Salam, MS1 Seq 1 ( 2G ) ( full) Here is MS1 Seq 1 planned with initial problem solving situation , PPU , PDP frameworks , PIASP teaching grammar and pronunciation item & situation of integration Good Luck Mr Samir Bounab ( teacher trainer at MONE)

1. Me & My Friends
Pedagogic project « 1 »
Sequence 1
Project work « 1 »
My Family Profile

2. Making Family Profile
PPU Speaking lesson
PIASP teaching punctuation
Oral
Introducing oneself / Greeting people
 Simple present of “to be” + personnel pronoun “I “
 School & classroom worlds
 Short vowel /i/
 visual (flashcards + school manual p 35- 36)
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 environment (school and
classroom) and protects it continually
He is keen on learning about others’ markers
of identity
Guided Sheet ( lesson focus)
Me & My FriendsProject 1 Sequence 1

3. 5’
20’
10’
-greet and
put
learners in
comfortable
Situation to
learn
Stimulate
the
learners by
creating
problem
solving
situation
Greet and
introduce
oneself
Greet and
introduce
oneself
Greet and
introduce
oneself
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Sequence 1 : “Me & My friends” MS1
Section : “I listen & do”
Input 1: “Greeting & Introducing”
Warm up:
The teacher greets the learners , welcomes them and tries to
make them feel at ease for the learning situation
Presentation:
Using flash cards the teacher introduces the situation:
Initial problem solving situation:
Teachers pin a picture of a school boy and asks :
Is it you? -> No.
Is it your friend? -> No
Is it your teacher ? -> No
Ok: This is Ahmed . Ahmed is a new pupil. Ahmed introduces himself to his
friends.
The teacher invites the learners to listen to the dialogue, then repeat one by
one (6 to 8 learners) then perform in pair.
Dialogue 1:
Good morning / Good afternoon, I am
A : Hello , Ahmed.
Hi, My name is
Hi, I am Kamel
B :
Hello , My name is Kamel
Dialogue 2:
Good morning / Good afternoon, I am
A : Hello , Ahmed.
Hi, My name is
What is your name ?
Hi, I am Kamel
B :
Hello , My name is Kamel
A: Nice to meet you, Kamel.
B: Glad to meet you, Ahmed
Practice : ( guided practice)
Learners are invited to repeat the two dialogues , then practice
substituting key words:
Good morning / Good afternoon, I am
A : Hello , (Ahmed- karima-Omar-Yuba)
Hi, My name i
What is your name ?
Hi, I am ( Kamel- Cherifa- Rachid- Yasmine)
B :
Hello , My name is(Kamel-Cherifa- Rachid-Yasmine)
A: Nice to meet you,( Kamel- Cherifa – Rachid – Yasmine)
B: Glad to meet you, Ahmed-- karima-Omar-Yuba)
Yellowdaffodil66@gmail.com
Interact
(to greet)
Interact
&
Interpret
( to know
who is in
the
picture)
Produce
(simple
oral
message)
Interact
(to greet
&
introduce)
Interpret
(interpret
the drill by
substituting
key words)
Produce
( make
simple
dialogue
using the
target
language)
Visual
( gestures
– miming
Visual
(flash
card
showing
unknown
learner)
Visual
(board
and
marker)
Kinesthetic
(learners
stand up
and act
the drill-
move to
greet their
mates)
White
Board
Visual
(
flashcards
showing
Algerian
learners )
Page 3

4. The punctuation sings
. full stop ? question mark
, coma ! exclamation mark
: colon
5’
Greet &
introduce
oneself
Analyze
and deduce
the
grammar
form
Analyze
and deduce
the
grammar
form
Analyze
and deduce
the rule
Name the
punctuation
sings
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Use: Learners are invited to perform in pairs ( closed pairs and
open ones ) using the target language they saw in presentation
and in practice using their own names
Teacher reports on the board one of the learners productions ,
Then invites the learners to read
PIASP teaching grammar :
1) Presentation: learners are invited to read the following
exchange .
Ahmed : Hello,I am Ahmed . What is your name ?
2) Isolation: : , . ?
3) Analysis colon coma full stop question mark
Punctuation sings
4) Stating rule :
Teacher helps the learners to state the rule about punctuation
sings by naming and listing them ( they are permitted to use their
L1 and L2)
Learners are invited to read the written work on the board ,
then copy down on their copy books.
By : Mr Samir Bounab
Yellowdaffodil66@gmail.com
Page 4
Produce
( simple
dialogue
performin
g what
they have
seen
above)
Interact
Interpret
Produce
Interact
Interpret
Produce
visual
(White
Board)
Visual
(White
Board)
Visual
(White
Board)
Visual
(White
Board)

