Layout of a sequence:

suggested lesson plans

The CoursebookAuthors© July 2016

 Level:Ms 1
Sequence:02 Lesson:01
LessonFocus:Language learning

Learning Objective:Bytheendofthe lesson,mylearners willbeableto namesomejobs usingthe articles (a,an and the),
personal pronouns he/ she and possessiveadjectives his / her.

Target Competencies:interact – interpret– produce.(thecompetencies are presentedinan integrated wayand the

teacher will decideon which competencyhe will focus on)
Domains:Oral – Written - Both
TargetStructures:personal pronouns, possessive adjectives.( He....his / She.....her)and the articles
(a,anandthe)
Materials:Sheets of paper/ familytree/ picturesofjobs
67

Cross-curricular Competencies: Corevalues :

1. Intellectualcompetency: 1-Valuingandrespecting
relatives.
- The learnercaninterpretverbalmessages to getinformation. 2-Beingproud ofbelongingto a
- Hecan showcreativitywhen producinghisown examplesin postlistening. family.
2. Methodologicalcompetency: 3-Valuingjobs.
- The learnercan workin pairs.
- Hecanusestrategies forlisteningandinterpretingoraldiscourse.
 VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I ***
10’ Warmup:
The teacher distributes sheets of paper
L/L Brainstorming, V+T
containingletters, and asks thelearners to
revising and
work in pairs andform words usingthose Sheets ofpaper.
** recalling the
letters. The winner will bethepair who previous words.
finds thelongest word that contains all the
letters.
M L F I Y A

Expected words:
L/L Presenting the V
I/ My/ am/ family/ Mali / new lexis about
Graphic organiser
68

family,relatives
The teacher draws on the board the graphic and jobs. On the board or
written on the
organiser and elicits from the learners the
copybooks
10’ Pre-listening words they might already know :

relatives L/T

Identifying the
age family jobs use of
personal
pronouns and
possessive
The teacher explains and introduces the new adjectives with
maleand
 lexis and keywords needed in the listening female.
phase with the personal pronouns “he”,
“she” and the possessive adjectives “his” L/T
and “her”. Interpreting an
A
oral
Books
Mentioning the use of articles: “a”,“an” and Conversation
“the”. for general
information.
T/L
Task 4. page50. Eliciting then
L/L giving the rule
Listening
of articles.
A
20’ The first listening(listening for a purpose): Checking how Oral dialogue.
69

T/L well they can

dialoguepage48 use the articles
appropriately
The teacher asks the learners to listen to the
dialogue and answer the questions:

Who is speaking? L/L Using strategies

What are they speaking about? for listening
Is Omar polite with Peter? And
interpreting an
The second listening: oral discourse. A
The teacher reads the dialogue again and
asks his /her learners to listen and fill in the
 table. L/L Identifying
relatives,
15’ relative name job pet names ,jobs,
sister ............ ............ ....... pets. Role play

Teacher asks the learners to think of the Checking and

other relatives, work in pairs, gather showing
Post- degrees of
listening information in a table, ask and answer about Autonomy in
their names and jobs. the use of
personal
pronouns “he”
“she”and their
possessive
70

The teacher’s comments: adjectives.

What worked What hindered Action points

-.........................
-.........................
-.........................
*VAKT: Visual, auditory,kinaesthetic,tactile.
**L/L: learner Learner T/L: teacher
***M.I:Multiple intelligences
-......................... -.........................
-......................... -.........................
-........................ -.........................
learner
 Level: Ms 1
Sequence:02 Lesson: 02
LessonFocus:Language learning/ use

LearningObjective:Bytheend of the lesson, mylearnerswillbeable to ask and answer aboutage usingnumbers

from13 to 100 and rankpeople accordingto theirage.

Target Competencies:interact– interpret – produce.(thecompetencies arepresented in an integrated wayand the

teacher will decideon which competencyhe will focus on)
Domain:Oral– written -Both
TargetStructures:cardinal and ordinal numbers
Materials:Songs / paperstrips
Cross-curricular Competencies: Corevalues :
71

1- Intellectualcompetency: 1- Respect
- Thelearnercanunderstandand interpretverbaland non 2- Beinghonest
verbalmessages. 3- Greeting
2-Methodologicalcompetency:
- Hecanworkinpairs.
- Hecanusestrategies forlisteningand takingturnto answer.
3-Communicative competency:
-The learnercanusenumbersin English tocommunicate.
4-Personalandsocialcompetency
-The learnercan bekeenon promotingco-learning.
 VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I ***

