Sequence Three Me and My Daily Activities

Sequence: 03 Lesson: 01 (I Listen and Do) Framework: P.D.P

Learning objectives: To enable the learners to describe their daily activities.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: The present simple tense.
Core values: Being punctual and positive. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can use listening
nonverbal messages to get information. strategies in interpreting messages and work
in pairs or in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral exchanges.

Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson. Then, he/ she starts his discussion by asking them the following questions. He/ She may
use gestures:
 Who practise sport?  Which kind of sport?
 Where do you practise it?  When do you practise it?
Pre-Listening: The teacher presents the daily activities through flashcards. Then he/ she asks
the learners to put them in order.

I get dressed. I have dinner. I do my homework. I go to bed.

I wake up. I watch TV. I have breakfast. I brush my teeth.

 I get home. I have lunch. I go to school. I wash my face.
During Listening: The teacher invites the learners to open their books on Page 72. Then,
he/ she invites them to do the following tasks.
Task 1: (I order the following words to get a coherent sentences). (Work in
pairs) 1- face / wash / . / I / my
2- do / . / I / homework / I
3- dressed / get / . I
4- I / . / my / breakfast / have
Task 2: (I choose the right verb).
1- I (have – do) ………my dinner.
2- I (get – go)...............to school.
3- I (get – go)................to bed.
4- I (get – have)............home.
Post Listening: The teacher sets the following task on the board and asks the learners to
complete the missing words. They may work in pairs.
Task 3: (I complete the missing words, then I order the sentences.
a. I....................to school.
b. I...................TV.
c. I....................to bed.
d. I....................up.
e. I...................my homework.
f. I...................my breakfast.

1 2 3 4 5 6

d f a e b c

 The learners read their answers in front of their classmates. They may correct their
mistakes and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.
Sequence: 03 Lesson: 02 (I Listen and Speak) Framework: P.P.U
Learning objectives: To enable the learners to ask and tell the time.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: The simple present.
Core values: Being punctual and positive. Materials: Board/ Real clock.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can use listening
nonverbal messages to get information. strategies in interpreting messages and work
in pairs or in groups.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral exchanges.

Warming Up: The teacher greets the learners and makes a quick review about numbers (0 to
60). After that, he/ she asks them to do the following task. He/ She may explain (a.m. and p.m.)
Task: (I read and match).
Good morning. 10 p.m.
Good afternoon. 6 p.m.
Good evening. 2 p.m.
Good night. 8 a.m.
Presentation: The teacher pins pictures of a clock on the board and asks the following
questions:

 What is it?
 Why do we use it?
 Guess what is our lesson for today?

 The teacher explains to the learners how to tell time in English. He/ She invites them to
look, listen and repeat.
 It's three o'clock It's one o'clock It's five past six It's ten past five

It's half past one It's quarter past two It's quarter to eight It's half past four
Practice: The teacher invites the learners to open their books on Page 73. Then, he/ she
invites them to look, listen and repeat .
Task 1: (I look and tell the time). (The teacher shows the learners a real clock, and changes the
hands of the clock to let the learners practice)
Task 2: (I ask and answer with my partner).
 Is it three o'clock?  No, it is not.
 What time is it?  It is four o'clock.
 The teacher highlights the rule.

Telling the Time

1- To ask for the time, I use What and the personal pronoun It. Example: What time is it.
2- To tell the time, I use It's or It is. Example: It's one o'clock.
Use: The teacher asks the learners to do the following tasks.
Task 3 page 74: (I look at the picture, complete the sentence and draw the time.

I wash my face at I go to school at 7:40 I have lunch at 12:30

I get up at 6:30 a.m.
6:35 a.m. a.m. p.m.

I watch TV at 5:20 I go to bed at 9:00

I do my homework at 6:45 a.m.
p.m. p.m.
Task 4: (I look at the example and do the same).
Example:
 3:00  It is three o'clock.

4:05 6:10 8:15 10:20 12:25 1:30 3:35

5:40 7:45 9:00 11:13 4:37 2:42 1:58

 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.
Sequence: 03 Lesson: I Practise Framework: P.P.U
Learning objectives: By the end of the lesson, my learners will be able to use simple present
to talk about their daily routines.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: The present simple (All forms)/ WH Domains: Oral/ Written/ Both.
Questions.
Core values: Being punctual, positive and respect time. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can use listening
nonverbal messages to get information. strategies in interpreting messages and work
in pairs or in groups.
Communicative: They can use to Social and Personal: They can socialize
communicate appropriately. through oral and written exchanges.