5. Greeting
and
welcoming
Greeting
and
welcoming
Greeting
and
welcoming
Identify ,
name and
discriminat
e between
the
punctuation
signs
Identify
where to
use each
punctuation
sgns
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Lesson 2 MS1
Warm up:
Teacher greets the learners and welcomes them, tried to make
them feel at ease and ready to learn.
Teacher invites the learners to make a quick review about the
last session by “greeting and introducing” each others .
Teacher may use “mingle game”
 Stand up.
 Find some one you did not meet this morning
 Greet and introduce yourself to your friend and your friend
does the same thing too.
Learners are asked to open their books , use their pencils and
do “p36”
Task3
Task 3p 36: I greet and say my name.
Learners work in rough , the teacher supervises their works ,
then invites them to correct on their books using their pencils.
PIASP practice stage:
Learners are invited to open their books on page 35 and pay
attention at the punctuation signs , then invites some of the
learners to read aloud.
Learners are invited to do the following tasks to acquire what
has been said about “punctuation”
Based form task :
Exercise : Spot and correct the mistakes.
 Ahmed ? My name is Ahmed : What is your name .
 Dihya , Nice to meet you : Ahmed ! I am Dihya .
Learners work in rough , the teacher supervises their works, then
invites them to correct on the board.
The learners read loudly the corrected task and perform it in
pairs .
Page5
Interact
( to greet )
Interpret
( the
game to
greet and
introduce)
Produce
( greeting
and
introducin
g oneself)
Interact
( about
the
instructio
ns of
page35)
Interpret
( the
instructio
n of the
task )
Produce
(very
simple
message
introducing
and
greeting
using
correct
punct)
White
Board
Visual
Audio
Kinesthet
ic
Tactile
White
Board
Visual
Audio
Kinesthet
ic
Tactile
White
Board
Visual
Audio
Kinesthet
ic
Tactile
White
Board
Visual
Audio
Hello, my name is
……………………………
Hi, I am
……………………………
Good morning , my name is
……………………………
Good afternoon, my name is
……………………………

6. Identify the
meaning of
each
punctuation
signs
Identify the
meaning of
each
punctuation
signs
Use the
pucntuaiton
signs in
communi
Information
Gap
Task
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Meaning based task:
Teacher explains the instruction of the second task where the
learners are required to identify the meaning of each punctuation
sing.
Learners are invited to open their books on Page 40 , the teacher
reads and explains the instructions then learners work in rough.
Task 1 p40: match the pairs
Learners work in rough , the teacher supervises their works then
invites them to correct on the board.
Learners read loudly the corrected task then use their pencils
and correct on their school manuals.
Communicative based task:
Teacher explains the instructions of the next task where the
learners used the “grammar item” in a communicative way”
Exercise: “Pair work” Complete the dialogue with the
punctuation signs
( ? : , ! . )
 Ahlam Good afternoon I am Ahlam what is your name
 Hodda Hello Ahlam My name is Hodda
 Ahlam Glad to meet you Hodda
 Hodda Nice to meet you Ahlam
Learners work in pair , teacher supervises their works , then
invites them to correct on the board.
Learners are asked to read the corrected task then write down
on their copy books.
By Mr Samir Bounab
Yellowdaffodil66@gmail.com
Page 6
Interact
(to
understan
d the
meaning
of the
task)
Produce
(matching
sing with
nouns)
Interact
&
interpret
(meaning
of the
communic
ative task)
Produce
( dialogue
using the
right
puncutati
o)
Kinesthet
ic
Tactile
White
Board
Visual
Audio
Kinesthet
ic
Tactile
White
Board
Visual
Audio
Kinesthet
ic
Tactile
White
Board
. coma
! question mark
, full stop
? exclamation mark