10’ Warmup:
The teacherinvites onelearnertorevisethe Brainstorming,
English alphabet with him/herbytakingturn T/L
revisingthe
and saying theletters onebyone. ** Englishalphabet A
letters.
Teacher: A Pupil:B T:CL:D T:EL:F..... The

teacherasks the learners to playthe

Revisingthe
gamein pairs and thewinneris thepair who numbers
finishesfirst withoutmistakes. L/L acquiredbefore
72

to pavetheway
L1: AL2:B L1: C L2: D L1: E L2:F to the
......... presentationof
the secondpart
A
The teachermayrevisethenumbers from 1 to Song about
ofthenumbers
L/L numbers
13 usingthesamegame. withtheordinal
numbers. https://
T:1 L:2 T:3 L:4 T:5 L:6 .........T: 12 L:13. www.youtube.com
/watch?v=e
L1:1 L2: 2 L1:3 L2:4 ...... 0dJWfQHF8Y
Presentingthe
10’ Presentation: L/T numbers
The teacherpresents asongabout numbers
 andasks thelearners torepeat it. (just the througha song V.A
needed numbers) Usingthe
ordinalnumbers
Then, theteacherwrites thenumbers in order
T/L ina context(the
on theboard and presentstheordinal numbers. family) BookP52
Teacheruses thesituation on thebook (Omar Demonstrating V
greetinghis grandmother). the valueof
respectingthe
parents.
20’ Practice Oral dialogue.

Taskone:Through Role Play, the teacher Interacting

A
asks the learners to ask and answerabout orallyusing
73

one’s age. numbers.

L/L
Teacher:I am twenty-two and twenty-four.
What is myage? Usingstrategies
Learner 1:Youare forty-six. forlisteningand
Teacher:That’s right. interpretingoral
Teacher:Myfatheris ...........and ........ . discourse
How old is he?
Learner 2:
Heis ......Learner:..... L/L
. Learner:........
A
 Tasktwo: Informationgap activity. Promotingco- TV
The teacher provides each pair withtwo sheets learningin
writingnumbers
ofpaperA andB.(thepartners shouldn’t seeeach infulland
others’sheets) L1asks his partnerifhe can revisingthe (A)and(B)
spell the first numberthen, he fills in thegaps. alphabetletters. handoutsforeach
Example: pair

A.
1. Iaskmypartner to spellthe
missingnumbers.
2.Ispellthenumbers to my
partner to fill in the gaps.
B.
1. Iaskmypartner to spellthe
missingnumbers.
2.Ispellthenumbers to my
partnerto fill in the gaps.

15 ....................... 15 fifteen.
42 forty-two. 42 .......................
18 ......................... 18 eighteen. L/L V
80 eighty. 80 .......................
13 ......................... 13 thirteen
74

33 thirty-three 33 .......................
50 ......................... 50 fifty Checking
Taskthree: whetherlearners
canusethe Book
T askshis learners to look at Omar’s brothers
ordinalnumbers.
and sisters’birthdays andasks the learners to
rank them accordingto theirages.
Yacine is 18yearsold.

Name Yearofbirth
Yacine 1998
Houda 2004 A
Omar 2002
Khaled 2000
Leila 2006
 Yacineis 18years old, heis the first child in
the family.
Khaledis 16years old, heis thesecond child in
the family.
Omaris14years old, heis thethethird child in
the family. L/L A
Houdais 12years old, sheis the fourth child
in the family.
Leilais 10years old, shethe fifth (last) child
in the family.
75

Tohelpthe
T: Nowit isyourturn tointroduceyour learnersinteract
Roleplay

familymembers and theirage. orallyto play

roles.
A-Work withyourpartner,ask and Introducingthe
family
answer: members’agein
a challenging
15’ Use Startlike this: way.
A:Ihaveagrandfather.Ilovehim very
much.
Heis sixtyand thirteen, what is his age?
B:Heis seventy-three.
 A:Mymotheris ...... Reinvesting
what hasbeen
B- Writeashort description to rankyour learned:ordinal Shortwritten
numbersto description
brothers and sistersaccordingto theirage. introducesisters
andbrothers.

The teacher’scomments:

Whatworked Whathindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................
-......................... -......................... -.........................
76

*VAKT: Visual, auditory,kinaesthetic,tactile.

