Level :1ms

SEQUENCE :three
Me and my daily activities

who what
Where /s/ /z/ /IZ/
Mme
Teacher: bendoubaba djamel

Teacher: Mr bendoubaba djamel (djamel djamel)

Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I listen and do Framework: PDP
ACTIVITIES
Learning Objective (s): by the end of this lesson my learner will be able to describe his/her daily activities.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.

interpret – produce. Board/daily activities song
Target structure: -simple present
Cross Curricular Competencies Core values
 
Intel: Learner can interpret verbal messages to get Being punctual

information. Being positive

Meth: He can use listening strategies in
interpreting messages.
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

Initial situation (the starting off)

Wboard
You received a message from your
friend. He tells you about his leisure
activities . He wants to know about
your leisure activities .

Send him a reply and tell him about

your leisure activities at weekends.

Teacher greets his learners /the learners

respond. Announcing the
Warm up The teacher introduces the topic of this topic of sequence
sequence. three
15m
Teacher ,using gestures, starts a discussion
T/L
with his learners:
Pre listening
T: who practises sport? which kind of sport? Interacting
Where? When (on Wednesday ,on.......)? V
Teacher sticks on the board the following A
pictures in a disorder way and asks his K
learners to order them (LS work in pairs). Flash T
cards
 I get dressed I go to school

I do my home work I go to bed

I wake up

Interpreting an
oral message
I watch tv I have dinner

I have lunch I have break fast

During
listening

20m
n Wboard

I brush my teeth I wash my face

Then ,the teacher asks his learners to open
their books on page 72 and check their
answers
Teacher invites his learners to listen again
and do the following task.
Task one: I listen and reorder the words to
get correct sentences.
a-wash/my face/I/. Forming a
b-do/I/my homework/. sentence
c-dressed/get/I/.
e- TV/watch/I/.
Teacher invites his learners to listen another
time and choose the correct word. Task two
: I choose the right verb
 a-I(have-go)............. to school.
b-I(have-go)............. breakfast. Identifying the
Post reading c-I(have-go).............. to bed. meaning
d-I(brush-do)........... my teeth.
5mn Task three: I write my activities
In the morning In the evening
1)............................
1)..........................
2).............................
10m 2)........................... Producing
n Teacher invites his learners to listen to the a daily activity
following song:
Wake Up! Daily Routines Song for Kids
10m https://www.youtube.com/watch?v=eUXkj Video
n 6j6Ezw song
T invites his learners to write on their
copybooks
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I listen and speak Framework: PPU
ACTIVITIES
Learning Objective (s): by the end of this lesson my learner will be able to ask/tell time.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.

interpret – produce. Board/numbers song
Target structure: -simple present /
/it is (telling time)
Cross Curricular Competencies Core values
 
Intel: Learner can interpret verbal messages to get Being punctual

information. Being positive

Meth: He can use listening strategies in
interpreting messages.
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/the learners

Warm up respond. V
Teacher invites his learner to sing the song
10m Of numbers then makes a quick review about T/L Remembering A
n Cardinal numbers
numbers from 0to 60.
Teacher invites his learners to do the Wboard
following task:
I match
Good morning 1:30 pm
Good afternoon 8 am
Good evening 6 pm Preparing them
*here teacher explains : am/pm
Presentation Teachers sticks on the board the following
picture. T/L

15m

n Pictures
a clock
-Teacher asks his learners what is it ?
-Ls may answer in French,Arabic,........
- T: It is a clock and invites his learners to
repeat.
- T:guess what is our lesson for today? T/L
-Ls: they may answer in their mother tongue
Or in French.
T:it is about telling time.
 interacting
Teacher explains how to tell time in English
Teacher invites his learners to look ,listen and
repeat

Interpreting time

T/L

A/V

Teacher pins a pic of a clock and asks his learners

20 practice

Interacting/
T/L interpreting time Picture

T;is it 3 o’clock? LS: No ,it is not.

T : what time is it? LS: it is 4 o’clock
Teacher pins an other picture and asks his
learners to ask each other.

Checking
L:is it half past six? L; No ,its not. understanding
L: what time is it ? L: it is twenty five past two. L/L Interpreting
Task one: Task 6 page :76. I listen, look at the
digital time W board
example and do the same.
Producing simple The
Task two:Task 3 page74
I am Rafik. Here are my daily activities :
T/L sentences about course
5mn USE Task 3 Daily activities Book
I fill in the table with my daily activities W board
A.M P.M
1-I............................ 1-I.......................... L
2-I.............................. 2-I...........................

