Level : 1MS

Teacher :
Sequence 2
Topic ME AND MY family
Global competence By the end of the sequence, learners will be able to introduce
their family members and relatives (name, age, job…) and draw
their family tree.
Exit Profile : At the end of level 1 ( 1st year middle school), the learner will be able to interact, interpret and
produce short oral and written messages texts of descriptive type, using written, visual or oral supports, in
meaningful situations of communication related to hisenvironment and interests.
Supporting material 1th MS school book , any other material
Suggested mini Designing a family tree and introducing one’s family
project
Time devoted 4 weeks 2 weeks for evaluation and remediation
Domains Oral- Written – Both
Pre- requisites se of question words ( who ? , what ?, where ? )

Target competencies:• Interpret• Interact• produce

Communicative tasks Email Role play - Poster Family tree/ Tagging  Songs cartoons
Familygame Information transfer
CROSS-CURRICULAR COMPETENCES
1.1-Intellectual competency: _The learner can show creativity when producing a written message. _ The
learner can use critical thinking skills to solve problem situations. _ He can show some degree of autonomy in
all areas of learning.
2-Methodological competency:
_ The learner can develop effective study methods, mobilize his resources efficiently and manage time
rationally.
3-Communicative competency: _ The learner can use information, communication technology such as blogs,
websites page, platforms to interact with learners.
4-Personal and social competencies: _ He develops his relationship skills. _ He is aware of his role and diligent
to produce high quality of work. _ He ishonest and accountable for hiswork.

Core values:Be proud of personal identity. *Be respectful and caring..

*Be polite and caring. *Socializing. *Valuing jobs. *Respecting family members. *Being proud of belonging to a
family (Algerian family / large family…). *Build healthy relationships. *Be responsible and accountable to do
his homework. *Be honestwhiledoinghishomework

planning Situation1: Starting off / InitialPDP lesson(s) (listening &speaking)

Task 1 : the initial situationPDP (10 mn)
Example: Jack is your new e-pal on the international friendship blog. He is
from England . He wants to know about your family. Introduce your family
to Jack and send him your family tree

Task 2 My Family Tree I listen and do PDP (2h)

 :by the end of the lesson, learners will be able to introduce their family members.

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 ●Draw your family tree

MOBLIASATION / Situation 2 installing the resources

INSTALLING THE
RESSOUCES Task 3:IpractisePPU (1h) Ordinal numbers
Objective:To say and write ordinal numbers (14 to 100)
θ/ / δ / pronunciation are integrated as a skill-
Act: 9 p:53

Task 4:I practisePPU (2h)

Objective: to name jobs
Language use: indefinite articles (a / an)

Task 5:I practisePPU (2h)

Objective: -to ask and answer qqs about family members( name,age and job)
Language use: Question words: who/ what
Demonstratives:this /that
Pronouns :he/she /his/her
Task6:I practisePPU (2h)
Objective: -to ask and answer qqs about family members
Language use To be (Affirmative/ negative forms)
Yes/no questions

Task 7: I read and do PDP ( 2h)

Objective: to interpret a written message about introducing oneself and family
members.written message to produce a communicative message introducing a
family member.I read and I do
-Text ( page 59 ) + Corresponding task
-Text ( page 60 ) + corresponding task

INTEGRATION Situation 3
/ASSESSEMENT
Task 8I learn to integrate PPU ( 1 hour)
By the end of the lesson, learners will be able to use the acquired knowledge, skills
and attitudes to write an email to introduce their family members and draw a
family tree as an attached document.Drawing one’s family tree (page 61/62)

situation 4
Task 9I think and I write PDP ( PAGE63) (2 hours)
By the end of the Situation three (I learn to integrate), students are provided with
similar problem solving situations to be done as homework.
I think and write page : 63 Objective: To identify learners’ strengths and
weaknesses and set remedial work for the next session.

Assessment This situationis based on the Learning objectives of sequence1 and

incorporates the topics and linguistic resources dealt with in this sequence

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