Level :

1ms
Pre-
sequence
Now we have
English

listen

Raise your hand

(Teacher: bendoubaba djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr bendoubaba djamel (djamel
djamel)
Pre Sequence: Now we have English Lesson: Hello Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will beable to greet ,say and write his nameand familyname

Targeted competencies: interact – Domain (s): Oral/written/both Materials:/ W.

interpret Board/coursebook/ Greeting song
– produce.
Lexis; name; surname
Cross Curricular Competencies Core
values
 Being polite
 Intel. Learner can interpret and use verbaland  Respects his mother tongue and other languages
non- verbalmessages
 Meth: He can work in pairs or in groups
 Com: He can use role plays to communicate
 Per and soc: socializing

Ti Framewor Procedure Focu Aims Mate Vak

me k s ri t
a
l

Warmup Teachergreets his learners in their mother

10 tongue and asks them to greet in French . Assess their
m level
n T writes on the board how to greet in English V
presentati and invites his learners to listen and repeat.
10 on T/L A
m
n
hello – hi
good morning
(8:00) good
afternoon (13.30) Familiarizin
Usingtheir L1 ,the teacher sets up a g Them with
series of questions about the importance the new lg
of English/ which countries speakthis
language/…..

(teacher introduces himself and writes on

the board thefollowingsentence)
Hello,my name is Mr Djamel. I’m your
5m teacherof English. Guiding
n them to
Practice Task 1 : introduce
*T invites themto greet and say their T/L themselve
names(the teacherhelps and guides them) s
5m Hello,my nameis Mr Djamel.
n
Task 2:I askand answer(theteacherchooses a
studentto do the role play with him).
Teacher ;(usinggestures) Hello ,my name is
MrDjamel.What is yourname ?
Student : Hello ,my name is Salim.(the
teacher
helps the learnerto greet and say his name. L/L
10 *T eacherwrites the dialogueon the board.
m Produce * Teacherchooses some students to act out
n the dialogue.
Task3: Icomplete
Name :……………………………………………..
W. V/
Family name:……………………………………….
Board A/
Class:1m…….
k/
T
 School: Mohamedi bouziane middleschool
Schoolyear:2017/2018
Copybook: lesson copybook Helping them
Teacher: Mr Djamel to write their
names and
(usingexamples the teacher explains the family names
10 differencebetween names and family names) in a correct
m *Teacher moves in the class to checkand way
n correctthe learners’ names and family
names Audi
o
10 *Teacherinvites his learners towritedown Gree
m this information on thefirstpage of their tin g
n copybooks song

the greeting song:

Level : MS1 School: School: bormadia Relizane Teacher:Mrbendoubabadjamel
(djameldjamel)
Pre Sequence Lesson: English alphabet Framework: ppp

Learning Objective (s): by the end of this lesson ,my learner will beable to say and write the English alphabet

Targeted competencies: interact – Domain (s): Oral/written/both Materials: F/ W. Board/the

interpret alphabetsong/coursebook
–produce.
Lexis ;school commands
(spell/say/listen-repeat/colour)
Cross Curricular Competencies Core
values

 Intel. Learner can interpret and use verbaland  Being polite

non- verbalmessages  Respects his mother tongue and other
 Meth: He can work in pairs or in groups languages Openness to other cultures
 Com: He can use a role play to communicate
 Per and soc: socialize

Ti Framewor Procedure Focu Aims Mate Va

me k s ri kt
a
l
Greets his learners /they respond
Warmup Teacherasks themto say the French alphabet
5m
n Teacherwrites the English alphabeton the Assessing wboar
board. them d V
presentati Capitalletters :
15 on A- B – C – D – E – F – G- H – I – J – K – L –M – N T/L A
m –
n O – P – Q – R – S- T – U – V – W-X- Y – Z.
Small letters :
a- b- c-d-e-f-g-h-i- j- k- l- m- n –o –p-q- r-
s- t- u- v- w- x- y- z .
the consonants :
b- c-d- f-g-h- j- k- l- m- n – p-q- r- s- t- v-
w- x- z .
the vowels :
"a- e- i – o – u – y"

Teacher reads the letters twice or thrice

then presents the ABC song
Audi A
My learners (together) singwith the singer.
consolidatin o:
Learners read /singthe
g The
alphabetindividually.
alph
10 T/L a bet
Task 1: I say my name and spell its letters
m song
My name is Abdelkader_ a-b-d-e-l-k-a-d-e-
n r
Task 2:I join the letters in alphabeticalorder
5m practice
n A/V
A - d - -n
/
E - m- -p
/T
-r
x-
T/L
 Task 3 : I write the consonants in blueand
5m the vowels in green (teacher shows them
n these two colours)
n a m e V/
A/
s u r n a m e differencia K/
te between T
s c h o o l vowels and W.
consonants Board
Task 4: I find the missing letter:(T explains
10 the instruction orgives theman example)
m a- b- c-d-e-f-g -i- j- k- l- m –o –p- r- s- t-
n v- w- x - z .
Produce L

T. invites the learners to write on

10 their copybooks
m
n

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson: my schoolthings Framework: ppp

Learning Objective (s): by theend of this lesson ,my learner will be able to : a) nameschoolobjectsb)understand some
schoolcommands
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards /
interpret W.Board/realia
– produce.
Lexis; stand up/ sit down /match/read/what
Cross Curricular Competencies Core
values

 Intel. Learner can interpret and use verbaland  Being polite

non- verbalmessages  Repects his teacher’s commands
 Meth: He can work in pairs or in groups
 Com: He can use role play to communicate
 Per and soc: socialize

Ti Framewor Procedure Focu Aims Mate Va

me k s ri kt
a
l

Warmup Teachergreets his learners and the

5m learners respond
n * teachergives them the orders ; sit Lead in
down/stand up(usinggestures theteacher V
can repeatit and make it seen as a game)
T/L A
Revision; Refresh his
1 *Thealphabets (vowels /consonants) mind
0 *T invites themto singwith him the
m alphabets song
n Presentati
on T sticks three pictures on the board and
(usinggestures)invites his learners to To attract his
listen and repeat.(Twrites the sentences attention
on the board) Reali
a/
flash
ca
Naming rds
it is a pencilcase
school things

1
0
m
n
 T/L

it is a

T/L
schoolbag it is
a class room

Usingreel objects , Teacherpresents other

 schoolthings .
5
m Practice V//
n Task 1 I match (page 18) practicing W. A
5 Task 2: (pairwork)Iask and answer Board /T
m (teacherputs some schoolthings on the
n desk and writes the followingexample on
the board :
whatis it?
It is a rubber
Teacherinvites his learners toaskeach
other V/
5m ) A/
n Task 2 I read and classify (L works with his K/
partner) T
a pen- a ruler- a pencil- a table- a white
board- L/L
a chair- coloured pencils – a ruber- a
book- a copy book- a slate –
In my In my In my
5 schoolbag pencil classroom
m case
n
m
n
Write
15 Task 3 : I complete with the missing School
m vowelto get objects
n a schoolthing
1)B - -k 2) sl-te 3)ch-- r 4)wh-teb-ard 5)
p-nc-l

 Teacherinvites his learners

todraw and write the
schoolthings

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson;colours Framework: ppp

Learning Objective (s): by theend of this lesson ,my learner will be able to namecolours

Targeted competencies: interact – Domain (s): Oral/written/both Materials: songof colours

interpret W.Board/coursebook/slates
– produce.
Cross Curricular Competencies Core
values
 Intel. Learner can interpret and use verbaland
non- verbalmessages  Being polite
 Meth: He can work in pairs or in groups  Openness to the world
 Com: He can use role plays to communicate
 Per and soc: socializing

Ti Framewor Procedu Foc Aims Mate Va

me k re us ri kt
a
l

5m Warmup Teachergreets his learners/they

responds Make a short revision Refreshing
aboutschoolthings by asking: whatis it? wboar
d V
presentati *Teachersticks
red coloured cards on the board
on and invites his learners to listen and T/L A
10 repeat.
m gree Interp
n n ret
blue colou
rs
oran
ge
purp
le
pink
blac
k
whit
e
bro

practice slates

T/L V/
A/
Taskone : I look at the example and dothe
5m Asking K/
same(pair work)
n about T
colours

1 2 3

Example :
Amine; whatis number one ? T/L
Karim: it is a sharpener
Amine: whatcolouris it ?
Karim: it is blue
 Tasktwo: colour me (page 26)
7 practicing
m
n
Taskthree: I complete:
8m My table is brown
n produce my pencilcase .... ...........
...... ..................... ....... ........... produce
...... .................... ........ ........... simple
...... .................. ......... ........... sentences

