Sequence One Me and My Friends

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

Learning objectives: To enable the learners to greet and introduce him /herself with a correct
pronunciation.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Simple present (to be) / Personal pronoun Domains: Oral/ Written/ Both.
I / What / My.
Core values: Openness to other people, be proud of national
and personal identity, behaving as a responsible and Being Materials : Board/ Flashcards.
I pronounce: /ai/ - /ei/ - /i/
polite .
Cross curricular competencies I pronounce: /ai/ - /ei/ - /i/
Intellectual: They can interpret verbal Methodological: They can use listening
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 colours by
asking the following questions:
 What colour is my pen?
 What colour is your pinafore?

Pre-Listening: The teacher sticks pictures of school boy and school girl and draws the
following bubbles on the board .
Hello, My name is Mohamed. Hi, Mohamed. My name's
What is your name? Rania. Nice to meet you,
Mohamed.

Glad to meet you, Rania.

During Listening: The teacher invites the learners to listen and repeat individually and then
asks them to do the following tasks.
Task 2 page 35 (open / close – pair work oral).
Task 3 page 36 (I greet and say my name – oral).

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M.S 1 Teacher: Moudjib Arrahmane Khelil
N.B: The teacher devotes time to present and focus on the pronunciation of: /ai/ - /ei/ - /i/. He/
She presents and isolates the target sounds.

Hello! My name is Mohamed

Y A I
/ai/ /ei/ /i/

 The teacher invites the learners to repeat the sounds individually and chorally. Then do
the following tasks.
Task 2 page 37 (I listen and cross the odd word out).

/ei/ /ai/ /i/

day – play – game - classroom my – I – window – mobile sit – fill – bike - give

Task 5 page 36 (I listen and complete the dialogue).

You: Hello, …………. name ……………Margaret.
Your friend: Hi, I …………….Akram.
You: ………….. to meet you, Akram.
Your friend: ………….. to meet you, Margaret.

Post Listening: The teacher asks the learners to introduce themselves in pairs and try to act
the dialogue (role play)

 The learners describe themselves 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.

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M.S 1 Teacher: Moudjib Arrahmane Khelil
Sequence: 01 Lesson: 02 (Language Learning) Framework: P.P.U
Learning objectives: To enable the learners to ask and answer about the name of a new friend
using a correct punctuation and capitalization.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Simple present (to be) / Personal pronoun Domains: Oral/ Written/ Both.
I / What / My.
Core values: Openness to other people, be proud of national
and personal identity, behaving as a responsible and Being Materials: Board/ Flashcards.
polite .
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can use listening
non-verbal 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 last
session by asking two learners to introduce themselves.
Presentation: The teacher writes the following example on the board then highlights the
punctuation signs and capital letters.

Akram : Hello ! my name's Akram .

A H ! A .
Capital letter Capital letter Exclamation mark Capital letter Full stop

I use:

Capital letters Punctuation Signs

I use the capital letter to start the sentence
and in proper nouns, town, country and in
the personal pronoun "I".
Example: My name is Ahmed. I am from
El-Oued, Algeria.
1- The full stop (.): I finish my sentence
with a full stop. Example: Nice to meet
you, Akram.
2- The exclamation mark (!): I use the
exclamation mark to show emotion or
surprise. Example: Hello! / Oh! Nice.
3- The question mark (?): I use the
question mark when I ask a question.
Example: What is your name?
4- The comma (,): I use the comma when I
make a pause. Example: Glad to meet you,
Margaret.

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Practice: The teacher writes the following task on the board and asks the learner to do it in
pairs.
Task 1: (I spot the mistakes and correct them).
sara: hello? my name is sara! what is your name.
ahmed: hi, i'm ahmed? nice to meet you! sara?
sara: glad to meet you? ahmed,
Task 2 page 40: (I read and supply the capitalisation and the right punctuation).
Hello! My name is Younes. What is your name?
Hi, Younes! I am Diana.
Use: The teacher asks the learner to do the following task by using their own information.
Task 3: (I use my own information).
Me: Hello! My name is ……….. What is your name?
My friend: Hi, ………..! I'm …………Nice to meet you, …………
Me: glad to meet you, ……………

 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.

