2021/2022

Level :1ms

SEQUECE: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: listening and doing 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. Pronunciation alert : /θ/ /ð/ 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

10 *Teacher asks some learners ; Prepare

mn What is your name? The ground
What is your family name ? V/
*The learners answer . A/
K/t
*Teacher sticks a picture of a boy on the T/L
board and asks (using gestures) :
T: who is this ?

Introduces the
new topical
T: This is Omar . He is 11 lexis and the
*Teacher invites his learners to repeat or to act it out . target structure
*Teacher sticks a picture of a girl and asks : In a context

Pre T :Who is this?

listening

Wboa
5m rd
n

T :This is Houda. She is 16

 Flash
. cards
T: This is the family of Omar

Using she
and he

Asking with
who

Teacher sticks on the board the members of Omar’s family

and introduces them.
The learners are invited to listen and repeat.

No= 6 no= 7 Naming the

the grand father the grand mother members of
the family.
T/L
10
mn

No=4 No= 5
The father The mother
 1 No= 2 No=3
This is Omar The sister The brother
Pronunciation alert : /θ/ /ð/
The Ls are asked to focus on the difference between Shape the Ls
/θ/ /ð : we say : this ,mother, father but we say three pronunciation
The PPs are invited to repeat

20 Task 1. I look at the example and do the same with my asking yes no
mn partner : questions
during Example; T: Is number 2 the mother? /using the
listenin L: No, she is not . new lexis
g T: Is she the sister ? T/L
L:Yes ,she is .

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

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

The song of :my family

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

10
mn
Level : MS1 School : bormadia relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: Ianguage learning/use Framework: PPU

Learning Objective (s): by the end of this lesson my learners will be able share some details about their families and ask
/answer about jobs
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/posters about
– produce. Pronunciation alert : /θ/ /ð/ jobs
Target structure: to be /interrogative
form/articles /what/his/her/personal pro
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 then asks: To prepare them
Lead in : T: Who is this? Ls: h e is Omar.
T:Omar has an English friend. Her name is Margaret. He sends V
presentation her an e-mail to introduce his parents . Read it and answer
5mn A
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/L
T: what is her job?? LS: she is a teacher.. Introducing the
10m T; is his father a policeman? 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.
Teacher 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+
No 1 is a teacher No 2is an electrician wboard

no 3is a nurse no 4 is a farmer

 No 5 is an architect no 6 is a singer

No 7 is a docor no 8 is a carpenter
Familiarizing the ls with
Highlighting rules :
the articles
- I use a and an before a singular noun( it means
Practice
one).
15m -I use a before consonants (b-c-d-f-g-h-j ............ )
n -I use an before vowels (a-e-i-o-u)
- I – you – he- she- he- it – we – they
- my – your – his- her are possessive adjectives.
This is my book- my father is a journalist -
Forming a question
His mother is a dentist – her mother is a doctor about jobs wboard
Task one :Replace by a pronoun (orally)
My father: He /My mother:………../My mother and I …………… V/A/K
My CAT…………………/Hamid…………………Zahra /T
TASK two: Match
Are you a dentist? Yes, she is
Is your father a teacher? I’m a singer
Is your mother a nurse? No, he is not
What’s your job? Yes I’m

Eliciting rules
Highlighting rules about interrogative form of to be Asking and answering
Are you ……..? Is he ………? Is she ……………………..? is it….? about jobs
Task one check the rules above and complete:
am not/ is not/is/ is/it is not
…………..you from England? No ,I …. ………
Is your father a painter? Yes, he………
20m …..your mother a dentist? No, she … …….. differentiating between
n Is it a pen? No, ….. …… ….. personal pronouns and
possessive adjectives
Task three:I read and choose
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he –his)
name is Karim and (my ,I) sister is a nurse ,(her ,she) is a
type writer .
Task three:I introduce my family members and their jobs .
I start like this:
Use Hello ,I’m happy to introduce my family :
My father is …………. his name is ………….and my…………….

A game : I mime and you guess ?