7. Greet and
welcome
Name
schoolthing
s and
classroom
furniture
Ask and
answer
about
schoolthing
in order to
practice the
short vowel
/i/
Oral
pracrice of
the short
vowel /i/
Identify the
short vowel
sound in a
sentence
with its
different
forms
Discriminat
e between
form and
sound of
the letters
that form
the short
vowel /i/
Teacher
-
learners
Learners
–
teacher
Teacher
–
learners
Teacher
– learner
Learner-
learner
Learners
–
learners
Learners
-
Learners
Learners
–
teacher
Teacher
-
learners
Teacher
–
learners
Teacher
–
learners
2 G curriculumMS1 Greeting & Introducing
(
Lesson : PPU Speaking
Warm up : teacher greets the learners and welcomes them, and
tries to make them at ease and ready to learn
:
Using flashcards and classroom situation the teacher introduces
the situation . an email / electric plug
Dictionary /
 It is Printer / eraser
English / pinafore
window / dustbin
Copy book /
Learners will listen then repeat
Learners are invited to perform in pair
 A : Is it a dictionary ?
 B: No, it is not .
 A : what is it then?
 B : It is an English book.
:
Learners are invited to perform the drill substituting key words
 A : Is it ( )
 B: No, it is not .
 A : what is it then?
 B : It is ( )
: Using pictures and school things teacher invites the
learners to write the names of the selected objects
:PIASP
: Learners pay attention at the following examplePresentation
written on the board , then read it loudly
There is a copybook , an eraser and scissors in my schoolbag.
Isolation : is copybook eraser scissors in
“i= e” “y= e” “e” “i= e” “e=I”Analysis:
Short vowel /i/
Stating rule
Letter Pronunciation
“i”
“y”
“e”
By Mr Samir Bounab ( yellowdaffodil66@gmail.com ) page 7
Interact
to greet
and
welcome
Interpret
the
flashcard
to name
schoolthi
ngs
Interact
Interpret
the drill &
focus
On sound
/i/
Interact
Interpret
in role
play the
sound /i/
Produce
simple
oral
words
with
sounds
/i/
Interpret
The
example
to
identify
the sound
/i/
Interpret
the
difference
between
form and
sound of
the
letters
that form
the short
vowel /i/
Kinesthetic
( stand
up &
greet)
Visual
(flashcards ,
classroom
objects,learn
ers objects )
Visual
(flashcards ,
classroom
objects,learn
ers objects
Visual
(flashcards ,
classroom
objects,learn
ers objects
( visual)
Board
( visual)
Board
( visual)
Board

8. Consolidate &
practice more
form and
sound
Identify the
common
sound and
odd one
Exploit the
classroom
situation
and
produce
very simple
words
showing
short vowel
/i/
Learners
-
Learners
Teacher
–
learners
Learners
–
learners
Learners
–
learners
:Practice
Learners are invited to perform the following tasks.
Task 1: (Based form) complete with “ i- y – e”
1) …..raser 2) ….mail 3) dustb…..n 4)cop….book
5) Engl…sh 6) w…ndow
Learners work in rough, teachers means while prepares the
second task, then supervises their works , offers help , then invites
them to correct on board
Task 2: ( meaning based) Cross the odd one (cross the words
with NO /i/ sound)
Sit – elephant- eraser – class- mouse – printer- picture-
book- copybook – window- door- scissors-
Learners work in rough , teachers supervises and offers help then
invites them to correct.
Task 3: (Communicative based ) Put your school things on your
table and list the objects that have the sound /i/ to complete
the following paragraph.
The paragraph:
There is a pink pencil case , scissors , English book , English
copy book , Arabic book , history book , Islamic education
book…..
Learners work in rough , the teachers supervises and offers
help , then invites the learners to read their production after that
, the teacher reports on the board one of the learners’ production,
then invites them to read and write down
Page 8
By
Mr Samir Bounab
(yellowdaffodil66@gmail.com )
Interact
about
instruction
s of the
task
Interpret
the form of
each letter
depending
on its
sounds
Interpret
the odd
sounds
from a
given list
Interact ,
interpret
the
classroom
situation to
produce
simple
words with
short
vowel /i/
( visual)
Board
( visual)
Board
( visual)
Board
&
classroom
objects