10m
n The teacher invites his learners to write on their
copybooks
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lessons: grammar tool Framework: PIASP
ACTIVITIES I practise /PPU

Learning Objective (s): by the end of this lesson my learner will be able to use :a)simple present to talk about
his daily routine..b) to use the prepositions of time
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book/ W.
interpret – produce. Board
Target structure: -simple present
:affirmative/negative/interrogative
Asking whqs
Cross Curricular Competencies Core values
 
Intel: Learner can interpret verbal and non verbal Being punctual

messages to get information. Being positive
 
Meth : He can work in pairs or in groups. Being polite

Com: He can use a role play to communicate
appropriately.

Per and soc: He can socialize through oral /written
exchanges

Time Framework Procedure Focus Aims Mate Vakt

rial
Teacher greets his learner /the learners respond.

10m Teacher mimes the following actions and asks his

n Warm up learners to find the verbs: brush/wash/Have revising /
breakfast/go to school/....... interacting V
Teacher makes a quick revision about the simple A
present which the learner has already seen it in
sequence two through the following task :
-I correct the verb:
I (like)......football , she (like)..........tennis.
I (have) .... a cat. He (have)........a dog. Wbo
I turn into negative: ard
I like couscous/I live in Relizane/Adaku is 11.
5mn Presentation Teacher writes the following script on the board :

A: Do you practise sport?

B: Yes ,I do. introducing
A: When do you practise it? the new
B: At the weekend . structures
3mn isolation
Do you practice sport?when do you practice it?

3mn ││ │ │ │ │ │ │ │
analysis Do+ s + v + object whQ+do+ s + v + obj
Stating rule I use do with : I-You-We –You-They Familiarizing
the learner
I use does with: He- She- It with the new
structures
 Simple present tense :
1- Affirmative form:
The subject + verb + object
I/you/we/they play tennis.
He/She/It plays tennis.
Negative form :
The subject + do/does+ not + verb + object
I/you/we/they don’t play tennis.
He/She/It does’nt play tennis.

Interrogative form :
21m Do /does + subject + verb + object ?
n Do I(you/we/they) practise sport ?
Does he (she/it) practise sport?
Answers : yes ,I (you/we/they)do .
Yes,he (he,she,it) does
No ,I (you/we/they) don’t.
No,he (he,she,it) does’nt

2- Wh questions :
WHq + do+ subject +verb+ object ?
Where + do + you+ play + football? (place)
When +do + you+ play +football? (date)
What time+ do +you +get up? (time) V/A/
Who +plays+ football (subject) K/T
At the weekend

│
At
Prepostitions
│ of time
Preposition of time
Prepositions of times: at /in /on

At In On
Time: at 10:00 In the morning Days : on ......................

Period: at Monday .......

night –at the
week end
Practising
5mn Practice: Task one : I reorder the words to get correct
sentences(LS work with their partners) interpreting/
a-not/You/watch/TV/do. Forming a
b-like /swimming/do/they/? question
c-does/get up/At what time/he /?
Task two :I underline the right word (oral) interpreting/
5mn A:(when/who) do you practice sport? B: at the differentiatin
weekend. between
A:(what/who)do you do at 12:00? B: I have question
lunch. words
Home work : Producing a
simple
I complete the following dialogue(I do with my
question
partner) about daily
You : ......................................

on Friday? activities
Your partner: I get up at..............
You : .............................................

?
 Your partner: No ,I don’t stay at home.
You : ...........................................?
Your partner: I go to the stadium.
13m
T invites his learners to write on their copy
n
books.