**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
 Level: Ms 1
Sequence:02 Lesson:03
LessonFocus:Language learningandUse

LearningObjective:Bytheend ofthelesson,mylearnerwillbe ableto introducehis/herfamilymembers names and jobs

orally, usingthethree forms of”to be” and W.H. Qs.
Target Competencies:interact– interpret – produce.(thecompetenciesare presentedinanintegratedwayandthe
teacher will decideon which competencyhe will focus on)
Domains:Oral– Written -Both
TargetStructures:Personal pronoun:”I, he,andshe”, possessive adjectives: “My, hisand her”
W.H Qs : What /who / thethree forms ofto be.

Materials: FamilyTree Poster/ Flash cards (jobs)/ flashcardsrepresenting(He/ she/madam/sir/girl/ boy/man

77

/woman ....
Cross-curricular Competencies: Corevalues :
1-Intellectualcompetency: 1- Respectof relatives
- The learnercanthinkanduse thelanguage toguess. 2- Valuinganddevelopingfriendship with
2.Methodological competency: neighbours,friends…
- Hecan workinpairs.
- Hecanassesspeer’swork.
3. Communicative competency:
-Hecanusedramaandroleplaytocommunicateappropriately
4. Personalandsocialcompetencies:
- Hesocialisesthrough oral interaction.
- Hedevelopsattitudesoffriendship.
 VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I ***
10’ Warmup:
The teacher distributes aset of flash cards Aset offlashcards
L/L Tomotivatethe
foreach pairoflearners. learnersand foreachpair of

He Mr. Madam Miss learning.

Sir Father She

MrsWoman Girl
78

Man Boy Brother

Mother Sister
Tohelpthe
Omar Margaret L/L learners T+V
identifythe
titlesand
The teacherasks the learners to work in classifythem
pairs and classifythecards in the right appropriately
Male (He) Female(She)
column (whento use”
he”or“she”)
 The teacherpresents bubbles with gaps to T/L A+V
fillin ( elicitingfrom thelearners) The bubbles written
L/T on theboard.
Peter: Elicitingfrom Or
10’ Presentation Hi, Omar, …… is thelearnersto PowerPointslides.
this on thephoto? completethe
dialogueusing
therightW.H
Oh,Yes. ……is …… father. T/L questions,
Omar: …..nameis Ahmed. personal
pronounsand
Assessmentgrid V
possessive
79

T/L adjectives.
Peter: Is …..apainter?

Omar: No,…isn’t.
Peter:
….. is ….. job?

Omar: ,…is a carpenter.

T/L

L/T
 The teacheracts out thedialoguewith the T/L
learners.The learners actout with their L/L The book
partners.
Informationgap
The teacherasks the learners to substitute Checking activity(page 57). V+T
pronunciation
andintonation the fatherwith : M
amother/ teacher/ whenactingout
Meriemasister/ thedialogue. I
Akram /learner
Practice
20’ The teachermoves tofree practice:
Task 2. Page57.Iguess who is who. L/L
80

A learnerwrites thenames ofhis family Toinvolvethe

members inthe circles. learnersin
Heswaps his sheet withhis partner’s and usingthethree
guesses who is who. formsof“to
be”to guess
Example: andidentifythe
A:Is Kamelyourfather? family
B: No, heisn’t. members,
A:Is heyourbrother? namesandjobs.
B: Yes, heis.
B:Is Sarayoursister?
A: Yes, sheis.
The learners taketurn to ask and answertill
theyfindwho all themembers are.
 The teachermayallowhis learners tocarry A
onguessingabout theirjobs usingthe
interrogative form.

You areat home withyour new Thelearners

20’ Use
classmate.You show him/herthephotos willbeableto
ofyour familymembers onyourtablet. reinvestwhat
hasbeen
Show thephotos and introducethem learnedto
(namesand jobs) introducethe
family
membersina
meaningful
situation.
81

The teacher’scomments:

Whatworked Whathindered Actionpoints

-......................... -......................... -.........................
-......................... -......................... -.........................
*VAKT: Visual, auditory,kinaesthetic,tactile.
**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
 Level: Ms 1
Sequence:02 Lesson:04
LessonFocus:Languageusing

LearningObjective:Bytheend ofthelesson,mylearners will beabletowrite andread correctlyashort description about

the familymembers usingwords that contain thesounds: /ð/, /ө/, /e/and /I:/

Target Competencies:interact – interpret – produce.(the competenciesare presented in an integrated wayand the

teacher will decideon which competencyhe will focus on)
Domain: Oral – written - Both
TargetStructures:thesounds /ð/, /ө/, /e/ and /I:/
Materials:Paperstrips(words contain thesounds)
Cross-curricular Competencies: Corevalues:
82

