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

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

 Intel: Learner can use verbal messages to get  Being proud of belonging to an Algerian family
information  Respecting his/her family members
 Meth: He can use listening strategies.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
The announcement of the project:
T eacher informs his learners that they have a project to
10 Announcing
do individually and deliver it before the exams ,in this
mn the project
project the learners are going to make a family tree ; V/
work
(names , age, jobs) A/
K/t

Initial situation :. T/L

You are on the international
friendship blog. A new fiend wants
to know about your family. Introduce
your family (names,age,jobs…) and
send him your family tree.

Pre
listening *Teacher asks some learners ;
What is your name?
Lead in
What is your family name ? Wboa
5m *The learners answer . rd
n *Teacher introduces the topic of this sequence .
*Teacher sticks a picture of a boy on the
board and asks (using gestures) :
T: who is this ?
 Flash
cards

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 with
T :This is Houda. She is 16 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 of
the family.

*Teacher sticks on the board the members of Omar’s family T/L

10 and introduces them.
mn *The learners repeat.

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
20 partner : asking yes no
mn Example; T: Is number 2 the mother? questions
during L: No, she is not .
listenin /using the
T: Is she the sister ? T/L new lexis
g L:Yes ,she is .

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

I write the names of my family members in the circles. W
I swap my sheet with my partner and guess who is board
who L/L
Task 3: Task 2 page:65. I supply the missing letters to get the
members of my family. The
. T/L cours
e
10 Post Task 4: I complete my family tree book
mn listenin
g My………… My………

My………… My………
produce
My......... Me My..........
Ahmed

The song of :my family

https://www.youtube.com/watch?v=YJyNoFkud6g&index=1 Audio
&list=RDYJyNoFkud6g Consolidating Song
10
Teacher invites his learners to write on their copybook
mn

10
mn
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I pronounce Framework: PIASP

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

Time Framework Procedure Focus Aims Material Vakt

T greets his learners /the learners respond T/L Interacting

a quick review about the previous lesson
Presentatio Course
7mn *T invites his learners to open their books on V
n book+
page 54 . A
Wboar
*T reads the poem and invites his learners to
d
listen and repeat.
Isolation *Teacher writes on the board the following T/L
5mn words and asks his learners to find them and introducing the
underline them on their books: new sounds
Read-Keep-best-think-the
*The teacher reads the isolated words and
Analysis invites his learners to listen and repeat.
8mn Read-Keep-best-think-the
│ │ │ │ │
stating /I:/ /I:/ /e/ /θ/ /ð/
10mn Familiarizing
the rule *Teacher states the rules of /I:/ /e//ð/ but
the ls with the
when dealing with /θ/ the teacher must V/A/
new sounds
be very careful. K/T
practice
5mn
ee/ea e Th+cons Th+e
5mn L/L
/I:/ meet /e/pet
Task 2 :page54 /θ/ /ð/
Practicing
I look, listen and match throw father
Task 3: page 55.I classify the following words
5mn According to their sounds.
Green , vet ,ten,greet-pen

Task
/ I:/3: task 4page 55 /e/
I throw the ball in the right hoop.
5mn Task 4: I complete the table with my own Investing the ls
10mn
words (the learner works with his partner ) knowledge
/ I:/ /e/ /θ/ /ð/
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 – interpret Domain (s): Oral/written/both Materials: W. Board/posters about
– produce. jobs
Target structure: to be
interrogativeform/articles /what/his/her
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with others
 Per and soc: He can socialize through oral exchanges
and written messages
Time Framework Procedure Focus Aims Material Vakt

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 sends V
her an e-mail to introduce his parents . A
presentation
5mn
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
teacher.. T; is his father a policeman? T/L Introducing the
10m LS: No, he is not theme of the
n T: what is his job ? LS: he is a carpenter. lesson
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