10 Teacherinvites his learners towrite on their

m copybooks Audi
n o
Song
The songof colours (colo
Consolidatea ur s)
10 nd relax
mn

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson;numbers /thedays of Framework: ppp
the
week

Learning Objective (s): by theend of this lesson ,my learner will be able to: a)say and writenumbers b)say and writethe
daysof the week.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: songof numbers /
interpret W.Board
– produce. Slates
Cross Curricular Competencies Core
values

 Intel. Learner can interpret and use verbaland  Being polite

non- verbalmessages  Openness to the world
 Meth: He can work in pairs or in groups
 Com: He can use role play to communicate
 Per and soc: socialize

Ti Framewor Procedure Focu Aims Mater Va

me k s ia kt
l

Teachergreets his learners /they Revising

5m Warmup respond T invites his learners tosing:
n colours wboar
Stage one:Numbers d
T eacherintroduces thecardinalnumbers V

Taskone: I listen and repeat A

Numbers T/L
Interpreting
numbers
10
m
n

5m Task 2 :(usingslates): I listen and counting

n write 12 5 6 9 11 10 0 3 4
Task 3: I find the missing
3m number 0 1 2 3 5 6 7 8 9 11
writing
n 1213
numbers
Task 4:I complete with : f-i-gh-n-e
5m -leven -ive s-x ni-e ei—t
n
The songof numbers
7m One little, two little three little T/L
n aeroplanes Four little sixlittle seven
little aeroplanes Eight little nine little Audio
ten little aeroplanes Ten little Song
aeroplanes flyinghigh (num
be
rs )
 Stage two : the days of the week
There are seven days in theweek : Naming the V/
7m Sunday T/L days A/
n Monday K/
Tuesday T
Wednesday
Thursday
Wednesday

0 Zero 7 seven
1 one 8 eight
2 two 9 nine
3 three 10 ten
4 four 11 eleven
5 five 12 twelve
6 six 13 thirtee
n
 Friday
Saturday

3 Task 1; I listen and repeat

Task 2:I read and find (thereare 2 hidden
m days) W.
Knwednesdayjhpomondayds Writing the Board
n Task 3: I orderthe followingletters to get : a days
day
3 huTdyars-—………………………
Task 4 : I complete with the missing letter L/L
m to writea day(Lworks with his partner)

5m
n
--i---
S-----
12 -u-----
m
n Teacherinvites his learners towrite on
their copy books(Tchooses whatshould be
written)

Teacher: bendoubaba djamel (djamel djamel)

Level : MS1 School: bormadia Relizane Teacher:Mr Bendoubaba djamel
(djameldjamel)
Pre Sequence Lesson;the months of the year Framework: ppp

Learning Objective (s): by theend of this lesson ,my learner will be able to: a)say and writethe monthsof theyear b)write
the date.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards /
interpret W.Board/realia
– produce.
Cross Curricular Competencies Core
values

 Intel. Learner can interpret and use verbaland  Being polite

non- verbalmessages  Repects the time
 Meth: He can work in pairs or in groups
 Com: He can use role plays to communicate
 Per and soc: socializing

Ti Framewor Procedu Focu Aims Mater Va

me k re s ia kt
l

Teachergreets his learners/they respond

10  Singthe alphabets song Assessing
m Warmup  Singthe numbers song
n  Quickreview aboutthesigns V
of punctuation and capitals
T eacherintroduces the months of the year T/L A
presentati Listen and repeat
on The months of the year
1 Januar 7 July
y Wbo
2 Februar 8 August ar d
10 y Interpreting
m 3 March 9 Septembe the months of
n r the year
4 April 10 October
5 May 11 Novembe
r
Audi
6 June 12 Decembe
r o
*learners listen to the song and startsinging Song(
5m
with.
n
Taskone : I find thevowels and consonants
Practice

5m
n

5m
Tasktwo: I order
n T/L
February-June –May –March -December

Taskthree :I write the date (Lworks with

partner)
5m produce
n V/
The teacherwrites the date A/
Yesterday.........................................18th,2017 K
Today ; Sunday, September
19th,2017 Tomorrow: ...............,
21st,2017
10
m T invites his learnerto writeon their copy
n books
10
m
n A game : Quick Draw McGraw

Months Vowels Consonant

s
August
March
April
The rules
1. One representativefromeach row is
given a marker and stands atthe frontof V/
the class. A/
2. Each studentturns their backto the K/
whiteboard, whilethe teachersays a T
word (this word can be; a month, a day
, a number…..)
3. Class and Teachersay: 一二三 Quick Draw
McGraw.
4. The 3 students turn and writethe
wordand then returns the marker backto
the front desk.
5. The firststudentto return the marker
and the word he wrote is correct, earns
points for their team

Teacher: bendoubaba djamel (djamel djamel)

 Songs
Colours :
https://www.youtube.com/watch?v=moNlFRgN
ob4
Numbers : https://www.youtube.com/watch?
v=lY3v0Vy2- Cw
Months of the year
https://www.youtube.com/watch?v=5enDRrWy
Xaw
English alphabet:
https://www.youtube.com/watch?v=75p-
N9YKqNo
numbers : https://www.youtube.com/watch?
v=lY3v0Vy2- Cw
Flash cards
Level :1ms

SEQUENCE :one

Me and my friends

Teacher: bendoubaba djamel

Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson ,the learner will be able to greet and introduce onself .

Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters

interpret – produce.
Target structure: personal pronoun I /
To be ; am /what /my
Cross Curricular Competencies Core
values

 Intel: Learner can interpret and use verbal and

non- verbal messages Being polite
 Meth: He can use listening strategies.  openness to other people
 Com: He can work in pairs or in a group  pride of national identity
to communicate appropriately.  Behaving as a responsible
 Per and soc: He can orally socialize

Time Framework Procedure Focus Aims Material Vakt

Learning situation to install resourses .

You are new in this school , your teacher
A/V
of English wants to know about you ,write
a short note in which you give him /her
the following information : name,age,city,
country, telephone number ,…….)
10m

Teacher warmly greets his learners/learners A/V

respond Introducing the
new sequence
Pre listening Teachers introduces the topic of the 1st sequence. T/L

*T eacher sticks a picture of a school boy and a

school girl on the board , and introduces them :
This is Djamel and this is Warda.
*Teacher writes the following bubbles on the
board.
Hi,I’m Djamel.what is
15m
your name? T/L Posters
Hello ,my name’s +w
board
Warda.Nice to meet you.

While Attract learners’

listening intention to the
T/L topic
 T eacher reads what is written in the bubbles
and invites his learners to listen and repeat . L greets and
5 introduces
Task one: (open/close pair T/L oneself V/
m work) LS act out task 2 page 35 A/
(oral) Practicing K/
5 Task two; I greet and introduce T
Post myself Task 3 page 36(oral)
m listening Task three : task 5 page 36(written)

5 Learners introduce themselves in pairs(role

play)
m
T. invites the learners to write on their
1 copybooks

0
Teacher:
m bendouba
ba djamel
1 (djamel
djamel)
0

m
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I practice Framework: ppp

Learning Objective (s): By the end of this lesson , my learners will be able to :a)use punctuation signs and
capitalisation correctly .b)pronounce these sounds /ai/ /ei/ /i/ in the right way.

Targeted competencies: interact – Domain (s): Oral/written(both) Material : W. Board/coursebook

interpret – produce.
Target structure: personal pronoun I /
To be ; am /what /my
Punctuation signs/capitalisation
Cross Curricular Competencies Core
values

 Intel:Learner can interpret and use verbal and Being polite

non- verbal messages  openness to other people
 Meth: He can use listening strategies.  pride of national identity
 Com: He can use punctuation signs appropriately.
 Per and soc: socializing through oral messages

Tim Framewor Procedu Focus Aims Materi Va

e k re al kt

Icebreaki Teacher warmly greets his

learners/leaners respond
5m Stage one: I practice Lead in W
ng Lead Teacher chooses two learners to greet and board
introduce themselves. A/V
Teacher writes the following example on the T/L
in board then highlights the punctuation signs and
the capitals
Example:
Sarah: Hello , my name is Sarah.
│ │ │ │ introducing the V/A
punctuation
, S .
PRESENT H signs
ATI ON │ │ │ │
10m
CAPITAL COMMA CAPITAL FULL
STOP LETTER LETTER
ISOLATION
ANALYSIS I USE :

Stating A Capital letter for : proper

the rule noun,country , town-I, to start a
sentence (Mohamed-I- Relizane-Ageria)

Punctuation signs:
a- (.) a full stop to finish a sentence T/L
10m I like Algeria.
b-(,) a comma to mark a pause
c-(!) exclamation mark:
Hello ! / Hi ! welcome!
d-(?)a question mark to ask a question
What is your name ?

