P S 4. SEQUENCE N*01. FAMILY & FRIENDS Teacher: Mr.

OUAZINE
Month Week Session (5) Lesson Timing Procedure Contents Materials
I sing & have 10mn Warm up, 1st + 2nd listen, sing Song on greetings LS, Laptop
fun Initial situation Oral C & Oral P.

4th week Sept

I Listen & 35mn Install resources + assessment Identify family extended members LS, Mobile,
Session 1
Repeat Stick a poster, read it, repeat after ( cousin, Aunt, Uncle, nephews, Lapto, WB,
teacher, practice vocabulary. nieces, son, daughter Poster
Team game for anticipated proble
Session 2 I read & 45mn Install resources + assessment (numbers 11-30) Cards, WB,
Discover Written-C, numbers in letters. Sounds & spelling /i/ vs /i:/ PIC
Read words containing /i/, /i:/ Preposition in, there is, there are
section 1: Family

Initial situation A very short text on topic WB,

1st week Octob

Session 3 I read & 45mn Read, spell, write, play, enjoy. Jobs and occupations flashcards
Enjoy Install resources + assessment Articles A, An. WH questions: who, slates
Session 4 I read & 45mn Install resources + assessment Personal pronouns, I, he, she , Slates, book,
write Write on slates, board, cb possessive adjectives, my cousin, her data-show
Copy, Complete a table, Cursive, niece, his father,
small capital, and punctuation: , . To be, and to have.
September October

Session 5 I Play Roles 45mn Interpret oral roles, or project Dialogue: ask name, age, occupation. Book, Pics
2nd Week Octob

Act a scene out. (communicative situation) WB dialogue

Song on friends LS, Laptop
I sing n have 10 mn Initial situation by asking questions. Listen and repeat the song in flashcards
fun Warm up, 1st + 2nd listen, sing coordination with flashcards stick
Session I
I Listen n 35 mn Install resources + assessment Languages and nationalities. LS, Mobile,
Repeat Play the audio, listen, and repeat 1 or To live, to speak. Laptop, WB,
Section 2: Friends

2 t. Introduce a friend.
Session II I read n 45 mn Install resources + assessment Sounds /$/ and /t$/ sh/ch. There is, Cards, WB,
3rd Week Octob

Discover Discover written vocab on topic, and there are. Prepositions in, from. PICs
possessive adjectives: mine, hers, his, (sh, ch, an, ian, ese) English,
yours. American, Algerian, Chinese.
I read n 45 mn Install resources + assessment Yes/no questions, do, does, Slates, book,
Session III Enjoy Read, spell, write, consolidate Countries, read words of /$/ and /t$/ games,
Identify the sounds /$/ vs /t$/ datashow
Session IV I Read $ 45 mn Write and practice on slates, on WB, Connected handwriting cursive Slates, WB,
4th week Octob

Write and on copybooks , copy and Capitalization, punctuation: ?, ! copybooks

complete a form : name, age, nat* To live; T speqk:
Communicative situation: ask and Book, Pics
Install resources + assessment
answer about friends and e-pals: WB and a
Session V I Play Roles 45 mn Interpret oral roles, project, act a
names, residence, age. WH: what, map.
scene out.
how old, where…from?
Teacher Inspector Headmaster
 Session Layout
Class profile : Teacher: Mr. OUAZINE
- Level: - 4th year
- Number of Ls. - 33
Sequence 01. Family & friends
Section 01. « Family »
Session 01. Initial situat* (OC). Initial Situat* (OP)
I sing and have fun/ I listen & Introduce family members.
Repeat Family relationship. (Aunt, cousin, uncle
Session objective(s) BELPWA to introduce their family extended members: aunt, cousin,
uncle, nephews, nieces, sons, daughters.
Subsidiary objectives Sing a song on family members, acquire correct pronunciations by
repeating. Enrich Ls’ vocabulary.
Target competence Interact orally using family picture, solve problem situations
related to relationship: this is his son, this is his sister, who is he
to her? He’s her father.
Teaching materials Flashcards. Wb, L.speakers, family tree poster.
Anticipated problems Ls will not be able to distinguish cousin and uncle.
Solutions / Plan B Family Groups game to consolidate.

