________________ a computer? Has she / Has she got / Has got
she
g. I ___________________ some chocolate. ’s got / ’ve / ’ve got
h. ___________________ a garden? Have they got / Got they / Has they

5´ Task three: I find the mistake, underline it and write it correctly. Worksheet
a. She have got a rabbit. ____has got ________ Whiteboard
b. My fish is got a blue tail. ___________________
c. They haven’t a lot of homework. ___________________
d. I got two sisters. ___________________
e. You has got a lot of books. ___________________ V+A
f. Have got you a garden? ___________________

Task four : I look at these toys and play the role with my partner PP/PP Interacting pictures
10´ orally Role play
realia

A camera A bike A skipping rope

A ball
L1 : Have you got a football? L2: Yes, I have/ No, I haven’t.
L1: What have you got? L2: I have got/ I’ve got a ……………………. V+T

Teacher: MRS.BELLOUCHE/ MERZOUKI 29

 Task five: I write a short paragraph to introduce the members of my PP/PP Showing degree
15´ Use family; I say how many brothers and sisters I have. I give more of autonomy in
information about their names, ages and jobs. introducing the
relatives.

The Teacher’s Comments

What worked What hindered Action plans
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………….. …………………………………………….. ……………………………………………..

Teacher: MRS.BELLOUCHE/ MERZOUKI 30

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 05
Language Learning/ use  Oral- written- Both  Interact- interpret-
I practise
produce
Frame : PPU

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard/ data show  Personal pronouns.
 To introduce his/her family members names and jobs orally
 Worksheet / paper strips  Possessive adjectives.
 Use the three forms of the verb “to be”.
 Family tree poster  What/ Who/ the three
 Use W.H Qs.
 Flashcards of jobs forms of “to be”
Cross- curricular Competencies Core values

1- Intellectual Competency:
 The learner can think and use the language to guess.  Valuing and respecting relatives.
 Valuing and developing friendship with friends, neighbours….
2- Methodological Competency:
 He can work in pairs.
 He can assess peer’s work.
3- Communicative Competency:
 He can use drama and role play to communicate appropriately.
4- Personal and social Competencies:
 He socialises through oral or written exchanges.
 He develops attitudes of friendship.

Teacher: MRS.BELLOUCHE/ MERZOUKI 31

Timing Framewor Procedure Focus Objectives Material & aids VAKT
k MI
-T/ distributes a set of flashcards for each pair of learners. T/PP To motivate
10´ Warm up the Ls and V+T
He Mr Omar Madam enhance co- A set of flashcards
learning for each pair of
learners.
Sir Father She
Miss

Girl
Mrs Woman Margaret

Boy Brother Mother Man PP/PP

To help the
-T/ asks Ls to work in pairs and classify the cards in the right box. Ls identify T+V
titles and
classify them
appropriately
(when to use
Male “he” or “she)
Female
(He)
( She)
-T/ presents bubbles with gaps to fill in (eliciting from the learners) Eliciting from The bubbles on big A+ V
T/PP
Presentatio the Ls to sheets stuck on the
10´ n Peter: complete board.
Hi, Omar, ……………is this on PP/T
the dialogue Strips of words.
the photo? using the
right W.H.Q,
Omar: Oh, yes. …………….is ………….father. personal Pr &
………….name is Ahmed. possessives

Peter:
Is ……..a painter ?

Teacher: MRS.BELLOUCHE/ MERZOUKI 32

 Omar: T/PP
No, ……………….isn’t. Assessment grid V+A
Peter: PP/T

…………………..is………….job ?
Omar:

………….is a carpenter.
T/PP Checking
-T/ acts out the dialogue with the learners. The learners act out with PP/PP pronunciation
20´
Practice
their partners. and intonation
-T/ asks Ls to substitute the father with: when acting V+T
out the
A mother/ teacher/ Meriem.
dialogue
A sister/ Akram/ a learner. The book MI
Task one: I circle the correct words to help Omar write his e-mail. Information gap
act 1p57

[email protected]

My family
Interacting
orally
Hi Margaret,

How are you? I am happy to introduce ( I - my ) family. My

father is a carpenter. ( His- He ) is 47 years old. (His - He)
name is Ahmed.My mother is (an – a ) teacher. ( She – He )
is 42. Her name is Meriem. I (has –have) one brother. (His – PP/PP
He) name is Akram. He is a pupil at Kerouani School. Akram
(like-likes) playing football.
How about you?

