Level :1ms

SEQUENCE :two
Me and my family

14 15 23 85 100
Mme

1st 2nd 3rd 31st

Teacher Mr bendoubaba djamel (djamel djamel)

:
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to introduce the members of their families .

Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: Flashcards / W. Board/the
– produce. family song
Target structure: -who-what-where this- -
she-he
Interrogative/affirmative /negative form of
to be
Cross Curricular Competencies Core values

 Intel: Learner can use verbal messages to get  Being proud of belonging to an Algerian family
information  Respecting his/her family members
 Meth: He can use listening strategies.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral exchanges

Ti Framew Procedure Foc Aims Materi Vak

me ork us al t
Teacher greets his learners / the learners respond
*Teacher asks some learners ;
10 What is your name?
mn What is your family name?
The learners answer. V/A
Teacher sticks a picture of a boy and a girl on the /
board and presents them (using gestures) :
T/L

To introduce
the target
T: This is Omar . he is 11 structure
Pre Teacher invites his learners to repeat.
listening Teacher sticks an other picture of a girl and asks :
Is this Omar ?(using gestures)
T :Who is this? (using gestures)
T :This is Houda. She is 16 a/v
*Teacher shows his learners the following picture and says :
This is the family of Omar.
He invites them to listen and repeat

W
5m board
n

To introduce Flash
the new cards
topical lexis
*Teacher sticks on the board a photo of Omar’s family and related to the
 introduces them. family
*The learners repeat. members.

No= 6 No= 7
the grand father the grand mother

No=4 No= 5 T/L

10 the father the mother
mn

No = 1 No= 2 No=3
This is Omar the sister the brother

Task 1. I look at the example and do the same with my partner :

Example; T: Is number 2 the mother?
L: No, she is not .
T: Is she the sister ?
L:Yes ,she is .
Consolidate
during Task 2. I guess who is who.(task 2 p58) and reinforce
listening I write the names of my family members in the circles.
I swap my sheet with my partner and guess who is who
20 Task 3: Task 2 page:65. I supply the missing letters to get the
mn members of my family.
. W
board
Task 4: I complete my family tree
10 To complete a
mn My………… My……… T/L family tree The
course
book
My………… My………
Post
listening
My......... Me My..........
Ahmed
Audio V/A
T/L Song /K/
 T
The song of :my family
10
mn https://www.youtube.com/watch?v=YJyNoFkud6g&index=1&list=
RDYJyNoFkud6g

10 Teacher invites his learners to write on their copybook

mn
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I pronounce Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to read and pronounce words related to the topical
lexis of the whole sequence : /e/ /I://θ/ /ð/ in a correct way .
Target competences: interact – interpret – Domain (s): Oral/written/both Materials: the course book/ W. Board/
produce.

Cross Curricular Competencies Core values

 Intel: Learner can identify sounds.

 Meth: He can use listening strategies.  Openness to other languages
 Com: He can pronounce words in a correct way.  Respecting other languages
 Per and soc: He can socialize through oral exchanges

Time Framework Procedure Focus Aims Material Vakt

T greets his learners /the learners respond T/L Review and

a quick review about the previous lesson reinforce
Presentation *T invites his learners to open their books on Course
7mn page 54 . book+ V
*T reads the poem and invites his learners to Wboard A
listen and repeat.
Isolation *Teacher writes on the board the following
words and asks his learners to find them and T/L
underline them on their books:
Read-Keep-best-think-the introduce the
5mn target sounds
*The teacher reads the isolated words and
invites his learners to listen and repeat.
Analysis Read-Keep-best-think-the
│ │ │ │ │
/I:/ /I:/ /e/ /θ/ /ð/
stating the *Teacher states the rules of /I:/ /e//ð/ but when
rule dealing with /θ/ the teacher must be very careful.
8mn
ee/ea e Th+cons Th+e To Familiarize the
/I:/ meet /e/pet /θ/ throw /ð/ father ls with the new
10 practice Task 2 :page54 sounds V/A/
5mn I look, listen and match
Task 3: page 55.I classify the following words
5mn According to their sounds.
Green , vet ,ten,greet-pen
/ I:/ /e/ L/L
To check and
Task 3: task 4page 55 reinforce
5mn I throw the ball in the right hoop.
Task 4: I work with my partner andcomplete the
table with our own words
/ I:/ /e/ /θ/ /ð/ To invest the ls
5mn prior knowledge
T invites to write on their copybooks
10m
n
Level : MS1 School : bormadia relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I practise Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learners will be able to to introduce his family members and talk about
their jobs.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/posters about
– produce. jobs
Target structure: to be interrogative
form/articles /what/his/her
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with others
 Per and soc: He can socialize through oral exchanges
and written messages