9. Making Family Profile
PDP Reading lesson
PIASP teaching grammar
(personal pronoun”I”/
Possessive adjective “my”)
Read
Open your book page 41 . Look at the pictures. Guess what is
happening (learners may use their mother tongue or French).Place
( home?) / .Persons ( Pupil? ) / objects ( computer-
laptop?.Messages ( email- sms …) values to learn ??
 Giving information /responding to questions about
:”me = my age –my class-and my hometown”
 personal pronoun”I”/ Possessive adjective “my”
 ICT –Messagine- greeting – Introducing-
hometown – country

 visual (desktop PC - laptopflashcards + school
manual p 41)
He can understand and interpret verbal and
non-verbal messages
He can use information and communication
technology whenever he needs it for Learning and research
He can use information and communication
technology such as blogs , website pages ,
Forums of discussion , to interact with learners of other cultures
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 environment (school and
classroom) and protects it continually
He is keen on learning about others’ markers
of identity
By Mr Samir Bounab ( yellowdaffodil66@gmail.com
page9

10. time Objective interaction Lesson competences VAKT(aids)

11. Greet
and
welcome
Brainstor
ming to
guess
topic of
the text
Identify
topic
form non
verbal
msgs
Skimmin
g the
general
idea of
the text
Scanning
and
exploitin
g the
text
Re-
investing
What has
been
learnt
and
acquired
Teacher
–
Learner
s
Learner
s –
teacher
Teacher
–
learners
Learner
s –
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s –
learners
Teacher
–
learners
Learner
s-
teacher
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
MS1 Me & Family Sequence1
Lesson: PDP read page 41
Warmer: Teacher greets the learners and welcomes them , then makes
quick review about the last session to check if they can greet and
introduce each others.
Pre-reading: learners are invited to open their book on page 41 and pay
attention at the pictures.
 “Pair work” :Teacher helps the learner interpret the pictures by asking
such questions ( learners are expected to answer just by “yes “ or “no”)
Task 1 ; Look at the pictures on page 41 and answer the questions
Is picture 1 a photo or cartoon?
What about picture 2?
Is the blue bubble computer message?
Is the brown bubble a telephone message?
 Leaners work in pair, meanwhile the teacher prepares the first task
which must be skimming one
The teacher invites the learners to correct the first task and reports that
on the board, then invites the learners to read the corrected answers
During reading: teacher explains the instructions of the first task , then
invites the learners to read silently the text and answer
Task 1 : Read the text and write “true” or “false”
1. The blue message is from Susan.
2. The brown message is from London (Britain).
 Learners read silently the texts then answer “task 1”, the teacher
meanwhile prepares the second task ( which is scanning one)
 Learners are asked to correct the task on the board then read the
corrected answer
 Task 2: Read the text then complete the table with information from
the text:
Name Age Country City
 Learners work in rough, the teacher supervises their works , then
invites them to correct
 Learners are asked to read the corrected tas
 Post –reading :
 Teacher invites the learners to read the text silently , then do the
following task talking about themselves:
Task: Complete the form the write a paragraph talking about yourself.
Learners work in rough, teacher offers help if needed , then
invite them to read their productions ,then copies one of them on
the board, the learners read then copy down using their own
information
By Mr Samir Bounab ( yellowdaffodil66@gmail.com)
Interact
To greet
and
welcome
Interpret
the picture
Interpret
the
pictures
and answer
the
questions
Produce (
answer and
solve the
suggested
exercises in
oral or
written
way)
Interpret
the text to
answer the
task
Produce
simple
message
greeting
and
introducing
oneself
Kinesthetic
( stand up
& greet)
Visual (
manual
flashcards
page 41)
visual
(Board
and
marker)
Visual (
manual
script +
flashcard
page 41)
Visual (
board and
marker)
Visual (
board and
marker,
rough
copybook
s)
Page10
Name :
Age :
City :
Country :
Hello, My name is ………. I
am ………. I live in ……….,
………