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Sequence: 01 Lesson: 03 (The Language Use) Framework: P.P.U
Learning objectives: To enable the learners to communicate correctly and give some
information about his/ her: Name, age, hometown.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Simple present (to be)/ Personal pronoun Domains: Oral/ Written/ Both.
I/ What/ My/ Your/ Punctuation /Capitalization.
Core values: Openness to other people, be proud of national
and personal identity, behaving as a responsible and Being Materials: Board/ Flashcards.
polite .
Cross curricular competencies
Intellectual: They can interpret verbal and Methodological: They can assess their work,
non-verbal messages to get information. their classmates and work in pairs or in
groups.
Communicative: They can use ICTs to Social and Personal: They can socialize
communicate with others. through oral exchanges.

Warming Up: The teacher greets the learners and makes a quick review about names. He/
She asks about some learners' names.

Presentation: The teacher sticks a picture of a boy chatting on the net with a friend from
England. Then, he/ she writes Ahmed's email on the board with some missing words. After that,
he/ she asks the learners to find the missing words.

Hello! ……… name ……. Ahmed. …….. am 11.

… am from Algeria. I live in El-Oued. I love
my city very much. ………. is your name?

Isolation: The teacher focuses on the isolated words and asks the learners to read them .
My – is – I – am – live – in – love – What – your

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Stating the rule: The teacher set the rule.

Grammar Tools Examples

My – your My name is Ahmed.
Possessive adjectives What is your name?
am – is I am 11. / I am from Algeria.
To be in the present What is your name?
I I am 11. / I am from Algeria.
Personal pronoun I love my city very much.
live – love I live in El-Oued.
Verbs I love my city very much.
in
I live in El-Oued.
Prepositions of place
What
What is your name?
WH questions

Practice: The teacher provides the following tasks and asks the learners to do them.
Task 1: (I order the following words to get a coherent sentences). (Work in pairs)
1- name / Hello / . / John / ! / My / is
2- 'm / . / I / eleven
3- your / What / ? / name / is
4- pupil / I / . / a / am
Task 2: (I fill the following chart with: London – Hi! – John – 11).

Greetings Name Age City

Hi ! John 11 London

Task 3 page 40: (I help Maria find the right word).

Task 4: (I use my personal information).

.

My name is ………. I'm …………….I live in …………… I love my city.

 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.

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Sequence: 01 Lesson: 04 (I Read and Do) Framework: P.D.P
Learning objectives: To enable the learners to interpret a write a message about introducing
oneself.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Simple present (to be)/ Personal Domains: Oral/ Written/ Both.
pronoun I/ What/ My/ Your/ Punctuation /Capitalization.
Core values: Respecting each other. Materials: Board/ Flashcards.
Cross curricular competencies
Intellectual: They can interpret written Methodological: They can work in pairs or in
messages. groups, use their strategies to interpret written
messages.
Communicative: They can use ICTs to Social and Personal: They can socialize
communicate with others. through written messages.

Warming Up: The teacher greets the learners and makes a quick review about the last
session by asking two learners to introduce themselves.

Pre-Reading: The teacher presents the picture of Razane and Suzan.

This is Razane This is Suzan

 The teacher gives the learners some advice about the danger of the internet and chatting
with unknown person.
 The teacher asks questions to elicit from the learners what are Razane and Susan doing?
He/ She may give them the answer (Razane and Susan are chatting on Facebook).

While Reading: The teacher invites the learners to open their books on Page 41, read the
texts and do Task 1.
Task 1 page 41: (I read and colour the correct answer).

1) Razane is: 11 12 13
Algeria Australia Great Britain

2) Susan is from:

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  The teacher asks the learners to read again then fill in the chart below.
Task 2: (I fill in the chart).

Age Country City Job School

Razane 11 Algeria Batna A pupil Ben boulaid
Suzan 13 Great Britain london A pupil

 The teacher asks the learners to answer with "True" or "False". He/ She may explain to
the learners the meaning of "True" and "False" by giving them real examples.
Task 3: (I answer with true or false).
True False
1- Razane is 12 years old.
2- She is from Algeria.
3- She lives in Biskra.
4- She is a pupil at Ben Boulaid Middle School.
5- Suzan is 11 years old.
6- She lives in London.

Post Reading: The teacher asks the learners to fill in the chart with personal information.
Then, complete the message below.
Task 4: ( I read and fill in the chart with my personal information, then I complete the
message).