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /the learners respond

T sticks on the baord the picture Omar then asks: To motivate / get
Lead in : T: Who is this? Ls: h e is Omar. them engaged
T:Omar has an English friend. Her name is Margaret. V
presentatio He sends her an e-mail to introduce his parents . read A
n and answer the questions to pave the way
Hello ,I’m happy to introduce my
to
parents .my father is a
carpenter,his name is Ahmed.my
mother is a teacher her name is
Meriem.
Introduce the W
topical lexis boards
related to jobs +
Posters

T/L
T: is his mother a doctor ? LS: No, she is not.
T: what is her job?? LS: she is a teacher..
T; is his father a policeman? LS: No, he is not
T: what is his job ? LS: he is a carpenter.
T tells his learners that they are going to talk about
jobs.
T eachers sticks some posters about jobs on the board
T introduces these jobs and invites his learners to
listen and repeat. T highlights the articles (a /an) .

Posters+
wboard
No 1 is a teacher No 2is an electrician
 no 3is a nurse No 4 is a farmer

No 5 is an architect No 6 is a singer

Practice
No 7 is a docor No 8 is a carpenter

Task one: I look at the example and do the same with

my
partner.
T: Is no 2 an electrician ? LS; No, he is not . V/A/
T: what is his job ? LS: he is an electrician
Task two:I read and choose
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he – wboard
his) name is Karim and (my ,I) sister is a nurse ,(her
,she) is (a –an)type writer . To form a
question about
Note :teacher devotes time to focus on the use of
articles (PIASP) jobs
T writes on the board the following sentence:
I’m a dentist and my brother is an electrician,he To differente
works in the garage. between
│ │ │ personal
a an the pronouns and
indefinite indefinite definite possessive
adjectives
article article article
-I use the indefinite article “an” before the
words that start with a vowel.
Example: He is an architect.
-I use the indefinite article “a” before the
Introduce the
words that start with a consonant.
articles
Example: she is a nurse
I use the before singular and plural definite
V/A/K/
nouns.
T
Task threeTask4 page51
Familiarize the ls
with the articles
A game : I mime and you guess ?
T guides them .
a pupil 1 mimes a job and asks :what is my job?
Use
a pupil 2: you are a doctor.

Task three:I introduce my family members and their

jobs . I start like this: Interpret
Hello ,I’m happy to introduce my family : gestures
My father is (a job) .. his name is ………….and my
mother is(a job)…………….her name is ……………………
T invites his learners to write on their copybooks The learner
reinvests what he
learnt to write
an email where
he introduces his
family
Level : MS1 School : Bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and speak Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learner will be able to : a) say and write cardinal /ordinal numbers ,b)ask
and answer age.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/the song of
– produce. numbers/the course book
Target structure: to be : interrogative Time : 2hours
forms/how
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being polite
messages  Asking questions politely
 Meth: He can work in pairs or in groups.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral exchanges

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /they respond

Warm up T invites his learners to sing the song of numbers. Review the
numbers
Presentation one: Cardinal numbers(14 to100) From0 to 13 V
(PPU) T/L A
Teacher sticks on the board the photo of Omar wboard
Presentation then asks : who is this?
LS: he is Omar

poster
of Omar
T explains the situation: Omar sent you the
following message :

Hi ! my name is Omar
.I’m 11,I’m the fourth child
in my family.what about T/L
you ?

T asks some questions and helps his ls to

answer: L/L Elicit to introduce
T: Is Omar 12 ? L: No, he is not . The cardinal
T: How old is he ? L: He is 11 numbers

T asks one of his learners(using gestures): Wboard

T: Are you 6? L: No ,I’m not.
T: How old are you? L:I’m 11.
Task one: T invites his learners to act out the
previous dialogue

*Here the teacher introduces the cardinal

 numbers T/L
14 fourteen 20 twenty
Practice 15 fifteen 30 Thirty
16 sixteen 40 forty
17 seventee 50 Fifty
n V/A/
18 eighteen 90 ninety Interpret
19 nineteen 100 One numbers from13
hundred to 100
Task two: I look and match the numbers.(page52)

