Level : MS1

Sequence : 2 Lesson: Lesson focus: Learning / Listening

1
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/
Core Values:
Cross-curricular Competencies:
Socializing
o Intel Comp: ability to interpret an oral message
Knowing and understanding
o Metho Comp: ability to use the listening strategies.
the others
o Commu Comp: ability to use role-play to communicate appropriately.
Openness to the word
o Perso ‘n Social Comp: ability to socialize through oral exchanges.
Pride
VAK
L.
Time Framework Procedure focus Aids T/
Objectives
M.I
10m Warm T/L *Presenting poster VA
n - up *Teacher shows a poster of family members. page the new of
48 1-Naming the relatives. lexis about family
2-Make oral example like the example written below: family, memb
*Brother –mother- father ……ect er
relatives
page
48
5mn I listen and complet *Preparing the VAT
Teacher’s Task : The teacher draws on the board the family tree L learners to famil
Pre-
and elicits from the learners the words they might already know the y tree
listening
. (the natives) listening
phase.
20m The first listening( listening for a purpose): dialogue T/L *Presenting
n Omar: Welcome to my home, Peter the new Audio
Peter: Thank you, Omar. lexis about listenin A
Omar: Let me show you photos of my family. family, g script
relatives and
Peter: Who is this?
numbers
Omar: She is my sister Samia. *Identifying
Peter: How old is she ? the use of
Omar: She is 15 years old. personal
Peter: And this old lady? pronouns
Omar: She is my grandmother Mariem? and
Peter: How old is she ? possessive
Listening Omar: She is 65 years old. adjectives
The teacher asks the learners to listen to the dialogue and *Identifying white
answer the questions: the use of b oard
Who is speaking? W.H Qs.
What are they speaking about? *Using the
Is Omar polite with Peter? ordinal
The second listening: numbers in
a context VAT
The teacher reads the dialogue again and asks the learners to
listen and fill in the table. (the family)
*Developing
listening
strategies
relative name age
 ………………… …………………… …………………
………………… …………………… …………………..

20m Teacher asks the learners to Revise the numbers from (0 to 13) L
n I listen and repeat: Task 6 p52 / VAT
T *Revising
the numbers
acquired
before
presentation
of the
I look and match the numbers Task 7 p52 ordinal
numbers. Song
about
numbe
rs

Post
listening * Presenting
the numbers
through a
song
The teacher presents a song about numbers and asks the learners to
repeat it
I listen and repeat task 5 page 52 AT

The teacher’s comments:

What worked What hindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................
-......................... -......................... -.........................
Level : MS1
Sequence : 2 Lesson: Lesson focus: Learning / Listening 2
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/
Core Values:
Cross-curricular Competencies:
Socializing
o Intel Comp: ability to interpret an oral message
Knowing and understanding
o Metho Comp: ability to use the listening strategies.
the others
o Commu Comp: ability to use role-play to communicate appropriately.
Openness to the word
o Perso ‘n Social Comp: ability to socialize through oral exchanges.
Pride
VAK
L.
Time Framework Procedure focus Aids T/
Objectives
M.I
10m Warm T/L *Presentin post VA
n - up Task 2 p 50 Teacher shows a poster of jobs. page g the new er
50 1-Naming the jobs lexis page
about jobs 50

5mn I listen and show *Preparing poste VAT

Task 3 p 50 The teacher shows the posters for preparing the T/L learners to rp
Pre-
listening learners to the listening phase about job’s quiz . the 50
listening
phase
20m The first listening( listening for a purpose): dialogue T/L *Identifying
n A: Where does a nurse work? the use of Audio
B: The nurse works in a hospital. articles listen A
A: Where does an architect work? i ng
script
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. *use the
The teacher asks the learners to pay attention to the gramma
underline words. Explaining the use of the articles r tool
Listening

book

* Presentin VAT
g the
articles
through a
Task 4 p 51 teacher asks the learners to complete the bubbles task
with appropriate articles * filling
the gaps
20m L/
n I listen and repeat: p53 T VAT
*Revising
the
numbers
acquired
before
presentatio
n of the
Task 8_ p53 ordinal book
Teacher uses the situation on the book (Omar greeting his numbers.
grandmother)and asks the learner to complete the table and the
sentences.

