Teacher : ABOUBAKER CHOUIT
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence: 01 Me and my friends Lesson:01 I listen and do Framework :PDP
Objective (s): By the end of this lesson my PPs will be able to to greet and introduce onself.
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures-Flash
Interact .Interpret .Produce (Both) cards-Copybook-Book
Language tools ( target structures):
Cross Curricular Competencies Core values
- Intel. Learner can interpret and use verbal and non verbal messages. -Being polite.
- Meth: He can work in pairs or in groups. - Openness to the world
He can use listening strategies. -Developing friendship
- Com: He can work in pairs or in a group to communicate appropriately. -Behaving as a responsible
- Per and soc: Socializes through oral messages
Time Framework Procedure Foc Objectives Aids VAKT
us
10o Warm-up -T- greets his learners PPS respond T/L Introduci
-T- introduces the topic of the 1st sequence. ng the
new
sequence V-A
T/L
Attracting
10o Pre listening -T- sticks a picture of a school boy and a Them to Posters
school girl on the board , and introduces the new +W B
them : topic
This is Amin and this is Selma.
-T- writes the following bubbles on the
board.
T/L
L/L W-B+
greets and PPs’ book
25o introduces
While listening oneself V
-T- Reads what is written in the bubbles A
and invites his PPs to listen and repeat.
T
Task One: 2 p35 I listen, look and
repeat: L/L
PPs act out orally.
dialogue
15o completio W-B+
Post listening
Task Two: 03 p36 I greet and say my n PPs’ book
name and +copyboo
PPs act out orally. practicing ks V
A
Task Three: 05 p35 I complete the K
dialogue: T
PPs introduce themselves in pairs(role
play)
-T- invites the learners to write on their
copybooks
The Teacher’s comments
What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….
……………………………………………. ……………………………………………. …………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-…………………………………………… -…………………………………………… -……………………………………………
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence: 01 Me and my friends Lesson: 02 I Pronounce Framework :PPP
Objective (s): By the end of this lesson my PPs will be able to a) use punctuation signs and capitalisation
correctly .b) pronounce these sounds /ai/ /ei/ /i/ in the right way.
Language tools ( target structures): Punctuation signs/capitalisation. The three sounds /ai/ /ei/ /i/ .
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures-Flash
Interact .Interpret .Produce (Both) cards-Copybook-Book
Cross Curricular Competencies Core values
- Intel. Learner can interpret and use verbal and non verbal messages. -Being polite.
- Meth: He can work in pairs or in groups. - Openness to the world
He can use listening strategies. -Developing friendship
- Com: He can use punctuation signs appropriately. -Behaving as a responsible
He can pronounce sounds appropriately.
- Per and soc: Socializes through oral messages
Time Framework Procedure Foc Objectives Aids VAKT
us
o
05 Warm-up -T- greets his learners PPS respond T/L
Stage One:
A V-
-T-writes the following example on the
board then highlights the punctuation
10o Presenatation
signs and the capitals.
PIASP
Presntation Posters
Hello,my name is Selma.What’s yours? +W B
↓ ↓ ↓ ↓ ↓ introducin V-A
H , Isolation S . ? g the
↓ ↓ Analysis ↓ ↓ ↓ puncgnstua
Capital comma Capital full stop question mark tion si
Letter Letter
10o Practice Stating Rule
A Capital letter T/L
* proper noun,country ,town Amine-
Boudoukha-Algeria .
*I
*To start a sentence He’s smart.
Punctuation signs:
* (.) a full stop to finish a sentence
I like Algeria.
*(,) a comma to mark a pause
*(!) exclamation mark:
Hello ! / Hi ! welcome!
* (?)a question mark to ask a question
What is your name ?
10o Practice L/T
Use Task 01: I correct the mistake W-B+
my name is nora ? Practiscing PPs’ book
Hello? I’m sami ! the +copyboo
what is your name! puncgnstua ks V
Stage Two: tion si
A
T
o
10
Presenatation -T- Blows three balloOns and write on the
three sounds /ai/ /ei/ /i/ . Presenting
T/L the new
sounds in
a
context
V
A
-T-Invites his PPs to listen to the poem W-B+
and try to classify the words according to PPs’ book T
their pronunciations. +copyboo
Task 01: A 02p37 I listen and cross the ks
05o odd words
Practice -T- Invites his PPs to open book page 37
Task 01: B 02p38 I put words in the Practice
right balloons the
new
L/T sounds .
/i/
10o Use
Use of the
/ei/ new
sounds
/ai/
-T- invites the learners to write on their
copybooks
The Teacher’s comments
What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….
