I have breakfast.

R²&
I get dressed.
I go to school.

I do my homework.

I wake up.
I have lunch

Sequence Three :
Me and my Daily Activities

I brush my teeth.
I watch TV.

I wash my face.

I pray
Level: Ms1 Lesson: I Listen and Do Sequence3: Me and my Daily Activities.

Learning Objectives: By the end of the lesson my learners will be able to:
*talk about their daily activities.
Target competencies: interact- interpret-produce. Domains: oral/
Target Structure: lexis and expressions related to daily routine using written/both
the present simple tense. Frame work: P.D.P
Cross curricular competencies: Materials:
Intellectual Competency: My learners can use their critical thinking to interpret *pups
oral messages in order to catch data. copybooks.
Communicative Competency: My learners can communicate efficiently using a *pictures.
role-play to talk about daily routine. *W. Board.
Methodological Competency: My learners can work in pairs using listening *Daily activities
strategies to interpret messages. video.
Personal Competency: My learners can socialize through oral exchanges.
Core values:
- being punctual and organized.
- valuing one’s schedules and time.
Frame v.A.
Tim work Procedure Focus objectives materials K.T
e
Warming up: *The teacher greets her learners and T/L Encourage ls A

3 welcomes them warmly. to talk in

mins - Learners respond. English.
WB
T. sticks the following pictures on the
A
board:

To pave the
way. V

T. asks her ls.to describe the pictures.

Pre-listening:
-what does the pictures represent? Flashcards
Ls may answer in other language. To w.B
-T. Explains and introduces the new introduce
sequence. T/L the target
structure
Today, we are going to talk about the different activities we
During do every day. We call them: Daily activities.
Listening:
t. presents the initial situation:
…. The starting situation:
mins
Your e-pal Margaret sends you a letter in which she asks you about your mother’s daily activities.
To
Write a letter and sends it to her in which you tell her what your mother does every day!
introduce
the new
V
lexis.
A
T. invites her ls to listen to “this is the way
K
song” and reorder the above-mentioned
 pictures. Video song
- T. invites her ls. To repeat after her:

1. I wake up. 2. I wash my face. 3. I pray.

4. I go to school.
T/L Reorder the
-T. invites her ls. To do the following jumbled flashcards
activities:
Post - pictures. w.B
Listening: Task 01: Reorder the jumbled words to get a
coherent sentence.
…. L/T
1. Face/ wash /. / I /my
Mins
2. Do/ my/ I /. / Homework/
3. My /comb/./hair/I /
4. School/I /. / to/ go/
Forming
coherent
sentences.

L/T
V

A
w.B
K
Task 02: I match daily activities and Ls
pictures. To use the copybook
a) I go to bed early. new lexis. Flashcards.
 -

T. invites her ls to copy down the activities

on their copybooks.

-T.provides her ls with the following

worksheet that represents daily routine
and asks them to stick it on their copybook.

Get up= Wake up Brush my hair = comb

Level: Ms1 Lesson: I Practice. Sequence3: Me and my Daily Activities.

Learning Objectives: By the end of the lesson, my learners will be able to tell the time.

Target competencies: interact- interpret-produce. Domains: oral/

written/both
Target Structure: lexis and expressions related to time using: “what
time is it?”; “it is…...” and the present simple tense. Frame work: P.P.U
Cross curricular competencies: Materials:
Intellectual Competency: My learners can use their critical thinking to interpret *pups
oral messages in order to catch data. copybooks.
Communicative Competency: My learners can communicate efficiently using a *flashcards.
role-play to talk about daily routine. *W. Board.
Methodological Competency: My learners can work in pairs or in groups. *a real clock
Personal Competency: My learners can socialize through oral exchanges. and a watch.
Core values: * A video.
- being punctual and organized.
- valuing one’s schedules and time.
Frame v.A.
Tim work Procedure Focus objectives materials K.T
e
Warming up: *The teacher greets her learners and T/L A

……. welcomes them warmly.