Task 1: I correct the mistake (form

-based) my name is jane? V/
Hello? I’m steve! A/
K/
 Welcome. T
practice
 what is your name! practicing
Task 2:( pair work)a)I read and turn
into a dialogue
b)I supply the capitalisation and the right
10m punctuation T
Hellomynameisnassimawhatisyournamehinass /
im L W.
ai’mdjamila Nassima: Board
…………………………………………………..
Djamila:……………………………………………………

Stage two :I pronounce

presentai Introducing
T writes on the board the following the new
on sentences and invites his learners to listen sounds
and repeat .
isolation Hello! My name is Kamel
│ │ │ familiarizing
Y a i the Ls with the
15m analy │ │ │ new sounds

sis /ai/ /ei/ /i/

practi A)I
/i/listen and classify
/ai/: /ei/
Sit- I – listen- nine- Jane – hi - date -mobile practicing
ce

10m
B)I colour the following sounds: /ai/ /ei/ /i/
Scissors -hello - chair- slate-what- pencil- white
board Nice-glad (pair work)

T. invites the learners to write on their

copybooks

Teacher:
bendoubaba
djamel
(djamel
djamel)
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: grammar focus Framework: PIASP

Learning Objective (s): By the end of this lesson , my learner will be able to communicate correctly and give
some information about his /her: name,age,hometown…..
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W. Board/posters/student
interpret – produce. manual
Target structure: personal pronoun
I / To be ; am /is/what /my/your
Punctuation signs/capitalization
Cross Curricular Competencies Core
values

 Intel:Learner can interpret and use verbal and

non- verbal messages Being polite
 Meth: He can work in pairs or in groups.  openness to other people
 Com:. : he can use ICTs to communicate with others  pride of national identity
 Per and soc: socializing  Behaving as a responsible

Tim Framewor Procedu Focus Aims Materi Vak

e k re al t

Warm up T greets his learners/learners Interacting

5m repond T presents this pic with them to
n Presentatio This is Omar (teacher asks some make them
n questions example ; what is Omar feel at ease V
doing?is he playing football) Arouse L
interest A
T:Omar is chatting with a new friend T/L
from America on skype.

T writes on the board Omar’s email.

Some learners read the email .

Hello ,My name is Omar,I

1 am from Algeria,I live in
0 Relizane ,I love my city,I
m am a pupil .what is your
n
name?
posters
+
Wboar
d

T/L Analyze and

deduce

5m Isolation: learners read the isolated words

n
 ,my ,is,I,am,your
T/L
,live,in,love,what Stating the
Discover the
rules
 language
Grammar tools examples
10 My /your (Possessive My name is
m Djamel. adjectives) Your name is
n Rachid

I(personal pronouns) I am kamel V/A

I ‘m 10
I like
Algeria Am /is (aux to
be) I am(I’m)
Practice Karima is 10
practicing
Live /love (verbs) I live in
T/L
Oran I
love
Algeria
practicing
In (prep of place) I live in Algeria
5m
n What( question word) What is your
name?
k/T
based-form activity guiding them
Introduce W.
Task one: I order the words (work with
5m themselves Board
your partner)
n
a) name/my/is/./!/Hello/Rachid T/L
b) 11/I/’m/./
c) ?/name/What/your/
is/ Meaning-based activity
Task two : I fill in the table
10 with Mostaganem-hello-
m Kamel-11-
n greeting name age city
T/L
Communicative-based activity
Task three:(page 40)a: I Help Maria find the
right word
b): I use my personal information

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

T. invites the learners to write on their

copybooks
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I read and do Framework: PDP

Learning Objective (s): By the end of this lesson , my learner will be able to interpret a written message
about introducing oneself.
Targeted competencies: interact Domain (s): Oral/written(both) Materials: W.
– interpret – produce. Board/posters/student manual
Target structure: personal pronoun I /
To be ; am /what /my/your
Punctuation signs/capitalization
Cross Curricular Competencies Core
values

 Intel:Learner can interpret written messages

 Meth: He can work in pairs or in groups.He uses Being polite
his strategies to interpret written messages  openness to other people
 Com:. : he can use ICTs to communicate with others  pride of national identity
 Per and soc: socializing through written messages respect the others

Tim Framewor Procedu Focus Aims Materi Vak

e k re al t
1 Warm up Teacher greets his learners/ the learners T
0 respond Presents the pictures of Razane and /
m Pre and Susan L
n reading
posters
V
lead in
A

this is Razane Attract

the
learner’s
attention

this is Susan (here

the teacher gives them some advice about
the danger of the net and chatting with Interactin
unknown persons) g
(using gestures) T asks questions to illicit T
from the learners what Razane and Susan /
are doing. Then ,the teacher says : Razane L
25 While and Susan are chatting on facebook.
m reading
n T eacher invites the learners to open their
books on page 41,he asks them to read the Interpreti
texts and do Task 1.(p41) I read and colour ng
the correct answer
Teacher invites the learner to read again
and Task 2: I read and complete the
missing information about Razane (learner T
can work with his partner) /
L

nam age occ Scho Count city

upa ol ry
e
tion
a
5m Task 3 : I answer with true or false
n (teacher explains the meaning of true and
false using examples)
a) Susan is 12
Post
b) Susan lives in London
reading
10 Task 4: a)I fill in the chart with my
m personal information
n name age occupa school county city T/L Guiding them W.
tion Board

c) I complete this message

L
Hello , my name is…….. .I am.............I Producing a
am from ………and I live in ……. . Written
message
I am a pupil at..............Middle School.

T. invites the learners to write on their

copybooks
10 Teacher: bendoubaba djamel (djamel djamel)
m
n
Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I learn to integrate Framework: PPP

Learning Objective (s): By the end of this lesson , my learner will be able to write a short post in which he/she can
introduce him/herself.
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W.
interpret – produce. Board/flash
Target structure: personal pronoun I / cards/student manual
To be ; am /what /my
Punctuation signs/capitalization
Cross Curricular Competencies Core
values

 Intel:Learner can interpret verbal and non-

verbal messages Being polite
 Meth: He can work in pairs or in groups.He uses  openness to other people
his strategies to interpret oral /written messages  pride of national identity
 Com:. : he can use ICTs to communicate with others
 Per and soc: socializing

Tim Framewor Procedu Focus Aims Materi Vak

e k re al t

Teacher greets his learners/ the

learners respond
Icebreaking Teacher asks some questions to activate brainstorming
the learners prior knowledge and to / V
attract their interest. interacting
Who has an email A
address? Do you know T
these signs ? /
L

Flash
10 snapchat Ls can use his cards
m
n prior
knowledge

T: these are called social

Interacting
media . T :who has a facebook
account?
T: who has friends from other countries?

T; what is a
blog ? a blog
is : T
a regular record of your thoughts, opinions, /
or experiences ,information that you put on the L
internet for other people to read
Pre-writing Setting up the Situation
process

T writes and explains the situation

You are a new member of your
5m
n schoolblog group . Your new
friends want to know about
you.Introduce yourself
T
/
L
 Planning
1
5 T splits the groups V/
m T helps his learners to remember what they T/
n learnt in this sequence. K
T asks the learners to complete the W.
following table: Board
knowledge Skills Attitudes
Lexis related Greeting: -Being Guiding them
polite:
to greetings: Hi, hello start with
Hi, hello Introducing greeting
Present oneself: -Respect
simple of Name,Age other people T/L
“be” with I: Country,City And other
Am School cultures
Personal I am…
pronoun:I My name
is….
Possessive
adjective:My
Prepositions
:
1 In / at
0 In Drafting
m -writin With the help of their teacher, the learners
n g start drafting .
proces Editing
s Teacher helps his learners to examine the
text carefully to find and correct typographical T/L
10 errors and mistakes in grammar, style, and
m spelling. publishing To correct the
n mistakes(spelli
The groups write the final draft and present ng, grammar,..)
10 their work in front of their classmates to be
m assessed T selects a work to be written on the
n board.