……………………………………………. ……………………………………………. …………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence: 01 Me and my friends Lesson: 03 I Practise Framework :PPU
Objective (s): By the end of this lesson my PPs will be able to
1) use the present simple : am /is/ live and the personal pronoun I and possessive adjective My /Your
2) to communicate effectively and introduce oneself and What to ask for information
Language tools ( target structures): personal pronoun I /To be ; am /is/what /my/your Punctuation
signs and capitalization
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. Learner can interpret and use verbal and non verbal messages. -Being polite.
Shows creativity when producing his own examples in use. - Openness to the world
- Meth: He can work in pairs or in groups. -Developing friendship
He can use strategies for listening and interpreting oral discourse. -Behaving as a responsible
- Com: he can use personal information to communicate with others
- Per and soc: Socializes through oral messages
Time Framework Procedure Foc Objectives Aids VAKT
us
05o Warm-up -T- Greets his learners PPS respond T/L
-T- Invites Ls to greet each other and to
Introduce oneself.
-T- writes the following example on the A
board then highlights words the
punctuation signs and the capitals. W+B
Presentation
Rania : Hello! my name is Rania . I live in
20o Presenatation Skikda .what’s your name? Presenting
Anes : Hi , Rania . I am Anes . I live in Djijel. L/T the new
Rania : Nice to meet you, Anes.
words in a
Anes: Nice to meet you too.
context Pictures
Missing words game:
+W B
-T- cleans the highlighted words
Can you find the missing words?
-T-.asks some PPs to write them on the
V-A
board.
Isolation: learners read the isolated words
my ,is,I,am,your ,live,in,love,what
Stating the rules
Grammar tools Examples T/L
My /your (Possessive My name is Djamel.
adjectives) Your name is Rachid
30o Discoverin
Practice I(personal pronouns) I am kamel
I ‘m 10 g the
I like Algeria language
Am /is (aux to be) I am(I’m)
Karima is 10
Live /love (verbs) I live in Oran
I love Algeria
In (prep of place) I live in Algeria
What( question word) What is your name?
Based-form activity
Task one: I order the words (pair work) V
name/my/is/./!/Hello/Rachid Practiscin W-B+
11/I/am/./ g A
?/name/What/your/is/ the new
Meaning-based activity words T
Task two : I fill in the table with words L/T
from the dialogue
greeting
name
verb
Noun
age
city
Auxiliary
Pronoun V
question
Use word A
10o Possessive Using of
adjectives the new T
words to W-B+
Communicative-based activity introduce PPs’ book
Task three:(p 40) themselve +copyboo
a: I Help Maria find the right word L/T s ks
b): I use my personal information
My name is …….. .
I ‘m …… .
I live in ……. .
I love my city.
-T. Invites the learners to write on their
copybooks
The Teacher’s comments
What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….
……………………………………………. ……………………………………………. …………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence: 01 Me and my friends Lesson: 04 I read and do Framework :PDP
Objective (s): By the end of this lesson my PPs will be able to interpret a written message about introducing
oneself.
Language tools ( target structures): personal pronoun I /To be ; am /what /my/your Punctuation
signs/ capitalization
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. Learner can interpret written messages. -Being polite.
Shows creativity when producing his own examples in use. -Openness to the world
- Meth: He can work in pairs or in groups. -Developing friendship
He can use strategies for reading and interpreting written text . -Pride of national identity
- Com: He can use personal information to communicate with others from -Behaving as a responsible
different cultures.
- Per and soc: Socializes through written messages
Time Framework Procedure Foc Objectives Aids VAKT
us
-T- Greets his learners PPS respond Establish
05o Warming- T/L a good A
Up classroom
-T- Presents the pictures of Razane and V
and Susan.
10o Pre-reading T/L Introducin Pictures A
g the topic +W B
V
-T- Asks questions to illicit from the PPs
what Razane and Susan are doing.
-T- Says : Razane and Susan are chatting
on facebook (using gestures)
-T-Gives them some advice about the
danger of the net and chatting with
unknown persons
-T- Invites the PPs to open their books on
p41, read the texts and do the task
Task 01 p41 I read and colour the
correct answer
1- Razan is : Scanning WB+Pict
o During- and ures A
20
reading L/T exploiting +PPs’
the text books V
2- Sussan is from :
T
-T- Invites the learner to read again and do
the tasks. WB+Pict A
L/T Checking ures V
Task 02 : I answer with True or False understan +PPs’ T
1-Razan lives in Skikda. ding books
2-Razan is a teacher.
3-Susan is 13.