No 7 is a docor no 8 is a carpenter

Task one: I look at the example and do the same with my Interacting
15m partner. Asking and
T: Is no 2 an electrician ? LS; No, he is not . answering
n about jobs
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
V/A/K
Task three:I read and choose /T
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he –his) differentiating
name is Karim and (my ,I) sister is a nurse ,(her ,she) is a between personal
type writer . pronouns and
Presentation possessive adjectives
A game : I mime and you guess ?
T guides them . interpreting
Isolation
Analysis a pupil 1 mimes a job and asks :what is my job? gestures
a pupil 2: you are a doctor.
Stating rules
Articles (PIASP)
T writes on the board the following sentence:
I’m a dentist and my brother is an electrician,he works in the garage.
Introducing the
│ │ │
articles
a an the
indefinite indefinite definite
Practice
article article article
20m I use a and an before a singular noun.
n I use a before consonants (b-c-d-f-g-h-j..............)
Familiarizing the
I use an before vowels (a-e-i-o-u)
ls with the
I use the before singular and plural definite articles
nouns.

Task one: I order

1-is-It-orange-an
Interpreting the
2-Ali-a-dentist-is
place of each
3-teacher-41-is-The article
Task two: task 4 page
51
T using pictures explains the new words:dog-cat Producing simple
Task three:I introduce my family members and their jobs sentences
. I start like this:
Hello ,I’m happy to introduce my family :
My father is …………. his name is ………….and my…………….
10m
n T invites his learners to write on their copybooks

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

djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and speak Framework: PPU/PIASP

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

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

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /they respond

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

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

family.
T asks some questions and helps his ls to T/L
Interacting/askin
answer: g
T: Is omar 12 ? L: No, he is not about age
. T: How old is he ? L: He is 11
5 mn T asks one of his learners: L/L
T: Are you 6? L: No ,I’m not.
T: How old are you? L:I’m 11.
Task one: T invites his learners to act out the Wboard
previous dialogue

*Here the teacher introduces the cardinal

numbers Interpreting
numbers
from13 to 100
T/L
8mn
Practice
14 fourteen 20 twenty
15 fifteen 30 Thirty Checking ls
16 sixteen 40 forty understanding
17 two: I look
Task seventee
and match50the numbers.(page52)
Fifty
n
Task
18 three: I match
eighteen 90 ninety
19 nineteen 100 One
hundred
 How old are you? She is 14
How old is your sister? I’m 11 V/A/K/
Asking about 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: T/L
My grand father is 33 and 35. Counting W
How old is he?
board
5mn Presentation LS: he is 68. T/L
Step 2: T invites his learners to make an example
like this in close pairs and act it out in front of
their class mates.
Presentation two Ordinal numbers(1st to 31st Introduce the
(PIASP): ordinal numbers
T invites his learners to consider the following
sentence.
Isolation
3mn I’m the fourth in my family
Teacher isolated :the word fourth and invites his Familiarizing the
Analysis
learners to compare it to four learner with the
the fourth four ordinal numbers
│ │
5mn
Ordinal cardinal
Stating rule numbers numbers

I use : Interpreting
a)Ordinal numbers to order (persons ,objects ) other ordinal
and write the date numbers
b)Cardinal numbers to count (persons,objects)
and say my age
T introduces the ordinal numbers

1st The first

5mn nd The second
2
3rd The third
5mn The fourth
4th
th The fifth Practicing
5
9th The ninth
Practice 2o The twentieth
7mn Task five:21 Task 9 page 53. IThe
st readtwenty
and rankfirstthe The learner
children. 22nd The twenty second Produces simple
Task six: I31 read
st and complete Thewith
thirty firstseventh-
; the sentences about
the second- the twenty second – the first his age and his
-V is.....................Letter in the English alphabet. rank in his family
10m
n - Sunday is..................day in the week
-July is.........................month in the year
-I’m........................child in my family .
Task seven I write my age and my rank in my
family.
I’m ………………….and I’m........................child in my
……………..
T invites his learners to write on their copybooks.