Warming Up: The teacher makes a quick review about asking and telling time.
Presentation: The teacher presents a picture of a girl and says: "This is Amel, she is from
Setif". Then, he/ she asks the learners to open their books on Page 75. After that, he/ she asks
them to do Task 4 page 75.
Task 4 page 75 (I listen and complete the table).
Task 18 page 80

Amel gets up at 6:30.

She has breakfast at 7:00.
She goes to school at 7:30.
She watches TV after school.
She does her homework in the evening.

Stating the rule: The teacher highlights the rule.

Daily Activities

1- To describe the daily activities, I use the simple present tense with I, he and she.
Example: I get up at 6:30. He gets up at 7:00. Margaret/ She goes to school at 8:00.
I do not (don't) like basketball. He does not (doesn't) live in England.
2- To ask questions about daily activities, time and likes, I use What, At what time and
When. Example: What do you do in the morning? At what time do you get up?
When do you do your homework?
Practice: The teacher asks the learners to do the following tasks.
Task 1: ( I match).
- Does she get up at 6:00? - She gets up at 6:30.
- Where does she live? - No, she doesn't.
- At what time does she get up? - She lives in Setif.
Task 2: ( I choose the correct word)
- (When – What) does she watch TV? - She watches it after school.
- (When – At what time) does she do her homework? - She does it in the evening.
- (Who – What) does she do at 7:00? - She has her breakfast.
Use: The teacher provides the following dialogue and asks the learners to complete it in pairs.
Task 3: (I work with my partner to complete the following dialogue).
You: at what / get up / time / ? / do / on Friday / you
Your partner: I get up at ………….
You: at / you / ? / Do / home / stay
Your partner: No, I don't. I go ……………..
You: do / the evening / What / ? / do / in / you
Your partner: I go to …………… (the stadium – visit my relatives).
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learners to copy down in their copybooks.
Sequence: 03 Lesson: I practise Framework: P.P.U
Learning objectives: By the end of the lesson, my learners will be able to produce a dialogue
to talk about one's leisure activities or daily routines using the simple present tense.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: The present simple (All forms)/ WH Domains: Oral/ Written/ Both.
Questions.
Core values: Being punctual, positive and polite. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can work individually,
nonverbal messages to get information. in pairs and in groups. They can assess their
work.
Communicative: They can use a role play to Social and Personal: They can socialize
communicate appropriately. through oral and written exchanges.

Warming Up:The teacher makes a quick review about "Amel's daily activities".
Presentation: The teacher invites the learners to open their books on Page 80, have a look at
the picture of Younes and answer the following questions:
 How old is he? (guess)  Is he a pupil?
Practice: The teacher asks the learners to read what is written in the bubble and check their
answers. After that, he/ she invites them to read the text on Page 80 and do task 1, 2 page 81
and task 3 page 82.
Task 1 page 83 (I read the text and complete the table).

TIME EVENT
6:30 a.m. I get up.
8:00 a.m. I begin the first lesson.
5:00 p.m. I watches TV and drink milk.
6:00 p.m. I do my homework.
9:00 p.m. I go to bed.
At weekend I visit my grandmother, water her trees and feed her pets.

Task 2 page 83 (I put the verbs in the present simple).