Love,
Omar

Teacher: MRS.BELLOUCHE/ MERZOUKI 33

 -T/ moves to free practice: Task2 p 58. I guess who is who. To involve
A L writes the names of his family members in the cirles. the Ls in
He/ she swaps his sheet with his partner’s and guesses who is who. PP/PP using the Worksheet
Example: three forms Whiteboard
L1: Is Kamel your father? of the verb
L2: No, he isn’t. “to be” to A
L1: Is he your brother? guess and
L2: Yes, he is. identify the
L1: Is Sara your sister? family
L2: Yes, she is. members,
The learners take turn to ask and answer till they find who all the names and
members are. jobs.
The teacher may allow his learners to carry on guessing about their jobs Worksheet
using the interrogative form and illustrating with tools of jobs pictures. Whiteboard

pictures
Role play
realia

A hammer
A saw
A brush
A ruler

Teacher: MRS.BELLOUCHE/ MERZOUKI 34

 The Ls will be
15´ Use You are at home with your new classmate. You show him/her the photos able to
of your family members on your photo album/ tablet/ iPhone. reinvest what
Show the photos and introduce them (names and jobs). has been
learned to
introduce the
family
members in a
meaningful
situation.

The Teacher’s Comments

What worked What hindered Action plans
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………….. …………………………………………….. ……………………………………………..

Teacher: MRS.BELLOUCHE/ MERZOUKI 35

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 06
Language use  Oral- written- Both  Interact- interpret-
I pronounce
produce
Frame : PPU

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard  The sounds // & /ð/.
 To read and write correctly a short description about the family
 Worksheet  The sounds /e/ & /ı:/.
members using words that contain the sounds //, /ð/, /e/ and /ı:/.
 paper strips

Cross- curricular Competencies Core values

1- Intellectual Competency:
 The learner can identify sounds when interacting.
 The learner can show creativity when producing pieces of oral and
 Being responsible.
written messages.
 Being positive.
2- Methodological Competency:  Valuing each member within the family.
 He can work in small groups.
 He can assess himself and peer’s work.
 He can use strategies for listening and taking turn to answer.
3- Communicative Competency:
 He can pronounce words correctly to communicate appropriately.
4- Personal and social Competencies:
 He is aware of his role and others’ role in working hard at school, and
being sociable.

Teacher: MRS.BELLOUCHE/ MERZOUKI 36

Timing Framewor Procedure Focus Objectives Material & aids VAKT
k MI
-T/ splits the class into small groups. Each group is provided with a set of T/PP Activating
10´ Warm up words written on a sheet of paper. (The same words for each group). schemata to A set of sheets of T
work in small paper for each
Mother Thursday groups, group of learners.
Father
through a
competition.
Third Fifth Thank

This Fourth
Brother

To engage
PP/PP and help the
The learners spread the papers on the table face up. They have to listen
Ls to get the
to the teacher, when he pronounces a word; each learner tries to pick up
listening
that word first until the teacher finishes all the words. The group with
strategies
the largest number of words is the winner.
focusing on
sounds.

Presentatio -T/ asks Ls within a group to read all the words and identify the T/PP
10´ difference. Reading the list at
n (1)
When they identify the difference, the teacher asks them to classify the PP/T random.
flowers which represent the corresponding words in the correct vase: A
Checking and
correcting
pronunciation

// /ð/

Teacher: MRS.BELLOUCHE/ MERZOUKI 37

 -T/ provides Ls with a task which is graded for three groups: T/PP To meet the Handouts of the
10´ Presentatio needs of the activity with V+A
n (2) Group 1: The learners have to listen to the teacher and write what they mixed graded tasks
hear. abilities Handouts: 1, 2 and
PP/T learners. 3
Group 2: The learners have to listen to the teacher and fill in the gaps MI
with the missing words.

Group 3: The learners have to listen to the teacher and choose the
correct word in brackets.
PP/PP
G1 G2
Keep………………………………………, Keep neat at your ………………, Presenting The book
R……………………………………………… Read and …………………and the different P 53
…………………………..…………………… ………………cool. sounds in a A
………………………….……………………. ………the pen and think of the meaningful
……………………………………………….. …………… passage or
……………………………………………….. You are the ……………., you poem. T
…………… the best.
PP/PP
G3
Keep (neat-net-fit) at your school,
(Read-ride- run) and speak and say (cool- To help V
full-school). learners
Get (at-the-an) pen and think of the (test- identify the
best-next). sounds
You are the best, you are the best.