1. Intellectualcompetency: 1.
-Thelearnercanshow creativitywhenproducingpiecesoforalandwrittenmessages. Beingrespo
-Hecan identifysoundswhen interactingorally nsible
2. Methodological competency: 2. Beingpositive
- The learnercanworkin smallgroups. 3. Valuingeach
- Hecanusestrategies forlisteningandtakingturntoanswer. memberwithin
- Hecan assesshimself thefamily
- Hecan assesshispeers
3. Communicativecompetency:
-Hecan pronouncewordscorrectlyto communicateappropriately.
4. personalandsocialcompetencies:
- He isawareofhis roleand others'rolein workinghard atschool,and beingsociable.
 Time Framework Procedure Focus Objectives VAKT*
Materials/Aids
M .I ***
10’ Warmup:
The teachersplits the class into groups of four. Activating
T/L
Eachgroup is providedwith aset of words schematato
Aset ofsheets of
written on sheets of paper.(Thesame words ** workinsmall paperforeach T
for eachgroup) groups,through group.
a competition.
mother Thursday father

third fiftth thank

this brother fourth Toengageand

83

helpthelearners
The learners spreadthe papers onthe table face to getlistening Readingthe listat
strategies random.
A
up.Theyhavetolistentothe teacher, when
focusingon
hepronounces aword; eachlearnertries to pick L/L sounds.
up that word firstuntil the teacher finishes all
the words. Thegroup with the largest
numberofwordsis the winner.

T. asks the learners within thegroup to read T/L Checkingand

all the words and identifythedifference. correctingpron
10’ Presentation:1 unciation.
Whentheyidentifythe difference,theteacher
 G1 G2 BookP53
Keep…………………., Keepneatatyour………,
R………………………… Readand……….and
…………………………… ………cool. L/L
………………...... ……the pen andthinkof
…………………………… the ……….
………… Youare the ………,you
……..thebest.
.
Tohelpthe
learnersidentify
G3 the sounds.
Keep(neat- net–fit)atyour school,
(Read–ride –run)andspeak andstay(cool-full–
school).
Get (a–the-an)penandthinkofthe (test-best–next).
Youare thebest,youare thebest.
A
85

V
The teacherreadsthe poem aloud and asks
eachlearnerto do thetask on his/hersheet of
paper.
L/L
When theyfinish, theyhaveto deal with peer Checkinghow
wellthelearners
correction, thengroup correction. areableto
Practise
distinguish
betweenthetwo
 15’ The teacherasks the learners toreadthe poem sounds.
and classifythe wordswith the sounds:
The board.
V.
The bubble written
/e/ :get – pen-best
onthe board.
/I:/ : keep – read – speak-
Remark: (theteacherhasto mention themoral
behind this short poem)Core values.

Taskone:
The teacherwrites on theboard this bubble Tomakethe
andasks the learners to read it and sort out the learnersfeel free
to playand V. A
words with thesounds : /θ/ and/ð/ learn.
86

L/L
Hi,I amhappywithmyfamily.
I greet mygrandmotherandgrandfather.
I respectmymumanddad,I love The bookP 54
youboth. *Reinvestwhat (topresentthe task
Hibrother, I amyoursister;I need hasbeen ina ludic way.The
yourhelpandcare. learned:ordinal teachermay
I havea brotheranda sister,soweare numbers,to provide Lswith
three. introducetheir words writtenon
sistersand balls and asks each K.
brothers.
learnertoidentify
*to checkand
the soundofhis
correctthe
wordandputitin
 pronunciation the rightcorner.

Tasktwo: Ithrow theballs in the right hoop

page54

/e/ /I:/ Shortthankyou

notes
Red Green
Pet Greet
Vet fifteen
Ten

15’ Use Writeathank-you noteto the familymembers to

speak aboutyour rolein lovingthe family and
87

keepingyourroom tidyandclean.

/θ/ /ð/
With Both
Grandmother Three
Grandfather
brother
Finally,thelearners have toreadtheir
production.
 The teacher’scomments:

Whatworked Whathindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................

*VAKT: Visual, auditory,kinaesthetic,tactile.

**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
88
 Level: Ms 1
Sequence:02 Lesson:05
Lesson Focus:Languagereinforcement

LearningObjective:Bytheend ofthelesson,mylearners willbeableto introducethemselves, their family members,

jobs and likesusingthethree forms ofthesimplepresent tensewith appropriatearticlesand possessive adjectives
inanemail.