Akram wakes up at half past six. He gets dressed and has breakfast at seven O'clock. At
half past seven, he goes to school. His lessons start at eight and finish at five. In the evening,
Akram does his homework. His favourite hoppy is playing football.
Task 5 page 84 (I order the words of the following dialogue).
A: At what time does Houda wake up?
B: She wakes up at six O'clock.
A: Does she practise sport on Saturday?
B: No, she does not. She cleans her room on Saturday.
Use: The teacher asks the learners to work in pairs and complete the following dialogue.
Task 4: (I work with my partner to complete the following dialogue).
You: (greet) ………………………………………………………………………..
Your partner: (responds)
……………………………………………………………………
You: ……………………………………………………………………………. ?
Your partner: I get up at 6:30.
You: ………………………………………………………….…… at 10:00
a.m.?
Your partner: I play with my friends in the playground.
You: …………………………………………………………..……. after
school?
Your partner: I
………………………………………………………………………………
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.
Sequence: 03 Lesson: 05 (I Pronounce) Framework: P.I.A.S.P
Learning objectives: To enable the learners to name animals and using a correct
pronunciation of /h/, /ə/ the final "s".
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple present.
Core values: Being positive and respecting animals. Materials: Board/ Flashcards.
Cross curricular competencies I pronounce: /h/ - /ə/ - /s/ - /z/ - /ɪz/
Intellectual: They can interpret verbal and Methodological: They can work in pairs and
nonverbal messages to get information. small groups and mobilise their resources
effectively with their peers or in group.
Communicative: They can use a role play Social and Personal: They can socialize
to communicate appropriately. through oral and written exchanges.

Warming Up: The teacher greets the learners and asks the following questions:
 Do you have an animal pet at home?  Which animal do you like best?
Presentation: The teacher pins some flashcards of "Pets" on the board, then asks the learners
to listen and repeat. He/ She may use the book on Page 83.

A rabbit A goldfinch A dog

A canary A hamster A cat

M.S 1 11 Teacher: Khelil Moudjib Arrahmane

 A turtle A goldfish A parrot
 The teacher writes "Omar' e-mail" on the board and invites the learners to listen and
repeat the underlined words.
Hi! My friends, I just finish my breakfast and I want to tell you about which animals and p

Isolation: The teacher focuses on the isolated words and asks the learners to read them.
Hi – Friends – Breakfast – Pets – Horses

Analysis: The teacher reads the words and asks the learners to repeat.
Hi Friends Breakfast Pets Horses
h s a s s
/h/ /z/ /ə/ /s/ /ɪz/
Stating the rule: The teacher states the rules of /h/, /ə/ /s/, /z/ and /ɪz/.
/h/ /ə/ /s/ /z/ /ɪz/
In the In the pronounced After /f/, /k/, After all the rest After /s/, /z/,
beginning of vowels. /p/, /t/ and "th" of sounds. "dj" /dʒ/, "sh"
the word. /θ/ sounds. /ʃ/ and "ch" /tʃ/
sounds.

Practice: The teacher asks the learners to do the following tasks:

Task 2 page 78 (Where do these words live?).

/h/ /ə/ /s/ /z/ /ɪz/

Hi! Breakfast – Writes – Shops Loves – Tells Dances –
Listen – House Finishes

M.S 1 11 Teacher: Khelil Moudjib Arrahmane

Task 2: ( I listen and classify the following words).
(watches – away – cats – hello – goes – works – about – house – classes – are – horses)

/h/ /ə/ /s/ /z/ /ɪz/

hello - house away – about cats – works – house goes - classes watches – horses

Task 3: ( I ask and answer about my favourite pet).

 Which pet do you like best?
 I like …………… because they are …………….
(friendly – cute – strong – beautiful – fast – not dangerous …)
 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

M.S 1 12 Teacher: Khelil Moudjib Arrahmane

Sequence: 03 Lesson: 07 (I Read and Do) Framework: P.D.P
Learning objectives: To enable the learners to interpret a message about daily and leisure
activities.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: The present simple tense.
Core values: Being positive and punctual. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can work in pairs or in
nonverbal messages to get information. small groups and develop their reading
strategies./ They can mobilise their resources
and assess themselves.
Communicative: They can process digital Social and Personal: They can socialize
data in English and face an audience. through oral and written exchanges./ they
develop attitudes of sharing data about daily
and leisure activities.

Warming Up: The teacher greets the learners and makes a quick review about daily
activities.
Pre-Reading: The teacher writes the keywords on the board and tries to explain them by
showing pictures or using them in context. The keywords are: (the playground – the bell – the
school assembly – Maths – the break – the school website – the ballet – the countryside).

The playground The bell School assembly Maths

M.S 1 13 Teacher: Khelil Moudjib Arrahmane

 The break School website The ballet The countryside

While Reading: The teacher invites the learners to read the text on Page 85 and do the
following tasks. They may work in pairs.
Task 1 page 86 (I read the text and complete the table).

