Level: Ms 1 Sequence :01 Lesson:01 I listen and do

Lesson Focus: Language learning

Learning Objective : By the end of the lesson, my learners will be able to demonstrate their abiliy to greet and introduce
themselves using three greeting expressions

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

Initial problem solving situation : It’s your first day at school greet your friends and introduce your self .

Language tools ( target structures): Personal pronoun:” I, you. Possessive adjective : my ,your. To be auxiliary in the
present
Materials: flash cards / / pictures / course book

Cross-curricular Competencies:
Core values :
1--Intellectual competency:
1- Greeting
Interprets verbal messages to get information
2- Respect
Shows creativity when producing his own examples in post listening
3- Developing friendship
2. Methodological competency:
4- Openness to the world
The learner can work in pairs
He can use strategies for listening and interpreting oral discourse himself
3. Communicative competency:
- He can communicate through role play and drama
4. Personal and social competencies:
Socializes through oral messages
Prepared by : Sadika CH
Develops attitudes of friendship through role playing -
 VAKT*
Procedure / teacher’s task L’’s task Objectives M .I ***

Time Framework Focus Materials/Aids

T greets and welcomes learners and asks them LL respond

1) establish a
to let their desks cleared ( nothing on) Ll clear them up T/Ls good classroom
Warm Step one: whole class discussion atmosphere in Board + marker .
V

which everyone
up: T : who wants to be a teacher today ? Lls raise their hands feels comfortable
5 T chooses one LL to pass T /Ls
Ll: what’s the date today ? Ll : it’s Sunday……
LL: who wants to write the date on the board ? Ll raise their hands

Oral
Step two game word search
T: Now you have to find out by yourself by
playing this game which is Find the word 2) smooth and
funny
T : look here we have six words and we have a
introduction
10 table you have to find the six words in this
table after that you have some letters left this
letters will form a word
The words : Lls start playing the game
So- is – pen- book – am – eye
The table :
B O O K G R S O Lls form a word which is
V+T
I S E P E N E T greeting
I E Y E N A M G
T : so what about the letters left here
T: excellent greeting Lls may answer by :
T: what is greeting in arabic ?
Pictures
Pre T circle the word greeting from
5
listening Hi Hello page34
Prepare lexis
A teacher and pupil
Good evening Greeting Good night and topic
 T/Ls
Good morning Good afternoon They are in the class

T : open your books on page 34 and look at

the first picture Four pupils
What do you see ?
In the schoolyard
Exercise
Where are they?
book
T : Now look at the second picture Interpret oral
During
How many pupils are there ? message
Lls : Razan , lina , Rafik,
listening
Where are they ?
Rania
T : turn the book over please

listen T: Now act the

Task one : ing T : fine , good ; dialogue with
T : Take your exercise book and try to listen 10 brilliant your
m Lls:
and find who are talking in the dialogue ? friend
nt Step one :
Task two : s written
T asks lls to Hi , I am razan .
T : listen again and put the words in the T : complete the copy down Hello, my name is lina
correct order dialogue : their lesson What is your name
5mn You: hello ,
1- Am _ hi _ ._ razan _ I
s ……… name
2- Lina _ hello_ my _ is _ name …….
3- Is _ what _ name _? _ your Margaret.
What is …..
T : well done, great ! name ?
Your friend : Lls may answer by:
Task three : Hi , ………..
T :listen for the third time and find the akram . Hello
5mn synonyms of You : ………. I ‘m
ts Hi =……………… To meet ….. Pleased to meet you
My name =…………….. Your friend :
……….. to meet
Nice to meet you = …………… …. Too
Post Step two :
10 oral
You: Hello , my name is Margaret.
What is your name ? Your friend : Hi , I’m Akram . Board + marker +
You : Nice To meet you Your friend : Glad to meet you Too copy books .
Simple drilling
V
LL copy down on their course copybooks T/Ls

Board + marker .
+ cards

Get new vocabs

T/Ls

Simple
dialogue
using the
Board + marker .
target
language
LL/LL
-Written Phase : ( Reference)

You: Hello , my name is Margaret.

