Teacher : ABOUBAKER CHOUIT

Listening scripts

Reading Texts

Pictures and Flashcards

homeworks and
worksheets

1st-2nd-3rd- 21 .23 .85 .100

 Sequence Two Plan
Me and my family
Lesson Session Learning Objective framework
Starting off 01 Initial Situation TBL
Situation/ You are a new member in an international friendship blog. Your
e-pals want to know more about you, and your family .Post your
Problem solving information to tell more about you (age, hobbies,…) and your
situation family (family tree, members, names ,hobbies, jobs,…).
Installing Resources Situation
I listen and Do I 02 SWBAT demonstrate their ability to introduce the PDP
members of their families.
I Practise I 03 SWBAT introduce his family members and talk about PPU
their jobs using articles( a-an-the)
I Practise II 04 SWBAT talk about their age using cardinal /ordinal PPU
numbers
I Pronounce 05 SWBAT talk about their ranking in the family using PPU
the right pronunciation of these sounds (/e// I :/ / θ/ / δ/)
I Practise III 06 SWBAT ask and answer about one’s name ,age and PPU
job using Wh questions.
I Practise IV 07 SWBAT talk about his preferences using S present PPU
(aff- neg)
I Read and do 08 SWBAT read and interpret a written message about PDP
introducing oneself.
I Learn to 09 Situation of Integration PDP
Integrate SWBAT mobilize their resources to.Draw your family
tree, add information ( age, job..) and send it as an
attached document and send it to his e-pal.
I Think and 10/11 Situation of Assessment PDP
Write SWBAT design a blog and introduce themselves on an
international friendship blog.
Level: 1MS S-Dridi Saadi Middle School T: A-Chouit
Sequence :02 Me and Lesson: Launching the initial situation Framework :PDP
my Family
Learning Objective(s): By the end of the session my Ls will be be involved and put into problematic situations and
declare the communicated tasks to be dealt into learning objectives and lessons in the sequence.
Targeted Competences: Domain (s): Oral-Written Materials: WB- PPs’ Copybook +pictures
Interact .Interpret .Produce (Both)
Target Structures: lexis and expressions related to present simple/He-She/A-An/job-father-that -….
Cross Curricular Competencies Core values
*Intel: He can understand, interpret verbal and non verbal texts to get * Being proud of belonging to an
information.. Algerian family
The learner can use his critical thinking skills when gathering * Respecting his/her family members.
information * Valuing jobs.
He can solve problem situations using a variety of communication
means.
* Meth: He can work in pairs or in groups.
*Com: He can use a role play to communicate appropriately
* Per and Soc: He can show responsibility towards team work.
Time Framewor Procedure Focu Objectives Aids VA
k s KT
Warming -T-Greets his PPs ,they respond . A
up -T-Splits the pieces of paper on the Ls on which the topic T⤑L Leading
in
of the sequence is written then reads it
Pre
presenting You are a new member in an international Setting a WB-
friendship blog. Your e-pals want to know more good a Ls’ A
about you, and your family .Post your atmospher Copyb V
information to tell more about you (age, hobbies, e ook
T⤑L +book
…) and your family (family tree, members, +
names ,hobbies, jobs,…). To Picture
introduc s
e the
problem
And
expose
Ls to it
-T-Asks Ls to read and underline the key words blog-
family-job - ….. activate
Presenting their
-T- Explains the topics that will be discussed in the T⤑L V
Imaginat WB-
sequence by presenting a couples of photos. L⤑T ion and Ls’ A
-T-Draws a spider diagram and writes prior Copyb K
Knowled ook
Family ge +book
+
-T-Splits the class into groups Ls starts to collect ideas and Picture
teacher checks. s
-T-invites the learners to read their products and fill the
diagram on the board.
To
Jobs Age generate
Post solve the
Hobbies
 presenting L⤑T problem
Family and find V
Father solutions WB-
Ls’
A
Names
Copyb K
ook
+book
+
Picture
s

-T-Asks his Ls to copy down the situation in their

copybooks

The Teacher’s comments

What Worked What hindered Action Points
-……………………………………………. -…………………………………………………. -…………………………………………….
……………………….
-…………………………………………… -……………………………………………
-………………………………………………….
-……………………………………………. ………………………. -…………………………………………….