Target Competencies:interact*– interpret – produce (thecompetencies are presentedinanintegratedwayandthe

teacher will decideon which competencyhe will focus on)
Domain:Oral – written -Both
TargetStructures:Simplepresent tensewith thethree forms, personal pronouns, possessive adjectives.( He....his /
She.....her) and the articles a/an.
89

(a,anandthe)
Materials:Sheets of paper/ familytree/email framework.
 Cross-curricular Competencies: Corevalues:
1. Intellectualcompetency: 1-Beingresponsible.
- The learnercanunderstandand interpretnon-verbalmessages. 2-Beinghappyand proud of
- Hecan showcreativitywhen producingoraland written messages. belongingtoa family.
2. Methodologicalcompetency: 3-Valuingjobs.
- Hecan workin group. 4- Valuingleisuretimeactivities.
- He mobiliseshisresourcesefficientlytoproduceapieceofwriting. (Readingbooks).
- Hecanassesshiswork. 5- Openness totheworld (sharing
- He canassesshispeers’work. informationandrespectingpeople
3. Communicativecompetency: ofothercultures.)
- Hecanuseinformationandcommunicationtechnologysuchasemails to
communicateappropriatelywithlearnersofothercultures
4. Personaland socialcompetencies:
-Hesocialisesthroughoraland written exchanges.
90

VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I **
15’ Warmup:
The teacher puts sevenboxes on each row
T/L Motivatingthe
ofthe class, and distributes sheets of paper
learnersto
(asheet foreachlearner.) Sheets ofpaperand
identifythe V+
The sheets containall the structures the boxes
words.
teacherintroduced in thesequence. T+K
 he she is are
I my am his
her have has a V.
an the you your
who where what like L/L
live love enjoy play
Eachlearnerhas to readhis word and put it
in the right box.(The winner row is the
first to put all the words in the right boxes)
Personal possessive tohave to be
Pronouns adjectives
91

L/L Lswillbeable
tomoveandput .
Verbs articles wh. Qs
their wordsin V+
therightboxes. T+K

The teacherinvites onelearner fromeach

row to check the words in theboxes and to
find thescore.
20’ Presentation
The teachercreates asituation to present
the simple presenttense.
Elicitingfrom
Look, this is Omar; hespeaks about his PowerPointslides to
thelearnersto
 likes,dislikesandhisbrother’s likesand L/T fillinthe gaps presentthe three
withtheright forms ofthe present
dislikes. simplewiththe
form
pronouns I,you, he
Omar: Hello,I amOmar. andshe
I amAlgerian.I ………
readingbooks.I….not…….Kara T/L V.
te. Mybrother,Akram………
playingfootball,he……not…..
watchingTV.….. you…..
readingbooks? T/L

The activitywritten
The teacherelicits from the learners the Highlightingthe onthe boardoron
missingwords in thebubbleto introduce ruleofthe
92

thePowerPointslide. V+
the ruleofthepresent simple (PowerPoint presentsimple
tensewith:I, A
slides)
you,heand she.
Omar: L/T
Hello,I amOmar.
I amAlgerian.Ilikereading
books.Idonotlikeboxing.
Mybrother,Akramlikesplaying
football,hedoesnotlikewatching
TV.Doyoulikereadingbooks?
 20’ Practice Aftergivingexamples andcheckingthe L/L V.
learners’acquisition ofthepresent simple
withthe three forms,theteachermoves to
“practice”. Ok let’s helpAkramchoosethe
rightform ofthe verbs.
Akram: Assessinghow
wellthelearners
Yes,youareright,Omar. The activityonthe
usethepresent
book
I (like-likes)playingfootball,I ( notlike) L/L simpletense
watchingTV.I (love–loves)readingbooks, withthe
too.Myfather(likes–like)watchingTV. pronounsI and
he.

Task1 page56
93

Now, let’s help Omarto choosethe correct

word between brackets to write an email to V.
Margaret.
HiMargaret,
The learner’
Howareyou? I amhappyto copybooks
introducemyfamily.Myfatherisa Tocheckif
carpenter.Heis47 years learnerscan
old.HisnameisAhmed.My motherisateacher. distinguish
Sheis42.HernameisMeriem. between
Ihaveonebrother.HisnameisAkram.Heisa personal
pronounsand
pupilatKerouaniSchool.Akramlikesplayingfoot
possessive
ball.Howaboutyou?
 15’ Use Margaret knows verywell Omar. Now, she adjectives. V.
wantsyou to introduceyourself,your Learners willbe
familyandyourlikes. (Follow the example ableto use
of Omar’semail). personal
pronouns,
possessive
adjectives
correctly.

