Yellowdaffodil66@gmail.

com
 Making Family Profile

PDP Reading lesson

Read
PIASP teaching

ð/ & /θ / - /i:/ & /e/

“Adaku is your new Nogerian friend.He
Asking and giving information about one’s family ( parents , brothers and sisters)
- Naming different jobs
 personal pronouns ( he –she) / possessive adjectives (his – her)/ question words (who- where)
artciles( a- an – the)
 family members and jobs
 ð/ & /θ / -
 visual ( school manual flashcards )

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others’ markers of identity
Time Objective Interaction Procedure Competences VAKT/ Aids
 MS1 Me & My family Sequence Two
Greeting
Teacher –
 Warmer : The teacher greets his learners and welcomes them then invites them to play a guessing Interact to
and greet and
welcoming
students game .( teacher must not write the title of the sequence and the books must be shut) welcome
Visual (
board )
 The teacher writes some letters of the word ……F……a……m…i……l…y………
Students-
teacher
 He asks the learners to guess the letter of the word , each time they fail to guess the correct letter he Interact
draws a part of the man , if they find the word the game is over , if they fail the man is hanged. about the
Guessing game
the topic
of the Visual (
lesson Teacher –
students board)
Interpret
Students- FAMILY the game to
teacher find the
suitable
word

 Project work:
 Teacher introduces the project work, what to do , how to do it and when to deliver it ? Visual (
Making Interact flash card
family  Learners will make “Family Tree” project work about the showing
profile Teacher-  The work will be individual work ( since each learner will talk about his or her family members) project family
students  Teachers supervises the learners’ works during the TD sessions and offers help work tree)
 Learners deliver their projects a week before the exams , present it in front their mates.
 Teacher corrects the project works , then asks the learners to preserve that in their portfolio .
Interpret
Teacher  Presentation : the initial
: “Peter is the friend of Omar.Peter sees Omar’s family photo.Peter wants to problem Visual(
- solving school
Introduce Students
know the family members of Omar” situation manual
family  The teacher invites the learners to pay attention at the flash card on page 48 showing Omar’s family page 49)
members (  The pupils look at the family tree on page 48 and repeat.
family  This is the grand father. Interact to
relations) introduce
Students-  This is the grandmother.
students members of
 This is the mother. family Visual (
 This is the father. Of Omar. school
 This is the sister of manual
 This is the brother. flashcard
 The pupils repeat the family members of Omar. page 48)
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