Task three: I match

How old are you? She is 14
How old is your sister? I’m 11 T/L
How old is your father? He is 67
Are you 19? Yes, I’m W
T/L board
Task four: I ask and answer(a role play) Check the Ls
Step 1: understanding
Use The teacher writes the following question on the
board and asks his learners to find the answer: Ask and answer
My grand father is 33 and 35. about age
How old is he?
LS: he is 68.
Step 2: T invites his learners to make an example
like this in close pairs and act it out in front of
their class mates.
Presentation Presentation two Ordinal numbers(1st to 31st
(PIASP): Introduce the
A short revision about cardinal numbers ordinal numbers
The teacher reminds his learners about Omar’s
message .
T invites his learners to consider the following
Isolate sentence.
I’m the fourth child in my family Familiarize the
Teacher isolated :the word fourth and invites his learner with the
Analysis learners to compare it to four ordinal numbers
the fourth four
│ │
Ordinal cardinal
numbers numbers
Stating rules
I use : Interpret the
a)Ordinal numbers to order/ rank (persons ordinal numbers
,objects )and write the date
b)Cardinal numbers to count (persons ,objects)
and say my age
T introduces the ordinal numbers
1st The first
nd
2 The second
3rd The third
4 th
The fourth Reinforce the Ls
5th The fifth understanding.
th
9 The ninth
2o The twentieth Read and write
21 st
The twenty first the date correctly
practice 22nd The twenty second
st
31 The thirty first

Task one: Task 9 page 53. I read and rank the The learner
children. Produces simple
Task two : Write the date into the gaps the way it sentences about
his age and his
is written in English.
18 February :…………………………… rank in his family
21 March :…………………………..
23 February:………………………..
24 February:……………………….
1 March :…………………………..
Task 3: I read and complete with ; the seventh-
the second- the twenty second – the first
-V is …………………. Letter in the English alphabet.
- Sunday is ……………….day in the week
-July is ………………………month in the year
-I’m ……………………..child in my family .
Task 4 I write my age and my rank in my family.
I’m ………………….and I’m………………………child in my
family.
T invites his learners to write on their copybooks.
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: language use Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to ask and answer about one’s name ,age and job.

Targeted competencies: interact – interpret Domain (s): Oral/written/both Lexis: vocabulary related to ;jobs and
– produce. Materials: W. Board/posters about family members.
Target structure: questions words (who- jobs Pronunciation: Intonation in “wh”
where-what) questions.

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.

 Per and soc: He can socialize through oral exchanges

and written messages

Time Framework Procedure Focu Aims Materi Vakt

s al

T greets his learners /the learners respond

Warm up wboar
A quick review about jobs ( preferable to be done d
through a game ) To reinforce and V
The teacher shows his learners a picture of a family, pave the way A
under each member there is a number and starts his
discussion
Is number 1 the father?
Where is the mother?
..................................
presentatio Presentation
n The teacher presents a dialogue(Ahlem shows her friend
photos of her family)
Karima: who is this?
Ahlem : This is my father Abdelkader.
Karima: what is his job? To introduce
Ahlem : he is a teacher? the new
Karima : where is he , Grammar items
Ahlem : he is at home. In a context

The teacher isolates the words which contain the target

structure.
Isolation Who is this/that? What is his /her job?
│ │ │ │ │
Analysis Who this/that what his her
│ │ │ │ │
a question demonstratives a question possessive
word word adjectives

She is my mother He is my father where is he ?

 │ │ │
She He where
│ │ │
Personal personal a question
Pronoun pronoun word

State rule I use :

Who to ask about person
What to ask about names, jobs, objects To highlight
Where to ask about place rules
He to talk about a boy ,a man
She to talk about a girl , a woman
This to talk about objects or persons near us
That to talk about objects or persons not near us V/A/
To Familiarize
Task 1: I order the words The ls with the
practice a- is –Who-girl-that-? new grammar
b- Where –father-is?-her
c- his-What-job-is-? wboar
d
Task 2: I choose the correct word
Ahmed shows Rachid photos of his family To form a
Rachid : ‘(who –what) is (this –that) boy? question
Ahmed :( he-she )is my brother ,(his –her) name is Kader .
Rachid :and (where –who ) is this girl ?
Ahmed; (he –she) is my sister To check how
Rachid : (who -where )is she ? meaning.
Ahmed : she is in the school
Task 3: I order the sentences then put them in a dialogue
He is a dentist , he works in a hospital
He is my brother Wahid
How old is he ?
He is 36 To order a
Hello ,Rachida .who is that boy? dialogue
What is his job ?
Hakima:…………………………………………………………….?
Rachida:………………………………………………………………
Hakima:……………………………………………………………..?
Rachida:…………………………………………………………….. L reinvests what
Hakima:………………………………………………………………? he learnt to
Rachida:……………………………………………………………… produce a
Teacher invites his learners to write on their copybooks dialogue
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
Djamel Djamel
Sequence: 2 ME AND MY FAMILY Lesson focus: language use Framework: PPU (PIASP)

Learning Objective (s): by the end of this lesson my learners will be able to talk about his preferences.