Checking
how well Ls
-The teacher reads the poem aloud and asks each learner to do the task are able to
on his/her sheet of paper. distinguish
When they finish, they have to deal with peer correction, then group between the
correction. two sounds.

Teacher: MRS.BELLOUCHE/ MERZOUKI 38

 -T/ asks Ls to read the poem and classify the words with the sounds:
V
PP/PP To make Ls
/e/ /ı:/
feel free to
Get Keep play and Worksheet
learn Whiteboard
Pen Read
The bubbles
Best Speak

Remark: (The teacher has to mention the moral behind this short poem)
Core values.
15´ Practice Task one: I read and sort out the words with the sounds: // and /ð/. PP/PP
V+A

Hi, I am happy with my family. The book p54 (to

I greet my grandmother and grandfather. Reinvest present the task in
I respect my mum and dad, I love what has a ludic way. T/may
you both. been provide Ls with
Hi, brother, I am your sister; I need learned: words written on
ordinal balls and asks each
Your help and care.
numbers, to learner to identify K
I have a brother and a sister, so we are
introduce the sounds of his
three. their sisters word and put it in
and brothers. the right corner.

Task two: I throw the ball in the right hoop (task4 p 55)

Pet To check and K

correct the
pronunciation

Teacher: MRS.BELLOUCHE/ MERZOUKI 39

 /e/ /ı:/

Hoop “A” Hoop “B”

The teacher uses small basketballs to motivate the learners.

15´ Use -T/ write a thank you note to the family members to speak about your
role in loving the family and keeping your room tidy and clean. Use the
following words.
Short thank
// /ð/ you note
With Both
Grandmother Three
Grandfather
Brother
Finally, the learners read their production.
The Teacher’s Comments
What worked What hindered Action plans
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………….. …………………………………………….. ……………………………………………..

Teacher: MRS.BELLOUCHE/ MERZOUKI 40

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 07
Language reinforcement  Oral- written- Both  Interact- interpret-
I practise
produce
Frame : PPU

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Whiteboard/ data show  The present simple
 To introduce themselves, their family members, jobs and likes
 Worksheet/ pictures with the three forms.
using the three forms of the present simple with appropriate articles
 video song of jobs  The possessives& Arti.
and possessive adjectives in an e-mail.
Cross- curricular Competencies Core values
1- Intellectual Competency:
 The learner can understand and interpret non-verbal messages.  Being responsible.
 The learner can show creativity when producing oral and written  Being happy and proud of belonging to a family.
messages.  Valuing jobs.
2- Methodological Competency:  Valuing leisure time activities. (Reading books)
 Openness to the world (sharing information and
 He can work in small groups.
respecting people of other cultures.)
 He can assess himself and peer’s work.
 He mobilises his resources efficiently to produce a piece of writing.
3- Communicative Competency:
 He can use technology communication and information to communicate
appropriately with learners of other cultures as emails.
4- Personal and social Competencies:
5-  He socialises through oral and written exchanges.

Teacher: MRS.BELLOUCHE/ MERZOUKI 41

Timing Framewor Procedure Focus Objectives Material & aids VAKT
k MI
-T/ invites Ls to watch a video song about jobs and do the tasks. T/PP To help Ls
10´ Warm up Task 1: a) I watch the video and tick in the jobs I see. identify the Video song of jobs T+V
jobs from a Worksheet
song. Pictures
Strips of words

A doctor An architect A farmer A teacher

To engage
and help the
Ls to
PP/PP interpret
A pilot A surgeon A dentist A carpenter what they
b) I match each job with the right workplace. see and hear.

T/PP Identifying
places of work
PP/T and matching
them with the V+ A+ T
right
occupation

V+A

Teacher: MRS.BELLOUCHE/ MERZOUKI 42

 Before doing the task, the teacher asks the learners to label the T/PP To help Ls The worksheet
workplaces with their appropriate names, then match the pictures. know the
workplaces in
English.
PP/PP

The learners label the pictures and then match them with the jobs.
10´ Presentatio
-T/ creates a situation to present the simple present tense.
n
Look, this is Omar; he speaks about his likes and dislikes and his brother’s Fill in the Present the three
likes and dislikes. Of course, the teacher explains first the meaning of PP/T gaps with the forms of the
likes and dislikes through pictures and providing some leisure activities. right form present simple V
with all pronouns.
Omar:
Hello, I am Omar. I am Algerian. I ……………..reading
books. I ………not …………………….karate.