I practise

Time Framework Procedure Focus Aims Material Vakt

Warm up Teacher greets his learners /The learners

10m respond.
n Teacher invites his learners to show their L/L K
homework to be supervised. V
A
In pairs the learners act out the dialogue in
front of their classmates.
Presentation Teacher invites his learners to open their T/L
10m Interacting Wbord
n books on page :80 and look at the photo of
the boy and answer :
How old is he (guess)? Is he a pupil?
Now, read what is written in the bubble and
check your answers. The A/V
Now the teacher invites his learners to read
the text and do: Interpreting/ course
15m Task 1 page 81 : I read and complete the T/L checking their book
practice
n understanding
table.
Task2 page81 :I put the verb in the present checking the
simple. learner’s
Task3 page82 :I order the words of the aquistion and
15 Production following dialogue.(I work with my partner) reinforcing
mn Task 4:
I complete the following dialogue(in pairs)
You : (greet).
Your partner: (responds )
You : ...............................................? producing simple
Your partner: I get up at 6:30.
L/L questions
You : .................................10:00?
/answers about
Your partner: I play with my friend. daily activities/
You :.................................................? V/A/
Your partner:............................................. Wbord K/T
Teacher moves between rows to help them.
Teacher invites his learners to act out the
10m dialogue in front of their friends.
n Teacher invites them to write on their copy
books

Facebook: hireche middle school

Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I pronounce Framework: PIASP
ACTIVITIES
Learning Objective (s): by the end of this lesson my learner will be able to:

a) pronounce the sounds/h//Z//S//IZ/ə/

b)name animals .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board
interpret – produce.
Target structure: -simple present
Cross Curricular Competencies Core values

Intel: Learner can interpret verbal/non verbal

messages . Being positive
 
Meth: Respecting animals
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 /written
exchanges

Time Framework Procedure Focus Aims Material Vak

t
Teacher greets his learners/they respond .

Teacher pins four pictures of animals on the board

10m Lead in V

n A
T/L
Interacting/
Preparing
A fennec A lion them Flash
Cards
wboard

An elephant A rooster

The teacher start a discussion :what are these

animals? The learners may answer in their mother
tongue /in French/in English .
Which animal represents Algeria ? is the fennec
cute(beautiful) animal ,is it friendly ? which animal do
you like ?
What about the other animals? Which countries do
they represent?
 Teacher writes the following text on the boards and
invites his learners to listen and repeat the
10m Presentatio underlined words (the teacher can use flash cards or
n n Pictures p83) Introducing
the targeted
Hi,my friends,I want to tell you about which
sounds
animals and pets I like best ,I like rabbits Through
,goldfinches ,horses and dogs because they Naming
are cute .I love canaries ,hamsters,and cats animals
because they are friendly.I like
turtles ,goldfishes and parrots because they
are sweet, and I like the fennec because it
represents Algeria but I prefer the tiger
because it is stronger.and you, which animal
do you like best?

Teacher isolates some words to be written on the

3mn
Isolation board.
Hi - pets -friends - horses- tiger
3mn Familiarizing
Analysis │ │ │ │ │
them with
/h/ / s/ /z/ /IZ/ /ə/
the new
5mn I pronounce ; sounds
State the H
rule
→/h/ when it comes in the beginning of the
word
s
→ / s/ when it comes after p-f-k-t

s → /Z/ when it comes after b-d-l-m-n-........

s →//IZ/ when it comes after Ch-sh-s-ge-z

Interpreting/ V/A
er → /ə/ when e comes between a consonant and
practicing /K/
4mn r T
practice Checking the
Task one: Task 2page 87 Where do these words live ? learner’s
5mn understandin
Task two :I find in the text three pets and pronounce g
them .
5mn
Task two :I listen and fill in the table (teacher reads
the underlined words in the text) and. Producing a
/h/ /Z/ /S/ /IZ/ /ə /
role play
........... ............ ........... ..........- ............ where they
practice the
new sounds
5mn
Task three Task 1 page 77.Teacher reads and invites
his learners to listen to the dialogue and act it out
in the front of their classmates.
10m
n
Teacher invites his learners to write on their
copybook
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson: I learn to integrate Framework: writing process
ACTIVITIES

Learning Objective (s): by the end of this lesson my learner will be able to a short note about a friend’s
leisure activities.

Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
interpret – produce. Board
Target structure: -simple present /yes
,no questions/wh questions/use the
simple present with the third person
Cross Curricular Competencies Core values

Intel: Learner can show autonomy in learning 

Being positive
Meth: he can work in a group
 Being punctual

he can mobilize his resources to write about daily Respecting time

routine Respecting like and dislike of your friend

Com:he can ask his friends about his leisure

activities
Per and soc: he can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt
Teacher greets his learners/the learners

respond. T/L
The teacher asks his learners about what
10mn Pre-writing /interacting V
they do at the weekend :
process A
The teacher and the learners writes on the
The board K
board some leisure activities:
T
For example :
stay at home/ go to the park Ls can use his
/go to the mosque/ listen to English music T/L prior knowledge
/practise sport/
/play with your pet/ read books/watch tv
/ visit your family/your friend/chat with Interacting
friends/use internet.
/ go shopping with your parent/ go for a
walk/visit places/go to the stadium.

Setting up the Situation

5mn You want to know about your friend’s

leisure activities. Ask your friend about his

week-end leisure activities and write about
them.
 I ask my friend :
-what do you do at the week end ?
-Do you stay at home?
-Yes ,I do /No? I don’t
I use the answers of my friend and
write about his leisure activities.
Start like this : Omar goes to the park on
saturday .........................
15mn
Planning T/L
T splits the groups (the members of the
In -writing group can ask one learner and writes about
process his leisure activities))
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 to Describing Respect of
daily leisure time
activities activities ……………
…………………… …………………… …………
… … Take care of
Lexis related Expressing pets
to digital time likes ……………
…………
…………………… ……………………
Respect likes
… …
and
Lexis related dislikes of
to pets your friend
…………………… ……………
… …………
The simple
present tense
with the first
and the third
person
singular
……………………
…
The simple
present in the
negative form
……………………
…
Yes /no
questions
with do

10mn
Drafting
10mn With the help of their teacher, the learners
start drafting .
Editing To correct the
Teacher helps his learners to find out and L/L mistakes(spelling ,
correct typographical errors and mistakes in grammar,..)
10mn grammar, style, and spelling.
publishing
The groups write the final draft and present
their work in front of their classmates to be
assessed
T selects a work to be written on the board
and corrected.
10mn collaborating T invites his learners to write on their
copybooks
Level : MS1 School : bormadia Relizane Teacher :Mr Bendoubaba djamel
djamel djamel
Sequence: 3 ME AND MY FAMILYDAILY Lesson : I think and write Framework: PDP
ACTIVITIES

Learning Objective (s): By the end of this lesson , my learner will be able to write about his parent’s daily activities

Targeted competencies: interact – Domain (s): Oral/ written / Materials: W. board/The course book
interpret – produce.
Target structure: simple present with
the third persons

Cross Curricular Competencies Core values

 
Intel: Learner shows creativity in writing Valuing parent’s efforts
 Meth: He can mobilize his resources to produce 
Being proud of to belong to a family

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

15m Pre writing Teacher asks his learners some questions and T/L V
the learners answer:
n At what time do you get up? Interacting/talkin A
g mom’s daily
Then what do you do?
activities
Who prepares for you the breakfast?
At what time does she get up?
What are the other activities that your mother Wboard
does every day?
here the teacher shows pictures :
T/L

Flash
cards
wash/clothes

iron /clothes cook

Using gestures : the teacher adds the other

daily activities: A/V/

clean / floor ,wash /dishes....... then invites
 them to complete the following table. K
In the In the In the At night
morning afternoo evening
n
Get up- Pray- have Prepares Watch
pray- rest- dinner- TV- make
prepare wash the the bed-
breakfast- dishes sit with
wash the help to do
dishes- the home
clean the work
house-
cook
lunch-

the invites his learners to open their books on

page 90 and answer some question: Is a letter
or an email ?
Who is the sender?
Who is the receiver?
The teacher sets up the situation
40m While writing n
The teacher introduces the situation and asks
them to work individually.

Your e-pal Margaret sends you a

letter in which her mothers asks
about your mom’s daily routine.
Write a letter in which you let her
know about what does your
mother do every day .

You start like this: The learner uses

what he learnt to
I’m happy to tell you about my mom’s daily
produce a
activities.
meaningful
My mother is a great woman ,she gets up at
message about
...................................................................... his mom’s daily
activities

5mn The teacher collects the students’ sheets and

Post writing corrects them using the evaluation grid below:
Criteria Indicators
1-Relevance Write a letter to
Talk about his mom’s routine
2-Correct use of 1-the learners uses :the present
linguistic resources simple
2-the learner uses personal pronoun
she”
.
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 daily activities.
4-Cross-curricular 1-the learner uses ICT in
competences : communicating with 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