Yellowdaffodil66@gmail.

com

Making Family Profile

PDP Reading lesson
PIASP teaching

Read

/ & / / - /i:/ & /e/

Adaku is your new Nogerian friend.He

Asking and giving information about ones family ( parents , brothers and sisters)

Naming different jobs

personal pronouns ( he she) / possessive adjectives (his her)/ question words (who- where)

artciles( a- an the)

family members and jobs

/ & / / -

visual ( school manual flashcards )

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges
Values
The learner can use the markers of his identity when introducing himself to others: name,

He behaves as a responsible and committed citizen

he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others markers of identity

Time

Objective

Interaction

Procedure

Competences

VAKT/ Aids

MS1
Greeting
and
welcoming

Teacher
students
Studentsteacher

Guessing
the topic
of the
lesson

Me & My family

Warmer : The teacher greets his learners and welcomes them then invites them to play a guessing
game .( teacher must not write the title of the sequence and the books must be shut)
The teacher writes some letters of the word Family
He asks the learners to guess the letter of the word , each time they fail to guess the correct letter he
draws a part of the man , if they find the word the game is over , if they fail the man is hanged.

Teacher
students

FAMILY

Studentsteacher

Making
family
profile

Teacherstudents

Teacher

Introduce
family
members (
family
relations)

Sequence Two

Students

Studentsstudents

Project work:
Teacher introduces the project work, what to do , how to do it and when to deliver it ?
Learners will make Family Tree project work
The work will be individual work ( since each learner will talk about his or her family members)
Teachers supervises the learners works during the TD sessions and offers help
Learners deliver their projects a week before the exams , present it in front their mates.
Teacher corrects the project works , then asks the learners to preserve that in their portfolio .
Presentation :

: Peter is the friend of Omar.Peter sees Omars family photo.Peter wants to

know the family members of Omar
The teacher invites the learners to pay attention at the flash card on page 48 showing Omars family
The pupils look at the family tree on page 48 and repeat.
This is the grand father.
This is the grandmother.
This is the mother.
This is the father.
Of Omar.
This is the sister of
This is the brother.
The pupils repeat the family members of Omar.
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Practice

Interact to
greet and
welcome

Visual (
board )

Interact
about the
game

Interpret
the game to
find the
suitable
word

Interact
about the
project
work

Interpret
the initial
problem
solving
situation

Interact to
introduce
members of
family

Visual (
board)

Visual (
flash card
showing
family
tree)

Visual(
school
manual
page 49)

Visual (
school
manual
flashcard
page 48)

Teacherstudents

Ask about
and
introduce
family
members

Teacher

The teacher introduces the following drill, then invites the learners to perform.( Peter is asking Omar to
introduce him his family members)
He is the grand father.
She is the grand mother.
She 's the mother.
Peter : Who's this ?
Omar : She 's the sister.
He's the father.
He's the brother.
Peter : What is ( his / her ) name?
Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel
Peter : What is ( he/ she )? What is ( his/ her) job?
Omar : ( He / She) is ( a farmer / a house wife / a doctor / a teacher / a student)
Peter : Where is ( he / she) ?
Omar : ( He / she ) is ( on the farm / at hospital/ at home / at university / at school)

The teacher introduces the following drill. {Interrogative form}

Peter: Is this your (grandfather) / (grandmother)?

(Brother) ?
(sister Tina)?

Students

Ask about
and
introduce
family
members

Ask about
and
introduce
family
members

Studentsstudents

Teacherstudents

Teacher

Students

Omar: No, (he /she) isnt. (He/ She)'s my "father " / "mother " /
Yes, He is my brother.
o
Yes, she is my sister Tina.

Interpret
the drill to
introduce
members of
family
Interpret
the drill
asking and
answering
about
members of
family

Visual (
school
manual
page 48)

Visual (
board )

Produce
simple
sentences
introducing
ones
members of
family

Interact
and
interpret
about the
new
grammar
items

Visual
( board )

Visual
( board)
Studentsstudents

Ask and
answer
about
ones
family
members

The pupils listen and perform the drill by pairs.