My brother, Akram …………………playing football, he ………. Highlighting The activity written

Not ……………………….watching TV. ……….you …………………. the rule of on a big sheet V+ A
PP/PP the present stuck on the board
Reading books?
simple tense Strips of words.
with all
pronouns.
10´ -T/ elicits from the learners the missing words in the bubble to introduce
the rule of the present simple.

Omar:
Hello, I am Omar. I am Algerian. I like reading books. I do
not like karate.

My brother, Akram likes playing football, he does not like

watching TV. Do you like reading books?

Teacher: MRS.BELLOUCHE/ MERZOUKI 43

 15´ Practice After giving examples and checking the learners’ acquisition of the
present simple with the three forms, the teacher moves to “practice”. Ok PP/PP Assessing V
let’s help Akram choose the right form of the verbs. how well the
Task 1: I help Akram to choose the correct verb form. Ls use the
Akram: present
Yes, you are right, Omar. simple tense.
I (like-likes) playing football, I (does not- do not) like
watching TV. I (love-loves) reading books, too. My
father (likes- like) watching TV.

-T/ asks Ls to look at the first task about jobs and workplace and do the
PP/PP
following task.
Task 2: Ahmed has a homework, but his brother told him that he should
make his sentences negative because they aren’t right. I help him turn
these sentences into negative form.
To check if Ls The worksheet V+A+T
1- The doctor works in a farm.  The doctor does not work in a farm. can use the
2- The farmer works in an office.  The farmer does not work in an present
office. simple
3- The pilot works in a hospital. The pilot does not work in a hospital. PP/PP appropriately
4- The teacher works in a shop. The teacher does not work in a shop.

Task 3: Ahmed has a project about the jobs and their workplace. I help
Ahmed to write correct sentences about the job and its place; I pay
attention to the subject of each sentence. The first one is done. To practise
1- I am a teacher, I work in a school. the Aff form
2- Rashid is a doctor, ……………………………………………. of the
3- Sandra is a dentist, …………………………………………….in a dental care. present
4- You are a shop assistant, ……………………………………in a shop. simple with
5- We are architects, ………………………………………………. all persons.
6- They are farmers, …………………………………………………..
Oral dialogue A
Task 4: I ask my partner about his family members’ jobs and answer his PP/PP To interact
questions. orally

Teacher: MRS.BELLOUCHE/ MERZOUKI 44

 Me: What does your father do?
My partner: He is …………………. Learners will be V
Me: Where does he work? able to use
My partner: He works in ……………………. personal
(Substitute father with other family members) pronouns,
possessives and
Margaret knows Omar very well. Now, she wants you to introduce jobs correctly.
15´ yourself, your family and your likes. (Follow the example of Omar’s e-
Use mail p 57).

The Teacher’s Comments

What worked What hindered Action plans
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
…………………………………………… …………………………………………… ……………………………………………
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Teacher: MRS.BELLOUCHE/ MERZOUKI 45

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 08
Language use  Oral- written- Both  Interact- interpret-
I read and do
produce
Frame : PDP

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Word splash game  The present simple to
 To respond to Adaku’s, introduce themselves and talk about
 E-mail template. introduce likes.
languages, likes, food and pets.
 The SP of “be” &
“have”.
Cross- curricular Competencies Core values

1- Intellectual Competency:  Being responsible for his own learning.

 The learner can understand and interpret non-verbal messages.  Being proud of belonging to a nation.
 He demonstrates degree of autonomy in some areas of learning.  Valuing leisure time activities. (Reading books)
 Openness to the world (sharing information and
respecting people of other cultures.)
2- Methodological Competency:
 He can assess himself and peer’s work.
 He mobilises his resources efficiently to produce a piece of writing.
3- Communicative Competency:
 He can use technology communication and information to communicate
appropriately with learners of other cultures as emails.
4- Personal and social Competencies:
 He socialises through oral and written exchanges.

Teacher: MRS.BELLOUCHE/ MERZOUKI 46

Timing Framewor Procedure Focus Objectives Material & aids VAKT
k MI
-T/ invites Ls to look at the circles he draws on the board and explains T/PP Motivating The board
10´ Warm up the principle of the game. Ls and V
Word Splash Game activating
schemata.

*Pet *Country
Ls will be
*Food able to
pronounce
*Likes *From
the words
*Named correctly
PP/PP and
memorise
them.
So to introduce the key words, the teacher draws the circle above with
words and makes the Ls repeat them. Each time the teacher erases a A
To check Ls
word from the circle and asks the Ls to repeat them, until they can
understandin
repeat all the words which are erased. g
PP/PP

Ls will be
*………. *C…….. able to use
*……… *Country the words
*…………….. in
*…………… V
*………… *……….. meaningful
*Likes *From sentences
*………..
*………..