-…………………………………………… -…………………………………………………. -……………………………………………

……………………….

-………………………………………………….
……………………….
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence :02 Me and my Family Lesson: I listen and do Framework :PDP
Objective (s): By the end of this lesson my Ls will be able to introduce the members of their families.
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures-Flash
Interact .Interpret .Produce (Both) cards-Copybook-Book
Language tools ( target structures): lexis and expressions related to family members
(father, sister,…) pesonal pronouns (she, he,It) possessive adj ( her,his) Who.
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get information. 1- Valuing and respecting
- Meth: He can work in pairs or in groups. relatives.
He can use strategies for listening and interpreting oral discourse.
- Com: He can work in pairs or in a group to communicate appropriately. 2- Being proud of belonging to a
- Per and soc: Socializes through oral messages family.

3- Valuing jobs.
Time Framewor Procedure Focus Objectives Aids VA
k KT
-T- Greets his Ls, they respond Establishi
-T-Invites his Ls watch this video. ng a good A
Warm-up T⤑L atmospher
05o e
V
The link: https://youtu.be/YJyNoFkud6g
https://youtu.be/FHaObkHEkHQ

Familiariz
-T- Sticks the following pictures on the board to know ing
Activate
the new vocabularies. the Ls’
-T- Invites his Ls to listen and repeat after him: attention.
this is a boy / girl/ man/ woman
V
smooth A
and
funny Posters
introducti +W B+
Pre T⤑L on Flash
20o
listening Cards
+ video

-T-Sticks a picture of Amine’s family on the WB and

names the members of the family:
father
Presenting
grandfather new
vocabulari
 grand mother es.
Interpreti
brother ng
pictures.
sister

mother Me (Amine)

-T-Asks his Ls to repeat the words referring to family

members.
-T-Invites his Ls to repeat Attracting
*Who is this/ She? →This is the mother . Them to
the new
*Who is this/He? →This is the brother. WB-
topic V
-T-Sets up the situation Ls’
A
Omar is at home with his British friend “Peter”. He Copyb
ook K
shows him photos of his family. +book
-T-Invites his Ls to listen and do these tasks T⤑L To
15o While +
L⤑T develop
listening Picture
the
Task One: (oral) I listen and I circle the correct answer: s
learners’
1-Ahmed is the brother of Omar. True /false listening
2-Loulou is a dog. True / false skills
to
TPS Think-Pair-Share) reinforce
peer
Task Two: (oral) I listen again and I fill in the gaps with: correction
she/ he/ his: her and
Peter: Who is this man? cooperativ
e learning
Omar:… is my Father. …… name is Ahmed.
Peter: and who is this old woman?
W-B+ V
Omar: .. is my grandmother… name is Zineb. Transfor
L⤑T Ls’ A
TPS Think-Pair-Share ming from copybo
Hello, my name is Amine. I have a small family. non- K
Post oks
20o Ahmed is my (Written)
Task Three: …………………. And
I look at theMeriem
family istree
myand I verbal to
listening complete theparagraph
……………….. My ……………’s with:grandmother-
name is Akram.father- verbal
Hassan- mother-
……………is Leila-
11 years brother-
old. And he- she
…………………is my messages.
sister. ………… is 07 years old. Zineb is
my………………. And ……………… is my *Reinvesti
grandfather. ……… is 74 years old. I love my family. ng what
has been
How about you?
learnt
through
filling the
blanks

TPS Think-Pair-Shar
Homework I draw my family tree
-T-Invites his Ls to copy down on their copybooks
-T- invites Ls to listen to the song of ‘finger family’
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-…………………………………………… -………………………………………………….………………………. -……………………………………………

Video links
https://youtu.be/d_WQEw13TCo /
https://youtu.be/YJyNoFkud6g /
https://youtu.be/FHaObkHEkHQ
Grammar tools Examples
His/ Her (Possessive His father.
adjectives) Her grandpa.
He – She (personal He is my brother
pronouns) She is her mom
Is (aux to be) She/ He is a doctor
Who( question word) Who is she/he?