 Practice
 Teacher- Interpret
students  The teacher introduces the following drill, then invites the learners to perform.( Peter is asking Omar to
the drill to Visual (
introduce him his family members) introduce school
Ask about He is the grand father. members of manual
and She is the grand mother. family page 48)
introduce She 's the mother.
family Teacher Interpret
members
 Peter : Who's this ? Omar : She 's the sister. the drill
- He's the father. asking and
Students He's the brother. answering
 Peter : What is ( his / her ) name? about
members of
Ask about
 Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel family Visual (
and Students-  Peter : What is ( he/ she )? What is ( his/ her) job? board )
introduce students  Omar : ( He / She) is ( a farmer / a house wife / a doctor / a teacher / a student)
family
members  Peter : Where is ( he / she) ? Produce
 Omar : ( He / she ) is ( on the farm / at hospital/ at home / at university / at school) simple
sentences
introducing
Ask about  The teacher introduces the following drill. {Interrogative form} one’s
and Teacher- members of
introduce students  Peter: Is this your (grandfather) / (grandmother)? family
family
(Brother) ?
members Visual
(sister Tina)? Interact ( board )
and
Teacher  Omar: No, (he /she) isn’t. (He/ She)'s my "father " / "mother " / interpret
Yes, He is my brother. about the
- new
Students
o Yes, she is my sister Tina. grammar
items
Visual
( board)
Interpret
Students-  The pupils listen and perform the drill by pairs.
students the stated
grammar
Ask and  Use : learners are asked to make sentences introducing their family members ( homework) rule
answer
about
one’s  The learners read the written works on the board , then copy on their copy books.
family
members
By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )
 Interact to
Teacher- MS1 level : Me & My Family ( 2) Sequence Two greet and
students welcome
Greet and  Warmer : The teacher greets the learners and welcomes them
welcome
 Learners are invited to show their homework, the teacher supervises the learners works ,and rewards the
ones who ones performed well
Teacher  Teacher reports one of the learners’ works.T hen introduces the new grammar items Visual (
board and
- Interpret marker)
Students  PIASP : Grammar ( question words “ who”- “ where” – “what” & personal pronouns “ he- she”)
Identify the
the name statements
and the Presentation Who's this ? what is (his/her) name? where is he /she? She 's the sister. He's the father. that contain
use of the new
each Students- Isolation: who what his her where she he grammar
grammar students items
item in
part of Anaylsis : question question possessive question personal
speech Word(person) word(object) adjective word(place) pronoun
Stating rule:
Visual (
 Who : question word ask about person
Name the Teacher- board and
grammar  What : question word ask about ( name/object) Produce marker)
students
items and  Where : question word ask about place adapted
stating rule
their use  ( his / her) : possessive adjective show possesson
 He : personal pronoun replaces male noun
 She : personal pronoun replaces female noun
Teacher Interact and
Recognize Practice :
interpret
the base -  Learners are invited to do the following tasks. Visual (
form of a the board and
Students  Task 1 : Unscramble the words to make correct sentences .
sentence instructions marker)
and the
place of
Whoisthis?Sheismymother.HernameisAicha.Whatis she?Sheishousewife of the
written
each tasks
grammar
Students-  Learners work in rough , the teacher supervises their works and offer help when needed, then learners
students are invited to correct on the board.
item
Produce
 Task 2: what do these sentences mean ? Complete with : correct Visual (
answers to board and
(introduce members of family- greeting – introducing oneself) the given marker)
 My name is Malek Haddad. (………………………………) instructions
 This is my sister.Her name is Houria (……………………………)
 Hello , how are you ? (…………………………………….)

By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )

 Teacher-  Learners work in rough , the teacher supervises their works and offer help when needed, then learners
students
are invited to correct on the board

 Task 1 page 57: ( communicative based) Circle the correct word Interact
about
Teacher instructions
of the task
-
Students Margaret13@gmail.com
Use the My family
correct
grammar
item to Visual (
transmit a Interpret school
written the email manual
message Hi Margaret, page 57
How are you ? I am happy to introduce ( I – my ) family .My family is a carpenter . (His – He) is 47
years old . ( His – He ) name is Ahmed
Students-
students Produce
My mother is ( an – a ) teacher . ( She – HE) is 42 . Her name is Meriem . Akram is ( my – I ) brother correct
. He ( am – is ) pupils at Middle School email
Using the
Yours, appropriate
grammar it
Omar

 Learners work on their rough, the teacher supervises their works and invite them to correct

 Learners read the corrected work on the board then copy down

By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )

 MS1 level ME & My Family Sequence Two
Teacher-
Interact to
students Lesson : PPU speaking “ Naming Jobs” greet and
Great and welcome
welcome  Warmer : Teacher greets his learners and welcomes them , then asks them about the last session Visual (
board and
 Dril : marker)
Teacher  Peter: Is this your (grandfather) / (grandmother)? Interpret
(Brother) ? the last
-
(sister Tina)? session
Students
Wok in
pair
 Omar: No, (he /she) isn’t. (He/ She)'s my "father " / "mother " /
Yes, He is my brother.
Yes, she is my sister Tina.
Ask about  Peter : What is ( his / her ) name? Produce Visual (
family oral board and
members  Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel) dialogue marker)
naming
 Presentation : Using the drill of the previous session the teacher introduces the new family
Students- members
students situation
 Teacher using the flashcard of mage 50 & 51 , he introduces the jobs :
 Teacher invites the learners the number the flashcard then asks them to listen and repeat :