Stage (s) Procedure/tasks Interaction Time

Teacher gets in class, greets his
Warm up learners, Ls’ responses.
Teacher shows a bride with her white
dress, and asks: who is she? Ls’
answers: a bride.
T. ok, what do we do in a feast?
Ls. Invite guests.
T. who are the first people to invite?
Ls’ suggestions: cousins, uncles,
Task 1: Teacher asks his Ls to listen to
Install the song and repeat with him.
resources T. plays the song, Ls listen and repeat.
Task 2: T sticks a family poster on the
wb and reads it loudly.
Teacher asks some Ls to come to the
board and repeat T’s words.
Formative assessment:
Teacher ask Ls to make 2 groups, sticks
Assessme on their chests the family members’
nt names, then asks each member to go to
the appropriate one told by teacher.
Teacher draws a table on the WB and
completes it from the game.
(If the anticipated problem occurs,
Teacher consolidates with the group game
or with an activity on the book)
Summative assessment:
At the end of the lesson, T asks questions
on the target competency to check its
settlement and implementation on the Ls.
T-P
Teacher interacts with pupils to
pave the way and introduce the
lesson indirectly through a warmer
To be considered as an OC and OP 10
initial situations
T-P
P-P
T. asks Ls to interact together as to 15
reading the poster and showing
members using a ruler.
T-P
T. distributes presents for the game.
P-P Ls work together in different
groups to select the appropriate
member to go to the appropriate
person to offer him/her the present.
20
Charade game: Amina is his sister,
Yassine is his son, who is Amina to
Yassine? (Aunt)

Self-reflection
What worked What hindered Action plan
Class profile : Teacher: Mr. OUAZINE
- Level: - 4th year
- Number of Ls. - 33
Sequence 01. Family & friends
Section 01. « Family »
Session 02. Initial situation (Writ C) Ls try to read some words.
I Read and discover Numbers and Phonics /i/ & /i:/
Session objective(s) BELPWA to distinguish between sound phonics /i/ and /i:/ in words sit,
sister, niece, teeth, read, 14teen and to count from 11 to 30.
Subsidiary objectives Consolidate numbers 13, 14,….19 as to pronunciation.
Improve reading skill (tone and pitch). And vocab acquisitions.
Target competence Interpret and differentiate short and long sounds letters. Ship/sheep
Tell about the number of the class, group, team, family members.
Boys/Girls in the class:
There is one teacher. There are 15 girls and 16 boys in the class.
Teaching materials Cards. Wb, classroom situation, book.
Anticipated problems Ls will not be able to differentiate 13 and 30.
Ls may find troubles in diphthongs (ee, ea, ie)
Solutions / Plan B Symon says game, phonics /i/,/i:/ reinforcement.

Stages Procedure/tasks Interaction Time

Teacher enters. Greets his Ls. Ls resp.
Teacher tells a story about buying a ship
Warm on internet. T-P
up In a phone conversation, a man called to Teacher tells the story using pictures.
buy a ship, but he mispronounced it: He Pupils listen as attentive listeners. 10mn
said I want a sheep for tomorrow. T. explains the importance of a good
The morrow morning the internet company pronunciation.
sent a sheep to his address; The guy was
surprised!
Task 1: Teacher distributes word cards
Install containing phonics /i/ /i:/, six, see, sea, P-P
resourc live, read, bee, fin, niece. Learners are asked to stick one’s
es Teacher write the words on WB, reads cards in the appropriate side of the
them, and asks pupils to read their cards. table ( team game) 20mn
Table game on short & long /i:/i /i/ /i:/
Task 2: T starts to count the pupils loudly,
they repeat after him, Sit see
T. asks a pupil to bring the distributed Live leave
word cards to the desk, and count them.
1st raw (11 cards), 2nd (10), 3rd (12).
Formative assessment: P-P
Teacher asks a girl to count her girl mates. Ls interact and count their mates.
Assess Practice. Same for boys. Using “There are”
ment T. There is 1 Teacher in the class.
T. There are 14 boys and 18 girls in classR TEACHER introduces other words
(Anticipated problem, Teacher initiates another of short n long i.
game “Simon says”) 15mn
Diphthongs consolidation activity. Chart on numbers:
Summative assessment: Football team: 11, 14, 13
At the end of the lesson, T asks questions on Eggs are sold in box of: 33, 30, 13
the target competency to check Ls acquisitions. Days in a month: 22, 31, 30, 17, 28
Teacher asks YES/NO as to /i/ /i:/ cards (IN) Activity on the book. P 7. Task 4,
Self-reflection
What worked What hindered Action plan
Class profile : Teacher: Mr. OUAZINE
- Level: - 4th year
- Number of Ls. - 33 Girls :…………….. Boys: …………
Sequence 01. Family & friends
Section 01. « Family »
Session 03. Initial situation (Writ C) Ls try to read some new vocab related to jobs.
I Read and ENJOY Revising A, An. Asking some WH q.
Session objective(s) BELPWA to read new words and a short sentence related to jobs and
occupations: work, worker, Doctor, Teacher, Headmaster, secretary,
nurse, fireman, firefighter, policeman, painter, carpenter, builder,
electrician (pics).
Subsidiary objectives Use A and An with the appropriate occupation as to the first letter.
Target competence Interact orally, Ask and Answer the WH question: What’s your Job?
And tell about family members’ occupations.
Teaching materials Flashcards. Wb, workers poster, book.. and (spin the wheel material)
Anticipated problems Ls will not be able to make the difference between fireman & policeman,
and mailman., and between female doctor and nurse.
Solutions / Plan B Big poster of a fireman next to fire (explain), of a policeman in the traffic