Level: 1MS S-Dridi Saadi Middle School T: A-Chouit

Sequence :02 Me and my Family Lesson: I Practise I Framework: :PDP
Objective (s): By the end of this lesson my Ls will be able to introduce his family members and talk about their
jobs.
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures-Flash
Interact .Interpret .Produce (Both) cards-Copybook-Book
Language tools ( target structures): Lexis and expressions related to family members
(father, sister,) Job(teacher, doctor and the articles(a, an, the)
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get -Accepting all kinds of jobs .
information. - Being proud of parents jobs
- Meth: He can work in pairs or in groups. -Valuing jobs and respecting
He can use strategies for listening and interpreting oral discourse. work and jobs.
- Com: He can work in pairs or in a group to communicate appropriately.
- Per and soc: Socializes through oral messages
Time Framewor Procedure Focu Objectives Aids VA
k s KT
05o Warm-up -T- Greets his Ls, they respond Establishing
-T-Invites his Ls watch this video. T⤑L a good
atmosphere
A
The link: https://youtu.be/R69YKFmlcnA V
https://youtu.be/ckKQclquAXU

-T- Says I am a teacher. What’s your job?

Ls/ I’m a pupil.
-T- sticks a picture of jobs and names on the WB
Lead to
Task One: (oral) I match the picture with its appropriate V
+W B+
job name Flash A
Cards
Presentatio + video
15o n
Hello!
o To
25
o 1-…….. 2-……. 3-……. 4-……. introduce
15
How are you? I'm happy to introduce my family. My father is …(job) the topical
… . His name is ………My mother is …(job)… . Her name is lexis related
……………. My brother is …(job)… . His name is ………My sister to jobs
is …(job)… . Her name is …………….
 5-…….. 6-….. 7-……. 8-….. T⤑L Presenting
new
vocabularie
s.
9-…….. 10-…... 11-….. 12-….
Interpreting
-T- highlights a / an , and the 1st letter of each job in
pictures.
these sentences.

1- The indefinite article (a): I use the indefinite article (a) before
the words that start with a consonant.
Example: She is a nurse.
2- The indefinite article (an): I use the indefinite article (an)
before the words that start with a vowel. Introduce
Example: He is an electrician. the articles
Practice 3- The definite article (the): I use the definite article (the) before
specific and already known nouns.
Example: The nurse works in a hospital
*Familiariz
Task Two: (oral) I look at the example and do the same e the
with my partner). learners
Example: - with the
Is number 1 a farmer? - What is his job? article
- No, he is not. - He is a teacher.
To form a V
TPS Think-Pair-Share question
Task Three : (Written) I complete with a , an or the A
about jobs
1-She is ………..lawyer . K
to
WB-
2-He is ……..painter. reinforce
Ls’
3-My sister is ………cook peer
Copyb
4-I am ………..artist. correction
T⤑L ook
and
5-His mother is…… architect. She works in …office. L⤑T cooperative
+book
6-This is ….. teacher of my cousin. +
learning
TPS Think-Pair-Share Picture
s
Task Three : (Written) I introduce my family members reinvests
Use
and their jobs what he
learnt to
write an V
email A
where he W-B+ K
L⤑T introduces Ls’
his family copybo
oks

TPS Think-Pair-Share

-T-Invites his Ls to copy down on their copybooks

The Teacher’s comments

What Worked What hindered Action Points
-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-…………………………………………… -………………………………………………….………………………. -……………………………………………

Video links :
https://youtu.be/R69YKFmlcnA
https://youtu.be/ckKQclquAXU

Rule: A +consonants ( d-m-n….)

An + vowels (a-e-i-o-u)
The + consonant an vowels before
specific and already known nouns.
Grammar tools Examples
Are (aux to be) You are ten years old
What( question word What is your job?
work) What is his/ her job?