What is your name ? Hi = hello

Your friend : Hi , I’m Akram . Good morning = Good afternoon

You : Nice To meet you Nice to meet you= Glad to meet you

Your friend : Glad to meet you Too

- Reflection :

What worked What hindered Action points

………………………………….. …………………………………. …………………………………..

………………………………..... …………………………………… …………………………………..
 Level: Ms 1 Sequence :01 Lesson:02 I pronounce

Lesson Focus: Language using

Learning Objective : By the end of the lesson, my learners will be able to 1- discover the sounds : /i/ /ei/ /ai/ then pronouncing
words correctly 2- develop their listening and speaking skill

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

Initial problem solving situation : How do you pronounce these words : play , sit , my , today ……

Language tools ( target structures): Personal pronoun:” I, you. Possessive adjective : my ,your. To be auxiliary in the
present
Materials: flash cards / / pictures / course book 37 / 38

Cross-curricular Competencies:
Core values :
1--Intellectual competency:
1- Greeting
Interprets verbal messages to get information
2- Respect
Shows creativity when producing his own examples in post listening
3- Developing friendship
2. Methodological competency:
4- Openness to the world
The learner can work in pairs
He can use strategies for listening and interpreting oral discourse
3. Communicative competency:
- He can communicate through role play and drama
4. Personal and social competencies:
Socializes through oral messages
Prepared by : Sadika CH
Develops attitudes of friendship through role playing -
 VAKT*
Procedure / teacher’s task L’’s task Objectives M .I ***

Time Framework Focus Materials/Aids

T greets and welcomes learners and asks them LL respond

1) establish a
to let their desks cleared ( nothing on) LL clear them up T/Ls good classroom
Warm Step one: whole class discussion atmosphere in Board + marker .
V+ A

which everyone
up: T : who wants to be a teacher today ?
feels comfortable
T chooses one LL to pass Lls raise their hands
Lls/Lls
Ll: what’s the date today ?
LL: who wants to write the date on the board ? Ll : it’s Monday ……
10 Step two : Mingle task Ll raise their hands

2)

Mingle game to
T : Do you remember what you had learnt in LL yes
review and
yesterday ‘s class ? Lls stand up and greet consolidate the
T great , exelent …………. them selves previous lesson
T : stand up now and find someone you did
not meet this morning greet him and introduce
Sheet of
yourself to him .
papers
Step three :
3)
T : I want you to split into a groups of four
Lls split into groups and Activating
then each group will provided with the set of
start playing the game schema to
V+T
words written on a sheet of paper and you are
work in
going to put them according to the group
groups
they belong and the group with the largest
through
words will be the winner
 competition
The words :
Monday , nine , Saturday , five , listen ,
twice, Tuesday,thrice , Tuesday, sit , is
Lls give back their
T : stop now !
answers
T/Ls
T : great well done
T : gives extra point for the winner
4 ) to identify
Presentati T asks lls to repeat the words LL repeat ( choral – solo – the sounds
on T asks them to repeat all the words to boys - girls) through
identify the difference
repetition
15 Step one : LLs may answer by; they and checking
T : what do you notice when you spell these have the same sound and
words ? correcting
T great …… LLs : pronunciatio
T : what is a sound in Arabic ? n

Step two: Pl /
ay a
T draws a table and asks
My _ I i
5 Lls to take their exercise _ _ nice /
book and listen to the sa Sit _
poem page 37 y six _
and pick out words with listen /i/
_t
the sounds in the table T asks Lls
od/
below : to repeat
5
ayei/ after her
Sit Day Practice
Five Task one :
Oral Race
board
T : let’s correct together
Feedback : T sticks
T: well done great some words
on the board
Step three : T : I want
T introduces the you to pass
phonetic symbols to the board
and put
these Sit _ fill_ Bike _
words in Give
the right Board + marker +
column LLs listen to the poem exercise book
T: Fine … they may answer by: 5)Deal with
Good … the target V+ A
T/Ls
brilliant structure
Task Sit: listen, with through
two : Day: play,may,oneday listening
Oral Five:I
T : open
your book
page 37
LLs may answer by; they
task 2 and
have the same sound
take your
pencil 6) Setting the Board + marker .
listen and T/Ls rule + cards
cross the
odd
words :
LLs do the task with the
Day _ Play board race
7) check Lls
My_ I _
understanding
_Game _