Teacher: MRS.BELLOUCHE/ MERZOUKI 47

 Pre- PP/T L’s copybooks.
10´ reading T/ asks Ls to use the words from the circle in meaningful sentences:
- I love my country.
- I am from Algeria. T/PP
- I have a cat pet, named Mimi. V
- Reading books is one of my likes.
PP/PP Ls will skim Worksheet
During- First reading:
20´ -T/ asks Ls to read the support and say what it is: the support Books
reading for general
a- a letter b- email c- blog d- message information V+ A
, then scan
Who is the sender? it for details
PP/T
about
Second reading: Adaku.
-T/ asks Ls to read again and tick in the right box
True False
1. Adaku is the receiver of this e-mail.  
2. Adaku is eleven.  
3. Adaku speaks English.  
4. Adaku likes wearing jeans.   PP/PP Ls identify
5. Adaku has a pet cat.   items we
use to
Third reading: introduce a
-T/ asks Ls to read again and fill in the table about Adaku. person

Name Age country languages likes Favourite Pet

food
………… ……………
…………. ……. …………… …………….. ………… …………… …………
………….

Teacher: MRS.BELLOUCHE/ MERZOUKI 48

 Ls will be
20´ Post- Adaku wants to know more about you. Write an e-mail reply in which able to use Email template
reading you introduce yourself to him; give: appropriate
- Your name/age/country/languages/likes, favourite food and pet. simple
English to
introduce
themselves
in an e-mail

The Teacher’s Comments

What worked What hindered Action plans
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Teacher: MRS.BELLOUCHE/ MERZOUKI 49

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 09
Language use  Oral- written- Both  Interact- interpret-
I learn to integrate
produce
Frame : PPP

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  song representing a  The present simple to
 To draw their family trees in order to introduce their families’
family/ flashcards of jobs introduce likes.
members and jobs in an email (attached document).
 E-mail template.  The SP of “be” &
“have”.
Cross- curricular Competencies Core values
1- Intellectual Competency:
 The learner can understand and interpret a song.  Being responsible.
 He demonstrates autonomy in learning.  Being happy and proud of belonging to a family.
 Valuing jobs.
2- Methodological Competency:  Openness to the world (sharing information and
respecting people of other cultures.)
 He can assess himself and peer’s work.
 He can gather resources to mobilise them efficiently to produce a piece of
writing.
3- Communicative Competency:
 He can use technology communication and information to communicate
appropriately with learners of other cultures as emails and blogs.
4- Personal and social Competencies:
 He socialises through the tasks and collaborating within the group
members.

Teacher: MRS.BELLOUCHE/ MERZOUKI 50

Timing Framewor Procedure Focus Objectives Material & aids VAKT
k MI
-T/ invites Ls to watch and listen to the song and answer the questions. T/PP Activating Ls A song about a
10´ Warm up - What is the song about? schemata family V+A
How many family members are there?

-T/ splits the class into groups of six and provides them with two In a
Presentatio
flashcards representing jobs. PP/PP competitive Jobs flashcards
n (1)
Each group has to mime the job for the other groups. The winner is the and funny
group who finds the jobs. way Ls will
be able to
-T/ presents Margaret’s email and explains the new and difficult words recall the
Presentatio lexis related
n (2) by giving examples.
Now, in order to introduce your family tree to Margaret, what do you to family
PP/PP members
need?
and jobs.
20´ -T/ supplies each group with a handout representing the KSA table. A
Practice 1- The Ls in each group have to fill in this table before they start writing.
Knowledge Skills Attitudes
Lexis related to To help Ls The handouts
relatives: Greeting: Being have
………………………………… ………………………………… polite:……………………… autonomy
………………………………… ………………………………… …………………………… to learn
………………………………… Introducing my Valuing family: how to
20´ learn.
………………………………… relatives: …………………………………
Lexis related to jobs: ………………………………… ………………………………… V
………………………………… ………………………………. Valuing jobs:
………………………………… …………………………………
………………………………. ………………………………… PP/T
Auxiliary “to be” in
the PS with I/ She-he:
……………………………….. T/PP
Present simple tense:
……………………………….

Teacher: MRS.BELLOUCHE/ MERZOUKI 51

 Personal pronouns: L’s copybooks.
………………………………. PP/PP
Possessive adjectives:
………………………………..
Numbers: V
………………………………..