Level: 1MS S:Dridi Saadi Middle School T:A-Chouit

Sequence :02 Me and my Family Lesson: I practice II Framework :PPU
Objective (s): By the end of this lesson my Ls will be able to talk about their age using cardinal /ordinal
numbers.
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures-Flash
Interact .Interpret .Produce (Both) cards-Copybook-Book
Language tools ( target structures Lexis and expressions related to age, Pronunciation :/e/ /I://θ/ /ð/
interrogative forms/how- cardinal numbers20-100. ordinal numbers first,…….
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get information. *Being polite
- Meth: He can work in pairs or in groups. *Asking questions politely
He can use strategies for listening and interpreting oral discourse.
- Com: He can work in pairs or in a group to communicate appropriately.
- Per and oc: Socializes through oral messages
Time Framewor Procedure Focus Objectives Aids VA
k KT
05o Warm-up T- Greets his Ls, they respond. Establishing
Part One T⤑L a good
Presentatio atmosphere
10o n
-T-Makes a brief review about numbers from 0 to 20
15o V
10o Hi! My name is Amine. I'm eleven. I'm the Posters A
10o fourth child in my family. What about you? Attracting +W B+
T⤑L Ls to the Flash
15o
new topic cards
10o -T-Asks his Ls these questions
T: Is Amine12? L: No, he is not .
T: How old is he? L: He is 11
-T-Asks one of his Ls (using gestures):
Practice T: Are you 6? L: No, I’m not.
T: How old are you? L:I’m 11.

-T- Introduces the Cardinal Numbers. Introducin WB-

30 40 50 60 g the Ls’ V
Thirty Forty Fifty Sixty cardinal Copyb A
T⤑L numbers ook
70 80 90 100 L⤑T
K
+book
Seventy Eighty Ninety One hundred

-T-Pins on the board pictures representing big

numbers (20 to 100)and writes the numbers in front of V
W-B+
the pictures in big characters Familiarize A
Ls’+
the learner K
-T-Says the numbers and asks Ls to repeat copybo
with the
Use oks
L⤑T ordinal
Task one: (oral) 6&7 P 52 numbers
TPS Think-Pair-Share

Presentatio V
n
Part Two Posters A
Leading in
+W B+
-T-Calls five Ls to the stage and asks another L to Flash
count his mates. T⤑L
cards
L: one, two, …..
-T- asks the five L to make a row:
T: now I am going to indicate the position of each L in
the row
-Ahmed is the first
-Amine is the second
-Lila is the third…. WB-
These are called ordinal numbers Ls’ V
Introducin
-T- writes the ordinal numbers on the board T⤑L g the
Copyb A
ook K
1st First 18 th Eighteenth L⤑T ordinal
+book
2nd second 19 th Nineteenth numbers
3rd Third 20 th Twentieth
4th Fourth 21 st Twenty First
5th Fifth 22 nd Twenty second
Practice 16 th Sixteenth 23 rd Twenty Third
17 th Seventeenth 24h Twenty Fourth
-T-Says the numbers and asks his L to repeat after him

Task Two (Written) a- I complete the table:

name age position
My grand father 80 …………..
My sister 15 ……………
My father 50 ……………
My grand mother 75 ……………
My mother 48 …………… V
My brother 08 Sixth W-B+ A
Ls’+ K
copybo
b)-I use the information in the table to write about: Producing
L⤑T oks
My grandfather is 80 years old. He is the first. simple
Use
sentences
My sister is……………. .She………. about his
 My father …………………………… age and his
My grand mother……………………… rank in his
family
My mother………………………
My brother ………………………
TPS Think-Pair-Share
-T-Invites his Ls to copy down on their copybooks
The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-…………………………………………… -………………………………………………….………………………. -……………………………………………

Grammar tools Examples
you (personal You are a pupil.
Cardinal Numbers I use the cardinal numbers to count persons and things or to say my age.
pronouns)
Are (auxNumbers
Ordinal to be) I use You are ten
the ordinal years old
numbers to order or rank persons and things or to write the
How(
date.question word How old is she/he?
age) How old are you?