Teacher: bendoubaba djamel (djamel djamel)

 Level : MS1 School : Bormadia/Relizane Teacher: bendoubaba djamel
(djamel djamel)
Sequence: 01 Me and my friends Lesson: I think and write Framework:
PDP

Learning Objective (s): By the end of this lesson , my learner will be able to mobilize his/her required resources to
produce a written message
Targeted competencies: interact – Domain (s): Oral/written(both) Materials: W.
interpret – produce. Board/flashcards/student
Target structure: personal pronoun manual
I
/
To be ; am /what /my
Punctuation
signs/capitalization
Cross Curricular Competencies Core
values

 Intel:Learner can interpret verbal and non-

verbal messages Being polite
 Meth: He can mobilize the required resources  openness to other people
to produce a written message /He shows  pride of national identity
creativity in writing
 Com:. : he can use ICTs to communicate
with others
Per and soc: socializing through writing

Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

brainstorming
Lead in : Teacher launches a series of discussion questions V
A
Do you have friends on facebook? T/L K
15m Do you know how to send invitations ? interacting T
n Do you know how to add/delete friends?
Do you keep your reel names?

pre writing The teacher writes the situation on the board

and asks them to work individually
You want to join your school English
Wboard
language club.

15m Fill in your ID card then introduce

n yourself to the club members.
ID
First name :……………..……
Family name:..…………….…
T/L
Age :…….........……….....…...
Class : ……......………………
School:……....……….………
Town :…………………..……
Phone number : ……………...

Teacher explains the new lexis;

To join /club/ ID
T/L
25 While My learners start doing the task L
m writing
n
Producing a
5m T collects L work to be corrected at home written
n message
Post work evaluation grid
Criteria Indicators
1-Relevance 1-the learner can fill an ID
and introduce
him/herself 2-Correct use 1-the
learner can use :
of linguistic The present simple to be
,to resources live/2-s/he uses personal
pronouns /3-possessive
adjective:my/the good
use of the punctuation
signs and capitalization
3-Coherence 1-the learner can organize
his ideas/2-the learner
can write simple
sentences
4-Cross- 1-s/he shows ability to
use curricular ICTs to communicate
with competences the others
: 2-s/he can
produce a written
message
5-Values 1-respect and being polite
2- socialising through
written exchanges
6-Excellence 1-he/she shows creativity in
his /her
writing

Teacher: bendoubaba djamel

(djamel djamel) Hireche group .
Flash cards
Level :1ms

SEQUENCE :two
Me and my family

14 15 23 85 100

1st 2nd 3rd 31st

Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 Scho Bormadia Relizane Teacher: Mr Bendoubaba djamel
ol : djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to introduce the members of
their families .
Targeted competencies: Domain (s): Oral/written/both Materials: Flashcards /
interact – interpret – produce. W. Board/the family
Target structure: -who-what- song
where this-that -she-he
Interrogative/affirmative
/negative
form of to be
Cross Curricular Competencies Core
values

 Intel: Learner can use verbal messages to  Being proud of belonging to an Algerian family
get information  Respecting his/her family members
 Meth: He can use listening strategies.
 Com: He can use a role play to
communicate appropriately.
 Per and soc: He can socialize through
oral exchanges

T Fra Procedu F Aims Mat V

i me re o er a
m wo c ial
e rk k
u t
s
The announcement of the project:
T eacher informs his learners that they have a project to
1 Announci
do individually and deliver it before the exams ,in this
0 ng the
project the learners are going to make a family tree ; V
m project
(names , age, jobs) /
n work
A
/
Initial situation :.
K
You are on the international /
friendship blog. A new fiend wants t
to know about your family. T/
Introduce your family L
(names,age,jobs…) and send him
your family tree.

*Teacher asks some learners ;

What is your name?
Pre
What is your family name ?
listeni
*The learners answer .
ng
 *Teacher introduces the topic of this sequence . Lead in
*Teacher sticks a picture of a boy on Wbo
5 the board and asks (using gestures) : a
m T: who is this ? rd

n
 Fla
sh
car
ds
T: This is Omar . he is 11
*Teacher invites his learners to repeat or to act it out .
*Teacher sticks a picture of a girl and
asks : T :Who is this? Using
she
and he

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

Naming
the
members
*Teacher sticks on the board the members of Omar’s of the
family and introduces them. family.
*The learners repeat. T/
L
1
0
m
n

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

No=4 no= 5
the father the mother
 No = 1 no= 2 no=3
This is Omar the sister the brother

interacting
Task 1. I look at the example and do the same with
my partner :
2 Example; T: Is number 2 the mother? asking yes
0 L: No, she is not . no
durin T: Is she the
m questions
g sister ? L:Yes ,she
n T/ /using
listen is . L the new
in g
lexis
Task 2. I guess who is who.(task 2 p58)
I write the names of my family members in the W
circles. I swap my sheet with my partner and guess boar
who is who d
Task 3: Task 2 page:65. I supply the missing letters to get L/
the members of my family. L
.
Th
Task 4: I complete my family tree e
T/
co
L
My………… urs
e
bo
My………
ok
1 Post
0 listen My………… My………
m in
n g My......... Me My..........
Ahmed produce

The song of :my family

https://www.youtube.com/watch?
v=YJyNoFkud6g&index=1 &list=RDYJyNoFkud6g
Au
Teacher invites his learners to write on their copybook Consolidatin dio
g Son
g
1
0
m
n

1
0
m
n
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I pronounce Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to read and pronounce these sounds :
/e/
/I://θ/ /ð/ in a correct way .
Targeted competencies: Domain (s): Oral/written/both Materials: the course book/
interact – interpret – produce. W. Board/

Cross Curricular Competencies Core

values

 Intel: Learner can identify sounds.

 Meth: He can use listening strategies.  Openness to other languages
 Com: He can pronounce words in a correct way.  Respecting other languages
 Per and soc: He can socialize through
oral exchanges

Tim Framewor Procedu Focus Aims Materi Vak

e k re al t

T greets his learners /the learners T Interacting

respond a quick review about the previous /
lesson L
*T invites his learners to open their books
7mn Presenta Cour
on page 54 . V
tio n se
*T reads the poem and invites his learners
boo
to listen and repeat. A
introducing k+
*Teacher writes on the board the following
the new Wbo
words and asks his learners to find them
sounds ar d
and underline them on their books:
Isolation Read-Keep-best-think-the T/L
5mn *The teacher reads the isolated words and
invites his learners to listen and repeat.
Read-Keep-best-think-the
│ │ │ │ │
/I:/ /I:/ /e/ /θ/ /ð/
Analysis Familiarizin
*Teacher states the rules of /I:/ /e//ð/
g the ls with
8mn but when dealing with /θ/ the teacher
the new
must be very careful.
sounds
10m stating
n the rule

:page54
I look, listen and match V/
practice Practicing
5mn Task 3: page 55.I classify the following A/
words According to their sounds. K/
Green , vet ,ten,greet-pen T
5mn

Task 3: task 4page 55 L/L

5mn
I throw the ball in the right hoop.

ee/ea e Th+con Th+e

s
/I:/ /e/pet /θ/ /ð/
meet throw father
Tas

/ I:/ /e/
5mn Task 4: I complete the table with my Investing the
10m
own words (the learner works with his ls knowledge
partner
/ I:/ ) /e/ /θ/ /ð/
n

T invites to write on their copybooks

Level : MS1 School : bormadia relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I practice Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learners will be able to to introduce his family members and talk
about their jobs.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/posters
interpret about jobs
– produce.
Target structure: to be
interrogativeform/articles /what/his/her
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal and non  Being proud of what his family do for living
verbal messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to  Asking questions politely.
communicate appropriately.
He can use ICTs to communicate with others
 Per and soc: He can socialize through oral
exchanges and written messages
Tim Framewo Procedu Foc Aims Materi Vakt
e rk re us al

Teacher greets his learners /the learners

respond T sticks on the baord the picture Omar interacting
Lead in : then asks: T: Who is this? Ls: h e is Omar.
T:Omar has an English friend. Her name is Margaret. He V
presentatio sends her an e-mail to introduce his parents .
5m A
n
n Hello ,I’m happy to introduce my
parents .my father is a
carpenter,his name is Ahmed.my
mother is a teacher her name is
Meriem. W
boards
+
Posters

T: is his mother a doctor ? LS: No, she is

not. T: what is her job?? LS: she is a T/L Introducing the
1 teacher.. T; is his father a policeman? theme of the
0 LS: No, he is not lesson
m T: what is his job ? LS: he is a carpenter.
n T tells his learners that they are going to talk about
jobs. T eachers sticks some posters about jobs on the
board
T introduces these jobs and invites his learners to
listen and repeat. T highlights the articles
(a /an) .