The PPs use what
T guides them .
a pupil 1 mimes a job and asks :what is my job?
they learnt to
Introduce their
a pupil 2: you are a doctor.
families and
their jobs

10m T invites his learners to write on their copybooks

n
Level : MS1 School : Bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: Listening and doing Framework: PPU

Learning Objective (s): by the end of this lesson my learners will be able to ask and answer questions about age and use
ordinal and cardinal numbers appropriately .
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/the song of
– produce. Pronunciation alert : / θ/ / δ / numbers/the course book
Target structure: to be : interrogative forms
of to be /how old are you
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. To bring
some prior
Presentation one: Cardinal numbers(14 to100) knowledge V
(PPU) T/L into surface A
Teacher sticks on the board the photo of Omar wboard
7mn Presentation then asks : who is this?
LS: this 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
answer:
T: Is Omar 12 ? L: No, he is not .
T: How old is he ? L: He is 11 T/L
T asks one of his learners: Asking
T: Are you 6? L: No ,I’m not. about age
T: How old are you? L:I’m 11.
Task one: T invites his learners to act out the
5 mn previous dialogue L/L

*Here the teacher introduces the cardinal

numbers
14 fourteen 20 twenty Wboard
15 fifteen 30 Thirty
16 sixteen 40 forty
17 seventee 50 Fifty counting
n
18 eighteen 90 ninety
19 nineteen 100 One
hundred T/L Checking ls
8mn Task two: I look and match the numbers.(page52) understanding
Practice
Task three: I match
 How old are you? She is 14
How old is your sister? I’m 11 V/A/K/
How old is your father? He is 67 Asking about T
Are you 19? Yes, I’m /answering age
Task four: I ask and answer(a role play)
Step 1:
The teacher writes the following question on the
board and asks his learners to find the answer:
My grandfather is 33 and 35.
How old is he? T/L
LS: he is 68. Counting
Step 2: T invites his learners to make an example W
like this in close pairs and act it out in front of T/L board
5mn Presentation their class mates.
Presentation two Ordinal numbers(1st to 31st
(PIASP):
T invites his learners to consider the following
sentence. Introduce the
I’m the fourth in my family ordinal numbers
Teacher isolated :the word fourth and invites his
learners to compare it to four
the fourth four
│ │
3mn Ordinal cardinal Familiarizing the
numbers numbers learner with the
Stating rule I use : ordinal numbers
a) Ordinal numbers to order (persons ,objects )
and write the date
5mn b) Cardinal numbers to count (persons,objects)
and say my age
Pronunciation Alert / θ/ / δ /
Shape the
1st The first learners
2nd The second Pronunciatio
3rd The third n
4th The fourth
5th The fifth
9th The ninth
2o The twentieth
21st The twenty first
22nd The twenty second
31st The thirty first
5mn
Practicing
Practice Task five: Task 9 page 53. I read and rank the
5mn
children.
Task six: I read and complete with ; the seventh- The learner
the second- the twenty second – the first Produces simple
-V is ..................... Letter in the English alphabet. sentences about
- Sunday is ................. day in the week his age and his
7mn
-July is ......................... month in the year rank in his family
-I’m ........................ child in my family .
Task seven I write my age and my rank in my
family.
10m I’m ………………….and I’m ........................ child in my
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: Practice Framework: PPu

Learning Objective (s): Students will be able to share relevant details and facts about their own families.

Targeted competencies: interact – Domain (s): Oral/written/both Pronunciation Alert

interpret – produce. Materials: W. Board/posters
Target structure: questioning about jobs /θ/ /ð
words(who-
where-what)

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

The PPs are invite to work in pairs and wboar
match d
10m Who is that boy? He is 16 Quick review V
n What is his name? He is at school A
Where is he,now? He is my cousin
How old is he? His name is Hamid

I use :
Who to ask about person
What to ask about names, jobs, objects
Where to ask about place
Presentatio This to talk about objects or persons near us
n That to talk about objects or persons not near us
His /her are possessive adjectives like Introducing
My, your,his,her,its the new
Task 1: I order the words Grammar
20m a- is –Who-girl-that-? items in a
n b- Where –father-is?-her context
c- his-What-job-is-?