Name jobs
 Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic / Visual (
Teacher- Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number school
students 9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher / Interpret flashcards)
the
Number 13 is a farmer
flashcards
to name
 Learners look at the flashcards and repeat , then the teacher invites them to perform in pairs ( closed different
Teacher pairs and open ones) jobs
 Drill 1: Visual (
- school
Ask about Students flashcards)
job names  A : What is number ( 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11- 12 – 13 ) ?
 B : Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /
Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number
Students- 9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher /
students Number 13 is a farmer
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
  Drill 2:
Visual (
Teacher-  A : Is Number 5 a nurse ? Interact and board and
students  B : No he is not . He is a doctor . He works in a hospital. interpret marker)
jobs
Practice : learners are asked to perform drill 2 substituting key words
Ask about
 A : Is Number 6 an electrician ? / number 8 a doctor ? / number 3 an architect ? number 12 a surgeon?
someone’s
job Teacher
 B : No he is not . He is a mechanic . He works in a garage /. Visual (
-
He is a lawyer . He works in a court board and
Students
marker)
No , she is not . She is a nurse . She works in a hospital.
She is a teacher . She works in a school.
Students-
students Produce
Work in Vosual (
pair and
Use : (pair work) Learners are invited to work in pair and build dialogues asking and answering about jobs and the Simple board and
names place of work sentences marker)
jobs The teacher supervises their works , then invites them to read and perform in pairs. talking
about jobs
Teacher-
students
PIASP (teaching grammar ) = “articles”

 Teacher invites the learners to read the following sentences

 Presentation : Interact
Teacher about the
The architect works in an office The teachers works in a school
The
- structure Visual (
Identify Students board and
the  Isolation : the an the a maker)
supported  Analysis : definite article indefinite article definite article indefinite article
language
form Students-
students
Articles
 Stating rule Interpret
the use of
 “a” = indefinite article consonants ( b- c- d – f…………)
each articles
 “an” = indefinite article vowels ( a- e- i- o- u)
 “the” = definite article = something you know or specific

By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )

  Practice : learners are invited to do the following tasks Interact
About the
Teacher-
instructions
students  Task one : Re-order the words to make correct sentence of the task

Recognize
the base Interpret
form the
1. School bag / In / there/ . / my / pen/ a/ an / rule / , / English / a/ and / is / book the form
new Teacher  ……………………………………………………………………………………………………………………………….* and the
structure place of Visual (
-
Students  Learners work in rough , the teacher supervises their works and invites to correct on the board each article board and
marker)
 The learners read the corrected task

Students-  Task two p 51: I complete the bubble with the appropriate article.
students
“ the – a – an”
Produce
Use the simple
new Teacher-
structure students Communi
in My brother is ……………electrician . In his house there is ……..cat and Catve
communic ……. dog.The cat is………….black and ……..dog is white Information
Tivce Gap activity
Way to
transmit a
Teacher
message
and use -
grammar Students
in
communic
Tive way
 Learners work in rough, the teacher supervises their works , offers help when needed , then invites them to
Students-
students correct on the board
 Learners read the corrected tasks , then copy down on their copy books

By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )

 Making Family Profile

PDP Read lesson

Read
PIASP teaching : grammar & pronunciation

 Expressing likes
 to be ( simple present ) to have ( possession) - verb ( like)
 introducing – job – likes
 ð/ & /θ / - e/ - / i:/
 visual ( school manual flashcards )- map showing Nigeria- wearing & food likes

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others’ markers of identit
time Rational interaction procedure competences VAKT / Aids
Teacher-
students Interact to
Greet and greet and
welcome The teacher greets his learners , welcomes them and tries to make them at ease for the welcome
today’s session
 Pre-reading : Using flashcard , a photo showing a Nigerian boy , the teacher introduces the situation. Visual
Teacher
 Teacher asks the learners to pay attention at the photo and try to interpret it. ( flashcard
Interact
-  Teacher may help the learners by asking these questions about the
showing
Introduce Adaku the
show
Students  Suggested question : flashcard to
openness  Is it your classmate? guess the Nigerian
identity of boy, map
to the  Is he your teacher? Adaku
world
 Is he an old man? of Africa
Students- showing
students  What is his age? (guess)
 Using a map of Africa , the teacher tries to make the learners “guess” the country of Adaku. Produce Nigeria
simple
 Teachers reports the learners’ answers on the board , then invites them to open their books on page“60”.
answers
 During reading : Teacher explains the instructions of the task , then invites the learners to read about the
silently the text on page 60 and answer . flashcard
Visual (
 Task 1: Read the text then answer the following questions ( skimming): school
See the  Is the text a dialogue?  No , it is not. manual
components Teacher-
Of and students  Is Adaku the receiver ?  No , he is not . Interpret the page 60
email  What is razane05@hotmail.com ?  It’s an email address. task