Naming jobs

Posters
+
 wboard

no 1 is a teacher no 2is an electrician

no 3is a nurse no 4 is a farmer

 No 5 is an architect no 6 is a singer

Practice Interacting
1 Asking and
5 No 7 is a docor no 8 is a carpenter answering
about jobs
m
Task one: I look at the example and do the same with
n my partner.
T: Is no 2 an electrician ? LS; No, he is not .
T: what is his job ? LS: he is an
electrician Task two : I order
1-your-what -?
job-is 2-her –job-
what-is-? Forming a
question wboard
3-a –nurse- is-?-she
about jobs
Task three:I read and choose
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he – V/A/
differentiating
his) name is Karim and (my ,I) sister is a nurse ,(her K
between personal
Presentatio ,she) is a type writer . pronouns and /T
n possessive
A game : I mime and you guess adjectives
Isolati
? T guides them .
a pupil 1 mimes a job and asks :what is my interpreti
on
job? a pupil 2: you are a doctor. ng
Analy
sis
gesture
Articles (PIASP) s
Stating T writes on the board the following sentence:
rules I’m a dentist and my brother is an electrician,he works in the garage.
│ │ │ Introducing
a an the the
indefinite indefinite articles
definite
2 article article
0 article I use a and an
m Practice
before a singular noun.
n I use a before consonants (b-c-d-f-g-h-j.............)
I use an before vowels (a-e-i-o-u) Familiarizing the
I use the before singular and plural definite ls with the
nouns. articles

Task one: I
order 1-is-It-
orange-an 2- Interpreting
Ali-a-dentist-is the place of each
article
3-teacher-41-is-The
Task two: task 4 page
51
Producing
T using pictures explains the new words:dog-cat simple
Task three:I introduce my family members and their sentences
jobs . I start like this:
1 Hello ,I’m happy to introduce my family :
0 My father is …………. his name is ………….and my…………….
m
 T invites his learners to write on their copybooks
n
Level : MS1 School : Bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and speak Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learner will be able to : a) say and write cardinal /ordinal
numbers,b)ask and answer age.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: W. Board/the song
interpret of numbers/the course book
– produce.
Target structure: to be : interrogative
forms/how
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal and non  Being polite

verbal messages  Asking questions politely
 Meth: He can work in pairs or in groups.
 Com: He can use a role play to
communicate appropriately.
 Per and soc: He can socialize through oral exchanges

Tim Framewor Procedure Focus Aims Materi Vakt

e k al

Teacher greets his learners /they respond

Warm up T invites his learners to sing the song of Revising
numbers. numbers
V
From0 to
Presentation one: Cardinal numbers(14 T 13
A
to100) (PPU) /
Teacher sticks on the board the photo of L
Omar then asks : who is this? wboar
LS: he is Omar d
7m Presentatio
n n

T writes : Omar is 11,he is the fourth child in poste

his family. r of
T asks some questions and helps his ls to Omar
Interacting/as
answer: kin g
T: Is omar 12 ? L: No, he is about age
not . T: How old is he ? L: He is
11
T
T asks one of his learners:
/
T: Are you 6? L: No ,I’m
L
not. T: How old are you?
L:I’m 11.
Task one: T invites his learners to act out
5 L
the previous dialogue
mn / Interpreting
*Here the teacher introduces the cardinal L numbers
numbers from13 to 100
Wboar
d
Checking ls
understandi
ng

Task two: I look and match the numbers. T/L

8m (page52)
n
Practice Task three: I match

14 fourteen 20 twenty
15 fifteen 30 Thirty
16 sixteen 40 forty
17 sevente 50 Fifty
e
n
18 eightee 90 ninety
n
19 ninetee 100 One
 How old are you? She is 14
How old is your sister? I’m 11 V/A/
Asking about K/ T
How old is your father? He is 67
/answering age
Are you 19? Yes, I’m
Task four: I ask and answer(a role
play) Step 1:
The teacher writes the following question on
the board and asks his learners to find the
answer: My grand father is 33 and 35.
T/L
How old is
Presentati he? LS: he is Counting
on 68. W
Step 2: T invites his learners to make an T/L board
5m example like this in close pairs and act it out in
n front of their class mates.
Presentation two Ordinal numbers(1st to 31st
(PIASP):
Introduce the
T invites his learners to consider the
ordinal
following sentence.
Isolati numbers
I’m the fourth in my family
Teacher isolated :the word fourth and invites
on
his learners to compare it to four
3m the fourth four Familiarizing
Analy
n │ │ the learner
Ordinal cardinal with the
sis
numbers numbers ordinal
numbers
I use :
5m a) Ordinal numbers to order (persons ,objects
n Stating ) and write the date
rule b) Cardinal numbers to count
(persons,objects) and say my age Interpretin
T introduces st
the ordinal numbers
The first g other
1 ordinal
nd The second
2 numbers
rd The third
3
th The fourth
4
th The fifth
5
th The ninth
9
2o The twentieth
st The twenty first
21
Task five: Task nd 9 page 53. I The readtwenty
and ranksecond
5m 22
the children.st The thirty first
n 31
Task six: I read and complete with ; the Practicing
5m seventh- the second- the twenty second – the
n Practi first
ce -V is.....................Letter in the English
alphabet. The learner
- Sunday is..................day in the week Produces
7m -July is.........................month in the year simple
n -I’m........................child in my family . sentences
Task seven I write my age and my rank in about his age
my family. and his rank in
I’m ………………….and I’m........................child in his family
my
1 ……………..
0 T invites his learners to write on their
m copybooks.
n
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: grammar tool 1 Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to ask and answer about one’s
name,age and job.
Targeted competencies: interact – Domain (s): Oral/written/both Lexis:lvocabulary related to ;jobs
interpret – produce. Materials: W. Board/posters and family members.
Target structure: wh questions(who- about jobs Pronunciation: Intonation in “wh”
where-what) question.

Cross Curricular Competencies Core

values

 Intel: Learner can interpret verbal and non  Being proud of what his family do for living
verbal messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to  Asking questions politely.
communicate appropriately.
He can use ICTs to communicate with
others
 Per and soc: He can socialize through
oral exchanges and written messages
Tim Framew Procedu Fo Aims Mat Vak
e or re cu er t
k s ial

T greets his learners /the learners

respond Recapitulation o of jobs and wbo
articles : ar d
Quick review V
10 I look at the example and do the same
m *The doctor works in a hospital A
n

presenta Presentation Introduci

tio n Who is this/that? What is his ng the
/her name? new
│ │ │ │ │ Grammar
Who his/her what items
Isolation
20 his her
m Analysis │ │ │ │ │
n a question demonstratives a question
possessive
word word Familiarizin
adjectives g The ls with
the new
She is my mother He is my father where grammar
is the teacher ? items
│ │ │
She He where

jobs places
The doctor in a school
The farmer in a garage
The mechanic in a hospital
The teacher in an office
The architect on a farm
 │ │ │
Personal personal a question
Pronoun pronoun word

State I use :
rule Who to ask about person
What to ask about names, jobs, objects
Where to ask about place
He to talk about a boy ,a man
She to talk about a girl , a woman
5m This to talk about objects or persons near us
n That to talk about objects or persons not near Formin
us ga V/A/
practic questio K
Task 1: I order the n /T
e
7m words a- is –Who-
n girl-that-? wbo
b- Where –father-is?- ar d
her c- his-What-job-is-?
Checking
Task 2: I choose the correct one the Lg
Ahmed shows Rachid photos of his understandi
8m family Rachid : ‘(who –what) is (this –that) ng
n boy?
Ahmed :( he-she )is my brother ,(his –her) name
is Kader .
Rachid :and (where –who ) is this girl ?
Ahmed; (he –she) is my sister
Rachid : (who -where )is Produc
she ? Ahmed :she is in the ea
school dialogu
Task 3: I order the sentences then put them in a e
dialogue
He is a dentist,he works in the
10 hospital He is my brother Wahid
m How old is
n he ? He is 36
Hello ,Rachida.who is that
boy? What is his job ?
Hakima:................................................................?
Rachida:………………………………………………………………
Hakima:.................................................................?
Rachida:……………………………………………………………..
Hakima:..................................................................?
Rachida:………………………………………………………………
Teacher invites his learners to write on
their copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: grammar tool 2 Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to talk about his preferencies .