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

djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: 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 verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with
others
 Per and soc: He can socialize through oral
exchanges and written messages
Time Framewor Procedure Focu Aims Mater Vakt
k s ial

T greets his learners /the learners respond

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

jobs places
The doctor in a school
The farmer in a garage
presentatio Presentation
The mechanic in a hospital
n Who is this/that? What is his
The teacher in an office Introducing
/her
The name?
architect on a farm the new
│ │ │ │ │
20m Isolation Grammar
Who his/her what his
n items
her
Analysis
│ │ │ │
│ a question demonstratives
a question possessive
word word
adjectives

Familiarizing
She is my mother He is my father where The ls with
is the teacher ? the new
│ │ │ grammar
She He where items
│ │ │
Personal personal a question
Pronoun pronoun word
 I use :
State 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
This to talk about objects or persons near us
That to talk about objects or persons not near us

5mn Task 1: I order the words

a- is –Who-girl-that-? Forming a
practice question V/A/K
b- Where –father-is?-her
/T
c- his-What-job-is-?
7mn
Task 2: I choose the correct one
Ahmed shows Rachid photos of his family
Checking the wboar
Rachid : ‘(who –what) is (this –that) boy?
Lg d
Ahmed :( he-she )is my brother ,(his –her) name is
understanding
Kader .
8mn Rachid :and (where –who ) is this girl ?
Ahmed; (he –she) is my sister
Rachid : (who -where )is she ?
Ahmed :she is in the school
Task 3: I order the sentences then put them in a
dialogue Produce a
He is a dentist,he works in the hospital dialogue
He is my brother Wahid
How old is he ?
He is 36
Hello ,Rachida.who is that boy?
10m What is his job ?
n 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: interact – Domain (s): Oral/written Materials: W. Board/

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 verbal  Behaves as a responsable
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

Tim Framewor Procedure Focus Aims Materia Vakt

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

I have got a cat . she has got a dog

│ │ │ │ T
5mn Isolation Subject verb subj verb Familiarizing
them with the
new grammar
5mn I like reading books . she likes watching
items
cartoons
Analysis
│ │ │ │
Subj verb subject verb
a-I use the verb to have to indicate Woard
5mn Stating rule possession b- I use Has in the third person : T
he , she, it
c- In the present simple, I add “S” to the
end of the verb in the third person (He-She
– It).
Like---likes
d- in the negative form I add don’t before
the verb
I like couscous -- I don’t like couscous
T/L
5mn practice Task one: I order the words (the learner works
with Forming
His partner) sentences
Wboar
a- like/I/watching films T/L d
5mn b- Fatiha/ music/loves
c- have got/two/sisters/I
d- Ahmed/plays/football Consolidating
Task two: I correct the verb V/A/
5mn
a-I (not love)..........playing tennis K/T
b-Steve (live)...............in America T/L
c- it (to be)....................a pen
a- My friend (to have)............a pet hamster.
Task three: I turn into negative Using the
Example: negative form
I like watching films -- I don’t like watching films
a- I live in Relizane
b- I love listening to music
c- I like cats
d- I like jeans

5mn

Task four: I choose the correct word to make a

correct sentence
Identifying the
a- I (live-have got) in Algeria Wboar
Meaning of
5mn b- Adako (has-is) from Nigeria d
the new
c- She (likes- have) handball
structure
Task five: (communicative- based activity)
L/L
I read and complete
Hello ,I’m
………………………(name),I’m…......................(age). Producing a
I’m…..............................(occupation) at Short
……………………(school). paragraph
I……………………………………..(like).I…………………………
…… (an animal)
10m
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: interact – Domain (s): Oral/written/ Materials: W. board/The course book
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 verbal  Proud of his identity markers
messages  Valuing national identity
 Meth: He can develop his strategies for reading  Independent personality
and writing
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learner/the learners

respond.
V
pre reading Teacher writes key vocabulary on the board A
7mn T/L
:name,age,school ,food. Then asks his Interacting/prepa Wboard
learners to guess what the text will be about. ring them

T invites his learners to read the text

on page60 and do the following task :
During
Task one : I read and answer the
reading
questions a- Who is the sender of this Scanning (for
email? T/L general
b- Is Adaku Algerian ? information )
28m c- How old is he? and skimming
(for details) Course
Teacher invites his learners to read again
book
and do the following task .
Task two : I read and tick the right box.(p60)
Teacher invites his learners to read the text
T/L
on page 59 and do the following task
Task three:I read and complete the profile . Deciphering the
Family name:…………………………….. message
First name:………………………………….. .(interpreting)
Age;……………………………………………..
Class :………………………………………….
Country:………………………………………
Likes:……………………………………………
Pet:……………………………………………….