Post
listening
*
Presenting
the numbers
through a
task
VAT

The teacher’s comments:

What worked What hindered Action points

-......................... -......................... -.........................
-......................... -......................... -.........................
-......................... -......................... -.........................
Level :1MS
Sequence : 2 Lesson Lesson focus: PRONUNCIATION
3
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: Core Values:
1. Intellectual competency:-The learner can show creativity when producing pieces of oral and written 1. Being
messages. responsible
-He can identify sounds when interacting orally 2. Being positive
2. Methodological competency:. 3. Valuing each
- He can use strategies for listening and taking turn to answer. member within
-He can assess himself the family
- 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.
VAK
Tim Framewor foc L.
Procedure Aids T/
e k us Objectives
M.I
5 mn Teacher uses the previous lesson revising the numbers and T/L To
Warm Up the family members motivate Ls A
Teacher writes the main sounds on board ( three thirteen and elicit
father mother brother Thursday ) target
items
5mn Teacher explain and give examples Discover Whit V/A
T/L
Presentatio (th) /ð/, mother sounds in a e
n /ө/, thirteen context boar
d
10 Drilling:
mn Task 2 p54 : Listen and repeat. Reinforcemen A
L/L t and
consolidation M/I

book
Practice
10m
n

Task 2 /ð/ /ө/

P54 : classification the words

5 mn Teacher reads the passage aloud

5mn Teacher explain and give examples T/L Discover Whit V / A
Presentatio /e/ pen get sounds in a e
n /I:/ keep neat. context board
10 Teacher asks learners to classify these words L/L Whit V / A
mn /e/ /I:/ e
board

Task 3 p55 : Listen and repeat. Help learners

to MI
distinguish
L/L Different
sounds

Practice

Task 4p 55

BOOK MI

L./L

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: Core Values:
1--Intellectual competency: 1- Respect of relatives
The learner can think and use the language to guess. 2- developing
2. Methodological competency: friendship
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.
fo VAKT /
Time Framework Procedure L. Objectives Aids
c M.I
us
10 Warmi Teacher sticks a family tree on the board, draws a table and
mn n g up invites hislher learners to fill in it T Brainstorming,
Male (he ) Female ( she ) / revising and Whit T+V
L recalling the ebo
previous words. a rd

Task 1 P 57
*To involve the
Omar has an English friend Her name is Margaret He sends T learners in using
15 her an e-mail to introduce his family members / the three forms of
mn I circle the correct words to help Omar write his e-mail L “to be” to guess
Presenta L and identify the
tion / family members,
names and jobs.
T

A+ V

*Eliciting from
the learners to
T complete the
/ dialogue using the
right W.H
L questions, Book
T personal pronouns
Task 2 p 58 and possessive
/ adjectives
20m I guess who is who L
n I write the names of my family members in the circles
Produce
I swap my sheet with my partner and guess who is who
 To involve the
learners in
using the three
forms of “to
be” to guess
and identify the
family members, Book V
names and jobs.
+

T
15m
n use M

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

The teacher’s comments:

What worked What hindered Action points
-......................... -......................... -.........................
-......................... -......................... -.........................
Level :1MS
Lesson focus: Reading
Sequence : 2 Lesson 5
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
Core Values:
1- Being responsible for his
own learning.
Cross-curricular Competencies:
2- Being proud of belonging
1 Intellectual competency: The learner can understand and interpret non-verbal messages.
to nation.
2. Methodological competency: using emails
3 -Valuing leisure time
3. Communicative competency: He can use information and communication technology
activities.(Reading books).
such as emails to communicate appropriately with learners of other cultures
4 - Openness to the world
4. Personal and social competencies: Learner socialises through written exchanges.
(sharing information and
respecting people of other
cultures).
VAK
focu L.
Time Framework Procedure Aids T/
s Objectives
M.I
5 mn The teacher brings a letter and drew an email on white T/L To
boerd introduce Pictures
T tries to help learners to destingwich between a letter new V
and en amail knowledge Flash
Warming up card
s M. I