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

interact – interpret – produce.
Target structure: have got/has
got/verbs in the present/negative
form(do –don’t)
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal and non  Behaves as a responsable

verbal messages
 Meth: He can work in pairs or in groups.  Respects the others’ preferencies
 Com: He can express his preferencies .
 Per and soc: He can socialize through
oral exchanges and written messages

Ti Framew Procedu Focu Aims Mater Vak

m or re s ia t
e k l
Teacher greets his learners /the learners
5m Warm up respond T eacher asks some questions about T/L
n Omar:
How old is Omar? What is the job of his Wboa V
father?is his mother a doctor? r
Interacting d
T eacher writes the following script on the A
/preparing
board Omar:
them
I’m different from my sister Houda,
5m presenta
n tio I have got a cat but she has got a dog.
n I like reading books but she likes Presenting
watching cartoons the
T/L new
I have got a cat . she has got a dog grammar
│ │ │ │ items
Subject verb subj verb

T
I like reading books . she likes
5m Isolation Familiarizing
n watching cartoons
│ │ │ │ them with
Subj verb subject verb the
a-I use the verb to have to indicate new
possession b- I use Has in the third person : grammar
5m he , she, it items
n c- In the present simple, I add “S” to the
Analysis end of the verb in the third person (He-
She – It).
Like---likes
Woar
d- in the negative form I add don’t before
d
5m Stating the verb T
n rule I like couscous -- I don’t like couscous

T/L
5m practice Task one: I order the words (the learner works
n with Forming
His partner) sentences
a- like/I/watching Wbo
T ar d
films b- Fatiha/
/
music/loves
L Consolidating
c- have
5m
n got/two/sisters/I d-
Ahmed/plays/football
Task two: I correct the verb
5m a-I (not love).........playing tennis V/
n b-Steve (live)..............in America A/
c- it (to be)...................a pen Using the
K/
a- My friend (to have)............a pet hamster. negative
T
Task three: I turn into form
T
negative Example: /
I like watching films -- I don’t like watching L
films a- I live in Relizane
b- I love listening to
music c- I like cats
d- I like jeans
Identifying
5m the
n Task four: I choose the correct word to Meaning of
make a correct sentence the new
a- I (live-have got) in Algeria structure
b- Adako (has-is) from
Nigeria c- She (likes- have) Wbo
5m handball ar d
n Task five: (communicative- based activity) Producing a
Short
I read and L paragraph
complete Hello /
,I’m L
………………………(name),I’m…......................(age).
I’m…..............................(occupation) at
……………………(school).
I……………………………………..(like).I…………………………
10 …… (an animal)
m
n Teacher invites his learners to write on
their copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I read and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to interpret a written message
about introducing oneself.
Targeted competencies: Domain (s): Oral/written/ Materials: W. board/The course book
interact – interpret – produce.
Target structure: to be interrogative
form //wh questions/the present
simple
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal and non  Proud of his identity markers
verbal messages  Valuing national identity
 Meth: He can develop his strategies for  Independent personality
reading and writing
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Tim Framewor Procedu Focus Aims Materi Vak
e k re al t

Teacher greets his learner/the learners

respond.
pre reading V
7m Teacher writes key vocabulary on the T
n board / Interacting/pre Wboar A
:name,age,school ,food. Then asks his L pa ring d
learners to guess what the text will be them
about.
Duri
ng T invites his learners to read the text
readi
on page60 and do the following task : Scanning (for
ng
Task one : I read and answer the general
questions a- Who is the sender of T
information )
28 this email? /
and skimming
m b- Is Adaku Algerian L Cour
(for details)
? c- How old is he? se
boo
Teacher invites his learners to read again
k
and do the following task .
Task two : I read and tick the right box.
(p60) Teacher invites his learners to read Deciphering the
the text on page 59 and do the following message
T
task / .(interpreting)
Task three:I read and complete the L
profile . Family name:
……………………………..
First name:…………………………………..
Post Age;……………………………………………..
reading
Class :………………………………………….
Country:………………………………………
Likes:……………………………………………
Pet:……………………………………………….
Teacher invites his learners to fill in the
following paragrapgh with their personal
information :
1 My name is ……... I am.............old. I am Producing a
5 from short
m ……………. I speak ……………… . L paragraph in
n which LS give
I like …………………. I like wearing..............My
information Wboar
favourite food is...................I have got a pet
about d
…………… called ………………....
themselves

1 Teacher invites his learners to write on

0 their copybooks
m
n
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I learn to integrate Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to write a short email in which he/she
can introduce his/her family.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. Board/The coursebook
interpret – produce.
Target structure: personal pronouns,
To be in the present ,articles,
possessive adjectives

Cross Curricular Competencies Core

values

 Intel: Learner can interpret verbal and non  Proud of belonging to family
verbal messages  Respects every member in the family
 Meth: He can mobilize resources to produce a a
written message /he can work in groups
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through
written messages
Tim Framewor Procedu F Aims Materi Vak
e k re o al t
c

u
s

Teacher greets his learners/ the T/

learners respond L
Pre-writing
process /interacting V
Teacher invites his learners to open their
books on A
Page61 and asks some questions:
T:What does the picture T/ Ls can use
wboar
1 represent ? LS: it is a family L his prior
d
0 T: this is the family of Margaret .she is the knowledge
m friend of Omar.
n T: look at the other members of the family
and name them . Interacting
LS: grandfather ,grandmother………………
Teacher invites his learners to have a look at
the email and find the sender and the
receiver.
T explains the new lexis :hope ,fine
,attached , send

Setting up the Situation

Your e pal Margaret is now a good friend
,she sends you a picture of her
5m family friend . Draw your family
n tree.

Add information(age , job ,… ) and send

it as an attached document(picture)
T: now , imagine you are Omar , draw your
family tree,add information(age , job ,… ) and
send it as an attached document (picture)
 Planning
T splits the groups
T/
T helps his learners to remember what L
In -writing they learnt in this sequence.
1 process T asks the learners to complete the
5 following table: V/
W. T/
m knowledge Skills Attitudes Board K
n *Lexis Greeting: -Being
related polite:
to family Hi, hello when talking
members: Introducing to others
father,moth my relatives: -Respect
e
r,……… Name,Age, other people
*lexis Job ,his rank and other
related
to jobs In the family cultures
*Present -valuing jobs
simple of Valuing
family
“be” with
I,you,he
,she,it
*Verbs in
the
present with
I,he,she ,it
*Personal
pronoun:I,yo
u,he ,she,it
Drafting
*Possessive
With the help of their teacher, the learners
adjective:my
start
, drafting .
Editing
his,her
1 Teacher
*Numbers helps his learners to find out and
0 correct typographical errors and mistakes
m in grammar, style, and spelling.
n
publishing
The groups write the final draft and present
their work in front of their classmates to be
1 assessed T selects a work to be written on the To correct the
0 board and corrected. mistakes(spelli
m T invites his learners to write on their copybooks ng, grammar,..)
n Teacher: bendoubaba djamel (djamel djamel)
1 T/l
0
m
n
collaborating

1
0
m
n

Face book :Hireche middle school

Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I learn to integrate Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to introduce him/herself and his/her
family on an international friendship blog.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course
book/flash cards
interpret – produce.
Target structure: personal pronouns,
To be in the present ,articles,
possessive adjectives/the simple
present of ; like,…
Cross Curricular Competencies Core
values

 Intel: Learner shows creativity in writing  Valuing friendship

and designing blogs  Asserting one’s identity
 Meth: He can mobilize his resources to
produce a written message
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through
written messages
Tim Framewor Procedu Focu Aims Materi Vak
e k re s al t

T greets his learners/they respond

Teacher explains the difference T/L
10 Pre writing between partnership and friendship. V
m Interacting/ta
n
Teacher asks his learners:
lk about A
who has got friends from other towns?
friendship
who has got friends from other
countries? How do you contact them ?
(using what: Wboar
(messenger,skype,facebook,letters,telephone d
While s
writing ,...)
T/L
The teacher introduces the situation and asks
The learner
4 them to work individually uses
5 what he learnt
m to produce a
Pupils from all over the world meaningful
n Fla
introduce themselves on an message about sh
International friendship blog. introducing car
him/herself ds
I post my information to make and his/her
new friends and practise my family
members
English
 Support:
Flags ( Great Britain , The USA, Brazil
,Algeria , Nigeria, Australia and China )
5m Post writing International friendship blog
n
The teacher collects the students’ sheets
and corrects them using the evaluation grid
below:
A/V/
Criteria Indicators K
1-Relevance introducing oneself
and one’s family
members(names,jobs….)
2-Correct use of 1-the learners uses :the
linguistic present simple of to be /to
resources have/to like
2-the learner uses personal
pronouns “I, he and she”
3-possessive adjectives “my- his-
and her”
4-Use cardinal and ordinal numbers.
3-Coherence 1-the learner writes simple
and meaningful sentences
about the topic;2- the good
use of : Punctuation,
capitalisation and
indentation.
3-s/he respects the logical order of
the ideas.
4-Cross- 1-the learner uses ICT in
curricular communicating with his/her
competences : 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

Mr bendoubaba djamel(djamel damel)

Level :1ms

SEQUENCE :three
Me and my daily activities

who what
Where /s/ /z/ /IZ/

Teacher: bendoubaba djamel

Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY Lesson: I listen and do Framework: PDP
FAMILYDAILY ACTIVITIES

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

Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.

interpret – produce. Board/daily activities song
Target structure: -simple present
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal messages to get  Being punctual

information.  Being positive
 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: He can socialize through oral
exchanges

Time Framework Procedure Focus Aims Material Vakt

Initial situation (the starting off)

Wboard
You received a message from your
friend. He tells you about his leisure
activities . He wants to know about
your leisure activities .