Use : learners are asked to make sentences introducing their family members ( homework)

The learners read the written works on the board , then copy on their copy books.
By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Interpret
the stated
grammar
rule

Teacherstudents

Greet and
welcome

Identify
the name
and the
use of
each
grammar
item in
part of
speech

Name the
grammar
items and
their use

Recognize
the base
form of a
sentence
and the
place of
each
grammar
item

MS1 level :

Me & My Family ( 2)

Sequence Two

Teacher

Warmer : The teacher greets the learners and welcomes them

Learners are invited to show their homework, the teacher supervises the learners works ,and rewards the
ones who ones performed well
Teacher reports one of the learners works.T hen introduces the new grammar items

Students

Interact to
greet and
welcome

PIASP : Grammar ( question words who- where what & personal pronouns he- she)

Presentation
Studentsstudents

Isolation:

Who's this ?

what is (his/her) name?

who

what

Anaylsis : question
Word(person)

Teacherstudents

Teacher
Students

question
word(object)

his her
possessive
adjective

where is he /she?
where

She 's the sister.

she

question
word(place)

He's the father.

he

personal
pronoun

Stating rule:
Who : question word
ask about person
What : question word
ask about ( name/object)
Where : question word
ask about place
( his / her) : possessive adjective
show possesson
He : personal pronoun
replaces male noun
She : personal pronoun
replaces female noun
Practice :
Learners are invited to do the following tasks.
Task 1 : Unscramble the words to make correct sentences .

Produce
adapted
stating rule

Whoisthis?Sheismymother.HernameisAicha.Whatis she?Sheishousewife
Studentsstudents

Interpret
the
statements
that contain
the new
grammar
items

Visual (
board and
marker)

Learners work in rough , the teacher supervises their works and offer help when needed, then learners
are invited to correct on the board.

Task 2: what do these sentences mean ? Complete with :

(introduce members of family- greeting introducing oneself)
My name is Malek Haddad. ()
This is my sister.Her name is Houria ()
Hello , how are you ? (.)

By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Interact and
interpret
the
instructions
of the
written
tasks

Produce
correct
answers to
the given
instructions

Visual (
board and
marker)

Visual (
board and
marker)

Visual (
board and
marker)

Teacherstudents

Learners work in rough , the teacher supervises their works and offer help when needed, then learners
are invited to correct on the board

Task 1 page 57: ( communicative based) Circle the correct word

Teacher
Students

Use the
correct
grammar
item to
transmit a
written
message

Margaret13@gmail.com
My family

Hi Margaret,
How are you ? I am happy to introduce ( I my ) family .My family is a carpenter . (His He) is 47
years old . ( His He ) name is Ahmed
Studentsstudents

Interact
about
instructions
of the task

My mother is ( an a ) teacher . ( She HE) is 42 . Her name is Meriem . Akram is ( my I ) brother

. He ( am is ) pupils at Middle School
Yours,
Omar

Learners work on their rough, the teacher supervises their works and invite them to correct

Learners read the corrected work on the board then copy down

By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )

Interpret
the email

Produce
correct
email
Using the
appropriate
grammar it

Visual (
school
manual
page 57

MS1 level
Teacherstudents

Great and
welcome
Teacher

Wok in
pair

Lesson : PPU speaking

Students

ME & My Family

Sequence Two

Naming Jobs

Warmer : Teacher greets his learners and welcomes them , then asks them about the last session
Dril :
Peter: Is this your (grandfather) / (grandmother)?
(Brother) ?
(sister Tina)?

Omar: No, (he /she) isnt. (He/ She)'s my "father " / "mother " /
Yes, He is my brother.
Yes, she is my sister Tina.
Peter : What is ( his / her ) name?
Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel)

Visual (
board and
marker)
Interpret
the last
session

Ask about
family
members

Presentation : Using the drill of the previous session the teacher introduces the new
situation
Teacher using the flashcard of mage 50 & 51 , he introduces the jobs :
Teacher invites the learners the number the flashcard then asks them to listen and repeat :

Studentsstudents

Name jobs

Teacherstudents

Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /

Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number
9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher /
Number 13 is a farmer

Learners look at the flashcards and repeat , then the teacher invites them to perform in pairs ( closed
pairs and open ones)
Drill 1:

Teacher

Ask about
job names

Interact to
greet and
welcome

Students

Studentsstudents

A : What is number ( 1 2 3 4 5 6 7 8 9 10 11- 12 13 ) ?

B : Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /
Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number
9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher /
Number 13 is a farmer
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Produce
oral
dialogue
naming
family
members

Interpret
the
flashcards
to name
different
jobs

Visual (
board and
marker)

Visual (
school
flashcards)

Visual (
school
flashcards)

Teacherstudents

Ask about
someones
job

Drill 2:
A : Is Number 5 a nurse ?
B : No he is not . He is a doctor . He works in a hospital.

Interact and
interpret
jobs

Visual (
board and
marker)

Practice : learners are asked to perform drill 2 substituting key words

A : Is Number 6 an electrician ? / number 8 a doctor ? / number 3 an architect ? number 12 a surgeon?
Teacher
Students

B : No he is not . He is a mechanic . He works in a garage /.

He is a lawyer . He works in a court

Visual (
board and
marker)

No , she is not . She is a nurse . She works in a hospital.

She is a teacher . She works in a school.
Studentsstudents

Work in
pair and
names
jobs

Use : (pair work) Learners are invited to work in pair and build dialogues asking and answering about jobs and the
place of work
The teacher supervises their works , then invites them to read and perform in pairs.
Teacherstudents

Teacher

Identify
the
supported
language
form

Produce
Vosual (
board and
marker)

PIASP (teaching grammar ) = articles

Teacher invites the learners to read the following sentences
Presentation :
The architect works in an office

The teachers works in a school

Students

Isolation :
Analysis :
Studentsstudents

Simple
sentences
talking
about jobs

the
definite article

an
indefinite article

the
definite article

Interact
about the
The
structure

a
indefinite article

Articles
Stating rule
a = indefinite article
consonants ( b- c- d f)
an = indefinite article
vowels ( a- e- i- o- u)
the = definite article = something you know or specific
By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )

Interpret
the use of
each articles

Visual (
board and
maker)

 Practice : learners are invited to do the following tasks

Teacherstudents

Recognize
the base
form the
new
structure

Task one : Re-order the words to make correct sentence

Teacher

1. School bag / In / there/ . / my / pen/ a/ an / rule / , / English / a/ and / is / book

.*

Students

Learners work in rough , the teacher supervises their works and invites to correct on the board

Interact
About the
instructions
of the task

Interpret
the form
and the
place of
each article

The learners read the corrected task

Studentsstudents

Use the
new
structure
in
communic
Tivce
Way to
transmit a
message
and use
grammar
in
communic
Tive way

Teacherstudents

Task two p 51: I complete the bubble with the appropriate article.
the a an

My brother is electrician . In his house there is ..cat and

. dog.The cat is.black and ..dog is white

Teacher
Students

Studentsstudents

Learners work in rough, the teacher supervises their works , offers help when needed , then invites them to
correct on the board
Learners read the corrected tasks , then copy down on their copy books

By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )

Produce
simple
Communi
Catve
Information
Gap activity

Visual (
board and
marker)

Making Family Profile

PDP Read lesson
PIASP teaching : grammar & pronunciation

Read

Expressing likes

to be ( simple present ) to have ( possession) - verb ( like)

introducing job likes

/ & / / -

e/ - / i:/

visual ( school manual flashcards )- map showing Nigeria- wearing & food likes

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when introducing himself to others: name,

He behaves as a responsible and committed citizen

he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others markers of identit

time

Rational

interaction

competences

procedure

Teacherstudents

Greet and
welcome

The teacher greets his learners , welcomes them and tries to make them at ease for the
todays session

Teacher

Introduce
show
openness
to the
world

Students

Studentsstudents

Pre-reading : Using flashcard , a photo showing a Nigerian boy , the teacher introduces the situation.
Teacher asks the learners to pay attention at the photo and try to interpret it.
Teacher may help the learners by asking these questions
Suggested question :
Is it your classmate?
Is he your teacher?
Is he an old man?
What is his age? (guess)
Using a map of Africa , the teacher tries to make the learners guess the country of Adaku.
Teachers reports the learners answers on the board , then invites them to open their books on page60.