Window _
Classroom

Mobile LL/LL

LLs : classroom / window / Board + marker .

bike
Feedback :
T : Wow, good, excellent, …
Task three : Pair work Board + marker +
LLs work in pairs
exercise book
5mn T : form a group of four now and put the
s words in the right Ballon
8) Form a VAKT
/ ei/ T/Ls
correct list
 ……
…… /ai/
……
……
…… ……………………………
…
…………………………….
……
……
……
……
……
….

/i/

Board + marker .
……………………………
…………………………
Feedback :
T : Wow, good, excellent, …

Step one : GROUP work I write my

5mn Use s T: Now complete the table with appropriate
words In your exercise book lesson LLs work in groups
/ ei/ /ai/ /i/
Months …........ ……… Months : april , july , december
School ……… ……… School things: slate , pencil
Things Colors : grey , white, green

Colors ……… ……… ………

Feedback :
T : Stop please. So let’s correct. LL copy down on their course copybooks
T gets AA from LL and asks them to repeat
10m each word
nts T asks lls to copy down their lesson in
their copy book
 Board + marker +
exercise book

V+ A
T/Ls

Ls /T
-Written Phase : ( Reference)

Play _ say _today /ei/

My _ I _ nice /ai/

Sit _ six _ listen /i/

Reflexion
What worked What hindered Action points

………………………………….. …………………………………. …………………………………..

………………………………..... …………………………………… …………………………………..
 Level: Ms 1 Sequence :01 Lesson:03 I practice

Lesson Focus: Language learning and use

Learning Objective : By the end of the lesson, my learners will be able to discover where to put capital letters and punctuations
in an accurate manner

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

Initial problem solving situation :

Language tools ( target structures): Personal pronoun:” I, you. Possessive adjective : my ,your. To be auxiliary in the
present
Materials: flash cards / / pictures / course book 40

Cross-curricular Competencies:
Core values :
1--Intellectual competency:
1- Greeting
Interprets verbal messages to get information
2- Respect
Shows creativity when producing his own examples in use
3- Developing friendship
2. Methodological competency:
4- Openness to the world
The learner can work in pairs
He can use strategies for listening and interpreting oral discourse
himself
3. Communicative competency:
- He can communicate through role play and drama
4. Personal and social competencies:
 Prepared by : Sadika CH
Socializes through oral messages
Develops attitudes of friendship through role playing -
 VAKT*
Procedure / teacher’s task L’’s task Objectives M .I ***

TimeFramework Focus Materials/Aids

T greets and welcomes learners and asks them LL respond

1) establish a
to let their desks cleared ( nothing on) LL clear them up T/Ls good classroom
Warm Step one: whole class discussion atmosphere in Board + marker .
V+ A

which everyone
up: T : who wants to be a teacher today ?
feels comfortable
T chooses one LL to pass Lls raise their hands
Lls/Lls
Ll: what’s the date today ? Ll : it’s Monday ……
LL: who wants to write the date on the board ? Ll raise their hands
Step two : Oral task

2)

Activating
T : let’s classify the following words in the
schemata
right column : Hi _ hello _ good morning _
good afternoon
Greeting words Introducing words

T: great well done excellent

10 Step three : Oral game ‘Hang man’ 3)Prepare (

T : lets play the following game its Lls lexis

Board + marker .
guessing game(CCQ) called hangman and topic)
V+A
you’re going to guess what is the word by . Motiva-tion
finding the missing vowels by promo-ting
pre-diction
 T/Ls
15’
P_nct_at_on Lls : we’re going to guess
T : what are you going to do ? the missing vowels
Feedback :
T: great excellent !
Presentati
T may help them to spell the word Lls : punctuation ( French
on accent)
punctuation in English /____________/
Lls ; reapeat the word with