Send him a reply and tell him about

your leisure activities at weekends.

Teacher greets his learners /the learners

respond. Announcing the
Warm up The teacher introduces the topic of this topic of sequence
sequence. three
15m
Teacher ,using gestures, starts a discussion
T/L
with his learners:
Pre listening
T: who practises sport? which kind of sport? Interacting
Where? When (on Wednesday ,on.......)? V
Teacher sticks on the board the following A
pictures in a disorder way and asks his K
learners to order them (LS work in pairs). Flash T
cards
 I get dressed I go to school

I do my home work I go to

bed I wake up

Interpreting
an oral
I watch tv I have dinner message

I have lunch I have break fast

Duri
ng
listeni
ng

2
0 Wboar
m d
n I brush my teeth I wash my face
Then ,the teacher asks his learners to
open their books on page 72 and check
their answers
Teacher invites his learners to listen
again and do the following task.
Task one: I listen and reorder the words
to get correct sentences.
a-wash/my face/I/.
Formin
b-do/I/my ga
homework/. c- senten
dressed/get/I/. ce
e- TV/watch/I/.
Teacher invites his learners to listen
another time and choose the correct word.
Task two : I choose the right verb
 a-I(have-go).............to school.
b-I(have-go)..............breakfast. Identifying
Post c-I(have-go)..............to bed. the
reading d-I(brush-do)...........my teeth. meaning
Task three: I write my activities
5m
n
In the morning In the evening
1)............................ 1)..........................
2)............................ 2)...........................
1 .
Teacher invites his learners to listen to Producing
0 the following song: a daily activity
m Wake Up! Daily Routines Song for Kids
n https://www.youtube.com/watch? Vid
v=eUXkj 6j6Ezw eo
T invites his learners to write on son
1 their copybooks g
0
m
n
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I listen and speak Framework: PPU
ACTIVITIES

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

Targeted competencies: Domain (s): Oral/written/both Materials: Flashcards /

interact – interpret – produce. W. Board/numbers song
Target structure: -simple present /
/it is (telling time)
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal messages to  Being punctual

get information.  Being positive
 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: He can socialize through
oral exchanges
Tim Framewor Procedure Focus Aims Materi Vak
e k al t

Teacher greets his learners/the

Warm up learners respond.
Teacher invites his learner to sing the song V
1 Of numbers then makes a quick review T Rememberin
0 / g Cardinal A
about numbers from 0to 60.
m L numbers
Teacher invites his learners to do
n Wboar
the following task: d
I match
Good morning 1:30 pm
Good afternoon 8 am
Good evening 6 pm
*here teacher explains : am/pm Preparing
Presentatio Teachers sticks on the board the them
n following picture.

T
/
1 L Picture
5 a clock s
m -Teacher asks his learners what is it ?
n -Ls may answer in French,Arabic,........
- T: It is a clock and invites his learners
to repeat.
- T:guess what is our lesson for today?
-Ls: they may answer in their mother
tongue Or in French.
T:it is about telling time.
T
/
L
 interacting
Teacher explains how to tell time in English
Teacher invites his learners to look ,listen
and
repeat

Interpreting
time

T/L

A/V

Teacher pins a pic of a clock and asks his

20 practi learners
ce

Interacting/
interpreting
T/L time Picture

T;is it 3 o’clock? LS: No ,it is not.

T : what time is it? LS: it is 4 o’clock
Teacher pins an other picture and asks his
learners to ask each other.

Checking
L:is it half past six? L; No ,its not. understandi
L: what time is it ? L: it is twenty five past two.
L/L ng
Task one: Task 6 page :76. I listen, look at the
W
example and do the same. Interpreti board
Task two:Task 3 page74 ng digital
I am Rafik. Here are my daily activities : time
The
T/L course
5m USE TaskA.M
3 P.M Book
Producing
n 1-I............................ 1-I.......................... simple
I fill in the table with my daily activities
2-I.............................. 2-I........................... sentences
W
about Daily board
L activities

10
m
n The teacher invites his learners to write on their
copybooks
Lev MS1 Scho Bormadia Relizane Teacher: Mr Bendoubaba djamel
el : ol : djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lessons: grammar tool Framework: PIASP
ACTIVITIES I practise /
PP
U

Learning Objective (s): by the end of this lesson my learner will be able to use :a)simple present to talk about
his daily routine..b) to use the prepositions of time
Targeted competencies: Domain (s): Oral/written/both Materials: the course book/ W.
interact – interpret – produce. Board
Target structure: -simple present
:affirmative/negative/interrogative
Asking whqs
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal and non  Being punctual

verbal messages to get information.  Being positive
 Meth : He can work in pairs or in groups.  Being polite
 Com: He can use a role play to
communicate appropriately.
 Per and soc: He can socialize through oral
/written exchanges

Tim Framewor Procedu Focu Aims Mat Vak

e k re s e t
rial

Teacher greets his learner /the learners respond.

1 Teacher mimes the following actions and asks
0 Warm up his learners to find the verbs: revising
m brush/wash/Have breakfast/go to school/....... / V
n interacti
Teacher makes a quick revision about the
ng A
simple present which the learner has already
seen it in sequence two through the following
task :
-I correct the verb:
I (like)......football , she (like)..........tennis. W
I (have) .... a cat. He (have)........a dog. bo
I turn into negative: ar
I like couscous/I live in Relizane/Adaku is 11. d

5m Presentatio Teacher writes the following script on the

n n
board : A: Do you practise sport?
B: Yes ,I do. introduci
A: When do you practise ng the
it? B: At the weekend . new
structure
s
Do you practice sport?when do you practice it?
3m isolation
n
│ │ │ │ │ │ │ │ │
3m Do+ s + v + object whQ+do+ s + v +
analysis
n obj
Familiarizi
Stating I use do with : I-You-We –You- ng the
rule They I use does with: He- She- It learner
with the
new
structures
 Simple present tense :
1- Affirmative
form:
The subject + verb + object
I/you/we/they play
tennis.
He/She/It plays
tennis. Negative
form :
The subject + do/does+ not + verb + object Prepostitio
I/you/we/they don’t play ns of time
2 tennis.
1 He/She/It does’nt play tennis.
m
n Interrogative form:
Do /does + subject + verb +
object ? Do I(you/we/they)
practise sport ?
Does he (she/it) practise sport? Practising
Answers: yes ,I
(you/we/they)do . interpretin
Yes,he (he,she,it) does g/ Forming
No ,I (you/we/they) a question
don’t. No,he (he,she,it) V/
does’nt interpretin A/
g/ K/
differentiati T
n between
question
Task one: I reorder the words to get words
correct sentences(LS work with their Producing a
partners) simple
a-not/You/watch/TV/do. question
b-like /swimming/do/they/? about daily
c-does/get up/he / at7:00am /? activities

Task two :I underline the right word(oral) A:

(when/who) do you practice sport? B: at
the weekend.
Practice:
A:(what/who)do you do at 12:00? B: I
have lunch.
5m Task three
n I complete the following dialogue(I do with
my partner)
You.........................................on Friday?
Your partner: I get up at..............
You................................................?