During reading : Teacher explains the instructions of the task , then invites the learners to read
silently the text on page 60 and answer .
Task 1: Read the text then answer the following questions ( skimming):
See the
components
Of and
email

Teacherstudents

Skim the
text
Teacher
Students

Read
between
the lines
and exploit
the text

Studentsstudents

Is the text a dialogue? No , it is not.

Is Adaku the receiver ? No , he is not .
What is razane05@hotmail.com ? Its an email address.

Interact
about the
flashcard to
guess the
identity of
Adaku

Produce
simple
answers
about the
flashcard

Interpret the
text to
decode the
message

Task 2 : Complete the table with information from the text.( Scanning task)
Sender

Interact to
greet and
welcome

Interpret the
task

Learners read the text silently , teacher supervises their works and offers help if needed .( meanwhile the
teacher writes the second task on the board)
The learners are invited to give back their answers and check what they have already guessed in the prereading stage.
The teacher reports the learners answers on the board ; then read the corrected task.
The teacher explains the instructions of task 2 using the needed visual aids then asks the leaners to read
the text silently and work in rough.
age

Country

Language

Likes

Food

Pet

Learners read then answer , the teacher supervises their works and offers help if needed , then invites
them to correct .
Learners are invited to read the text aloud to make teacher be sure that learners target their answers

VAKT / Aids

Produce
related
answers to
the task

Visual
( flashcard
showing
Adaku the
Nigerian
boy, map
of Africa
showing
Nigeria

Visual (
school
manual
page 60

Visual (
board and
marker)
Visual (
flashcard
showing
swimming
rice
dog- beans

Teacherstudents

Post reading :
The teacher explains the instructions of the next task, where learners are invited to talk about themselves

Teacher
Students

Task : Now you know about Adaku , fill in the form about you , then make a paragraph like the one of
Adaku.

Re-invest
what has
ben before
to talk
about
ones
profile

First name :
Family name
Age :
Class
School
Town
Country
Language :
Likes ( sport/ wearing / food) :
Pet ;

Studentsstudents

Teacherstudents

Teacher
Students

Learners fill in the form in class , and write the paragraph at home as homework.
Learners read the corrected tasks on the board then write down on their copy books.

Studentsstudents

By : Mr Samir Bounab
Yellowdaffodil66@gmail.com

Interact
about ones
situation
related to
the idea of
the lesson

Interpret the
form

Produce
ones fact
file

Visual (
board and
marker)

MS1 level
Greet and
welcome

Check
learners
feed back
about
what has
been
learnt

Teacherstudents

Teacher
Students

Studentsstudents

Identify
the new
structure
( the
simple
present
tense of
like and
have got

Teacherstudents

Me & My Family

Lesson : PIASP grammar verbs ( like / have got )

Warmer Teachers greets his learners and welcomes them, then invites the to give back their
homework
The teacher moves between the rows and checks the learners productions .
The teachers reads his learners works and rewards them to encourage them and challenge the shy
ones to work at home
Learners are invited their productions , then the teacher selects the best production and reports it on
the board
The learners read the corrected production then copy down.

PIASP : teaching grammar : verbs ( like- have go)

Learners are asked to open their books on page 60 , the teacher asks some of them to read
loudly and circle the works : like & have got

Presentation : Teacher reports on the board the sentences that contain the new structure
I

Teacher
Students

Analysis :

Stating rule:

like

swimming

subject + verb
+
Simple present

Verb

See the
form of
the newt
structure
in a
sentence

Sequence Two

To like
Have got

Studentsstudents

object

have got

subject

verb

Produce a
composition
about the
previous
target
language

Interpret the
text page 60
to seek for
the required
instruction

Visual (
board and
marker)

Vosual (
school
manual
page 60)

a pet dog.
object

Use
Likes / love/ enjoy
possession

practice :
Task 1: Re-order the words to make correct sentences ( based form task)
Football/ you / . / like
Canary bird / have got / . / I

Interact to
greet and
welcome

By :Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Interpret the
form of the
verb

Visual
( board and
marker)

Produce
adopted rule
showing the
use of each
verb
Interact
about the
instruction
and produce
correct
sentences

Visual
( board and
marker)

Identify
the
meaning
of the new
structure
in a
sentence

Teacherstudents

Teacher
Students

Studentsstudents

Use the
new
grammar
structure
to make
communiCative

Teacherstudents

information

Teacher

Gap tasks

Students

Studentsstudents

Task 2: Choose the right word to make correct sentences ( meaning based task).