English accent
Step one : Whole class discussion
T :look to this picture what do you see? Lls : a boy and a girl

5mn 10m T: great

s nts T : so what are they doing?
T great well done !
Step two :
you’re going to listen to the following dialogue and filling the gaps with the
right words
T writes the dialogue on the board and asks Lls to take their exercise book and
5mn write the date on the Marge
ts the dialogue :
Debby : Hi ! My name is Debby .
what‘s your name ?
John : Hello Debby .My name is John .
Debby : Nice to meet you John .
John : Glad to meet you Debby.
Feedback :
T : great excellent
Step three :
T : Now look to the items written in red. What are they ?
T : Good
T : What about the items in green
T : Fine ….. Good …. Brilliant
T : So these Board + listening
are marker +
LLs listen and do the task
‘The LLs : shaking exercise
Punct hands and book
uation greating each
other
Signs ‘ V+ A
? T/Ls Board + marker .

LLs : punctuation
Questio 5) Setting the rule
Lls : majuscule or capital LL/LL
n mark letters
!
Exclama
tion
mark
, co 4)Deal with
mma T/Ls the target
.full stop structure
:
through
colon
T : repeat please T : Now we’ll Jen pairs. 3’( T
T : we use capital letters at : 10 move to another ny monitors)
At the beginning of the sentence and for m task. gla T : I want you now to share
proper nouns ( person , country , town, day, Try to complete d to you work
month ) the dialogue
5mn Practice Task one : Oral race board
nt mee with your groups. 2’/ class.
s with the t Feedback :
s T : look now to this structure spot and punctuation you
correct the mistakes signs T : Wow, good, excellent,
joh
Ahmed? My name is Ahmed : what’s Johny good …
ny
your name . afternoon I’m T : I’d like you now to write
T: Use
T : you can take the marker and pass to johny what’s a sentence
Ok
the board and correct the mistakes your name about you
5mn try
Feedback : Jenny hi johny no
ts my name is w
T : Wow, good, excellent, … jenny to
T : Read it now please Johny nice to wor
Task two :TPS meet you jenny k in
 Free practice
.Mobilize
Previous work V+ A +T
.Vary grouping
V+ A

LLs pass and try to correct the mistakes .Quick

Ahemd : My name is Ahmed . what’s your name? checki
Ls/Ls
ng
persona-lize
lge
. Overall
Boardfeedback
+
marker +
LL : Read the sentence loudly. exercise
book

LL work on their rough copybooks.

LL work in pairs

LL either work in groups or deliver what they have done.

LL report ( those who haven’t talked)
Ls /Ls
Get use of the previous activity. T
Board + marker +
observes and plays the role of a exercise book +
resource bringing LLs’ attention to copy book

5mn what has been done so far. Ls/Ls V+ A

s Feedback :
T : Wow, good, excellent, …
T agrees with LL on two examples Ls write it down on the
asking L1 and L2 to write them down on board
WB as a reference
T : Please copy down the lesson now
LL copy down on their T/Ls
Home work page 40 task 2 course copybooks
 -Written Phase : ( Reference)
the dialogue :
Debby : Hi ! My name is Debby . what‘s your name ?
John : Hello Debby .My name is John .
Debby : Nice to meet you John .
John : Glad to meet you Debby.

‘The Punctuation Signs ‘

? Question mark
! Exclamation mark
, comma
. full stop
: colon

Reflexion

What worked What hindered Action points

………………………………….. …………………………………. …………………………………..

………………………………..... …………………………………… …………………………………..
 Level: Ms 1 Sequence :01 Lesson:04 Grammar

Lesson Focus: Language learning and use

Learning Objective : By the end of the lesson, my learners will be able to 1) use the present simple : am /is/ live and the personal
pronoun I and possessive adjective My /Your to communicate effectively and introduce oneself and What to ask for information .