Target competences: interact – interpret – Domain (s): Oral/written/ both Materials: W. Board/
produce.
Target structure: have got/has got/verbs in
the present/negative form(do –don’t)
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  To behave as a responsible
messages
 Meth: He can work in pairs or in groups.  To respect the others’ preferences
 Com: He can express his preferences .
 Per and soc: He can socialize through oral exchanges
and written messages

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /the learners respond
Warm up T/L
Teacher asks some questions about Omar; W
How old is Omar? What is his father’s job? Interact /pave board
Is his mother a doctor? the way V
(the teacher can do a revision instead) A

Teacher shows Omar’s message to his friends in

presentation (the teacher writes it on the board) T/L introduce the
target
...............I’m different from my sister Houda. structures
I have got a cat but she has got a dog.
I like reading books but she likes watching T
cartoons
Isolation

The teacher writes on the board the sentences asks

the his pps to compare and deduce
Analysis I have got a cat . she has got a dog Familiarizing
│ │ │ │ them with the
Subject verb subj verb new grammar W
T items board
I like reading books . she likes watching cartoons
│ │ │ │
Subj verb subject verb
a-I use the verb to have to indicate possession
b- I use Has in the third person : he , she, it
c- In the present simple, I add “S” to the end of the
verb in the third person (He-She – It). Like---likes
d- in the negative form I add don’t before the verb
I like couscous -- I don’t like couscous
Stating rule T/L

T/L Wboard
Task one: I order the words to get correct sentences
 a-like/I/watching /films
b-Fatiha/ music/loves
c-have got/two/sisters/I V/A/
d-Ahmed/plays/football
*I exchange my answers with my partner and correct T/L
each other. To Form a
practice Task two: I correct the verb sentence
a-I (not love) .........playing tennis
b-Steve (live) ..............in America
c- it (to be) .................. a pen
a- My friend (to have)............a pet hamster.

Task three) To encourage

the learner to
I read and complete work with his
Hello ,I’m ………(name),I’m………………………(age). partner/to
I’m………………………………(occupation) at encourage peer
……………………(school). correction
I……………………………………..(like).I……………………………… Wboard
(an animal)
Consolidate
Teacher invites his learners to write on their L/L
copybooks The learner
reinvests what
he learnt to
produce a
message about
his likes
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I read and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to interpret a written message about introducing
oneself.
Target competences: interact – interpret – Domain (s): Oral/written/ Materials: W. board/The course book
produce.
Target structure: to be interrogative form
//wh questions/the present simple

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  To be Proud of his identity markers
messages  Valuing national identity
 Meth: He can develop his strategies for reading and  Independent personality
writing
 Com:He can use ICTs to communicate with others
 Per and soc: He can socialize through written messages

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learner/the learners

respond.

pre reading Teacher writes key vocabulary on the board V

:name,age,school ,food. Then asks his learners to T/L A
guess what the text will be about. Interact/prepare Wboard
the learners for
T invites his learners to read the text (page60 the reading
)and do the following task : phase
Task one : I read and answer the questions
During a- Who is the sender of this email?
reading b- Is Adaku Algerian ?
c- How old is he?
Teacher invites his learners to read again and do T/L
the following task . Scan (for general
Task two : I read and tick the right box.(p60) information )and
Teacher invites his learners to read the text on skim (for details)
page 59 and do the following task Course
Task three:I read and complete the profile . Decipher the book
Family name:…………………………….. message
First name:………………………………….. (interpreting)
Age;……………………………………………..
Class :…………………………………………. T/L Read and V/A
Country:……………………………………… complete a
Likes:…………………………………………… profile
Pet:……………………………………………….