Morning Afternoon
Event Event
Time Time

- I get up at 7:30 a.m. - The lunch time is from 12:15 to 1:15 p.m.
- School begins at 9:00 a.m. - Afternoon school is from 1:15 to 3:15 p.m.
- The bell rings at 8:50 a.m. - I have tea and do my homework on the
- We go into the hall for assembly at 9:00 a.m. school's website.
- Maths and English lessons are from 9:00 to - Two days a week, I stay after school for
10:30 a.m. club.
- We have break at 10:30 a.m.
- The next lesson is from 10:50 a.m. to 12:15
p.m.
Evening Weekend
Event Event
Time Time
- I watch TV at 6:00 p.m. - I attend ballet classes.
- I go to bed at 9:00 p.m. - My family goes for a walk in the
countryside.

Task 2 page 87 (I tick "" the appropriate box and I correct the false answer).
True False
1- Margaret gets up at 6:30.

Margaret gets up at 7:30.
2- School begins at 8 o'clock. 

M.S 1 14 Teacher: Khelil Moudjib Arrahmane

 School begins at 9 o'clock.
3- Margaret enjoys playing with her friends. 
4- Margaret has lunch at 12 o'clock.

Margaret has lunch is from 12:15 to 1: 15 p.m.
5- Margaret has internet at home. 
6- Margaret drinks coffee when she goes home.

Margaret drinks tea when she goes home.
7- Margaret goes to bed at 10:00 p.m.

Margaret goes to bed at 9:00 p.m.

Task 3: (I read the text and answer the following questions).

 Does Margaret get up at 7:00?  What does she do at 9:00?
 When does she attend the ballet classes?
Task 4: (A- I find in the text words or phrases that are closest in meaning to:).
Hi = …………. wear = …………. speak = ………….
starts = …………. see = ………….
(B- I find in the text words or phrases that are opposite in meaning to:).
finishes ≠ …………. late ≠ …………. come ≠ ………….
morning ≠ …………. long ≠ …………. before ≠ ………….
Post Reading: The teacher asks the learners to do the following task. He/ She asks them to
work in groups.
Task 5: (I use the information in the table to write about a day in the life of an Algerian pupil).

At home At school After school

- Get up - Start class in the morning - Have lunch
- Pray - The break - Have tea
- Have breakfast - The next lesson - Watch TV
- Go to school - Start class in the afternoon - Do homework
- Have dinner
- Go to bed
Example:
Hello! I am Mohamed. I am 11 years old. I am a pupil at Behir Belahssane School. I get up at 6:30 a.m

M.S 1 15 Teacher: Khelil Moudjib Arrahmane

 a short break from 3:55 to 4:05 p.m. When I get home, I pray and have a cut of tea or coffee. Then I

 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

Sequence: 03 Lesson: 08 (I Learn to Integrate) Framework: P.P.U and P.D.P

Learning objectives: To enable the learners to write a short note about a friend's leisure
activities.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: The present simple with the 3rd Domains: Oral/ Written/ Both.
person/ WH questions/ Yes, No questions.
Core values: Being positive and punctual/ Respecting
Materials: Board/ Flashcards.
time and friends' likes and dislikes.
Cross curricular competencies
Intellectual: They can use their critical Methodological: They can work in pairs or
thinking skills when gathering information for within small groups./ They can mobilize their
learning and search./ They can show creativity resources, assess their selves to write about
when producing written messages. their daily routines.
Communicative: They can process data in Social and Personal: They can develop
English and mobilise it./ They can solve attitudes of sharing data about their leisure
problem situations using a variety of activities./ They are honest and accountable
communication means. for their work and respect others' work.

Warming Up: The teacher greets the learners and makes a quick review about daily routines.
Pre-Writing Process: The teacher asks the learners about what they do on weekends. They
may speak about (leisure activities). Then, he/ she asks the learners to open their books on
Page 88 and do the task. (What you do at the weekend?). He/ She may explain the new
words.
Setting up the Situation: The teacher asks the learners to have a look at the (Task page 100).
He/ she must explain the new words.
After the weekend, I am back to school. I ask my friend about his leisure activities

M.S 1 16 Teacher: Khelil Moudjib Arrahmane

 at the weekend.