Skim the  Learners read the text “silently” , teacher supervises their works and offers help if needed .( meanwhile the
text teacher writes the second task on the board)
Teacher
 The learners are invited to give back their answers and check what they have already guessed in the “pre-
Interpret the
- reading” stage. Visual (
Students text to
 The teacher reports the learners’ answers on the board ; then read the corrected task. decode the board and
 The teacher explains the instructions of “task 2” using the needed visual aids then asks the leaners to read message marker)
the text silently and work in rough.
Students-  Task 2 : Complete the table with information from the text.( Scanning task) Visual (
Read students Sender age Country Language Likes Food Pet flashcard
between Produce showing
the lines related
and exploit
swimming
answers to
the text  Learners read then answer , the teacher supervises their works and offers help if needed , then invites the task
– rice –
them to correct . dog- beans
 Learners are invited to read the text aloud to make teacher be sure that learners target their answers
 Teacher-
students
 Post reading :

 The teacher explains the instructions of the next task, where learners are invited to talk about themselves

Teacher
Interact
-  Task : Now you know about Adaku , fill in the form about you , then make a paragraph like the one of about one’s
Students Adaku. situation
related to
the idea of
 the lesson
First name :
Students-
Re-invest students Family name
what has
ben before Age :
to talk Class
about Teacher-
students School
one’s
profile Town Interpret the Visual (
Country form board and
Language : marker)
Teacher Likes ( sport/ wearing / food) :
- Pet ;
Produce
Students
one’s fact
file
 Learners fill in the form in class , and write the paragraph at home as homework.
 Learners read the corrected tasks on the board then write down on their copy books.
Students-
students

By : Mr Samir Bounab
 Yellowdaffodil66@gmail.com
 MS1 level Me & My Family Sequence Two
Greet and Teacher-
welcome students Lesson : PIASP “grammar” verbs ( like / have got )
 Warmer Teachers greets his learners and welcomes them, then invites the to give back their Interact to
greet and
Check homework welcome
learners’  The teacher moves between the rows and checks the learners’ productions .
feed back
Teacher  The teachers reads his learners’ works and rewards them to encourage them and challenge the shy Visual (
about
what has ones to work at home Produce a board and
-
been Students  Learners are invited their productions , then the teacher selects the best production and reports it on composition marker)
learnt about the
the board previous
 The learners read the corrected production then copy down. target
language
Students-
students
 PIASP : teaching grammar : verbs ( like- have go)

 Learners are asked to open their books on page 60 , the teacher asks some of them to read Vosual (
loudly and circle the works : “ like “ & “have got” Interpret the school
text page 60 manual
Identify to seek for page 60)
the new
Teacher-
students
 Presentation : Teacher reports on the board the sentences that contain the new structure the required
structure instruction
( the
simple I like swimming I have got a pet dog.
present Visual
tense of
Teacher
 Analysis : subject + verb + object subject verb object
Interpret the
( board and
“like and form of the
Simple present marker)
have got” verb
-
Students  Stating rule:
Verb Use Produce
adopted rule
To like Likes / love/ enjoy showing the
Students- Have got possession use of each
See the students verb
form of Visual
the newt  practice : Interact
( board and
structure  Task 1: Re-order the words to make correct sentences ( based form task) about the
marker)
in a instruction
sentence  Football/ you / . / like  and produce
 Canary bird / have got / . / I  correct
 By :Mr Samir Bounab ( yellowdaffodil66@gmail.com ) sentences
Identify  Task 2: Choose the right word to make correct sentences ( meaning based task).
the Teacher-
students
meaning
of the new
 I ( hate – like ) sport. Interpret the Visual
structure  You ( live – hate ) cigarettes. meaning of ( board
in a  I ( am – have got ) a cat. each and
sentence sentence
Teacher  You ( have got – is) a smart phone. marker)

-
Students  The learners work in rough, the teacher supervises their works , then invites them to correct and read the
corrected task
 The teacher presents the new task , explains the instructions then invites the learners to work in rough .