Stages Procedure/tasks Interaction Time

Teacher enters. Greets his Ls. Ls resp.
Teacher shows a check and a CIB card.
Warm T. asks: what’s this? Ls’: a check, card,… T-P
up T. What’s it used for? Ls’: ….money. Question/ Answer
T. Yes, it’s used at the post-office. 10mn
T. who uses it? Ls. Father, mother, teacher, ….
T. very good. Teacher. What other workers do you
know?
Task 1: initial situation: Ls’ answers on new words T-P
related to “Occupation” (D.A) 1-nurse
(……………………………………………………) 2-teacher
Task 2: T. sticks flashcards with written words (Topic 3-f.man
vocab) and a big poster of different workers. 4-P.man 20mn
Install
T. shows a flashcard, read it and explains the job. 5-Doctor
resource
s
T. asks pupils to come to the board and show his (any) 6-builder
family member job, read it, spell it and put it in the 7-electrician
table. Practice (showing, reading, spelling, ..) 8-bus-driver
Task 3: T sticks the “Spin the wheel” on the board and P-P
explains the game. L 1: spin the wheel, stops it and L2 Interact respecting the
asks: what’s your job? L1 answers according to spin articles: A, An as to
wheel results (A, AN) - Practice, spin, dialogue, enjoy! vowels and consonant.
Formative assessment:
Teacher asks Ls to open their books on page: 23 and T
Assess do task 2 and task 3.
ment Summative assessment:
At the end of the lesson, T. asks Ls to read short sentences T-P
about family members occupations: T. distributes the written
- My mom is a secretary. sentences and asks them 15mn
- His aunt is a nurse.
to read and spell the
- Her father is an electrician
- Father and son are teachers.
words in black.
- Our parents are headmasters.
- I like to be a fireman, a nurse, a teacher.
If the anticipated problem is encountered, T will use Plan B

Self-reflection
What worked What hindered Action plan
Class profile : Teacher: Mr. OUAZINE
- Level: - 4th year / school ……………………………
- Number of Ls. - 32 Girls :…………….. Boys: …………
Sequence 01. Family & friends
Section 01. « Family »
Session 04. Initial situation (Written Pr) Ls try to write the last sentences of session
I Read and Write 3.
Revising last lesson “reading sentences”
Session objective(s) BELPWA to write some words and short sentences related to topic of
family and occupations on their copybooks respecting punctuation ( , . )

Subsidiary objectives To cope with diphthongs of long /i:/ in written words.

Differentiate small and capital letters, use punctuation (, . )
Target competence Produce written words and sentences in cursive style, interpret and
complete a table as to name, age, family relationship and occupation.

Teaching materials Written sentences, Wb, slates, Table, Copybooks.

Anticipated problems Ls will encounter problems as to capital P and small p as in “Parents” and
“A policeman” (Other to be discovered)
Solutions / Plan B More practice on slates, use colors.

Stages Procedure/tasks Interaction

Teacher enters. Greets his Ls. Ls respond.
Warm Teacher distributes written sentences to Ls.
up Teacher asks them to read as a revision of last lesson. T-P
Teacher asks Ls to rewrite the words in black on slates, Question/ Answer 10mn

Task 1: Diagnostic assessment: T asks Ls to write the T-P

whole sentence on their exercise copybook, rough CB.
(……………………cursive………………………) P-T
Task 2: T. draws a table on the WB, writes a set of words
with short /i/ and long /i:/, and asks pupils to fill in the 20mn
Install
table. Ls write the words in /i/ /i:/ rubrics on WB. P-P
resource
s
Task 3: T sticks flashcards about personal pronouns: I, Interact respecting the
s/he, you and explains. grammar rules
Using auxiliary verbs: To be, to have, and to Live with
those pronouns only. I live, s/He lives, you live.
I am, s/he is, you are. I have, you have, s/he Has/
Writing the sentences.
Formative assessment:
Teacher asks Ls to fill in the gaps with the appropriate T
Assess pronoun: ….. am a teacher, …. are her niece. .
ment …../…. have 2 aunts, …. has 3 uncles. ….. live, ….lives T-P
Rewrite the sentences on slates cursive style.(practice) Interact respecting,
Summative assessment: capitalization and
Teacher distributes printed tables to Ls, explain the task and punctuation. 15mn
asks them to fill it with the words in the list. P-P
Name Age Family relat* Occupation

Learners fill in the

 Ali is his father, he is 34, he is an electrician.
distributed table,
 Celia is his sister, she is 12, she is a pupil.
 Ahcen is the uncle, he is 39, he is a firefighter. teacher walks, checks
and helps.
 Parents are at my cousin party, he is a
policeman.
 If the anticipated problem is encountered, T will use Plan B
Ls copy down the table on copbooks
Self-reflection
What worked What hindered Action plan

Class profile : Teacher: Mr. OUAZINE

- Level: - 4th year / school ……………………………
- Number of Ls. - 32 Girls :…………….. Boys: …………
Sequence 01. Family & friends
Section 01. « Family »
Session 05. Using the table completed during last session to make a dialogue.
I Play Roles
Session objective(s) BELPWA to introduce themselves, a family member as to name, age,
relationship and occupation.
Subsidiary objectives To improve Ls’ speech and pronunciation, and consolidate intonation.
Reinforce vocabulary acquisition by real situation use.
Target competence Interact in a dialogue, by ask and answer questions on name, age, occup
Insert information in a form or in a table.
Teaching materials Wb, Table, Book.
Anticipated problems 45mn will not be sufficient to cover all the large class (in roles).
Absentees may have difficulties because of some lacks.
Solutions / Plan B Two groups to participate: each in a section, catch-up session.

Stages Procedure/tasks Interaction Time

Teacher enters in the class. Greets his Ls. Ls respond. T-P
Warm Teacher draws the former table of the last lesson. Reading and 10mn
up Teacher reads the content of the table loudly and clearly. repetitions
Learners repeat after him. (pronunciation consolidation)
Task 1:
Teacher sticks names on Ls’ and asks them to:
Play the role with your friend. P-P
Activity on page: 14 “ fourteen”
Task 2: 15mn
Install
T. asks 2 pupils to come to the board, use the contents of the table
resource
s
and act out a scene dialogue.
Pp1: Hello Yani, this is my brother Nabil, he is 20, he is a student. P-P
Pp2: Hi Massil, this is my cousin Sadi, he is 30, he is a bus-driver. Interact
Practice using different names, ages, relationships, and occupant* dialogue
Formative assessment:
Teacher asks CCQs to evaluate acquisition process.
Assess - A fireman works in the classroom. (yes/no)
ment - A teacher works at school. ( Yes/No) T-P
- He is a pupil at middle school, he is 8 years old. (Y/N) Yes/ No
- She is a doctor, she works at the hospital. answers
- Selma is my sister, Nadjib is my brother, I’m the father. (Y/N) 20mn
- Affef and my mom are sisters; Affef is my niece / aunt /
grandmother (choose) P-P
- We find a /$ip/ in the farm, we eat /binz/, I /li:v/ in Bejaia. Learners may
Summative assessment: give
Make orally correct sentence from the table. examples.
Example:
- My mother is a teacher, she is 32, she is at school.
- My cousin …………………………………………. Learners
- Her father …………………………………………… produce their
- His brother ……………………………………………
own
- Our sisters ……………………………………………….
If the anticipated problem is encountered, T will use Plan B
sentences.
 Self-reflection
What worked What hindered Action plan