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

Initial problem solving situation :

Language tools ( target structures): Personal pronoun:” I, you. Possessive adjective : my ,your. To be auxiliary in the
present
Materials: flash cards / / pictures / course book 40

Cross-curricular Competencies:
Core values :
1--Intellectual competency:
1- Greeting
Interprets verbal messages to get information
2- Respect
Shows creativity when producing his own examples in use
3- Developing friendship
2. Methodological competency:
4- Openness to the world
The learner can work in pairs
He can use strategies for listening and interpreting oral discourse

3. Communicative competency:
- He can communicate through role play and drama
4. Personal and social competencies:
 Prepared by : Sadika CH
Socializes through oral messages
Develops attitudes of friendship through role playing -
 VAKT*
Procedure / teacher’s task L’’s task Objectives M .I ***

Time Framework Focus Materials/Aids

T greets and welcomes learners and asks them LL respond

1) establish a
to let their desks cleared ( nothing on) LL clear them up T/Ls good classroom
Warm Step one: whole class discussion atmosphere in Board + marker .
V+ A

which everyone
up: T : who wants to be a teacher today ?
feels comfortable
T chooses one LL to pass Lls raise their hands
Lls/Lls
Ll: what’s the date today ? Ll : it’s tuesday ……
LL: who wants to write the date on the board ? Ll raise their hands
Step two : Oral game

2)

Getting
T : le’ts play this game we have
involved right
some words on this tree I need you the beginning
to classify them into Nouns or
Verbs
Sport Listen
T/Ls
10
3)Prepare (
Write lexis Board + marker .
Tennis
and topic) V+A+T
. Motiva-tion
Book
Read
by promo-ting
Lls answer orally pre-diction

Verbs Nouns
Verbs Nouns
 Write Tennis
T : let’s take the first one sport Read Sport
Listen Book
so….
T: great excellent! amazing let’s do the
same with other words
15’
Presentati Step one: Pre_ listening
on
T shows a picture and asks Lls the
T/Ls
following questions :

Johnson. I …… in London . I am 11
years old I …. a pupil at
kindergarten school …… is
……..name ?
Emily : Hi ,Johnson I ….. Emily .
5mn 10m Feedback :
s nts T : Great excellent
T: I want you now to practice the dialogue
Step three : I.A.S
T : Now look to the item written in red. What
is it ?
T : Good
T : what does the picture T : What about the second item is it a verb or
5mn represent ? noun ?
ts What are they doing ? T : Fine ….. Good …. Brilliant
T : great !
Step two :
T : Now let’s begin with a
conversation between Johnson
and Emily you’re going to listen
and fill in the gaps
T : so take your exercise book
and write down the missing
words (CCQ)
the dialogue :
Johnson :Hello, … name ….
 T/Ls Board + marker +
LLs : exercise book
a 4)Eliciting picture
boy Interpret a visual
* V
and a Exercise book +
girl LLs listen and do the task aids board
they
are
usin
g
com
puter
LLs : punctuation
T/Ls
T/Ls
Board + marker .
5)Deal with
the target
V+
Lls : structure
A
Verb to be
through
LLs : verb listening

T : what about my and your ? Task one : oral A repeat the with its meaning
What is what in Arabic ? l sentence you have 3 minutes
T asks LL to help
Step four : awareness g Task
with sticking strips
e two :
T : I want you now to go back to the on WB (each word
5mn r Written
dialogue and fine another verb in a piece of paper
s i ( pair
T : great well done T : Now we ‘re
a work )
Step five : going to make
/ T : take
T sets the rule on the board some
i your
Grammar tools matching
n exercise
I : personal pronoun who knows gets to
T: book now
Live : verb in present WB and matches
My _ your : possessive pronouns wel and
1- Your /?/is
Is _am verb to be in present l work in
/what /name /
What : question word don pairs and
2- Name/is /hi/
e match
djamel /my
Practice T cleans the dialogue and circle the rule no each
3- Live/I/
w sentence
 Meet =/
Ls : Lls : learning styles
poss 1- what’s your name ? Promote Board + marker +
speaking exercise book +
essiv 2- Hi my name is djamel copy book
e 3- I live in Algeria Check
V+ A
Ques Ls/Ls LLs’
grasp
tion LL : Read the sentences loudly.
word
Smooth chift
Ls: from oral and
is 5) written
Setting practice
the rule
LL copy down on their course copybooks T/Ls