Students-  Task 3: Fill in the form , then make a paragraph (communicative based)
students Interact
 The form : The paragraph : about the
form
Visual
( board and
Use the  First name :
My ……………………….is ………………….. I am marker)
new Teacher-  Family name :
grammar students …………….years old. I am a ……………………. At 1MS…….
 Age :
structure Produce a
 Job : My school is…………………….. I am from ………………
to make form and a
communi-  Class : paragraph
Cative I like ………………………….. and wearing………………… integrating
information Teacher
 School :
all what has
 Country : My favourite food is ……………………… been seen
Gap tasks -
Students  Likes : before

 sports : I have got a pet ………………..

 wearings :
 food :
Students-
students  Pet :

 Learners work in rough , fill in the form , the teacher invites them to correct it and write the paragraph
at home as a homework
 Learners read the corrected task and copy down on their copy books.
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
 Teacher-
students
 Lesson : PIASP teaching ð/ & /θ / sounds Interact to
Greet and greet and Visual
welcome  Warmer: Teacher greets his learners and welcomes them welcome ( board and
 Learners are invited to show their homework, the teachers supervises their works , corrects them , marker)
Teacher
then ask some to read their productions
-  Suggested production:
Produce
Students
 short
Introduce
My name .is ………………….. I am …………….years old. I am a pupil At 1MS……. My school message
and talk is…………………….. I am from Algeria introducing Visual
about oneself and ( board and
one’s likes Students- talking about marker)
students I like three things : maths and watch theatre plays on Thursday evening . I like wearing my
one’s likes
brother’s leather jacket
Teacher-
students
My favourite food is healthy food
Interact
about the
Identify words
the new Teacher  The teacher writes on the board the suggested production ( writes the words that contain “T+H” and “T+H+E” written in
sound different Visual
- in different colors) , then invites the learners to read the corrected task.
“ t+h” colors ( board and
Students  The teacher attracts the learners’ attention to the words written in different colors; then asks them to list them
marker)
 Presentation : Teachers reports on the board the sentences that contain the sounds ð/ & /θ /
See the
form that I like three things : maths and watching theatre plays on Thursday evening . I like wearing my brother’s leather jacket
the sound Students
takes in
different  Analysis :three things maths theatre Thursday brother leather Interpret
words  Sound: /θ / /θ / /θ / /θ / /θ / ð/ ð/ the sounds
of each word

State  Stating Rule

adapted  “t+h” = sound /θ /
rule to the  “t+h+e” = sound ð/
learners’
level
 By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
  Practice :

Teacher
 Task 1: Cross the odd one. ( the word no ð/ & /θ / sound) Interpret
- the task to
Identify Students identify the Visual
“ third – Tuesday – thumb- there – teacher- tablet – think – thing –father – task- weather –
the odd correct
sound thermometer –take- thousand – laptop- Thursday – this – mother – theatre –television “ sounds
( board and
marker)
Students-
 Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to
correct . Produce
students
correct
 Learners read the corrected task answers
Teacher-  The teacher explains the instructions of the second task , then invites the learners to do it in rough
students

 Task 2: Put each sound in its right box.

Discriminate
Teacher Interpret the Visual
Between task to ( board
the sounds - “ third – thumb- there - tablet – think – thing –father - weather – thermometer - thousand - Thursday – this
discriminate and
Students – mother – theatre “ between the
ð/ & marker)
sounds
/θ / ð/ /θ / ð/ & /θ /
Students

 Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to
correct .
 Learners read the corrected task , then copy down

 By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

 MS1 level Me & My family Sequence Two
Lesson : PPU Speaking “Teaching pronunciation sounds /e/ - /i:/” Interact to
greet and
Welcoming
welcome
& greeting Teacher  Warmer : The teacher greets his learners welcomes them.
-  Presentation : Learners are invited to pay attention at the following flashcards. Visual
Students ( flashcards
showing
Students- sound /e/)
students