Task 03:a-I read and complete the chart
name age occupation Country city Filling a V
a pupil table of WB+Pict
25o Post-reading b-I complete the message L/T personal ures A
data +PPs’
Coursebo K
oks
T
Producing
a Written
message
-T- invites the learners to write on their
copybooks
The Teacher’s comments
What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….
……………………………………………. ……………………………………………. …………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence: 01 Me and my friends Lesson: 05 I learn to integrate Framework :PDP
Objective (s): By the end of this lesson my PPs will be able to introduce themselves on a blog.
Language tools ( target structures): I /(to be) is-am /my-your /Punctuation signs/ capitalization
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. Learner can interpret written messages. -Being polite.
Shows creativity when producing his own examples in use. -Openness to the world .
- Meth: He can work in groups. -Developing friendship.
He can mobilize the required resources to produce a written message -Pride of national identity.
- Com: He can use ICT to communicate with others from different cultures. -Behaving as a responsible.
He uses blogs.
- Per and soc: Socializes through written messages
Time Framework Procedure Foc Objectives Aids VAKT
us
-T- Greets his learners PPS respond Establish
05 o Warming- T/L a good A
Up classroom V
-T-Pins these pictures on the WB then Atmosphe
asks these questions : re
A
10o Pre-writing T/L Interacting Pictures
+W B V
Do you know what do these pictures
represent ?
-T- These are called social network media.
Who has facebook?
Who has friend from other countries?
-T- Do you know what is blog?
-T-It is like social network where people or
chat and make friends.
-T-Writes the situation on the WB then
explains it to the PPs.
A
V
Giving an WB+Pict
idea about ures T
what +PPs’
L/T required books
from
20o During-
reading
-T- Splits PPs into groups Encourage A
-T- asks PPs to complete the table on P42 PPs to work WB+PPs’ V
-T- Helps them to fill in the table. together books T
Drafting and gather
With the help of the T,the PPs start data
drafting .
Editing
-T-Helps his PPs to find and correct errors
and mistakes in grammar, style, and To enhance WB+Pict V
25o
spelling. L/T PPs to show ures
Post-writing Publishing creativity +PPs’ A
The groups write the final draft and Coursebo
present their work in front of their oks K
classmates to be assessed
-T-selects a work to be written on the T
board.
Producing
a Written
piece
-T- invites the learners to write on their
copybooks
The Teacher’s comments
What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….
……………………………………………. ……………………………………………. …………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
-
Level: 1MS S/Dridi Saadi Middle School T: A-Chouit
Sequence: 01 Me and my friends Lesson: 06 I think and write Framework :PDP
Objective (s): By the end of this lesson my PPs will be able to introduce themselves in a form of an ID card.
Language tools ( target structures): I /(to be) is-am /my-your /Punctuation signs/ capitalization
Targeted Competences: Domain (s): Oral-Written Materials: W B-Pictures- Book
Interact .Interpret .Produce (Both) Copybook.
Cross Curricular Competencies Core values
- Intel. Learner can interpret verbal and non-verbal messages. -Being polite.
Shows creativity when producing his own examples in use. -Openness to the world .
- Meth:He can mobilize the required resources to produce a written message -Developing friendship.
He shows creativity in writing -Pride of national identity.
- Com: He can use ICT to communicate with others. -Behaving as a responsible.
He uses ID card.
- Per and soc: Socializes through written messages
Time Framework Procedure Foc Objectives Aids VAKT
us
-T- Greets his learners PPS respond Establish
05 o Warming- T/L a good A
Up classroom V
-T-Pins these pictures on the WB then Atmosphe
asks these questions : re
A
10o Pre-writing T/L Interacting Pictures
+W B V
Do you know what do these pictures
represent ?
-T- These are called ID card.
Who has an ID card?
-T-Writes the situation on the WB then
explains it to the PPs.
Drafting
With the help of the T, the PPs start
drafting .
Editing
-T-Helps his PPs to find and correct errors Giving an WB+Pict
During- and mistakes especially spelling. idea about ures
20o writing Publishing L/T what +PPs’ A
The PPs write the final draft and present required books
their work in front of their classmates to from V
be assessed
-T-selects a work to be written on the T
board.
WB+PPs’
books
Post-writing To enhance
PPs to show
creativity A
V
T
L/T
o
25
-T- invites the learners to write on their A
copybooks.
-T-Asks the PPs to transform these ID Producing WB+Pict K
card into written passage. a Written ures
piece +PPs’ T
Coursebo
oks
The Teacher’s comments
What Worked What hindered Action Points
-
……………………………………………. ……………………………………………. …………………………………………….
……………………………………………. ……………………………………………. …………………………………………….
-……………………………………………. -……………………………………………. -…………………………………………….
Sequence one flash cards
1
Susan
Razane