Planning: The learners ask themselves, use the answers and write the leisure activities.
In-Writing Process: The teacher asks the learners to complete the missing information in
the table on (page 89).

Knowledge Skills Attitudes

 Lexis related to daily  Describing leisure  Respect of the time:
activities: activities: School time – Food time
Get up – Have lunch – I practise sport. – He goes  Take care of pets:
Watch TV to the park. I wash my pet.
 Lexis related to digital  Expressing likes:  Respect likes and dislikes
time: I like football. – He dislikes of your friend:
6:30 – 4:00 – 9:15 tennis. I respect your likes.

 Lexis related to pets:

Dog – Cat
 The simple present tense
with the first and the third
person singular:
Go – Goes
 The simple present in the
negative form:
Don't – Doesn't
 Yes/ No questions with
do:
Yes, I do – No, she
doesn't do
Drafting: The learners start drafting and they may ask the teacher for help.
Editing: The teacher helps the learners to find out and correct typographical errors and
mistakes in grammar, style, and spelling.
Publishing: The learners write their final drafts.
Example:
Omar practise sport on Friday morning with his friends in the stadium from 10:00 a.m. to 12:00. At 1:

 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

M.S 1 17 Teacher: Khelil Moudjib Arrahmane

Sequence: 03 Lesson: 10 (I Think and Write) Framework: P.D.P
Learning objectives: To enable the learners to write about his parent's daily activities.
Targeted competencies: Interact/ Interpret/ Produce.
Domains: Oral/ Written/ Both.
Target structure: Simple present (3rd person).
Core values: Valuing parent's efforts and being proud of
Materials: Board/ Flashcards.
belong to a family.
Cross curricular competencies
Intellectual: They can use their critical skills Methodological: They can mobilize their
when gathering information for learning and resources to produce a written message./ They
research./ They can show creativity when can assess their selves and others.
producing a written massage.
Communicative: They can process data in Social and Personal: They can develop
English and mobilise it./ They can use ICTs to attitudes of sharing data their leisure
communicate with others. activities./ They can be honest and
accountable for their work and respect others'
work.

Warming Up: The teacher greets the learners and makes a quick review about daily and
leisure activities.
Pre-Writing: The teacher asks the learners to answer the following questions:
 At what time do you get up?  Who prepares the breakfast?
 At what time does your mother get up?  What does she do later?
 The teacher shows the learners some flashcards about mother's daily activities.

M.S 1 18 Teacher: Khelil Moudjib Arrahmane

 Cook breakfast Wash dishes Clean the house Cook

Wash cloths Iron cloths Make the beds Watch TV

 The teacher provides the following chart about mother's daily activities and asks them to
add other information if they can.

In morning In afternoon In evening At night

- Gets up - Prays - Prepares dinner - Watches TV
- Prays - Has a rest - Washes cloths - Makes the beds
- Prepares the breakfast - makes tea - Prays - Surfs on the net
- Washes the dishes - Watches TV - Washes dishes - Hangs the clothes
- Cleans the house ………………….. - Helps me with my - Mops the floor
- Cooks lunch homework ……………………
…………………….. …………………..

While-Writing: The teacher asks the learners to open their books on Page 90 and answer the
following questions:
 Is it a letter or an e-mail?  Who is the sender?  Who is the receiver?
Setting up the Situation: The teacher introduces the situation and asks the learners to read the
letter and write a reply. They must work individually.
Your e-pal Margaret sends you a letter in which her mother asks about your mother's daily activitie

Post-Writing: The teacher asks the learners to start writing their replies.
Task page 90 (I read the letter and write a reply).
Example:

M.S 1 19 Teacher: Khelil Moudjib Arrahmane

Dear friend Margaret,
My mum is happy to hear from you. Every day, she gets up at 5 a.m., washes herself and prays. The
My regards to your parents,
Aslan

Aslan Khelil
P.O Box: 104 El-Oued 39000
Algeria April 16th

 The learners read their work in front of their classmates. They may correct their mistakes
and choose the best one to be written.
 The teacher invites the learns to copy down in their copybooks.

M.S 1 21 Teacher: Khelil Moudjib Arrahmane