1=pen 2= ten 3= vet 4= web 5= bed 6= hen 7= tent 8= bell 9= net 10= jet Interpret
Way of Teacher- the
speaking students flashcards
and  Teacher presents the pictures introducing the sound /e/ , then invites the learners to listen then repeat. to identify Visual
pronouncing
Short and sounds /e/ ( flashcards
Teacher
long vowels & /i:/ showing
- sound /i:/)
Students

Students 
11 12 13 14 15 16 17 18 19 20 = key
Teacher

-
 Teacher presents the pictures introducing the sound /e/ , then invites the learners to listen then repeat.
Students  Learners are then invited to perform the following drill.
Drill 1: Visual
Students-  A : What is number ( 1- 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 – 13 – 14 – 15 – 16 – 17 – 18 – 19)? ( board and
Perform students  B : Number 1 is a pen / 2 is ten /3 is a vet / 4 is a web / 5 is a bed……………….. / 19 is a sheep marker)
question –
answers
 Learners listen then perform in pairs .
Teacher-
tasks & students  The teachers introduces the next drill. Interpret
work in the new
sounds
pair (
Teacher
 Drill 2: using drills
closed and
open ones)  A : Is number 1 cheese ? B: No , it is not .
-  A: What is it then ? B: Number 1 is a pen Visual
Students ( board and
Students Practice: marker)
 Learners are invited to perform the previous drill substituting key words
 A : Is number 1 cheese / 8 tree / 19 a jet / 14 a bed ? B: No , it is not .
 A: What is it then ? B: Number 1 is a pen /8 a bell/ 19 a sheep/a leaf

By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Use the Teacher Use : The teacher invites the learners to have a look at their school things and the classroom furniture and find Produce
classroom simple
world and - words with /e/ and /i:/ sounds
Students Suggested words : words form Visual
make new
classroom
words  /e/ = pen – pencil – pencil case –friend world using (classroom
containing
Students-  /i:/ = seat – teacher – sweep – green /e/ & /i:/ furniture )
the sounds students
/e/ - /i:/
PIASP : Pronunciation sounds /e/ & /I:/
Teacher-
students
 Learners are asked to read the following examples .
 Presentation: Number 7 is a tent Number 18 is a bee / 14 is a leaf/ 20 is a key Interpret
Identify ,  Analysis : tent bee leaf key the letters visual
analyze , Teacher
that contain ( board &
compare
- e= /e/ ee=/i:/ ea=/i:/ ey= /i:/ the sounds marker)
and state
Students /e/ & /i:/
rules
Students  Stating rule :
Letter Sound
 “e”  /e/ Produce visual
Teacher  “ee- ea- ey”  / i: / easy rule ( board &
showing the marker)
- new sounds
Students  Practice : The learners read the stated rule then they are asked to do the following tasks . /e/ / i:/

Students- Task 1 : Listen then “identify the sounds /e/ & /i:/
students
( pen -sixteen) ( ten- pet ( vet-meat) (web- bed ) (tree – hen- key) (jet- tent – bell) Produce
Practice Teacher- answers to visual
the new students the
sounds Task 2 : Put each word in its right column ( board &
suggested
using tasks marker)
written Teacher
pen -sixteen- ten- pet -vet-meat -web- bed - tree – hen- key -jet- tent – bell identifying
tasks and
-
Students
/i:/ /e/ discrimi-
Nating
Students
between the
sounds /e/
& /i:/
 Learners work in rough , correct on the board , then read and copy down the corrected tasks and the written
works

By :Mr Samir Bounab ( yellowdaffodil66@gmail.com )

 Making Family Profile

Situation of Integration Write

Margaret sends email talking about her family members and wants to know about your family

 to be ( simple present ) to have ( possession) - verb ( like)
 family members – job – likes

 visual ( family tree – jobs) - board and marker

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,
He behaves as a responsible and committed citizen
he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others’ markers of identit
Time Rational Interaction Procedure competences VAKT/AIDS

Greeting
And
Welcoming  Lesson : Integrated situation ( writing process) Interact to
Teacher greet
-  warmer : The teacher greets his learners, welcomes them and checks if they are well seated and ready for
Students
today’s session
1) Learning Integration:
Students-  Brainstorming: Using appropriate visual aids the teacher introduces the situation
Get students
 The problem solving situation : Interpret
involved in Visual
 the
the Teacher-  Margaret wants to know about you family members integration
( school
problem students manual)
 Write an email Introducing your family members ( name- age – job )
 Draw your family tree
Teacher