Level: 1MS S/Dridi Saadi Middle School T: A-Chouit

Sequence :02 Me and my Family Lesson: I Pronounce Framework :PPU
Objective (s): By the end of this lesson my Ls will be able to read and pronounce these sounds : /e/
/I://θ/ /ð/ in a correct way .
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures-Flash
Interact .Interpret .Produce (Both) cards-Copybook-Book
Language tools ( target structures): sounds /e//I://θ/ /ð/
Cross Curricular Competencies Core values
- Intel. L can identify sounds. 1-Accepting all kinds of jobs .
- Meth: He can work in pairs or in groups. 2- Being proud of parents jobs
He can use strategies for listening and interpreting oral discourse. 3-Valuing jobs and respecting
- Com: He can pronounce words in a correct way. work and jobs.
- Per and soc: Socializes through oral messages
Time Framewor Procedure Focu Objectives Aids VA
k s KT
05o Warm-up -T-Greets his Ls, they respond Establishing
-T-Invites his Ls to open their books on p54 T⤑L a good
atmosphere
-T-Reads the poem and invites his Ls to listen and
repeat.

-T-Writes on theWB the following words and asks his

introducing WB-
Ls to find them and underline them on their books: the Ls’
V
Read-Keep-best-think-the T⤑L new sounds +book A
15o Presentatio -T-Writes the isolated words and invites his Ls to
n listen and repeat.
 Read- Keep- best- think- the
│ │ │ │ │
/I:/ /I:/ /e/ /θ/ /ð/

Task One: (oral) 02 P54 I look, listen and match

/ð/ /θ/

25o Familiarizin V
g WB- A
T⤑L the Ls with Ls’
K
the Copyboo
L⤑T
new sounds k
TPS Think-Pair-Share +book+
Practice
Task Two(oral) 03P 55.:I throw the ball in the
right hoop
/e/ /i:/

L⤑T

Task Three: (Written) I classify the following words

according to their sounds. Keep- Get- Test- best- V
Practicing W-B+
speak-Pen- Heat- Read A
The new Ls’+
sounds copyboo K
/i:/ meet /e/ ten ks
15o
-……………-…………. -……………-………….
Use -……………-…………. -……………-…………. Investing
the Ls’
knowledge
TPS Think-Pair-Share

-T-Invites his Ls to copy down on their copybooks

The Teacher’s comments

What Worked What hindered Action Points
-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-……………………………………………. -………………………………………………….………………………. -…………………………………………….

-…………………………………………… -………………………………………………….………………………. -……………………………………………

Level: 1MS S:Dridi Saadi Middle School T: A-Chouit
Sequence: 02 Me and my Family Lesson: I Practise III Framework :PPU
Objective (s): By the end of this lesson my Ls will be able to talk about his preferences.
Language tools ( target structures): Lexis and expressions related hobbies to have got/has got/verbs in the simple
present
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get information. -To behave as a responsible
- Meth: He can work in pairs or in groups. -To respect the others’ preferences
He can use strategies for listening and interpreting oral discourse.
- Com: He can work in pairs or in a group to communicate appropriately.
- Per and soc: Socializes through oral messages
Time Framewor Procedure Focus Objectives Aids VA
k KT
05o Warm-up -T- Greets his Ls, they respond. T⤑L Establishi A
-T-Interacts with Ls about the previous lesson. ng a good
atmospher
-T-Invites his Ls to read Amine’s e-mail. e