I ( hate like ) sport.

You ( live hate ) cigarettes.
I ( am have got ) a cat.
You ( have got is) a smart phone.

Interpret the
meaning of
each
sentence

Visual
( board
and
marker)

The learners work in rough, the teacher supervises their works , then invites them to correct and read the
corrected task
The teacher presents the new task , explains the instructions then invites the learners to work in rough .

Task 3: Fill in the form , then make a paragraph (communicative based)

The form :
The paragraph :

First name :
Family name :
Age :
Job :
Class :
School :
Country :
Likes :
sports :
wearings :
food :
Pet :

My .is .. I am
.years old. I am a . At 1MS.
My school is.. I am from
I like .. and wearing
My favourite food is
I have got a pet ..

Learners work in rough , fill in the form , the teacher invites them to correct it and write the paragraph
at home as a homework
Learners read the corrected task and copy down on their copy books.
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Interact
about the
form

Produce a
form and a
paragraph
integrating
all what has
been seen
before

Visual
( board and
marker)

Teacherstudents

Greet and
welcome

Students

See the
form that
the sound
takes in
different
words

State
adapted
rule to the
learners
level

Interact to
greet and
welcome

Learners are invited to show their homework, the teachers supervises their works , corrects them ,
then ask some to read their productions
Suggested production:

My name .is .. I am .years old. I am a pupil At 1MS. My school

is.. I am from Algeria

Studentsstudents

I like three things : maths and watch theatre plays on Thursday evening . I like wearing my
brothers leather jacket

Teacherstudents

Identify
the new
sound
t+h

/ & / / sounds

Warmer: Teacher greets his learners and welcomes them

Teacher

Introduce
and talk
about
ones likes

Lesson : PIASP teaching

Teacher
Students

Produce
short
message
introducing
oneself and
talking about
ones likes

Visual
( board and
marker)

Visual
( board and
marker)

My favourite food is healthy food

The teacher writes on the board the suggested production ( writes the words that contain T+H and T+H+E
in different colors) , then invites the learners to read the corrected task.
The teacher attracts the learners attention to the words written in different colors; then asks them to list them
Presentation : Teachers reports on the board the sentences that contain the sounds / & / /

Interact
about the
words
written in
different
colors

I like three things : maths and watching theatre plays on Thursday evening . I like wearing my brothers leather jacket

Students

Analysis :three things maths

Sound: / / / /
/ /

Stating Rule
t+h = sound / /
t+h+e = sound /

theatre

Thursday

/ /

/ /

brother leather

By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Interpret
the sounds
of each word

Visual
( board and
marker)


Teacher

Identify
the odd
sound

Students

Studentsstudents
Teacherstudents

Practice :

Task 1: Cross the odd one. ( the word no / & / / sound)

third Tuesday thumb- there teacher- tablet think thing father task- weather
thermometer take- thousand laptop- Thursday this mother theatre television

Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to
correct .
Learners read the corrected task
The teacher explains the instructions of the second task , then invites the learners to do it in rough

Interpret
the task to
identify the
correct
sounds

Visual
( board and
marker)

Produce
correct
answers

Task 2: Put each sound in its right box.

Discriminate
Teacher
Between
the sounds

Students

third thumb- there - tablet think thing father - weather thermometer - thousand - Thursday this
mother theatre

/ &
/ /

/ /

Students

Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to
correct .
Learners read the corrected task , then copy down

By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Interpret the
task to
discriminate
between the
sounds

/ & / /

Visual
( board
and
marker)

MS1 level
Me & My family
Lesson : PPU Speaking Teaching pronunciation sounds /e/ - /i:/
Welcoming
& greeting

Interact to
greet and
welcome

Warmer : The teacher greets his learners welcomes them.

Presentation : Learners are invited to pay attention at the following flashcards.

Teacher
Students

Studentsstudents
Way of
speaking
and
pronouncing
Short and
long vowels

Sequence Two

Teacherstudents

1=pen

2= ten

3= vet

4= web

5= bed

6= hen

7= tent

Visual
( flashcards
showing
sound /e/)
8= bell

9= net 10= jet

Teacher presents the pictures introducing the sound /e/ , then invites the learners to listen then repeat.