To pave the
mins - Learners respond. way. WB
T. reviews numbers from 1- 60. A

-T. brings a real clock and pins pictures of a

watch and a digital clock on the board.
A real
V
clock
To k

12 :15 introduce
Pictures
w.B
the target
Presentation: structure
T. asks her ls.
-what does the pictures represent?
Ls may answer in other language. T/L
-T. Explains :
Picture 01: A digital clock.
Picture 02: A clock. To
introduce
 Picture 03: A watch. the new
…. -Why do we use them? lexis.
- We use them to ask about the time.
mins
- T. introduces the title of the lesson “
today we are going to learn how to tell
the time” and invites her ls. To identify
the different parts of a watch and V
Minute hand Is repeat after her. A
bigger K
Hour hand is Tell the
smaller time
flashcards
Face
A clock T/L w.B
Numbers

T. invites her ls to listen and repeat after

her:

….
Mins
Ask and
Practice: answer
Hour hand is pointing to 4 and the Minute about time.
hand is pointing to 12 so we say it is four
o’clock.
 T. moves the hands of the clock and asks w.B
her ls .to practice the time by asking and Interpreting a Ls
answering: digital time. copybook
V

A
-T. asks her ls to do the following task 01 Flashcards. K
individually.

……………………….. ……………………………..
……………………………..
L/T
……………………………

.T. helps her ls to deduce the rule.

Deduce the
1. To ask for the time, I use “what” and the personal pronoun “it”. E.g., what time is it?
rule.
2. To tell the time, I use it is or it’s. E.g., it is It is one twenty 01 :20
.
Task 02: I match timing with the written
expression. Check the ls.

05 :05 Understanding.

1. It is midday. 12 :00
2. It Is quarter to five
3. It is five past five. 04 :45

4. It is twenty to twelve.
11 :40

Use:
T. provides her ls. With the following
worksheet:

T. guides and corrects.

Video song
T. asks them to stick it on their copybook.

N.B : t. may use a video about telling the

time http://www.funkidsenglish.com
Level: Ms1 Lesson: I practice (2) Sequence2: Me and my daily activities.

Learning Objectives: By the end of the lesson my learners will be able to:
*Describe their daily activities using the present simple tense.
Target competencies: interact- interpret-produce. Domains: oral/ written/both
Target Structure: The present simple tense (affirmative, negative Frame work: P.I.A.S.P
and interrogative forms), Wh question and the auxiliary “to do”.
Cross curricular competencies: Materials:
Intellectual Competency: My learners can use their critical thinking to interpret *pups
meaning to talk about daily activities. copybooks.
Communicative Competency: My learners can use the present tense in different *worksheets
contexts. *W. Board.
Methodological Competency: My learners can work in pair and in groups.
Personal Competency: My learners can socialize through oral messages
Core values: - valuing time, and Being punctual.
 Frame v.A.
Tim work Procedure Focus objectives materials K.T
e
Warming *The teacher greets her learners and Encourage A

up: welcomes them warmly. T/ ls to talk in

L English
- Learners respond. W.B

-T. reviews the previous lesson A

Time Statements Same or

different
V
12.00 at night Midnight
Refresh. k
12.05p.m Just after midday
10.35p.m. 10.35 in the evening
2.00a.m Two o’ clock in the
evening
7.00a.m Seven o’clock in the
morning

T. pins a picture of a girl:

Presentat
This is Sophie. She is from England. Worksheet.
ion: T/
-T. invites her ls. To listen to her and gestures
L
complete the table. To
LS.
Sophie …………………….. At quarter to present copybook
eight
the new
She …………….. At half past
 eight element.
She …………………. At 12 o’clock
ISOLATION
She ………………………. At half past four
She ………………………. In the evening V

Sophie gets up at quarter to eight. A

T/ To hold ls.
1. Affirmative form K
Preposition
Verb +S L Attention.
Subject

Analysis:
I read a book in the evening.

Verb in the
Preposition of time L/
Subject pre.s. T
I/you/we/they do not read a book.
2. Negative form
She/He/it does not read a book.
 Do I /you/we/they read a book?
3. interrogative  Does she/he/ read a book?
form
Answer: Yes/No questions:
T/
 Yes I /you/we/they do. W.B
L
No, I /you/we/they do not.
 Yes, he does.
No, he/she does not. -To state
the rule
Aness: when do you do your homework?
V
Wh questions : Part of the Day
 Ranime: I do it in the evening. A

K
Aness: at what time do you go to sleep?
Ranime: I go to bed at 22.00p.m. Time
Aness: what do you do before sleeping?
Ranime: I read a book. To ask about daily activities.
Stating the
rule:
1. To describe the daily activities, I use the present simple tense with he, she and I.
Examples: I get up at 7.00a.m. (I, you, we, they + stem)
He gets up at 6.30a.m.
2. To ask questions about daily activities, time and likes, I use what, at what time and when.
Examples:
What do you do after school? At what time do you go to bed?
L/
When do you do your homework?
Practice: L

-T. asks her s to do the following activities:

Task 01: Fill in the blanks using: do, does

1.……………….. you play football?
2.……. she comb her hair?