.
Simp
le
drilli
ng
V+ A +K+T
Sentence Meaning t . T:
- Good morning - My age o Wow,
- I ‘m luna - My home town o F good,
- I ‘m 11 - Greeting e excelle
5mn m e
- I live in china _ Introducing nt, …
s e d
oneself e b
Task three : written ( group work) t a Ste
T : work in groups and correct the c p
mistakes y k one
1- What’s your name? 2- o
:
My name’s is sally . 3- Nice u :
 T : work with partner ask him and
Use Board + marker +
exercise book +
answer Get use of the previous activity. copy book
10m T observes and plays the role of a V+ A
resource bringing LLs’ attention to Ls/Ls
nts
what has been done so far.
Feedback :
T : Wow, good, excellent, …
Lls: what’s your name ?
T : Please copy down the lesson now My name’s sally
Home work page 40 task 3 Nice to meet you T/Ls

Ls write it down on the

board
persona-lize
lge
LL copy down on their .Overall
course copybooks feedback
 -Written Phase : ( Reference)

Grammar tool :

I : personal pronoun

Live : verb in present

My _ your : possessive pronouns

Is _am verb to be in present

What : question word

Reflexion
What worked What hindered Action points

………………………………….. …………………………………. …………………………………..

………………………………..... …………………………………… …………………………………..
 Level: Ms 1 Sequence :01 Lesson:05 I read and do

Lesson Focus: Language learning and use

Learning Objective : By the end of the lesson, my learners will be able to read understand and get information from the text to
do the required task

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

Initial problem solving situation :

Language tools ( target structures): Personal pronoun:” I, you. Possessive adjective : my ,your. To be auxiliary in the
present
Materials: flash cards / / pictures / course book 40

Cross-curricular Competencies:
Core values :
1--Intellectual competency:
1- Greeting
Interprets verbal messages to get information
2- Respect
Shows creativity when producing his own examples in post reading
3- Developing friendship
2. Methodological competency:
4- Openness to the world
The learner can work in pairs
He can use strategies for reading and interpreting written text

3. Communicative competency:
- He can communicate through role play and drama
4. Personal and social competencies:
 Prepared by : Sadika CH
Socializes through oral messages
Develops attitudes of friendship through role playing -
 VAKT*
Procedure / teacher’s task L’’s task Objectives M .I ***

Time Framework Focus Materials/Aids

T greets and welcomes learners and asks them LL respond

1) establish a
to let their desks cleared ( nothing on) LL clear them up T/Ls good classroom
Warm Step one: whole class discussion atmosphere in Board + marker .
A

which everyone
up: T : who wants to be a teacher today ?
feels comfortable
T chooses one LL to pass Lls raise their hands
Lls/Lls
Ll: what’s the date today ? Ll : it’s tuesday ……
LL: who wants to write the date on the board ? Ll raise their hands

Step two : Oral game

2)
T : We are going to start with a guessing game
Getting
called ‘what am I ?’ ( CCQ guessing game). involved right
T : what is guessing game in arabic the beginning
T may help them by using arabic
T : So each time one of your classmates reads
T/Ls
10 a definition you guess, tell the name of an Stips
object, a thing not an animal or a person. A T.
H. I. N. G .
A+T
T : Example if I say :’People use me for
writing. What am I ?
T : What are you going to do ? (T can use a
series of QQ instead- Are you going to write
or speak ? Are you going to name things or
animals ? …etc)
T gives 3 stips, with short quizzes, to 3 good
LLs to read them loudly to the others 1 by 1 Lls answer orally
Riddle one: Ls /Ls 3)Prepare (
I come in square package I contain a lot of Lls :Computer lexis
15mnt information you can use me to save your
 and topic)
s documents . what am I ?
. Motiva-tion
Riddle two : by promo-ting
I’m black as night but can filled with light Lls : TV
pre-diction
through me things can be seen . what am I ?
Lls : phone
Riddle three :
you can use me to call your friends and family
so what am I ? Lls may answer in Arabic