Teacher

Interpret
the
flashcards
to identify
sounds /e/
& /i:/

Students
Students

11

12

13

14

15

16

17

18

19

Visual
( flashcards
showing
sound /i:/)

20 = key

Teacher
Students

Perform
question
answers
tasks &
work in
pair (
closed and
open ones)

Studentsstudents
Teacherstudents

Teacher
Students
Students

Teacher presents the pictures introducing the sound /e/ , then invites the learners to listen then repeat.
Learners are then invited to perform the following drill.
Drill 1:
A : What is number ( 1- 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19)?
B : Number 1 is a pen / 2 is ten /3 is a vet / 4 is a web / 5 is a bed.. / 19 is a sheep
Learners listen then perform in pairs .
The teachers introduces the next drill.
Drill 2:
A : Is number 1 cheese ?
A: What is it then ?

B: No , it is not .
B: Number 1 is a pen

Practice:
Learners are invited to perform the previous drill substituting key words
A : Is number 1 cheese / 8 tree / 19 a jet / 14 a bed ?
B: No , it is not .
A: What is it then ?
B: Number 1 is a pen /8 a bell/ 19 a sheep/a leaf
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Visual
( board and
marker)
Interpret
the new
sounds
using drills

Visual
( board and
marker)

Use the
classroom
world and
make new
words
containing
the sounds
/e/ - /i:/

Teacher
Students

Studentsstudents
Teacherstudents

Identify ,
analyze ,
compare
and state
rules

Teacher

PIASP : Pronunciation sounds /e/ & /I:/

Learners are asked to read the following examples .
Presentation: Number 7 is a tent
Number 18 is a bee / 14 is a leaf/ 20 is a key
Analysis :
tent
bee
leaf
key
e= /e/

Students
Students

Teacher
Students

Studentsstudents

Practice
the new
sounds
using
written
tasks

Use : The teacher invites the learners to have a look at their school things and the classroom furniture and find
words with /e/ and /i:/ sounds
Suggested words :
/e/ = pen pencil pencil case friend
/i:/ = seat teacher sweep green

Teacherstudents

Teacher
Students

ee=/i:/

ea=/i:/

ey= /i:/

Produce
simple
words form
classroom
world using
/e/ & /i:/

Interpret
the letters
that contain
the sounds
/e/ & /i:/

Visual
(classroom
furniture )

visual
( board &
marker)

Stating rule :

Letter
e
ee- ea- ey

Sound
/e/
/ i: /

Practice : The learners read the stated rule then they are asked to do the following tasks .

Produce
easy rule
showing the
new sounds
/e/ / i:/

visual
( board &
marker)

Task 1 : Listen then identify the sounds /e/ & /i:/

( pen -sixteen) ( ten- pet

( vet-meat)

(web- bed )

(tree hen- key) (jet- tent bell)

Task 2 : Put each word in its right column

pen -sixteen- ten- pet -vet-meat -web- bed - tree hen- key -jet- tent bell
/i:/

/e/

Students

Learners work in rough , correct on the board , then read and copy down the corrected tasks and the written
works
By :Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Produce
answers to
the
suggested
tasks
identifying
and
discrimiNating
between the
sounds /e/
& /i:/

visual
( board &
marker)

Making Family Profile

Situation of Integration

Write

Margaret sends email talking about her family members and wants to know about your family

to be ( simple present ) to have ( possession) - verb ( like)

family members job likes

visual ( family tree jobs) - board and marker

He can understand and interpret verbal and non-verbal messages

He can work in pairs or in groups
He can use role-play to communicate appropriately
He socialises through oral or written exchanges

Values
The learner can use the markers of his identity when introducing himself to others: name,

He behaves as a responsible and committed citizen

he shows respect for the family members and all the jobs seen in the societyy
He is keen on learning about others markers of identit

Time Rational

Interaction

Greeting
And
Welcoming
Teacher
Students

Get
involved in
the
problem

Studentsstudents

warmer : The teacher greets his learners, welcomes them and checks if they are well seated and ready for
todays session
1) Learning Integration:
Brainstorming: Using appropriate visual aids the teacher introduces the situation
The problem solving situation :