The teacher’scomments:

Whatworked Whathindered Action points

-......................... -......................... -.........................
94

-......................... -......................... -.........................

*VAKT: Visual, auditory,kinaesthetic,tactile.

**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
 Level: Ms 1
Sequence:02 Lesson:06
LessonFocus:LanguageUse

LearningObjective:Bytheend ofthelesson,mylearners will beableto respond to Adaku’semail, introduce

themselves and talk about languages, likes, food and pets .

Target Competencies: interact – interpret* – produce(the competenciesare presentedinanintegratedwayandthe

teacher will decideon which competencyhe will focus on)
Domain:Oral – written– Both
TargetStructures:Simplepresent tense“to be”to introducehimself/herself.
Simplepresent tensewith verbs to introducelikes.
Simple presenttensetohaveto indicatethepossession ofobjects orrelationships.
95

Materials:Word SplashGame/ email template.

Cross-curricular Competencies: Corevalues:
1. Intellectualcompetency: 1-Beingresponsibleforhisown learning.
- The learnercan understandand interpretnon-verbalmessages. 2-Being proud ofbelongingto nation.
- Hedemonstratesdegreeofautonomyinsomeareasoflearning. 3 -Valuingleisuretimeactivities.(Reading
2. Methodologicalcompetency: books).
4 -Openness totheworld (sharinginformation
-Hemobiliseshisresourcesefficientlytoproduceapieceofwriting. and respectingpeopleofothercultures).
-Hecanassesshiswork.
-He canassesshispeers’work.
3. Communicative competency:
-Hecan useinformationandcommunication technologysuchasemails to
communicateappropriatelywithlearnersofothercultures
4. Personalandsocialcompetencies:
-Learnersocialisesthroughwrittenexchanges.
 VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I ***
10’ Warmup: T/L Motivatingthe
WordSplashGame learnersand
The board
activating V.
schemata.
‫٭‬Pet ‫٭‬Country
‫٭‬Food
‫٭‬Likes ‫٭‬from
‫٭‬Named

To introducethekeywords, the
teacherdraws on Lswillbeableto
theboardthecircleabovewithwordsand pronouncethe
makestheLsrepeatthem. Eachtimethe L/L A
96

wordscorrectly
teacher erases a word andmemorise
from the circle andasks theLsto repeat them.

them, until thelearners can repeat all the

words which areerased.
Tocheckthe Ls’
understanding.
.…‫٭‬ ‫٭‬Country .…‫٭‬ ‫٭‬C…….
L/L . V.
.……‫٭‬ ‫……٭‬.. Lswillbeableto
‫٭‬Likes ‫٭‬from ……‫٭‬ ‫……٭‬ usethewordsin
………‫٭‬ ‫………٭‬. meaningful
Pre-reading The L’s
10’ sentences.
copybooks.
 The teacherasks the learners to usethe
wordsfrom the circleinmeaningful
sentences. V. V
Example:
-Ilovemycountry. L/T
-Iam fromAlgeria. Lswillskimthe
-Ihaveacat pet, namedMimi. supportfor V+A
The book.
-Readingbooks is oneofmylikes. general
20’ During
information,then
reading
Firstreading: scanitfordetails
The teacherasks the learners to read the T/L aboutAdaku.
support and saywhat it is:
a-Letter b-email c-blog d-message
97

Who is thesender? L/L

Secondreading:
The teacherasks the learners toread
Adaku’semail and puta tick in the right
box.
1-Adakuisthereceiverofthise-mail. F
2-Adakuiseleven. F
3-Adaku speaksEnglish. T
5-Adakulikeswearingjeans. T
6-Adaku hasapetcat. F
 L/L
20’ Adakuwants to know more aboutyou: Thelearnerwill Emailtemplate
- Yourname/ age/ country/ languages/ beableto use
Postreading appropriate .
likes, favourite foodandpet.
simpleEnglishto
introducehimself
inanemail.
The teacher’scomments:

Whatworked Whathindered Actionpoints

-......................... -......................... -.........................

-......................... -......................... -.........................
98

*VAKT: Visual, auditory,kinaesthetic,tactile.