Name Age Country City Job School

Hello! My name is………….... I am ……….….. I am from

…..………..and I live in …..…….. I am a pupil at …………….…….
Middle School.

 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.

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Sequence: 01 Lesson: 05 (I Learn to Integrate) Framework: P.D.P
Learning objectives: To enable the learners to write a short post in which he/ she can
introduce him/ herself .
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Simple present (to be)/ Personal pronoun Domains: Oral/ Written/ Both.
I/ What/ My/ Your/ Punctuation /Capitalization.
Core values : Respecting each other/ Respecting Materials: Board/ Flashcards.
differences/ Respecting people who are physically impaired.
I pronounce: The pronunciation of "can" and
Cross curricular competencies
"can't".
Intellectual: They can show creativity when Methodological: They can use their strategies
producing written messages. to interpret oral and written messages.
Communicative: They can use ICTs to Social and Personal: They can socialize
communicate with others. through oral and written exchanges.
Warming Up: The teacher greets the learners and makes a quick review about the last
session.
Icebreaking: The teacher asks the following questions to activate the learners prior
knowledge and to attract their interest.

Who has an email address? 
Do you know these signs?

Facebook Twitter Instagram Snapchat

YouTube WhatsApp Skype Viber

 The teacher says: "All these signs are called social media". After that, the teacher asks
the following questions:

Who has a Facebook account? 
Who has friends from other countries?
 What is a blog?

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 The blog is: A regular record of your thoughts, opinions, or experiences,
information that you put on the internet for other people to read.

Pre-Writing Process: The teacher asks the learners to open their books on Page 42. He/
She reads and explains the task. Then, splits the groups and helps the learners to remember
what they learnt in this sequence. He/ She asks them to complete the chart on Page 42.
Setting up the Situation: (I learn to integrate).

You are a new member of your school blog group. Your new
friends want to know about you.
Introduce yourself.
Planning:

Knowledge Skills Attitudes

 Lexis related to greetings:  Greeting:  Being polite:
Hello! – Hi! Hello! – Hi! I start with greeting
 Auxiliary to be in the  Introducing oneself:  Respect:
present simple with I: Name – Age – Country – Other people and other
Am City – School cultures
 Present simple tense: I am ……………..
Live – Loves My name is ……..
 Personal pronouns:
I – He – She
 Possessive adjectives:
My – Your
 Prepositions:
In – At
 Numbers:
10 – 11 – 12 – 13

In-Writing Process:
Drafting: With the help of their teacher, the learners start drafting.
Editing: Teacher helps his learners to examine the text carefully to find and correct
typographical errors and mistakes in grammar, style and spelling.
Publishing: 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..

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M.S 1
Sequence: 01 Lesson: 06 (I Think and Write) Framework: P.P.P
Learning objectives: To enable the learners to mobilize their required resources to produce an
ID Card.
Targeted competencies: Interact/ Interpret/ Produce.
Target structure: Simple present (to be)/ Personal pronoun Domains: Oral/ Written/ Both.
I/ What/ My/ Your/ Punctuation /Capitalization.
Core values: Valuing the place/ The city where they live in. Materials : Board/ Photo/
Coloured card/ Scissors.
Cross curricular competencies
Intellectual: They can understand and Methodological: They can mobilize the
interpret verbal and non-verbal messages. required resources to produce a written
message and shows creativity in writing.
Communicative: They can use ICTs to Social and Personal: They can socialize
communicate with others. through oral and written exchanges.

Warming Up: The teacher greets the learners and makes a quick review about the previous
lesson.

 The teacher shows the learners some official documents (National Identity
Card or a School ID Card) and asks the following questions about them.

National Identity Card School ID Card


What is this? 
Which information we can get from them?
Presentation: The teacher writes the situation on the board and explains the new lexis:
(to join – Club – ID – member).

You want to join your school English Language Club. Fill in your
ID Card then introduce yourself to the club member.

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Practice: The teacher provides the learners with the layout of the ID Card.

Production:

Your Picture
Behir Belahssane School
First name: ………………………………….…………....
Family name: ……………………………………...……..
Age: …………………………………………………….....
Class: …………………………………………………......
School: ……………………………………………………
Town: El-Oued
Phone number: …………………………………………..

The learners produce their own ID Cards.

 The teacher collects the learners work to be corrected at home.
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