5m
n
 Your partner: No ,I don’t stay at
home. You..................................?
Your partner: I go to the stadium.
1
T invites his learners to write on their copy
3
books.
m
n
I practise

Tim Framewor Procedure Focus Aims Materi Vak

e k al t

Warm up Teacher greets his learners /The

10 learners respond.
m L/L K
Teacher invites his learners to show
n
their homework to be supervised.
V
In pairs the learners act out the dialogue in
front of their classmates. A

Presentati Teacher invites his learners to open their T/L

on books on page :80 and look at the photo of
10 the boy and answer : Interactin Wbord
m How old is he (guess)? Is he a pupil? g
n
Now, read what is written in the bubble
and check your answers.
Now the teacher invites his learners to
A/V
read the text and do: The
Task 1 page 81: I read and complete Interpreting cour
1 the table. T/L / checking se
5 practice Task2 page81:I put the verb in the their boo
m present simple. understandi k
n Task3 page82:I order the words of the ng
following dialogue.(I work with my checking
partner) Task 4: the
I complete the following dialogue(in learner’s
15 pairs) You : (greet). aquistion
Production
mn Your partner: (responds ) and
You......................................................? reinforcing
Your partner: I get up at 6:30.
You :..................................10:00?
Your partner: I play with my
producing
friend. You.......................................? L/L simple
Your partner:............................................. questions
Teacher moves between rows to help /answers about
them. Teacher invites his learners to act daily activities/
out the dialogue in front of their friends. V/A
Teacher invites them to write on their Wbord /
copy books K/T

1
0
m
n
Facebook: hireche middle school
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I pronounce Framework: PIASP
ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to:
a) pronounce the sounds/h//Z//S//IZ/ə/
b)name animals .
Targeted competencies: Domain (s): Oral/written/both Materials: Flashcards / W. Board
interact – interpret – produce.
Target structure: -simple present
Cross Curricular Competencies Core
values

 Intel: Learner can interpret verbal/non

verbal messages .  Being positive
 Meth:  Respecting animals
He can work in pairs or in groups.
 Com: He can use a role play to
communicate appropriately.
 Per and soc: He can socialize through oral
/written exchanges

Tim Framewor Procedu Focu Aims Materi V

e k re s al a
k

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

1 Lead in V
0
m T/ A
n L Interacti
ng/
A fennec A lion Preparin Flash
g them Cards
wboa
rd

An elephant A rooster

The teacher start a discussion :what are these

animals? The learners may answer in their
mother tongue /in French/in English .
Which animal represents Algeria ? is the fennec
cute(beautiful) animal ,is it friendly ? which animal
do you like ?
What about the other animals? Which countries
do they represent?
 Teacher writes the following text on the boards
and invites his learners to listen and repeat the
10 Presentati underlined words (the teacher can use flash cards
m o or Pictures p83)
n n Introducin
Hi,my friends,I want to tell you about g
which animals and pets I like best ,I like the
rabbits ,goldfinches ,horses and dogs targeted
because they are cute .I love canaries sounds
Through
,hamsters,and cats because they are
Naming
friendly.I like turtles ,goldfishes and animals
parrots because they are sweet, and I
like the fennec because it represents
Algeria but I prefer the tiger because it is
stronger.and you, which animal do you
like best?

Teacher isolates some words to be written on

3m
the board.
Isolation Hi - pets -friends - horses- tiger
n
│ │ │ │ │ Familiarizi
3m
n Analysis /h/ /s/ /z/ /IZ/ /ə/ ng them
I pro nounce ; with
H →/h/ when it comes in the beginning of the new
5m the word sounds
n
State the s →/s/ when it comes after p-f-k-t
rule
s →/Z/ when it comes after b-d-l-m-n-........

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

er →/ə/ when e comes between a consonant
and r
Interpretin V/
Task one: Task 2page 87 Where do these words
g/ A
live ? practicing /
K/
4m Task two :I find in the text three pets and pronounce T
n practice them . Checking
the
Task two :I listen and fill in the table (teacher learner’s
5m understan
n reads the underlined words in the text) and. din
g

5m
n
Task three Task 1 page 77.Teacher reads and
invites his learners to listen to the dialogue and Producing
act it out in the front of their classmates. a
role play
where they
practice
Teacher invites his learners to write on
the
their copybook
new
sounds
5m
n

10
m
n

/h/ /Z/ /S/ /IZ/ /ə/

.......... .......... .......... .......... ..........
. .. . - ..
Level : MS1 School : Adraif Abed Teacher: Mr Hireche
Sequence: 3 ME AND MY Lesson: I learn to integrate Framework: writing process
FAMILYDAILY ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to a short note about a friend’s leisure
activities.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
interpret – produce. Board
Target structure: -simple present /yes
,no questions/wh questions/use the
simple present with the third person
Cross Curricular Competencies Core values

Intel: Learner can show autonomy in learning

Meth: he can work in a group  Being positive
he can mobilize his resources to write about daily  Being punctual
routine  Respecting time
 Respecting like and dislike of your friend
Com:he can ask his friends about his leisure
activities
Per and soc: he can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners/the learners

respond.
The teacher asks his learners about what T/L
10mn Pre-writing /interacting V
they do at the weekend :
process A
The teacher and the learners writes on the
The board K
board some leisure activities:
T
For example :
stay at home/ go to the park Ls can use his
/go to the mosque/ listen to English music T/L prior knowledge
/practise sport/
/play with your pet/ read books/watch tv
/ visit your family/your friend/chat with Interacting
friends/use internet.
/ go shopping with your parent/ go for a
walk/visit places/go to the stadium.

Setting up the Situation

5mn You want to know about your friend’s

leisure activities. Ask your friend about his
week-end leisure activities and write about
them.
 I ask my friend :
-what do you do at the week end ?
-Do you stay at home?
-Yes ,I do /No? I don’t
I use the answers of my friend and
write about his leisure activities.
Start like this : Omar goes to the park
on saturday .........................
15mn
Planning T
T splits the groups (the members of the /
In group can ask one learner and writes L
-writi about his leisure activities))
ng T helps his learners to remember what they
proce learnt in this sequence.
ss T asks the learners to complete the
following table:

10
Drafting
mn With the help of their teacher, the
learners start drafting .
Editing To correct
10 Teacher helps his learners to find out and the
correct typographical errors and mistakes mistakes(spelli
in L ng
 / , grammar,..)
mn
L

knowledge Skills Attitudes

Lexis
related to Describing Respect
daily leisure of time
activities activities ……………
………………… ………………… …………
… … Take care
… … of pets
Lexis related Expressing ……………
to digital likes …………
time Respect
………………… ………………… likes and
… … dislikes
… … of your
Lexis related friend
to pets ……………
………………… …………
…
…
The simple
present
tense
with the first
and the
third
person
singular
…………………
…
…
The simple
present in
the
negative
form
10mn grammar, style, and
spelling. publishing
The groups write the final draft and
present their work in front of their
classmates to be assessed
T selects a work to be written on the
board and corrected. collaborating
10mn T invites his learners to write on
their copybooks
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I think and write Framework: PDP
ACTIVITIES

Learning Objective (s): By the end of this lesson , my learner will be able to write about his parent’s daily
activities
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course book
interpret – produce.
Target structure: simple present with
the third persons

Cross Curricular Competencies Core

values

 Intel: Learner shows creativity in writing  Valuing parent’s efforts

 Meth: He can mobilize his resources to  Being proud of to belong to a family
produce a written message
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through
written messages
Tim Framewor Procedure Focu Aims Materi Vak
e k s al t

T greets his learners/they respond

Teacher asks his learners some questions and T/L
1 Pre writing the learners answer: V
5 At what time do you get Interacting/tal
m kin g mom’s A
up? Then what do you
n daily activities
do?
Who prepares for you the
breakfast? At what time does she Wboar
get up? d
What are the other activities that your
mother does every day?
here the teacher shows pictures : T/L

Fla
sh
car
ds
wash/clothes

iron /clothes cook

Using gestures : the teacher adds the
A/V/
other daily activities:
clean / floor ,wash /dishes.......then invites
 them to complete the following table. K

the invites his learners to open their books

on page 90 and answer some question:
Is a letter or an
email ? Who is the
sender?
Who is the receiver?
4 While
0 writing
The teacher sets up the situation
m The teacher introduces the situation and asks
n them to work individually.

Your e-pal Margaret sends you

a letter in which her mothers
asks about your mom’s daily
routine. Write a letter in which
you let her know about what
does your mother do every day
. The learner
uses what he
learnt to
You start like this: produce a
I’m happy to tell you about my mom’s meaningful
daily activities. message
about his
My mother is a great woman ,she gets up
mom’s daily
at
activities
......................................................................
5m
The teacher collects
In the In the the students’
In the sheets
At night
n Post writing
and corrects
morni them
afternusing the
evenievaluation grid
ng :
below oo ng
n
Get up- Pray- Prepa Watch
pray- have res TV-
prepare rest- dinner make
breakfa - wash the
st- the bed-
wash dishes sit
the with
dishes- help to
clean do the
Criteria Indicators
1-Relevance Write a letter to
Talk about his mom’s routine
2-Correct use of 1-the learners uses :the
linguistic present simple
resources 2-the learner uses personal
pronoun she”
.
3-Coherence 1-the learner writes simple
and meaningful sentences
about the topic;2- the good
use of : Punctuation,
capitalisation and
indentation.
3-s/he respects the logical order of
the daily activities.
4-Cross- 1-the learner uses ICT in
curricular communicating with his/her
competences : 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