**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
 Level: Ms 1
Sequence:02 Lesson:07
Lesson Focus:LanguageUse

LearningObjective:Bytheend ofthelesson,mylearners willbeableto draw theirfamilytreesin orderto

introducetheirfamilies members and jobs in an email ( attached document).

Target Competencies:interact– interpret* – produce(the competenciesare presentedinanintegratedwayandthe

teacher will decideon which competencyhe will focus on)
Domain:Oral – written- Both
TargetStructures:Simple presenttensetobetointroduce oneself
Simplepresent tensewith verbs to introducelikes.
Simple presenttensetohaveto indicatethepossession ofobjects
orrelationships.Personal pronouns and possessive adjectives (I/ he/she-
My/his/her)
99

Materials:Songrepresentingafamily/ Margaret’s email support/ Jobs flash cards/familytreetemplate/an email

template and the K.S.A (knowledge/ skills / attitudes)grid foreachgroup.
Cross-curricular Competencies: Corevalues:
1. Intellectualcompetency: 1-Beingresponsible.
- Thelearnercan can understand andinterpretasong. 2-Beinghappyand proudof
- Hedemonstrateautonomyin learning. belongingtoa family.
2. Methodologicalcompetency: 3-Valuingjobs.
- Hecan workin groups. 4 -Openness totheworld
(sharinginformation and
- Hecan gatherresourcestomobilisethemefficientlytoproduceapieceofwriting. respectingpeopleofother
- Hecan assesstheirclassmates’work. cultures).
3. Communicative competency:
- Hecan useinformationandcommunication technologysuch asemails andblogsto
communicateappropriately.
4. Personalandsocialcompetencies:
-Hesocialisethrough sharingthetasksand collaboratingwithinthemembersof thegroup.
 VAKT*
Time Framework Procedure Focus Objectives Materials/Aids M .I
***
10’ Warmup: Song abouta
family
The teacherinvites the learners towatchand Activatingthe
listen to thesongand answerthequestions. T/L https://www.you
learners’
- What is thesongabout? schemata. tube.
- How manyfamilymembers are com/watch? A.
v=fhgQupKiM3
there?
c
Theteachersplits thelearners intogroups of
sixand provides them with two flash cards Ina competitive
10’ Presentation1 Or
andfunnyway
representingjobs. Ls
Eachgroup has to mimethejobs fortheother https://www.you
L/L willbeableto tube.
groups. The winneris thegroupwho finds the recallthelexis
100

com/watch?
jobs. relatedto family
v=GiRUF7hvW V.+A
The teacher presents Margaret’s email and membersand
uM
jobs.
explains thenew and difficult words by giving
examples.
10’ Now, in orderto introduceyour familytreeto
Presentation2
Margaret, what doyou need?
Tohelpthe
Theteachersupplies each groupwith a learnershave
handout representing Knowledge, skills and autonomyto
learnhowto
attitudes. Jobs flashcards
1-The learners in eachgroup haveto fill in
 Practice thistable beforetheystart writing. learn.

knowledge Skills Attitudes L/L

Lexis relatedto Being
relatives: Greeting polite
20’ ………………… ……………… ………
………………… … ……
………… Introducing Valuing V.
Lexis relatedto myrelatives family
jobs: …………… ………
………………… ……. ……
………………… Valuing
…… jobs
Auxiliary‘tobe’in ……
the presentsimple …… .
with I/she/he: …
………
101

Presentsimple
tense :……
Personal
pronouns :…… The handouts
Possessive
adjectives :….
Numbers
…………
L/L V +T
Useand 2-The learners haveto decideon one
correction learner’s familyand start gathering
information and materials to introducethis L/L
familytoMargaret.
20’ The teacherencourages eachgroup to writean
email and draw the familytree. Lswillbeableto
 The learners will havetheopportunityto collaborate,
presentandassess thegroups’productions. The gather
Posters to
teacherselects oneproductionto be corrected informationand draw family
on theboard (the learners canalso producea piece tree.
beinvolved in co-assessment). ofwriting(an An email
email)using template.
correctand
appropriate
language).

The teacher’scomments:

Whatworked Whathindered Action points

102

-......................... -......................... -.........................

-......................... -......................... -.........................

*VAKT: Visual, auditory,kinaesthetic,tactile.

**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
 Level: Ms 1
Sequence:02 Lesson:08
LessonFocus:LanguageUse

LearningObjective:Bytheend ofthelesson,mylearners willbeableintroducethemselves onan international

friendship blog.