T tries to introduces him selfe

I am( name age school country family class likes ( food
sport pets )
T/L
Pre-reading T mentions the new words
5MN I like = I love and he tries to give examples V/A
He askes learners to do the same Identify
likes

25 Task 1 p 59 t askes learners to read the email and fill in Extract

mn the id card informatio EMAI
n and
transfer LE
L/L
While - from
readin verbal to MAL M.I
g non verbal
format.

E MAIL
 Task 2t askes kearners to write true or false To read for
*jack is old specific
*he is from Algeria information
*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

10 T askes learners to write their own Id card

mn To
Post - L/L produce
reading id card M.I
Level :1MS
Sequence : 2 Lesson Lesson focus: Integration / Written Production
6
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
Core Values:
Cross-curricular Competencies:
1- Being responsible.
1. Intellectual competency: - formulation of correct lge to produce an email.
2- Being happy and proud
2. Methodological competency: He can gather resources to mobilise them efficiently to
of belonging to a family.
produce a piece of writing.
3- Valuing jobs.
3. Communicative competency: He can use information and communication
4 - Openness to the world
technology such as emails and blogs to communicate appropriately.
(sharing information and
4. Personal and social competencies: He socialise through sharing the tasks
respecting people of other
and collaborating within the members of the group .
cultures).
VAK
Tim Framewor focu L.
Procedure Aids T/
e k s Objectives
M.I
5mn Teacher shows the grid p 62 and asks them to fill in its. brainstormin Book V/A
Warmn up T/L g

VA

Activate Learner’s
5nm Pre-writing learner’s ID card
Teacher asks learners to take their ID card
ID card

15 Teacher asks ls to write an email using the previous

MN information ( names verbs possessives personal To be able
pronouns ) TL to write an copybook Visual
Presentatio
email using s
personal M.I
information
15 Writing Individual learners work and design their emails LL Personal ID VAT
MN Cards
Individual
learners
work and EMAILS
design their
own
leaflets
Prodution LL
10 Editing
MN

Teacher asks ls to pay attention to punctuation

capitalization and to start drafting their email
PROOF reading
 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  Self-assessment and self-criticism.
reflection
 Metho comp: ability to use an assessment grid  Pride
 Commu comp: ability to exchange with others  Openness to the world.

time Framework Procedure Focus L. objectives Aids

VAKT/M/I
10 mns Pre- -The teacher distributes the checklists to T/ L -To clarify Grid/checklist V/A
assessment the learners and explains the grid and instructions
concept checks.

-Self - Learners read the grid and tick in the LL To reflect Grid/Checklist V/A T
25 assessment appropriate boxes the learning
mns process and
identify
areas for M/I
improvement
20 mns Analysis and Collection of papers, analyzing data and T/L Group Grid/Checklist
feedback designing remedial work learners
according to
their needs M/I
and design
remedial
work
accordingly

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  Socializing
solving  Knowing and understanding the others
Metho comp:  pride
Commu comp:
Person’s social comp: ability to socialize through
Framework procedure focus L. Aids VAKT/M.I
Ti Objectives
me
15 Task 01 P 65꞉ -Teacher presents the game. The task consist of - Flash V/A
mn re-ordering words according to the flashcards sticked on the Learn and cards
L/L have fun

LL Identify
jobs
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꞉
20 -the teacher presents the second game which shows a picture
mn of a family surrounded by words. Those words are missing
letters. The learner should complete them to get the members
L/L Pictures
of the family.
BOOKS

Presenta
tion

-identify
family
members
 Task 3 P66 I read observe and put the family name under the
appropriate number
15
mn

-identify
family
members

The teacher’s comments:

What worked What hindered Action points

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

Edited by teachers
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