-
 Planning : Learners are invited to organize and plan their ideas using the table ( tool box) ( planning)
Students
Knowledge Skills Attitudes
Students  Lexis related to relatives: “grand
father – grand mother – mother – father
Plan ideas – brother – sister”  Being Polite: Interact
 Lexis related to job: a painter / a  Greetings: ( hello – hi – good  welcoming & and
surgeon /a nurse / a mechanic / a morning – afternoon – evening- greeting interpret Visual (
Teacher the board and
doctor / a vet / an electrician / a night)
situation marker)
- lawyer / a carpenter / a dustman /an
Students To produce
architect / a teacher /a farmer  valuing family:
 To be ( present) : I am – He is – She  being proud of one’s Elicited
Students- is  Introducing my relatives : family members ideas
Elicit what students
has been  Simple present tense of the verbs “  This is / He is my (father –  respecting one’s parents
seen Teacher-
to like” - “ to have go” “ to speak” brother – grandfather) and grand parents
before students  Personal pronouns : I – you – he –  This is / She is ( my
she – it grandmother – mother- sister  Valuing jobs :
Teacher  Possessive adjectives : my – his – her  Introducing one’s
– your family members jobs
-  Numbers : 0 to 100  Being proud of one’s
Students
 Jobs: teacher-lawyer- doctor……… parent job
Students  Pet: cat – dog- goldfinch …….
  Learners work in pairs , to complete the table , then they are invited to select the information that goes with
Work in their situations and answer Magaret’s email. ( drafting)
pairs Visual (
Teacher school
manual)
-
Students

Students-
Make draft students
using the
suitable Teacher-
ideas students

Margaret@gmail.com
Teacher Produce an

- Visual
Email
Students

Students My family Reflecting (Board and

marker )
Hi Margaret, What has
Teacher Thank you for your email and for introducing your family members ( it’s lovely family tree)
Write an Now , let me show you my family : My father is ……………………. He is ………………years old . He is ……………. ; been seen
-
email Students he works in ………………….. . My mother is ………………………….. She is ……………….years old . She is……………..
during al

Students- My brother is…………………years old . His name is ……………….He is …………………. He works ……………… the sequ
students and my sister is ……………….years old . Her name is …………….. She is …………… she studies at ………………

Teacher- I have got a bird pet . It’s a nice goldfinch.

students
Yours
Share N.B: Please find attached a picture of my family tree
Teacher
works
-  Learners work in rough , the teachers supervises and offers help once needed , then invites them to correct
Identify
and
Students  Some learners are asked to read their productions , then one is selected and written on the board
correct Students (proofreading)
mistakes  Teachers invites the learners to pay attention at the picture on page 63, and tries to make them interact about
Teacher it ( brainstorming)
By Mr Samir Bounab ( yellowdaffodil66@gmail.com)
-
 Students  Teachers explains the instructions , then asks the learners to write an email to “International friendship blog”,
Make in order to join such web site to get open to the outside world and make new friends all over the world. Interact
Students- about the
Discrimina Visual (
students  Learners work on their rough copy books , the teacher supervises and offers his help once needed new task
board and
Between  Learners are asked to use the same information elicited in the tool box and write and email to “International marker)
Teacher-
students friendship blog” ( planning + drafting) Interpret
Emailing to
a friend the
and to a Teacher situation
website
-
Students

Students

Internationalfriendship@gmail.org

Teacher
Produce an
- ………………@yahoo.dz email using
Students Visual (
what has
Write board and
Hi been learnt
email marker)
showing Students- My name is ………………………… I am ………………….years old . I am from Algeria . I live in ………………. previously
openness students I am a pupil at ……………………….Middle school. I am in 1st AM…… class
to the
world Teacher-
students I like …………………………….and I have …………..pet .

I am happy to join your “International friendship blog “ and make friends from all over the world .
Teacher

- Thank you for accepting me

Students
Yours
Students

 Learners are invited to read their productions , then the best one is copied on the board
 Learners read the corrected task then write down on their copy books

By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )