Level : MS1

Sequence : 2 Lesson:1 Lesson focus: Learning / Listening

Learning Objective(s):By the end of the lesson, my learners will be able to ask and give information about one’s

family and about age using numbers from 13 to 100.

Competency (ies) targeted : interact – interpret – produce.(the competencies are presented in an integrated way and

the teacher will decide on which competency he will focus)

Domain : Oral / Written – Both.

Language tools (target structures): personal pronouns, possessive adjectives.( He....his / She .....her) / the present

simple tense / W.H Qs.

Material(s): Maps/

Cross-curricular Competencies: o Intel Comp: ability to interpret an oral message o Metho Comp: ability to use the listening strategies. o Commu Comp: ability to use role-play to communicate appropriately. o Perso ‘n Social Comp: ability to socialize through oral exchanges.

Core Values: Socializing Knowing and understanding

the others Openness to the word Pride

Time Framework Procedure focus L.

Objectives Aids

VAKT / M.I

10mn

Warm-up

*Teacher shows a poster of family members. page 48 1-Naming the relatives. 2-Make oral example like the example written below: *Brother –mother- father ……ect

T/L

*Presenting the new lexis about family, relatives

poster of family member page 48

VA

5mn

Pre-listening

I listen and complet Teacher’s Task : The teacher draws on the board the family tree and elicits from the learners the words they might already know . (the natives)

L

*Preparing learners to the listening phase.

the family tree

VAT

20mn

Listening

The first listening( listening for a purpose): dialogue

Omar: Welcome to my home, Peter Peter: Thank you, Omar. Omar: Let me show you photos of my family. Peter: Who is this? Omar: She is my sister Samia. Peter: How old is she ? Omar: She is 15 years old. Peter: And this old lady? Omar: She is my grandmother Mariem? Peter: How old is she ? Omar: She is 65 years old.

The teacher asks the learners to listen to the dialogue and answer the questions:

Who is speaking? What are they speaking about? Is Omar polite with Peter?

The second listening: The teacher reads the dialogue again and asks the learners to listen and fill in the table.

relative name age

……………………………………

…………………………………………

……………………………………..

T / L *Presenting the new lexis about family, relatives and numbers *Identifying the use of personal pronouns

and possessive adjectives

*Identifying the use of W.H Qs.

*Using the ordinal

numbers in a context (the

family) *Developing

listening strategies

Audio listening script whiteboard

A VAT

20mn

Post listening

Teacher asks the learners to Revise the numbers from (0 to 13) I listen and repeat: Task 6 p52

I look and match the numbers Task 7 p52

The teacher presents a song about numbers and asks the learners to repeat it I listen and repeat task 5 page 52

L / T

*Revising the numbers acquired before presentation of the ordinal numbers. * Presenting

the numbers

through a song

Song about numbers

VAT AT

The teacher’s comments:

What worked

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

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

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

What hindered

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

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

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

Action points

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

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

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

Level : MS1

Sequence : 2 Lesson:2 Lesson focus: Learning / Listening 2

Learning Objective(s):By the end of the lesson, my learners will be able to ask and give information about jobs and

use the articles also the cardinal numbers.

Competency (ies) targeted : interact – interpret – produce.(the competencies are presented in an integrated way and

the teacher will decide on which competency he will focus)

Domain : Oral / Written – Both.

Language tools (target structures): the articles.( a / an/ the) / the present simple tense . the cardinal numbers.

Material(s): Maps/

Cross-curricular Competencies: o Intel Comp: ability to interpret an oral message o Metho Comp: ability to use the listening strategies. o Commu Comp: ability to use role-play to communicate appropriately. o Perso ‘n Social Comp: ability to socialize through oral exchanges.

Core Values: Socializing Knowing and understanding

the others Openness to the word Pride

Time Framework Procedure focus L.

Objectives Aids

VAKT / M.I

10mn

Warm-up

Task 2 p 50 Teacher shows a poster of jobs. page 50 1-Naming the jobs

T/L

*Presenting the new lexis about jobs

poster page 50

VA

5mn

Pre-listening

I listen and show Task 3 p 50 The teacher shows the posters for preparing the learners to the listening phase about job’s quiz .

T/L

*Preparing learners to the listening phase

poster p 50

VAT

20mn

Listening

The first listening( listening for a purpose): dialogue

A: Where does a nurse work? B: The nurse works in a hospital. A: Where does an architect work? B: The architect works in an office. A: Where does a teacher work? B: The teacher works in a school. A: Where does a farmer work? B: the farmer works on a farm.

The teacher asks the learners to pay attention to the underline words. Explaining the use of the articles

Task 4 p 51 teacher asks the learners to complete the bubbles with appropriate articles

T / L *Identifying the use of

articles *use the grammar tool * Presenting the articles through a task * filling the gaps

Audio listening script book

A VAT

20mn

Post listening

I listen and repeat: p53

Task 8_ p53 Teacher uses the situation on the book (Omar greeting his grandmother)and asks the learner to complete the table and the sentences.

L / T

*Revising the numbers acquired before presentation of the ordinal numbers. * Presenting

the numbers

through a

task

book

VAT VAT

The teacher’s comments:

What worked

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

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

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

What hindered

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

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

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

Action points

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

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

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

Level :1MS

Sequence : 2 Lesson 3 Lesson focus: PRONUNCIATION

Learning Objective(s) lesson: By the end of Sequence 5, learners will be able to ask and give Information about

their about the family members using words that contain the sounds: /ð/, /ө/, /e/ and /I:/.

Competency (ies) targeted : Oral interaction with focus on accuracy

Domain : Oral / Written – Both.

Language tools ( target structures): the sounds /ð/, /ө/, /e/ and /I:/

Material(s): Paper strips (words contain the sounds)

Cross-curricular Competencies: 1. Intellectual competency:-The learner can show creativity when producing pieces of oral and written messages. -He can identify sounds when interacting orally 2. Methodological competency:. - He can use strategies for listening and taking turn to answer. -He can assess himself - He can assess his peers 3. Communicative competency: - He can pronounce words correctly to communicate appropriately. 4.personal and social competencies :- He is aware of his role and others' role in working hard at school, and being sociable.

Core Values: 1. Being responsible 2. Being positive 3. Valuing each member within the family

Time

Framework

Procedure focus

L. Objectives

Aids VAKT / M.I

5 mn Warm Up

Teacher uses the previous lesson revising the numbers and the family members Teacher writes the main sounds on board ( three thirteen father mother brother Thursday )

T/L To motivate Ls and elicit target items

A

5mn Presentatio

n

Teacher explain and give examples (th) /ð/, mother /ө/, thirteen

T/L

Discover sounds in a context

White board

V / A

10 mn 10mn

Practice

Drilling: Task 2 p54 : Listen and repeat.

Task 2 P54 : classification the words

/ð/ /ө/

L/L

Reinforcemen

t and consolidation

book

A M/I

5 mn

Teacher reads the passage aloud

5mn Presentatio

n

Teacher explain and give examples /e/ pen get /I:/ keep neat.

T/L

Discover sounds in a context

White board

V / A

10 mn

Practice

Teacher asks learners to classify these words

/e/ /I:/

Task 3 p55 : Listen and repeat.

Task 4p 55

L/L L/L L./L

Help learners to distinguish Different sounds

White board BOOK

V / A M I MI

The teacher’s comments:

What worked

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

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

What hindered

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

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

Action points

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

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

Level : MS 1

Sequence : 5 Lesson: 4 Lesson focus: Grammar

Learning Objective(s):By the end of the lesson, learners will be able to to introduce his/her family members.use personal and

possessive pronouns,articles,and the present simple present tense.

Competency (ies) targeted : : interact – interpret – produce.(the competencies are presented in an integrated way

and the teacher will decide on which competency he will focus on)

Domain : Oral / Written – Both.

Language tools ( target structures): Personal pronoun:” I, he, and she ” , possessive adjectives: “My, his and her” W.H Qs : What /who / the three forms of to be. present simple.

Material(s): Manual book Family Tree Poster / Flash cards (jobs)

Cross-curricular Competencies: 1--Intellectual competency: The learner can think and use the language to guess. 2. Methodological competency: He can work in pairs. 3. Communicative competency: - He can use drama and role play to communicate appropriately 4. Personal and social competencies: He socialises through oral interaction. He develops attitudes of friendship.

Core Values:

1- Respect of relatives

2- developing

friendship

Time Framework Procedure focus

L. Objectives Aids VAKT /

M.I

10 mn 15 mn 20mn

Warming up Presentation Produce

Teacher sticks a family tree on the board, draws a table and invites hislher learners to fill in it

Male (he ) Female ( she )

Task 1 P 57 Omar has an English friend Her name is Margaret He sends her an e-mail to introduce his family members I circle the correct words to help Omar write his e-mail

Task 2 p 58 I guess who is who I write the names of my family members in the circles I swap my sheet with my partner and guess who is who

T/L T/L L/T T/L T/L

Brainstorming,

revising and

recalling the

previous words.

*To involve the

learners in using

the three forms of

“to be” to guess

and identify the

family members, names and jobs. *Eliciting from the learners to complete the dialogue using the right W.H questions, personal pronouns and possessive adjectives

Whiteboard Book

T+V A+ V

15mn

use

Teacher’s Task The teacher asks his her learners to draw their family chart

To involve the

learners in

using the three

forms of “to be”

to guess

and identify the

family members,

names and jobs.

Book

V

+

T

M

I

The teacher’s comments:

What worked

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

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

What hindered

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

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

Action points

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

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

Level :1MS

Sequence : 2 Lesson 5 Lesson focus: Reading Comprehension

Learning Objective(s) of the lesson:By the end of Sequence 5, By the end of the lesson, my learners will be able

to respond to Adaku’s email, introduce themselves and talk about languages, likes, food and pets

Competency (ies) targeted : interact – interpret* – produce (the competencies are presented in an integrated way

and the teacher will decide on which competency he will focus on)

Domain : Oral – written – Both

Language tools ( target structures): Simple present tense “to be” to introduce himself/herself.

Simple present tense with verbs to introduce likes

Give information about their country village

Material(s): Email

Cross-curricular Competencies: 1 Intellectual competency: The learner can understand and interpret non-verbal messages. 2. Methodological competency: using emails 3. Communicative competency: He can use information and communication technology such as emails to communicate appropriately with learners of other cultures 4. Personal and social competencies: Learner socialises through written exchanges.

Core Values: 1- Being responsible for his own learning. 2- Being proud of belonging to nation. 3 -Valuing leisure time activities.(Reading books). 4 - Openness to the world (sharing information and respecting people of other cultures).

Time Framework Procedure focus

L. Objectives

Aids VAKT / M.I

5 mn 5MN

Warming up

Pre-reading

The teacher brings a letter and drew an email on white boerd T tries to help learners to destingwich between a letter and en amail T tries to introduces him selfe I am( name age school country family class likes ( food sport pets ) T mentions the new words I like = I love and he tries to give examples He askes learners to do the same

T/L T/L

To introduce new knowledge Identify likes

Pictures Flash cards

V M. I V/A

25 mn

While - reading

Task 1 p 59 t askes learners to read the email and fill in the id card

L/L

Extract information and transfer from verbal to non verbal format.

EMAIL E MAL E MAIL

M.I

Task 2t askes kearners to write true or false *jack is old *he is from Algeria *jack likes listening to music *he loves pets Task 3 : ls read the text and answer the questions *is jack nine years old *does he like football *is he from America

To read for specific information.

10 mn

Post -reading

T askes learners to write their own Id card L/L

To produce

id card

M.I

The teacher’s comments:

What worked

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

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

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

What hindered

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

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

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

Action points

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

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

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

Level :1MS

Sequence : 2 Lesson 6 Lesson focus: Integration / Written Production

Learning Objective(s) of the lesson: By the end of the lesson learners will be able to introduce their families

members and jobs in an email ( attached document)

Competency (ies) targeted : interact – interpret* – produce (the competencies are presented in an integrated way and

the teacher will decide on which competency he will focus on)

Domain : Written

Language tools ( target structures): Simple present tense to be to introduce oneself Simple present tense with verbs to introduce likes.

Simple present tense to have to indicate the possession of objects or relationships. Personal pronouns and possessive

adjectives (I/ he/she- My/his/her)

Material(s): Maps/ Flash cards / Maps

Cross-curricular Competencies: 1. Intellectual competency: - formulation of correct lge to produce an email. 2. Methodological competency: He can gather resources to mobilise them efficiently to produce a piece of writing. 3. Communicative competency: He can use information and communication technology such as emails and blogs to communicate appropriately. 4. Personal and social competencies: He socialise through sharing the tasks and collaborating within the members of the group .

Core Values: 1- Being responsible. 2- Being happy and proud of belonging to a family. 3- Valuing jobs. 4 - Openness to the world (sharing information and respecting people of other

cultures).

Time

Framework

Procedure focus

L. Objectives

Aids VAKT / M.I

5mn 5nm

Warmn up Pre-writing

Teacher shows the grid p 62 and asks them to fill in its.

Teacher asks learners to take their ID card

T/L

brainstorming Activate learner’s ID card

Book Learner’s ID card

V/A V A

15 MN

Presentatio

Teacher asks ls to write an email using the previous information ( names verbs possessives personal pronouns )

T L

To be able to

write an email using

personal information

copybooks

Visual M.I

15 MN 10 MN

Writing Prodution

Individual learners work and design their emails Teacher asks ls to pay attention to punctuation capitalization and to start drafting their email PROOF reading

L L L L

Personal ID Cards Individual learners work and design their own leaflets Editing

EMAILS

V A T

level ꞉1MS

Sequence : 02 Lesson : 7 Lesson focus :Self-assessment/Ican do

Learning objectives of sequence 02 By the end of sequence 02, learners will be able to ask and answer questions about

family and relatives, name different jobs, use the present simple and express likes, orally and in writing.

Competencies targeted Interaction, interpretation, production

Domain Oral and Written

Language tools Introducing family members, naming jobs, likes, present simple

Materials Self-assessment grid.

Learning objectives of the lesson꞉ By the end of the lesson ,my learners will be able to identify their areas of strengths

and weaknesses for the Improvement of the learning process Cross-curricular competencies Core values

Intel comp: self-assessment /autonomy and

reflection

Metho comp: ability to use an assessment grid

Commu comp: ability to exchange with others

Self-assessment and self-criticism.

Pride

Openness to the world.

time Framework Procedure Focus L. objectives Aids

VAKT/M/I

10 mns Pre- assessment

-The teacher distributes the checklists to the learners and explains the grid and concept checks.

T/ L -To clarify instructions

Grid/checklist

V/A

25 mns

-Self assessment

- Learners read the grid and tick in the appropriate boxes

L L To reflect the learning process and identify areas for improvement

Grid/Checklist V/A T M/I

20 mns Analysis and feedback

Collection of papers, analyzing data and designing remedial work

T/L Group learners according to their needs and design remedial work accordingly

Grid/Checklist M/I

The teacher’s comments:

What worked

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

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

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

What hindered

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

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

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

Action points

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

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

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

Level : 01 Lesson :08 Lesson focus: I play / I enjoy

Learning objective: by the end of the lesson, the learner will be able to reinvest previous knowledge in a funny way

Competency targeted: interact, interpret and produce.

Domains : Oral /Written

Language tools : names of jobs / family members

Materials: , pictures

Cross-curricular competencies Core values

Intel comp: demonstrates his abilities to face problem

solving

Metho comp:

Commu comp:

Person’s social comp: ability to socialize through

Socializing

Knowing and understanding the others

pride

Ti

me

Framework procedure focus L.

Objectives

Aids VAKT/M.I

15

mn

20

mn

Presentation

Task 01 P 65꞉ -Teacher presents the game. The task consist of

re-ordering words according to the flashcards sticked on the

board

-The teacher stick flashcards presenting jobs on the board

and write next to each picture a disordered word .

-He instructs his learners to reorder the words.

Task 02 P65꞉

-the teacher presents the second game which shows a picture

of a family surrounded by words. Those words are missing

letters. The learner should complete them to get the members

of the family.

L/L

L L

L/L

-

Learn and

have fun

Identify

jobs

-identify

family

members

Flash cards Pictures BOOKS

V/A

15

mn

Task 3 P66 I read observe and put the family name under the

appropriate number

-identify

family

members

The teacher’s comments:

What worked

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

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

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

What hindered

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

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

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

Action points

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

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

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

Edited by teachers Mezhoudi zineb Rebai fatiha Kortbi rafika Salhi ahlem Benritab karima Benchaala sara Ben addad houria