Task 02: Answer the following questions. V

A: At what time do you wake up? A

B: ……………………………….. T

A: what are your daily activities?

B: ……………… L/
A: do you help your mother? L Worksheet.
 B:…………………….
A: Do you have a pet?
B……………
A/ Does your mother allow you to play video games?
B: …………………………
A: Do you go to visit your grandma on weekends?
B: ……………………………………. Producing
coherent
A: Do you go to the mosque on Friday?
answers.
B: ……………………………
-T. asks her ls. To write on their copybooks.

Level: Ms1 Lesson: language use. Sequence3: Me and my daily activities.

Learning Objectives: By the end of the lesson my learners will be able to:
*Describe their daily activities using the present simple tense.
Target competencies: interact- interpret-produce. Domains: oral/ written/both
Target Structure: The present simple tense, Wh question. Frame work: P.P.U

Cross curricular competencies: Materials:

Intellectual Competency: My learners can use their critical thinking to interpret meaning *video.
to talk about daily activities. *pups
Communicative Competency: My learners can use the present tense in different contexts. copybooks.
Methodological Competency: My learners can work in pair and in groups. *worksheet
*W. Board.
Personal Competency: My learners can socialize through oral messages
Core values: - valuing time, Being punctual.
Frame V. A.
Tim work Procedure Focus objectives materials K.T
e
*The teacher greets her learners and A

welcomes them warmly. T/

Warming
L
up: - Learners respond. W.B

-T. reviews the previous lesson by showing a A

To hold ls.
video about daily routine: “My Day”.
Attention.
T. asks her ls. To classify the daily activities
in the following table:
V
 Daily activities Leisure time k

activities
1.
2. 1.
3. 2.
-T .reads the text on page 81 asks her ls to
fill in the chart below: (pair work) worksheet.
Task 01 page 83: I read the text and complete the T/
Presentat gestures
table. L
ion:
LS.
Time Events
copybook
……… I get up.
8.00a.m. I ……………………………. To check
……… I watch TV and drink milk.
the pps
……… I do my homework.
9.00p.m I …………………………… understan
At weekend I …………………………………………. ding.
Task 02: I put the verbs in brackets in the present L/
V
simple. L
A

EveryPractice:
day, Douaa (to wake) up early in the morning. She (to wash) her face K

and (to have) breakfast at 7.30a.m. At 8.00o’clock, she (to go) to school. She
L/
(to start) her lessons at 8.30a.m. After she (to finish) school at 2.00 p.m. she
T
(to return) home. She (to play) basketball with her sister or (to watch) TV.

At 18.00pm, she (to do) her homework. She always (to eat) dinner with her
 Task 03: I fill in the following conversation:
A: Hello!
Pair work L/
Use: L
Worksheet.
Ls.copybook

-T. helps her pps. To produce simple questions

and coherent answers about daily activities
and invites them to act it in front of their
classmates.
-T. asks her ls to stick them on their
copybooks.
Level: Ms1 Lesson: I pronounce. Sequence3: Me and my daily Activities.

Learning Objectives: By the end of the lesson my learners will be able to:
*use a correct pronunciation of the final “s”.
Target competencies: interact- interpret-produce. Domains: oral/ written/both
Target Structure: The present simple tense and the plural form Frame work: P.I.A.S.P
sounds /s/, /z/, /iz/.
Cross curricular competencies: Materials:
Intellectual Competency: My learners can use their critical thinking to identify the *video.
different sounds. *pups
Communicative Competency: My learners can pronounce words correctly. copybooks.

Methodological Competency: My learners can work in pair and in groups. *worksheet

*W. Board.
Personal Competency: My learners can socialize through oral messages
Core values: - Being positive and respecting animals.
Frame V. A.
Tim work Procedure Focus objectives materials K.T
e
Warming *The teacher greets her learners and A

up: welcomes them warmly. T/

L
- Learners respond. W.B

-T. pins the following picture on the board A

To hold ls.
and asks her ls.
Attention.
Do you remember her? Who is she?
V
Ls. Respond: Sophie. k
 t. shows other pictures of
Sophie’s daily activities Worksheet.