T : when we say computer , TV , phone what

are they ?
T : they are means of communication T writes the dialogue on paper and stick it on the board
T : repeat please
T : great A : Do you think that sentence one/two is true or false ?
T : actually today we’re going to talk B : Yes I do / No I don’t
about something in relation with means of
Pre_ communication .
reading Step one :
T : stop now let’s correct together
T : open your books page 41 look T: justify your answer from the text
5mn to the pictures on this page T : what
s do you see ?
What are they doing ? why they use
computer ? well we don’t know !
During T : read the text and tell me what are
reading they doing ?
T: great well done !

5mn T: I want you now to read the text and

ts write true or false
Task one :
I read the text and I write true or false . 1-
The green message from sussan . 2-
The orange message from
London.

T : Now check your answers with your

partner using the following dialogue
 computer aids to exercise
LLs repeat guess the topic book V+ A +T
loudly (solo) of the text
Lls : they are sending 5) Skimming a
messages Lls : read the text and do general idea
T/Ls W the task
4)E B 1- False
licit + 2- True
ing
C
pict
o
ure u
LLs : a r
boy s T/Ls
and a Inte T/Ls e
b *
girl rpre o 6)To
they ta o encourage
are visu k
+ lls to talk in
using al
English
Feedback : I read the text and complete the table
T :let’s move to Name Age Country City
another task now Al
g A
5mn Task two : 1 page 41 usG T: pair work now
e
s I read the text and tr Bri T : share your work now with your
ri
5mnts
colour the correct a alitai group
answer a n T :stop please let’s correct
1) Razan is
T:
let’s
corre
ct
now
11 12 Task
three
2) Sussan is from : : TPS
 Board +
marker +
exercise
book +
Ls/Ls copy book
V+
A

Lls:
Name : Razan
T/Ls
Scanning and
exploiting the
Ls: 1- 11 text
2_ Great
Britain LL form group

Post Step one: Written T : Please copy down the lesson now
reading I complete about my self R
e
Name :……………………. -
10m I write my i
nt Age :…………………….. n
lesson v
Country :………………... e
s
ti
n
T observes and plays the role of a g
resource bringing LLs’ attention to w
h
what has been done so far. a
Feedback : t
T : Wow, good, excellent, … h
a
Step two : s
b
T : now I want you to use the e
information in the form above to e
n
introduce yourself l
e
T asks them to read their paragraph T a
report one example on the board r
n
t
 Lls: and
acquired
Board + marker + exercise book + copy
do the Ls book
task /L V+ A
indivi s
dually

T/Ls

Lls wrte down

the lesson
 -Written Phase : ( Reference)

Hello, my name is ……………….

I ………………………………..

I live in …………….I’m a pupil …….

Reflexion
What worked What hindered Action points

………………………………….. …………………………………. …………………………………..

………………………………..... …………………………………… …………………………………..
 Level: Ms 1 Sequence :01 Lesson:06 I learn to integrate

Lesson Focus: Language use

Learning Objective : By the end of the lesson, my learners will be able 1) to introduce themselves on an international friendship
blog 2) reinvest the notion already seen in an integrated way .