12. Grete
and
welcome
Introduc
e
Identify
new
sounds
and
their
sounds
Knows
letters
and their
sounds
Diphthon
gs
Greet –
Introduce
Talk about
age
Home
town
Produce
written
Teacher
-
learners
Teacher
–
learners
Learner
s-
teacher
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s-
teacher
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
MS1 level Giving information /responding to questions
about :”me = my age –my class-and my hometown”
Lesson
Warmer: teacher greets the learners , asks them to open their
books and invites some learners to read the text loudly , in order
to make a review about the last session and enable the learners
to read loudly performing form and sounds ( 2 to 3 learners to
read the text loudly)
Teachers invites Two other learners to read again , and ask their
colleagues to circle the words with sound /ei/ and underline the
ones with sound /ai/
Presentation:
Learners are asked to list the words that have been “circled “ and
“underlined” and read them loudly
My - name - hi – I – Great
Hi my name is Susan. I am from Great Britain
Isolation:
Hi my name is Susan. I am from Great Britain
Hi my name I great
Analysis
Hi my name is Susan. I am from Great Britain
Hi my name I great
“I” – “y”= sound /ai/ “a” - “ea” = sound /ei/
Stating rule:
Practice: learners are invited to practice these sounds through
the following drill ( the lesson shifts to PPU speaking lesson)
Presentation :learners repeat the drill then perform the full drill
: Hi , I amBouthayna . I am 10. I live in Ain Boucif in
/ei/ /ai/ /ai / /ei/ /ei/
Medea. What about you?
: Hello,Suleiman . My name is
/ei/ /ai/ /ei/ /ei/
: Nice to meet youBouthayna
/ai/ /ei/
: Glad to meet youSuleiman .
/ei/
: What is yourBouthayna ?
/ei/
: I am nineSuleiman
/ei/ /ai/ /ai /
: What is your hometown ?Bouthayna
Suleiman : I live in Ain Defla
/ei/
Practice: learners perform the drill and substitute key words
James (18) Brighton – Jane ( 19) United States – Aicha (8) –
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Letter sound
“I” - “y”
“a” – “ea”
/ai/
/ei/
Interact
to greet
and
welcome
Interpret
text to
identify
the
requested
words
Interact
about
The
underline
words
Interpret
the words
and their
sounds
Interpret
( letters
that have
the
sounds
/ei/ and
/ai/
Interact
and
interpret
the
sounds
/ei/ and
/ai/ in
communi
Drill
Interpret
the drill
and
substitute
Key words
Visual
(text
page 40)
Visual(
board
and
marker)
Visual
(board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Page 11

13. message
including
the
target
language
Identify
Short
vowel
and
diphthon
gs
Identify
Short
vowel
and
diphthon
gs
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Use: “Pair work” learners are invited to use their names and
age and build dialogues respecting the pronunciations od the
diphthongs /ai/ & /ei/
Teacher supervises the learners’ productions , then invites them
to perform , later they copy down their own dialogues exchanging
information with their classmate
Learners are invited to open their books on page 37 and pay
attention at “task 2”
Teacher invites the learners to use their pencils , listen to him and
cross the odd sound
Task 2: a) I listen and cross the odd item
Learners are asked to open their books on page 40, the teachers
explains the instructions , then invites them to work in rough
Task 2 : b) I put the words in the right balloon .
Learners work in rough , teachers supervises their works, then
invites them to correct.
Learners read loudly the corrected tasks and copy down
By Mr Samir Bounab ( yellowdaffodil66@gmail.com)
Produce
A
communic
ative
produc
dealing
with the
target
language
Interact
abot the
instructio
n of the
task
Interpret
the list of
sounds
and
identify
the odd
one
Interact
about the
intruction
s of the
the task
Interepret
bubbles to
form the
correct
liste
Produce
correct
answers
of the task
Visual
(board
and
markers)
Visual
( school
manual
page37)
Visual
( school
manual
page40)
Visual
( school
manual
page40)
Page 12
Day-play-
game
classroom
May- I –
window
-mobile
Sit –fill-
bike -
give
/ei/
Pray –play-
Tuesday-say
/ai/
Line - fine
/i/
Sick - sit