I am different from my sister Houda. I have a cat

but she has a dog. I like reading books but she likes
watching TV. I love playing video games and she
loves drawing. Presenting WB-
the new Ls’
V
10o T⤑L A
Presenatati grammar +book
on -T- Writes these statements on the WB. items
 -T-Makes sure to write the target words in a different
colors.
I have a cat. She has a dog WB-
↓ ↓ Ls’ V
to have Present Copyb A
ook k
Task One:(Oral)I order the words to get correct sentences : +book
o 1-has/Samira/a car Familiariz +
10 Practice T⤑L ing
2-have/a pen/I L⤑T them with
3-has/a car/he the
4-It/a small house /has new
TPS Think-Pair-Share grammar
Task Two:(Written) I complete with: have/has/ items
W-B+
Use
1-I ….. one brother and one sister . Ls’+ V
10o 2-She’s my sister Sally. she ……got a rabbit. L⤑T copybo A
3-Does the cat …..a pen? oks K
4-Amine ….. a big house.
TPS Think-Pair-Share
Part Two
-T- Writes these statements on the WB.
-T-Makes sure to write the target words in a different
colors.
I like cartoon. Sara/He likes football
T⤑L WB-
10o ↓ ↓ ↓ V
Presenatati Presenting Ls’
on like Sara/ like s the new +book A
grammar
items
Task One:(Oral)I choose the good answer:
1-My sister(like-likes) cakes. V
WB-
2-I (live-lives) in Morocco. Ls’ A
3-Saiid (plays-play) football. Forming Copyb K
4-The do(eats-est) meat. correct ook
TPS Think-Pair-Share sentences +book
Task Two:(Written) I correct the verb
a-I (love) .........playing tennis
b-Sami (live) ..............in America
c- You (get) .................. a pen
d- My friend (like)............pets.
TPS Think-Pair-Share
T⤑L
Task Three:(Written) 01P57
L⤑T
10o Practice

Consolida
te
The Ls
reinvests
what he
learnt to V
produce a W-B+ A
L⤑T message Ls’+
10o K
about his copybo
Hello!
Use likes oks
My name is ………. . I'm …… years old. I'm a ………. at
Dridi Saadi School. I ……… a lovely cat and my sister
……….a nice dog. I …………. playing football, but
…………. sister ………… watching cartoons.

TPS Think-Pair-Share
-T-Invites his Ls to copy down on their copybooks
 The Teacher’s comments
What Worked What hindered Action Points
-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-……………………………………………. -……………………………………………. -…………………………………………….

-…………………………………………… -…………………………………………… -……………………………………………

Grammar tools Examples
Have (aux to be) She/ He has a dog
I have a pet.
Verb +s (preset simple) She/ He/ likes football
Verb (stem) I/ you like football

Level: 1MS S-Dridi Saadi Middle School T: Aboubaker-Chouit

Sequence :02 Me and my Family Lesson: I read and do Framework :PDP
Objective (s): By the end of this lesson my Ls will be able to interpret a written message about introducing
oneself.
Language tools ( target structures): Lexis and expressions related to be interrogative form //wh questions/the present
simple
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get information. *Being proud of his identity markers
- Meth: He can work in pairs or in groups. *Independent personality.
He can develop his strategies for reading and writing. *Openness to the world and developing
friendship
- Com: He can use ICT’s such as e-mails to communicate with learners of other
*Valuing national identity .
cultures.
- Per and soc: Socializes through oral messages.
Time Framewo Procedure Focus Objectives Aids VA
rk KT
05o Warming -T- Greets his Ls, they respond. Establishing
-Up -T-Tries to interrupt with his Ls the previous lesson. a good A
atmosphere

-T- Invites the his Ls to open their books on p59-60.

 -T-Asks his Ls to describe what they see
L: - a blog -e-mail -my blog
-T-Explains the word “blog”: it’s a web page in which Introducing
Pre- you post information about yourself. the topic W B+
10o reading -T-Explains the new words (Pictionary (p 68 & 69). Elicit inf +Ls’
T⤑L
-T- Invites the Ls to read the texts and do the following from Ls books V
tasks. A
Task One p60 I read and tick the correct answer

Task One:(Oral) 01 P60 I read and tick the correct answer Scanning
True False for
1- Adaku is the receiver of this e-mail. general
2- Adaku is eleven. information
3- Adaku speaks English.
4- Adaku likes wearing jeans.
5- Adaku has a pet cat. To
reinforce
peer
correction WB+ V
TPS Think-Pair-Share and +Ls’
Task Two:(Written) I read the e-mail and complete the profile cooperative books A
During- Family name: ACHIBI learning & K
reading T⤑L Course
First name:………..
25o L⤑T Scanning books
Age;……
Country:………………… and
Likes:…………………… exploiting
Favorite food :……….. the text
Pet:…………… Checking
understandi
TPS Think-Pair-Share ng