Target Competencies : interact – interpret– produce

Domains: Oral – Written – Both

Initial problem solving situation :

Language tools ( target structures): Personal pronoun:” I, you. Possessive adjective : my ,your. To be auxiliary in the
present
Materials: flash cards / / pictures / course book 42

Cross-curricular Competencies:
Core values :
1--Intellectual competency:
1- Greeting
Interprets verbal messages to get information
2- Respect
Shows creativity when producing his own examples in use
3- Developing friendship
2. Methodological competency:
4- Openness to the world
The learner can work in pairs
He can use strategies for listening and interpreting oral discourse
himself
3. Communicative competency:
- He can communicate through role play and drama
4. Personal and social competencies:
 Prepared by : Sadika CH
Socializes through oral messages
Develops attitudes of friendship through role playing -
 VAKT*
Procedure / teacher’s task L’’s task Objectives M .I ***

Time Framework Focus Materials/Aids

T greets and welcomes learners and asks them LL respond

1) establish a
to let their desks cleared ( nothing on) LL clear them up T/Ls good classroom
Warm Step one: whole class discussion atmosphere in Board + marker .
A

which everyone
up: T : who wants to be a teacher today ?
feels comfortable
T chooses one LL to pass Lls raise their hands
Lls/Lls
Ll: what’s the date today ? Ll : it’s tuesday ……
LL: who wants to write the date on the board ? Ll raise their hands

Step two : Oral game

2)
T : We are going to start with a game called
Getting
‘crosswords ?’ ( CCQ crosswords ). involved right
T : what is crosswords in Arabic the beginning
T may help them by using Arabic
Here we have a word here and your are going
T/Ls
10 to find what is it ? Stips
1 2 4
F P i a y
f r d 3)Prepare ( .
t h r e e s lexis A+T
3

T : let’s play now i

and topic)
1 2 p e n I
. Motiva-tion
h e l l o
by promo-ting

pre-diction
Ll: friendship
A cross :
After Thursday there is ……..
 Auxiliary to be ………
We use it for writing ….. T /Ls
We say hi or …..
Feedback:
T: great well done
Lls answer orally
Pre-
writing Step one : 4) to
Lls :
T : what is friendship in Arabic ? encourage lls
Yes / school /
T : do you have a friend ? to interact
15mnt neighborhood
s T : where can you make friend ? orally and
Lls : yes
T : can you make friends on web ? talk about
T : how ? well let me help you friendship
Lls :
T shows some pictures and asks them
writing T : can write comments or chat or make
it is friends .
15m like Step one:
nts soci
T do you know what T : Today you will imagine that you are
do these pictures al new member of a blog you present
represent ? net yourself to its member .
T ; these are social wor Prepare your own blog and write
network they help k about your : name, age , country
people to whe
communicate easily ,school ,class……………
re But before you start you need to
Step two :
peo complete the chart page 42 work in
T : look to this picture
now ple pairs you have 5 mints .
T helps them to fill in the table step by
step .
T : so let’s correct together .

T : Do you know what

is blog ?
During
LLs : skype , T/Ls
facebook ,
messenger … 5) showing lls the
importance of the
openness to the world

T/Ls
Lls : no.. / yes
V+ A +T
WB+
pictures

6) helping Lls to organize

Lls work in their
pairs and fill in T/Ls
the table
ideas before Course book +
they start WB
writing
Feedback :
Post Great well done !! Board + marker +
writing exercise book + copy
book
10m T : using the table now write a short To enhance Lls
ns text in which you introduce yourself to show V+ A
Ls/Ls
T: guides the Lls and helps them to find their mistakes especially creativity
grammar . T : stop now please .
T asks Lls to read their work
T reports the best paragraph on the
board
Hi everyone ,
My name is Sami . I am 13years old . I live in
Biskra . I am a pupil in middle school . Nice to T/Ls
meet you all
Sami

T : Please copy down the lesson now

Home work : fill in your ID 43 ans

stick your picture
 -Written Phase : ( Reference)

Hi everyone ,

My name is sami . I am 13years old . I live in Biskra . I

am a pupil in middle school .

Nice to meet you all

Sami

Reflexion
What worked What hindered Action points
………………………………….. …………………………………. …………………………………..
………………………………..... …………………………………… …………………………………..