Teacher

Students

Plan ideas

Teacher
Students

Elicit what
has been
seen
before

Studentsstudents
Teacherstudents

Teacher
Students
Students

VAKT/AIDS

Interact to
greet

Lesson : Integrated situation ( writing process)

Teacherstudents

Students

competences

Procedure

Margaret wants to know about you family members

Write an email Introducing your family members ( name- age job )
Draw your family tree

Planning : Learners are invited to organize and plan their ideas using the table ( tool box)

Knowledge
Lexis related to relatives: grand
father grand mother mother father
brother sister
Lexis related to job: a painter / a
surgeon /a nurse / a mechanic / a
doctor / a vet / an electrician / a
lawyer / a carpenter / a dustman /an
architect / a teacher /a farmer
To be ( present) : I am He is She
is
Simple present tense of the verbs
to like - to have go to speak
Personal pronouns : I you he
she it
Possessive adjectives : my his her
your
Numbers : 0 to 100
Jobs: teacher-lawyer- doctor
Pet: cat dog- goldfinch .

Skills

Interpret
the
integration

Visual
( school
manual)

( planning)
Attitudes

Greetings: ( hello hi good

morning afternoon eveningnight)

Introducing my relatives :
This is / He is my (father
brother grandfather)
This is / She is ( my
grandmother mother- sister

Being Polite:
welcoming &
greeting
valuing family:
being proud of ones
family members
respecting ones parents
and grand parents
Valuing jobs :
Introducing ones
family members jobs
Being proud of ones
parent job

Interact
and
interpret
the
situation
To produce
Elicited
ideas

Visual (
board and
marker)

 Learners work in pairs , to complete the table , then they are invited to select the information that goes with
their situations and answer Magarets email. ( drafting)

Work in
pairs

Visual (
school
manual)

Teacher
Students

Make draft
using the
suitable
ideas

Studentsstudents
Teacherstudents

Teacher

Margaret@gmail.com

Produce an

Students
Students

Students

Hi Margaret,
Thank you for your email and for introducing your family members ( its lovely family tree)
Now , let me show you my family : My father is . He is years old . He is . ;
he works in .. . My mother is .. She is .years old . She is..

Studentsstudents

My brother isyears old . His name is .He is . He works

and my sister is .years old . Her name is .. She is she studies at

Teacher

Write an
email

Teacherstudents

Share
works
Identify
and
correct
mistakes

My family

Teacher
Students
Students
Teacher
-

I have got a bird pet . Its a nice goldfinch.

Yours
N.B: Please find attached a picture of my family tree
Learners work in rough , the teachers supervises and offers help once needed , then invites them to correct
Some learners are asked to read their productions , then one is selected and written on the board
(proofreading)
Teachers invites the learners to pay attention at the picture on page 63, and tries to make them interact about
it ( brainstorming)
By Mr Samir Bounab ( yellowdaffodil66@gmail.com)

Email

Visual

Reflecting

(Board and
marker )

What has
been seen
during al
the sequ

Students

Make
Discrimina
Between
Emailing to
a friend
and to a
website

Studentsstudents
Teacherstudents

Teachers explains the instructions , then asks the learners to write an email to International friendship blog,
in order to join such web site to get open to the outside world and make new friends all over the world.
Learners work on their rough copy books , the teacher supervises and offers his help once needed
Learners are asked to use the same information elicited in the tool box and write and email to International
friendship blog ( planning + drafting)

Teacher

Interact
about the
new task

Visual (
board and
marker)

Interpret
the
situation

Students
Students

Internationalfriendship@gmail.org
Teacher

Write
email
showing
openness
to the
world

@yahoo.dz

Students

Hi
Studentsstudents
Teacherstudents

Teacher
Students

My name is I am .years old . I am from Algeria . I live in .

I am a pupil at .Middle school. I am in 1st AM class
I like .and I have ..pet .
I am happy to join your International friendship blog and make friends from all over the world .
Thank you for accepting me
Yours

Students

Learners are invited to read their productions , then the best one is copied on the board
Learners read the corrected task then write down on their copy books
By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )

Produce an
email using
what has
been learnt
previously

Visual (
board and
marker)