Task Three :(Written) I answer Adaku e-mail

From……………….
V
A
Post- WB+Pi
20o To:Adaku K
reading ctures
Subject: Friendship Producing +Ls’
L⤑T a Written Course
E-mail books
Hi Adaku,
My name is ……………………………..I am from
………………………..I speak……....and I like ….
…………………………….My favorite food is …………I have
got a pet, it’s a ……………………………….
Love
…………………………..

TPS Think-Pair-Share

-T-Invites his Ls to copy down on their copybooks

The Teacher’s comments

What Worked What hindered Action Points
-………………………………….... -………………………………........................... -…………………………………....

-…………………………………… -………………………………........................... -……………………………………

-………………………………….... -………………………………........................... -…………………………………....

-………………………………….... -………………………………........................... -…………………………………....

Level: 1MS S-Dridi Saadi Middle School T: Aboubaker-Chouit

Sequence :02 Me and my Family Lesson: I learn to integrate Framework :PDP
Objective (s): By the end of this lesson my Ls will be able to draw their family tree in order to introduce their
family members and jobs in an e-mail.
Language tools ( target structures): Lexis and expressions related to personal pronoun /To be present simple
/ Present simple of “have” ” be” Possessive adj my/your/ Punctuation signs/ capitalization
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get information. 1- Being proud of belonging to a family.
- Meth: He can work in groups and assess his mates work . 2-Openness to the world and developing
He can mobilize resources to produce meaningful messages friendship
- Com: He can use ICT’s such as e-mails to communicate with learners of other
cultures.
- Per and soc: Socializes through oral messages.
Time Framewor Procedure Focus Objectives Aids VA
k KT
-T- Greets his Ls, they respond. Establish
o Warming- -T-Tries to interrupt with his Ls the previous lesson. a good A
05 Up classroom
-T-Invites the Ls to open their books on p61.
 -T- What does the picture represent? atmospher
Ls: it is a family e
-T-This is the family of Margaret .she is the friend of
Omar.
10o -T-Reads the e-mail and asks some comprehension
Pre- questions (orally) W B+ V
reading T⤑L Interactin +Ls’
-who is the sender? Margaret A
g books
-who is the receiver? Omar
-T-Explains the new lexis :hope ,fine, attached ,Send.

Now, imagine you are Omar and you want

to introduce your family tree to Margaret,
what do you need?
-T-Splits the Ls into groups and asks them to complete
the following chart
knowledge skills attitudes
Lexis related Greeting: Being polite:
to family Hi, hello when talking
members: Introducing to others
father,mother, my relatives: -Respect
……… Name,Age, other people
lexis related Job ,his rank and other
to jobs In the family cultures
Present -valuing jobs
simple of Valuing family
“be” with
I,you,he,she WB+
Verbs in the +Ls’ V
present with books A
I,he,she
Personal
Check Ls & K
30o pronoun:I,yo abilities Course
During- u,he ,she T⤑L books
writing Possessive L⤑T
adjective:my
his,her
*Numbers
14, 100
ordinal
numbers
Demonstratives:
Drafting
With the help of their -T- the Ls start drafting . -T- asks
Ls to choose one mate and help him to describe his
family tree and write an e-mail.
Editing
-T-Helps his learners to find out and To correct
correct typographical errors and mistakes in grammar, the
style, and spelling. mistakes(s
publishing pelling,
The groups write the final draft and present their work grammar,.
L⤑T .)
in front of their classmates to be assessed
Post-
writing -T-selects a work to be written on the board and
15o corrected.
From:…………. Collabora
To: Margret ting
Subject: My family tree.
Hi, Margaret,

I hope you’re …………………………..