20´ Ls will be Worksheet

Use and 2- The learners have to decide on one learner’s family and start able to Books
correction gathering information and materials to introduce this family to Margaret. collaborate
PP/PP gather V+ A
-T/ encourages each group to write an email and draw the family tree.
information Posters to draw
-Ls/ will have the opportunity to present and assess the groups’ and family tree.
productions. produce a An email template
-T/ asks Ls to display their work on the walls and invite other groups to piece of A worksheet.
read, assess and give their opinion on it. writing (an
email) using
correct
language.

The Teacher’s Comments

What worked What hindered Action plans
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Teacher: MRS.BELLOUCHE/ MERZOUKI 52

Sequence Two Me and my family MS1
Sequence Two Lesson focus Domain Target competencies
Lesson 10
Language use  Oral- written- Both  Interact- interpret-
I think and write
produce
Frame : PPP

Learning objectives Materials Target structure

By the end of this lesson , my learners will be able to:  Video song about  The present simple to
 To solve the initial problem situation by introducing themselves on
friendship/ Algerian map introduce likes.
an international friendship blog.
 Blog template and  The SP of “be” &
support/ Algerian flag. “have” with personal
pronoun “I”.
Cross- curricular Competencies Core values
1- Intellectual Competency:
 The learner can interpret a song and sort out manners of a good friend.  Asserting one’s identity and behaving with self-
 He can show creativity when designing his/her own blog. confidence.
 Being proud of belonging to a nation.
2- Methodological Competency:  Valuing and developing friendship at the international
level.
 He can assess himself.
 He can mobilise the acquired resources.
3- Communicative Competency:
 He can use technology communication and information to communicate
appropriately with learners of other cultures as blogs.
4- Personal and social Competencies:
 He socialises through written exchanges.

Teacher: MRS.BELLOUCHE/ MERZOUKI 53

 He can develop attitudes of friendship.
Timing Framewor Procedure Focus Objectives Material & aids VAKT
k MI
-T/writes on the board the word “Friendship” and asks Ls what this word To encourage A song what makes
10´ Warm up means for them. Ls to interact a good friend? V+A
PP/PP orally and
-T/ lists down the words given by his Ls on the board. talk about
T: Do you have friends? Are they good or bad? friendship.
You should have good friends.
T: Now let’s watch and listen to a song and list down the characteristics To make Ls
of a good friend. aware of the
-T/ corrects with the help of the learners (smiles/shares/kind/helpful…) main
PP/PP characteristic
s of a good
friend

Pre- Showing Ls the

10´ writing -T: Where can you make friends? importance of A
T/PP the openness
L: at school/ neighbourhood/ other towns and other countries.
to the world to
T: How can you make friends from other countries? How do you interact orally
communicate? PP/T or in writing
L: email/ Facebook/ Skype/ blogs……
T: Which languages do you use? What and why do you write?
To help Ls
organise
their ideas.
V
T: Today, you’re going to introduce yourself on an international school To enhance Ls
20´ During- T/PP show
friendship blog.
writing creativity.
Be a good friend, prepare your own blog and write about your:
To involve Ls Showing Jack’s
- Name- age- country- school- class. Smith Blog as a
in self-
- Languages- religion. PP/PP assessment model page 58.
- Likes- dislikes. and
- Favourite food. correction. Ls’ production.

Teacher: MRS.BELLOUCHE/ MERZOUKI 54

 Criteria Indicators
10´ Revising The learner:
correcting 1. Relevance 1. can design a blog.
The teacher
and 2. can introduce himself.
will use this
3. can talk about his preferences. Assessment grid.
editing grid to assess
2. Use of correct 1. can use mechanics of writing.
the final T/PP the learners’
linguistic tools/ 2. can use the present simple to be/to have/ production.
draft
consistency to like.
3. can use the appropriate articles.
3. Coherence 1. can use logical organisation of ideas.
2. can use meaningful sentences.
3. can use appropriate linking words
4. Cross-curricular 1. can demonstrate autonomy in using
competencies language to communicate.
2. can use ICT (blogs).
5. Values 1. can assert his personal identity.
2. can demonstrate attitudes of respect.
6. Excellence 1. his work is well prepared and well
presented.
2. His production shows creativity.
The Teacher’s Comments
What worked What hindered Action plans
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Teacher: MRS.BELLOUCHE/ MERZOUKI 55

Teacher: MRS.BELLOUCHE/ MERZOUKI 56