Target Competencies:interact– interpret – produce.(the competencies are presentedinanintegratedwayandthe

teacher will decideon which competencyhe will focus on)
Domains:Oral –Written-Both
TargetStructures:personal pronoun:”I”, possessive adjectives: “My”+to be inthe simple present.
I+to have (simple present)
I+to like(simplepresent)
103

Materials:video song about friendship /Blogtemplate and support / pictureof Algerian flag andmap / ...

Cross-curricular Competencies: Corevalues :

1- Intellectualcompetency:
- The learnercaninterpretasongand sortoutmannersofa good
friend.
- Hecan showcreativitywhen designinghis/herownblog.
2- Methodologicalcompetency:
- The learnercanusestrategies forwriting.
- Hecan assesshimself.
- Hecan mobilisetheacquiredresources.
1- Assertingone’sidentityandbehavingwith self-
confidence.
2- Beingproud ofbelongingto anation.
3- Valuinganddevelopingfriendship atthe
internationallevel
 3 - Communicative competency:
-Hecan use information and communicationtechnologysuch
asblogs tointeractwithlearnersofothercultures.
- Hecan processdigitaldata in English.
4 -Personalandsocialcompetencies:
-Thelearnercan socialisethroughwrittenexchanges.
- Hecan developattitudesof friendship.

VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I***
10’ Warmup:
Theteacherwritesontheboardtheword
Toencouragethe Asong:what
“Friendship”andaskshislearnerswhatthisword L/L makes a good
means forthem. learnersto
friend?
104

** interactorally V+
Theteacherlistsdown all thewords given bythe andtalkabout https://
learners ontheboard. friendship. www.youtube. A
T:Do you have friends?Are they good orbad? com/w atch?
You should havegood friends. v=avHdx
T:NowLet’swatchandlistento asongand list Tomakethe 18pi_U
L/L
down thecharacteristicsofagood friend. learnersawareof .
T correctswiththehelpof the learners(smiles/ themain
shares/kind/helpful... characteristicsof
agoodfriend

T :Wherecanyoumake friends?
10’ Pre-writing
L:atschool/neighbours/othertownsand other
countries.
 T:Howcan you make friendsfromothercountries?
Howdo you communicate?
L:emails/Facebook/Skype/blogs... T/L Showinglearners A
Which languagedo you use? theimportanceof
Whatand whydo you write? theopennessto
L/T theworldto
interactorallyor
T:Today, you aregoingtointroduceyourselfon an In writing.
internationalschoolfriendship blog.
Be agood friend , prepare yourown blogand write
20’ aboutyour:
While
writing - Name– age– country-school– class. T/L
- Languages-religion-
- Likes– dislikes
- Favourite food.
105

You canillustrateyou blogwith pictures T/L Helpingthe A

(Theteachermovesaroundandhelpsthelearners). learnersto ShowingJack’s
organisetheir SmithBlog as a +V
Now, it’stime tocheck,reviseandcorrectyour ideasbeforethey model page 58
mistakesbeforeeditingyour finaldraft. start writing.

Toenhance
learnersto show
creativity V.

L/L Toinvolvethe
learnersin self Ls.Production
assessmentand
correction.
 Assessment grid for thesituationofintegration
withcriteria
Revising, Theteacherwill
Criteria Indicators usethis gridto
correcting The learner: assessthe
and learners’
1.Relevance 1.candesigna blog.
10’ editingthe 2.canintroduce himself production. Assessmentgrid
finaldraft 3.cantalk abouthispreferences,likes
2.Use ofcorrect 1.canuse mechanics of writing
linguistic 2.canuse the presentsimple tobe/to
tools/consistency have/tolike
3.canuse the appropriate article

T/L
3.Coherence 1.canuse logicalorganisationof
106

ideas.
2.canuse meaningfulsentences.
3-canuse appropriate linkingwords.
4.Cross-curricular 1.candemonstrate autonomyinusing
competencies language tocommunicate
2.canuse ICT(blogs)
5.Values 1.canassert hispersonalidentity
2.candemonstrate attitudes of
respect.
6.Excellence 1.his workis well preparedandwell
presented
2.Hisproductionshows creativity.
The teacher’scomments:
 Whatworked Whathindered Action points
-......................... -......................... -.........................
-......................... -......................... -.........................
 *VAKT: Visual, auditory,kinaesthetic,tactile.
**L/L: learner Learner T/L: teacher learner
***M.I:Multipleintelligences
107