To
Here is my …………………………joined as enhance
WB+ V
an attached document. Ls to show
+Ls’ A
creativity Course K
Bye
books
 -T-Invites his Ls to copy down on their copybooks Producing
a Written
piece

The Teacher’s comments

What Worked What hindered Action Points
-………………………………….... -………………………………........................... -…………………………………....

-…………………………………… -………………………………........................... -……………………………………

-………………………………….... -………………………………........................... -…………………………………....

-………………………………….... -………………………………........................... -…………………………………....

Level: 1MS S/Dridi Saadi Middle School T: Aboubaker-Chouit

Sequence :02 Me and my Family Lesson: 05 I Think and Write Framework :PDP
Objective (s): By the end of this lesson my Ls will be able to draw their family tree in order to introduce their
family members and jobs in an e-mail.
Language tools ( target structures): Lexis and expressions related to personal pronoun /To be present
simple / Present simple of “have” ” be” Possessive adj my/your/ Punctuation signs/ capitalization
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. L can interpret and use verbal and non verbal messages to get information. 1- Being proud of belonging to a family.
- Meth: He can mobilize his resources to produce a written message 2-Openness to the world and developing
- Com: He can use ICT’s such as e-mails to communicate with learners of other friendship
cultures.
- Per and soc: Socializes through oral messages.
Time Framewor Procedure Focus Objectives Aids VA
k KT
-T- Greets his Ls, they respond Establis
05o Warmin -T-Tries to interrupt with his Ls the previous lesson. T⤑L hing a A
g-Up -T- Writes the word “friendship” on the board. good
-T- Asks Ls about the meaning of this word ztmosph
ere
Do you have friends? Yes, no
Where do you meet friends? At school,
Can you make friends otherwise? - yes
How? -on the web, social network
Are they always Algerian? - yes/No. Interacti W B+ V
o Pre- They can be from other nationalities T⤑L ng/talk +Ls’ A
05
writing -T-Introduces the situation and asks his Ls to work about books
individually friendshi
p
You’re going to introduce yourselves
on an international friendship blog.
Post your information to make new
friends . (name, age, country, class,
school, likes, religion, favorite food, Ls uses
what he
languages…)
learnt to
produce
T⤑L a
L⤑T meaning
ful WB+ V
Support: message +Ls’ A
about books T
Flags ( Great Britain , The USA, Brazil ,Algeria
introduc &
,Nigeria, Australia and China ) ing
International friendship blog Copy
him/hers books
Drafting elf and
40o During- With the help of the T, Ls start drafting.
writing his/her
Editing family
-T-Helps his Ls to find and correct errors and mistakes member
especially spelling. s
Publishing
Post- The Ls write the final draft and present their work in Producin
writing front of their classmates to be assessed g a
10o -T- collects the students’ sheets and L⤑T Written
corrects them using the evaluation grid below: piece
Criteria Indicators
1-Relevance introducing oneself and one’s
family members (names, jobs.)
2-Correct 1-the learners uses :the present
use of simple of to be /to have/to like
linguistic 2-the learner uses personal
resources pronouns“I, he and she”
3-possessive adjectives “my-
his- andher”
4-Use cardinal and ordinal
numbers.
3- 1-the learner writes simple and
Coherence meaningful sentences about the
topic;2- the good use of :
Punctuation, capitalisation and
indentation.
3-s/he respects the logical order
ofthe ideas.
4-Cross- 1-the learner uses ICT in
 curricular communicating with his/her
competence friends
s 2-s/he produces a written
message
5-Values 1-the learner shows a good
conduct
2-shows attitude of respect

6- 1-The learner shows creativity

Excellence in his/her writing
2- Good hand writing

-T- invites the learners to write on their copybooks

The Teacher’s comments

What Worked What hindered Action Points
-……………………………..…… -……………………………..…… -……………………………..……

-……………………………..…… -……………………………..…… -……………………………..……

-……………………………..…… -……………………………..…… -……………………………..……

-……………………………..…… -……………………………..…… -……………………………..……

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Sequence 02 flash cards
Father Mother Sister Brother Grandfather Grandmother Me
Ahmed Ali Amine Fatima Sara Rym