And asks them to put gestures

Presentat LS.
Them in order.
ion: copybook

To present
the “s” sound

1……;2…….;3……..;4……;5……….;6…….. In a
meaningful
-t. asks her ls. To underline all the words that L / context.
Isolation L
ends with “s” sound.
V
Sophie gets up at quarter to eight; she has a shower, and brushes her teeth. After A
that, she has breakfast. Then she grabs her school bag and goes to the bus stop K
to catch the school bus. Classes start at half past eight and finish at half past
four. After school, she returns home and does her homework. After that, she
listens to music and watches television a bit.
To
classify
Analysis: -T. invites her ls to listen to her and classify
T/ words
the words in the right box. L according
 to their
sounds. Worksheet.
Gets
Returns Does Listens Watches Ls.copybook

Classes /s/ /iz/

/z/

V
Stating A
the rule: K

1. The final “s” after t, p, k, f, th is pronounced /s/.

t p k f th
sits trips books roofs months
1. The final “s” after d, b , g , m, n, r, v, l, σ( th ) and vowels is pronounced/z/.

d b g m n
friends robs bags dreams trains

r v l vowel σ(th)
wars lives bottles sees breaths
 Task: I use the following adjectives to ask
and answer about pets: smart, cute, friendly,
To
practice: beautiful, dangerous. (pair work)
L / practice
Example: the /s/
L
A: which pet do you like best? sounds.

B: I like cats because they are beautiful.

- T. asks her ls. To copy down the best dialogue
on their copybooks.
Level: Ms1 Lesson: I Read and Do. Sequence3: Me and my daily Activities.

Learning Objectives: By the end of the lesson my learners will be able to:
*talk and interpret a message about daily activities during the whole day.
Target competencies: interact- interpret-produce. Domains: oral/ written/both
Target Structure: The present simple tense. Frame work: P.D.P

Cross curricular competencies: Materials:

Intellectual Competency: My learners can use their critical thinking to interpret verbal *pups
and nonverbal messages. copybooks.

Communicative Competency: My learners can write about one’s daily activities. *worksheet
*W. Board.
Methodological Competency: My learners can work in pair and in groups.
Personal Competency: My learners can socialize through written messages
Core values: - Being positive and being punctual.
Frame V. A.
Tim work Procedure Focus objectives materials K.T
e
Warming *The teacher greets her learners and A

up: welcomes them warmly. T/

- Learners respond. L V

-T. pins the following picture on the board W.B

and asks her ls. To hold ls.

Who is she? Ls. Respond: Sophie. Attention.
Where is she from?
What does she do?

According to you, what Sophie is talking about in her

Pre- text? Worksheet.
reading: 1. Her friends; 2. Her daily routine; 3. Her family.
gestures
-t. asks her ls. To read the text about
Sophie’s daily routine and do the tasks that LS.
copybook
follows:
Task 01: I read the text and complete the
following chart:

While V
reading: To scan the
1. ………………. ……………… ………….. text
A

2. ………………. ……………. ……………….

3. ……………. ………… ………………. L/
Task 02: Answer the questions about the L
text: (pair work)
 1. What time does Sophie get up?
2. What does she eat for breakfast?
3. What does she do after breakfast?
4. Does she go to school on foot?
5. What time does school start?
6. Where does Sophie usually have lunch?
Task 03: Write the verbs in brackets in
L/
the present simple: (individually)
L To get
1. She (to brush) her teeth three times a precise Worksheet.
day. information.
Ls.copybook
2. He (to go) to school by bus.
3. I (to listen) to music.
4. I (to have) dinner with my family.
Task 04: Find in the text:
V
Wake up=...; Wears=……….; Finish≠……go≠…. A

Task 5: I match the timing with Sophie’s K

daily activities. T

1. She gets up.

2. Have classes 12  :00
L/
3. Has lunch at the school canteen.
7 :45 L
4. She goes to bed.
22 :00
8 :30
Post –
reading: Task 06: (group work)
Write a paragraph about Amir’s daily
activities using the following notes