14. Greet ,
welcome
and
introduce
Identify
the
grammar
item ,
their
place in
the
sentence
and their
use
Identify
the
grammar
item and
their use
Recogniz
e the
right
order of
a
sentence
Discrimin
ate
between
the
meaning
of the
acquired
learning
objective
Use the
target
language
to
Form
communi
cative
tasks
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
MS1 level
Lesson Giving information /responding to questions about ”me
= my age –my class-and my hometown”
(PIASP teaching grammar:
Warmer: teacher greets the learners , asks them to review what
they did in the last session .
Learners are invited to greet and introduce each others.
Teacher reports one the learners’ productions on the board
Presentation:
Mohamed : Hello, my name is Mohamed . I live in Algiers .
What is your name?
Khadidja : Hi , Mohamed . I am Khadidja. I live in Illizi.
Learners are invited to pay attention at the what is written in
different color.
 Teacher asks the learners to list the words written in different colors
 Isolation :
my name is Mohamed . I live in Algiers. What is your name?
Analysis My is I live in what
Possessive verb personal verb question word
Adjective to be pronoun simple
Simple present preposition
Present
Stating rule:
Grammar tools Use
Personal pronoun: “I”  Introduce myself . ex: I am Ali.
Possessive adjective: “my”  Introduce myself . ex: My name is Ali.
“ am “ verb to be
“ ‘m ” ( simple present)
“is”
“ live” : verb “ to live
 The present simple
 To introduce myself
 To introduce hometown
Question work : « what » To ask about name and hometown
Preposition : « in » To show place
Practice : learners are invited to o the following
Task one : (based form) re-order the words to make correct sentences
1) Your/ ? / What / is / name

2) is /name/Hi/ ./ my / Yuba/

Task Two: Match the pairs(meaning based)
Sentence Meaning
a) Good morning , how are you?
b) I am Khadidja .
c) I am 11 .
d) I live in Ghardaia.
1) My hometown
2) My age
3) Greeting
4) Introducing (my name)
Task Three page 40: I help Maria and find the right word
(communicative based)
Learners work in rough , teacher supervises their works , then invites
them to correct
Learners read the corrected tasks then, copy down
By Mr Samir Bounab (yellowdaffodil66@gmail.com )
Interact to
great,
welcome
and
inquire
about the
last
session
Interact
and
interpret
the
selected
statement
Interpret
the
grammar
items
Interpret
the
grammar
item and
their use
Interact
about the
intruction
s of the
task and
interpret
the right
order and
place of
each
grammar
item
Produce
correct
answers
of the
suggested
task and
use the
grammar
items in
communic
ative way
Visual
(board
and
marker)
Visual
(board
and
marker)
Visual
(board
and
marker)
Visual
(board
and
marker)
Visual
(board
and
marker)
Visual (
school
manual
page 40)
Page 13
My name ……Maria . I …….12.I
……..in Adrar.I love my city
Live
am
is

15. Making Family Profile
Situation of Integrations
a) “I learn to integrate”
b) “ I think and write”
write
 You are a new member of your school blog group .
 Your new friends want to know about you
 Introduce yourself
 Introducing ( writing blogs/ making ID card)
 personal pronoun”I”/ Possessive adjective
“my”/prepositions “ in – at – from”
 ICT –Messagine- greeting – Introducing-
hometown – country
 visual (computer flashcards , blog sample,
school manual p 41)
He can understand and interpret verbal and
non-verbal messages
He can use information and communication
technology whenever he needs it for Learning and research
He can use information and communication
technology such as blogs , website pages ,
Forums of discussion , to interact with learners of other cultures
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 environment (school and
classroom) and protects it continually
He is keen on learning about others’ markers
of identity
By Mr Samir Bounab (yellowdaffodil66@gmail.com )
Page 14