Task 2: I choose the correct one

Ahmed shows Rachid photos of his family
Rachid : ‘(who –what) is (this –that) boy?
Ahmed :( he-she )is my brother ,(his –her) name is Familiarizing
Kader . The ls with the
Rachid :and (where –who ) is this girl ? new structure
Ahmed; (he –she) is my sister
 Rachid : (who -where )is she ?
Ahmed :she is at school The PPs use
Use Task 3: Complete what they
"This is my ____." “He is …………..”"My ____ is..." " ____ is learnt
at..." "He likes to..."

Now, ask other using information above

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 practice Framework: PPu

Learning Objective (s): by the end of this lesson my learners will be able to introduce himself and talk about his
preferencie .
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 board
his mother a doctor? Interacting d
Teacher writes the following MESSAGE on the /preparing V
board Omar: them A
5mn presentation I’m different from my sister Houda,
n I have a cat its name is Jojo but she has a dog its Presenting the
name is Mimi T/L new structure
We live in Relizane in a context
I have a cat . she has a dog
a-I use the verb to have to indicate possession
I have a pen .I have a pet
b- I use Has in the third person : he , she, it T
5mn c- My mother has a cat Familiarizing
In the negative form I add not after the them with the
auxilliary new grammar
5mn items
I have a hamster -- I have not a car
I can say : I have got
I can ask : Have you got a pet? Yes, I have .No, I
haven’t
board
Its refers to objects and animals.
5mn T
This is a dog, its name is JoJO
Task one: I order the words (the learner works
with his partner)
a- /I/have/ a/ hamster
b- Fatiha/bicycle/a/has
c- have /two/sisters/I

T/L
5mn Practice
Forming
Task two: I choose the correct word to make a sentences
correct sentence
a- I (live-have got) in Algeria
b- Adako (has-is) from Nigeria Wboar
c- She (has- have) a cat.(it,its) T/L d
5mn name is Pena Consolidating
Task three: look at the example and do the same:

Have you got a pet?

5mn Yes , I have V/A/
What is its name? K/T
Its name is Lala T/L
use have/has
Task four Describe these pictures

produce

Task five: (communicative- based activity) The PPs use

what they
I read and complete learnt
Hello ,I’m Introduce
………………………(name),I’m… ..................... (age). him/herself
I’m… ............................. (occupation) at
……………………(school).
I……………………………………..(Algeria).I………………………
…
…… (an animal) ……………………………(name)
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 read a written message about
people and gets information.
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.

pre reading Teacher writes key vocabulary on the board V

7mn T/L A
:name,age,school ,food. Then asks his
Prepare the Wboard
learners to guess what the text will be about.
ground

T invites his learners to read the text on

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

Teacher invites his learners to fill in the

following paragrapgh with their personal
Post reading
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 which LS give
favourite food is................... I have got a pet L information
about themselves
…………… called ………………....
Wboard

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 learners will be able to work in small groups ,mobilize the
necessary resources to write a short email in which they can introduce themselves and their families.
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
process / V
Teacher invites his learners to open their books
A
on
Page61 and asks some questions:
T:What does the picture represent ? T/L
LS: it is a family Ls can use his
T: this is the family of Margaret .she is the friend prior knowledge wboard
10m of Omar.
n T: look at the other members of the family and
name them .
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 helps his learners to remember what they T/L
In -writing learnt in this sequence.
15m process T asks the learners to complete the following
n V/T/
table:
W. K
knowledge Skills Attitudes
Board
*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
numbers
Demonstrativ
es:

10m Drafting
n With the help of their teacher, the learners start
drafting .
Editing
10m Teacher helps his learners to find out and To correct the
n mistakes(spelling,
correct typographical errors and mistakes in
grammar,..)
grammar, style, and spelling.
10m publishing T/l
n The groups write the final draft and present their
work in front of their classmates to be assessed collaborating
T selects a work to be written on the board and
corrected.
10m T invites his learners to write on their copybooks
n 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 to
n Pupils from all over the world produce a
introduce themselves on an meaningful
International friendship blog. message about Flash
introducing cards
him/herself and
I post my information to make
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:
 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)

A/V/ K