Teacher invites his learners to fill in the

Post reading following paragrapgh with their personal
information :
15m My name is ……... I am.............old. I am from Producing a short
n ……………. I speak ……………… . paragraph in
I like …………………. I like wearing..............My L which LS give
favourite food is...................I have got a pet information
about themselves Wboard
…………… called ………………....

10m Teacher invites his learners to write on their

n copybooks
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 verbal  Proud of belonging to family
messages  Respects every member in the family
 Meth: He can mobilize resources to produce a a
written message /he can work in groups
 Com:He can use ICTs to communicate
with others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Foc Aims Material Vakt
us

Teacher greets his learners/ the learners T/L

respond
Pre-writing V
process Teacher invites his learners to open their books /interacting A
on
Page61 and asks some questions:
T/L
T:What does the picture represent ?
LS: it is a family Ls can use his wboard
10m prior
T: this is the family of Margaret .she is the friend
n knowledge
of Omar.
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 family
friend . Draw your family tree.

Add information(age , job ,… ) and send it

as an attached document(picture)
5mn
T: now , imagine you are Omar , draw your family
tree,add information(age , job ,… ) and send it as
an attached document (picture)
 Planning
T splits the groups
T/L
In -writing T helps his learners to remember what they
15m process learnt in this sequence.
n V/T/
T asks the learners to complete the following W. K
table: Board

knowledge Skills Attitudes

*Lexis related Greeting: -Being polite:
to family Hi, hello when talking
members: Introducing to others
father,mothe my relatives: -Respect
r,……… Name,Age, other people
*lexis related Job ,his rank and other
to jobs In the family cultures
*Present -valuing jobs
simple of Valuing family
“be” with
I,you,he
,she,it
*Verbs in the
present with
I,he,she ,it
*Personal
pronoun:I,yo
u,he ,she,it
*Possessive
adjective:my,
his,her
*Numbers
:14, 100
*ordinal
10m Drafting
numbers
n With the help of their teacher, the learners start
Demonstrativ
drafting
es: .
Editing To correct the
10m
Teacher helps his learners to find out and mistakes(spelling,
n
correct typographical errors and mistakes in grammar,..)
grammar, style, and spelling. T/l
10m publishing
n The groups write the final draft and present collaborating
their work in front of their classmates to be
assessed T selects a work to be written on the
10m board and corrected.
n T invites his learners to write on their copybooks
Teacher: bendoubaba djamel (djamel djamel)

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 and  Valuing friendship

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
Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

Teacher explains the difference between T/L
10m Pre writing partnership and friendship. V
n Teacher asks his learners: Interacting/talk A
about friendship
who has got friends from other towns?
who has got friends from other countries?
How do you contact them ?(using what:
(messenger,skype,facebook,letters,telephones Wboard
,...)
While writing
The teacher introduces the situation and asks
them to work individually T/L
The learner uses
45m what he learnt
n Pupils from all over the world to produce a
introduce themselves on an meaningful
International friendship blog. message about Flash
introducing cards
I post my information to make him/herself and
his/her family
new friends and practise my members
English

Support:
Flags ( Great Britain , The USA, Brazil ,Algeria ,
Nigeria, Australia and China )
International friendship blog
5mn Post writing
The teacher collects the students’ sheets and
corrects them using the evaluation grid below:
 A/V/
K
Criteria Indicators
1-Relevance introducing oneself and
one’s family
members(names,jobs….)
2-Correct use of 1-the learners uses :the present
linguistic resources simple of to be /to have/to like
2-the learner uses personal pronouns
“I, he and she”
3-possessive adjectives “my- his- and
her”
4-Use cardinal and ordinal numbers.
3-Coherence 1-the learner writes simple and
meaningful sentences about the
topic;2- the good use of :
Punctuation, capitalisation and
indentation.
3-s/he respects the logical order of
the ideas.
4-Cross-curricular 1-the learner uses ICT in
competences : communicating with his/her friends
2-s/he produces a written message

5-Values 1-the learner shows a good conduct

2-shows attitude of respect

6-Excellence 1-The learner shows creativity in his

/her writing
2- Good hand writing

Mr bendoubaba djamel(djamel damel)