16. Time Objective Interaction In put competences VAKT/Aids
Greet
and
welcom
e
Re-
invest
what
has ben
read
before
To
integrat
ed
State
the
importa
nce of
the ICT
means
in our
daily
life
Organiz
e and
elicit all
ideas
Write
the first
draft to
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Lesson: Situation of Integration MS1
Warmer : Teacher greets the learners and welcomes them
Teacher inquires about his learners’ school matters and if
everything is OK to learn
Situation of integration :
The teacher introduces the initial problem solving situation

Using visual aids showing “ computer – internet”
Teacher interacts with his learners about “computer” and all what
they can do with it
Brainstorming :
Teacher invites the learners to look at the “photo” showing
(computer / tablet) and try to talk about it . ( Learners may react in
the or mother tongue or in French )
Teacher may help the learner by asking the following questions*
1. What is it?
2. What is computer for?
3. Do you have a computer , tablet or smart phone at home?
4. What do you with your computer , tablet or smart phone?
 Teacher explains the instruction of the instruction and interact
about them if the administration has already asked them to join any
school clubs.
 Then teacher invites the learners to focus on the “computer club”
And tries to make them talk as much as they can
Learners are invited to pay attention at the table page 42
Teacher asks the learners to split into groups of 4 , explains how
that table should be filled , then learners are invited to work in
groups.
Planning : teacher helps the learners elicit all what they have learnt
to complete the “toolbox”:
Knowledge Skills Attitudes
Lexis related to greetings:
Hi / Hello/ good afternoon
/good morning / good bye / bye
“to be” in present: “am”-
“ ‘m “ - is
Verb: “ live “ S.present
Personal pronoun: “I”
Possessive adjective : “My”
Prepositions : “from – in-
at”
Greeting: Hi / Hello/ good
afternoon /good morning /
good bye / bye
Introducing oneself:
I am …………..
My name is ………..
Being polite:
wait for once turn to
speak
Respect :
Greet when meeting
and leaving
Drafting : learners are invited to “select” from the elicited items in
the above ad write their first drafts “introducing” themselves.
The teacher moves , checks if all learners understood what to do
and offers help if needed.
By Mr Samir Bounab (yellowdaffodil66@gmail.com )
Interact
to greet
and
welcome
Interpret
the
photos
Guess
the topic
of the
lesson
Interact
about
the topic
and
interpret
the
question
Interact
to elicit
all ideas
about
the given
topic
Produce
a short
composit
ion
selecting
Visual (
photos
of
compute
r,flashcar
d pge 42
Visual (
board
and
marker)
Visual (
schoolm
anual
page 42)
Visual :
(board
and
marker)
Page 15
 You are a Middle School learner.
 In your school you study and you participate in school clubs( science
club , sport club , school magazine club, computer club, internet club….
 You are a new member of your school blog group .
 Your new friends want to know about you
 Introduce yourself
 Fill on the ID card page 43

17. Proof
reading
ing
Introdu
ce one
self
using
ICT
Introduc
e onself
Through
ID card
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Teacher
–
learners
Learner
s –
teacher
Learner
s -
learners
Editing : Teacher asks each learner to write his own production
“introducing oneself” and to fill in his or her ID card.Then copy a
sample on the board, and correct all together the common mistakes.
Publishing :
My blog :
 My ID card:
 Learners make their ID cards and stick them on their copybooks ,
books
 Learners read the corrected production and copy down using their
own information.
By Mr Samir Bounab (yellowdaffodil66@gmail.com )
Produce a
paragrap
h
introduci
ng onself
and ID
card
Produce a
paragrap
h
introduci
ng onself
and ID
card
Produce a
paragrap
h
introduci
ng onself
and ID
card
Visual (
board
and
marker)
Visual
(board
and
marker +
school
manual
page 43
Page 15
My school blog group
Hello , my name is ……… I am
……. . I am from ……….. and I
live in ……….
 First name :
 Family name :
 Age :
 Class :
 School :
 Town :
 Phone number :
Photo