To write a
1. Get up at 7 -Watch TV -Do -Take a
2.wash face at 16:45 short
homework. shower.
3. Brush -Surf in the paragraph
teeth. net.
-Have -Read a
dinner at book. about
4. have -Pray
breakfast at 21:00 p.m. -Go to bed one’s daily
7.45 at activities.
5. go to 22.00p.m
school.
T/
L

A suggested answer:

Amir is 12 years old. He is a pupil at Khadija middle school. L / morning, he wakes up

Every
at seven o’clock. He washes his face, brushes his teeth, has breakfast
L at quarter to eight and
goes to school. In the afternoon, he watches his favorite cartoon at quarter to five, then, he
 - T. asks her ls. To write the paragraph on
their copybooks.
Sophie’s Daily Routine:

Sophie is eleven years old and she lives in Brighton, England. She gets up at quarter to eight,
she has a shower, get dressed and then she brushes her teeth. After that, she has breakfast.
For breakfast, she has milk, toast and orange juice. Then she grabs her school bag and goes to
the bust stop to catch the school bus. Classes start at half past eight and finish at half past
four. She has lunch at the school canteen with her schoolmates at about 12 o’clock. After
school, she returns home and does her homework. After that, she listens to music and watches
television a bit. At half past seven, she has dinner. Then, she reads a book or chat with her
parents a while.
Finally, she goes to bed at about ten o’clock, but before that, she brushes her teeth.
Level: Ms1 Lesson: I Think and Write. Sequence3: Me and my daily Activities.

Learning Objectives: By the end of the lesson my learners will be able to:
*talk about one’s mother’s daily activities during the whole day.
Target competencies: interact- interpret-produce. Domains: oral/ written/both
Target Structure: The present simple tense. Frame work: P.D.P

Cross curricular competencies: Materials:

Intellectual Competency: My learners can use their critical thinking to interpret verbal *The course
and nonverbal messages. book.

Communicative Competency: My learners can write a letter about one’s daily activities to *worksheet
communicate with pals from other nations. *W. Board.

Methodological Competency: My learners can work in groups using writing strategies.

Personal Competency: My learners can socialize through written messages
Core values: - Valuing time and appreciating his/her mom’s efforts.
Frame V. A.
Tim work Procedure Focus objectives materials K.T
e
Warming *The teacher greets her learners and A
 up: welcomes them warmly. T/ To hold ls.
- Learners respond. L Attention.
V

-T. asks her ls. About their leisure activities W.B

and writes them on the board.

Setting up the situation:

Pre-
writing: Your e-pal Margaret sends you a letter in which she asks you about your mother’s daily
-t. sticks Write
activities. the following
a letter andpictures onher
sends it to thein board
which you tell her what your mother does every
day!invites her ls. to describe them.
and

Prepares Food Cleans the Cook. Washes the clothes

Iron clothes

Washes dishes Goes shopping

Organises the
Feeds the baby V
shopping items
A
Worksheet.
-T. invites her ls. To classify the mom’s daily gestures
activities in the chart.
In the afternoon:
In the morning: L/
Takes a rest. In the evening:
 L

At night:
She makes the bed.
Mops the floor.
Prepares a cake for breakfast.
L/
Surfs on the net.
L
While
writing: 1. Drafting: I use the notes in the chart and
write about my mom’s daily routine as a reply To organize
to Margaret letter.” They may ask for help” ppls.
Information. V
2. Editing: T. moves through rows and helps A
her ls. To find out errors and mistakes they K
commit in terms of grammar, spelling ….etc Worksheet. T

3. Publishing: To write a Ls.copybook

T.asks her ls. To write their final products short
and read them in front of their classmates. paragraph
about
- T. selects the best work to be written on
the board and invites her ls. to copy it down L / mom’s
on their copybooks. L daily
A suggested Answer: activities.
Dear Margaret,
I am so happy to hear from you. Every day,
my mom gets up early in the morning; she
makes her bed, washes her face and prays “el
sobh”. Then, she prepares breakfast for us.
After that, she feeds my little brother, she Address;
washes clothes and prepares lunch. In the
afternoon, she drinks a cup of tea and
prepares a cake for us before we come back
from school.
In the evening, she cooks dinner, cleans the
kitchen and teaches me English.
At night, she makes the beds ,does the
washing up, combs her hair and puts on her
pyjamas and goes to bed by 23.00p.m
Ps. I have attached a picture of my mother’s
daily activities.
My best wishes