Teacher invites his learners to fill in the

following paragraph with their personal
information :

Post reading My name is ……... I am …………. old. I am from Produce a short

……………. I speak ……………… . paragraph in
I like …………………. I like wearing …………. My which LS give
favourite food is ………………. I have got a pet information A/V
…………… called ……………….... about themselves

Teacher invites his learners to write on their L

copybooks
Wboard
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I learn to integrate Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to write a short email in which he/she can
introduce his/her family.
Targeted competencies: interact – interpret Domain (s): Oral/written/ Materials: W. Board/The coursebook
– produce.
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Proud of belonging to family
messages  Respects every member in the family
 Meth: he can mobilize resources to produce a a
written message /he can work in groups
 Com:he can ask and answer his friend
 Per and soc: he can socialize through written messages

Time Framework Procedure Foc Aims Material Vakt

us

Teacher greets his learners/ the learners respond T/L

Pre-writing Teacher invites his learners to open their books on

process Page61 and asks some questions: /interacting V
T:What does the picture represent ? A
LS: it is a family
T: this is the family of Margaret .she is the friend of
Omar. T/L
T: look at the other members of the family and name Ls can use his
them . prior knowledge wboard
10m LS: grandfather ,grandmother………………
n Teacher invites his learners to have a look at the
email and find the sender and the receiver.
T explains the new lexis :hope ,fine ,attached , Interacting
send

Setting up the Situation

Your e pal Margaret is now a good friend
,she sends you a picture of her family
friend . Draw your family tree.

Add information (age , job ,… ) and send it

as an attached document(picture)

T: now , imagine you are Omar , draw your family

tree,add information(age , job ,… ) and send it as an
5mn attached document (picture)
Planning
T helps his learners to remember what they learnt in
this sequence.
T asks the learners to complete the following table:
knowledge Skills Attitudes
 *Lexis related Greeting: -Being polite:
to family Hi, hello when talking T/L
presentation members: Introducing to others
15m father,mothe my relatives: -Respect
n r,……… Name,Age, other people V/T/
*lexis related Job ,his rank and other W. K
to jobs In the family cultures Board
*Present -valuing jobs
simple of Valuing family
“be” with
I,you,he
,she,it
*Verbs in the
present with
I,he,she ,it
*Personal
pronoun:I,yo
u,he ,she,it
*Possessive
adjective:my,
his,her
*Numbers
:14, 100
*ordinal
numbers
Demonstrativ
es:

Drafting
With the help of their teacher, the learners start
drafting .
The pps exchange ideas with their partners
Editing
Teacher helps his learners to find out and correct
typographical errors and mistakes in grammar, style,
10m and spelling.
n publishing
the pps write the final draft and present their works V/A/
Practice in front of their classmates to be assessed K/T
10m T selects a work to be written on the board and To correct the
n corrected. mistakes(spelling,
T invites his learners to write on their copybooks grammar,..)
Teacher: bendoubaba djamel (djamel djamel)
10m T/l
n produce

10m
n
Level : MS1 School : bormadia Relizane Teacher:Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I think and write Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to introduce him/herself and his/her family on an
international friendship blog.
Targeted competencies: interact – interpret Domain (s): Oral/written/ Materials: W. board/The course
– produce. book/flash cards
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives/the simple present of ; like,…

Cross Curricular Competencies Core values

 Intel: Learner shows creativity in writing and designing  Valuing friendship

blogs  Asserting one’s identity
 Meth: He can mobilize his resources to produce a
written message
 Com:He can use ICTs to communicate with others
 Per and soc: He can socialize through written messages

Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

Teacher explains the difference between T/L
10m Pre writing partnership and friendship. V
n Teacher asks his learners: Interact/talk A
who has got friends from other towns? about friendship
who has got friends from other countries?
How do you contact them ?(using what:
(messenger,skype,facebook,letters,telephones,...)
Wboard
The teacher introduces the situation and asks
While writing them to work individually

T/L
Pupils from all over the world The learner uses
45m introduce themselves on an what he learnt to
n International friendship blog. produce a
meaningful
I post my information to make message in which
he introduces
new friends and practice my him/herself and
English his/her family
members

Support:
Flags ( Great Britain , The USA, Brazil ,Algeria , Flash
Nigeria, Australia and China ) cards V/A
International friendship blog

The teacher collects the students’ sheets and

corrects them using the evaluation grid below:
5mn Post writing
Criteria Indicators V/AK
1-Relevance introducing oneself and /T
one’s family
 members(names,jobs….)
2-Correct use 1-the learners uses :the
of linguistic present simple of to be /to
resources have/to like
2-the learner uses
personal pronouns “I, he
and she”
3-possessive adjectives
“my- his- and her”
4-Use cardinal and ordinal
numbers.
3-Coherence 1-the learner writes simple
and meaningful sentences
about the topic;2- the good
use of :
Punctuation, capitalisation
and indentation.
3-s/he respects the logical
order of the ideas.
4-Cross- 1-the learner uses ICT in
curricular communicating with
competences his/her friends
: 2-s/he produces a written
message

5-Values 1-the learner shows a good

conduct
2-shows attitude of respect

6-Excellence 1-The learner shows

creativity in his /her writing
2- Good hand writing