Level :1ms

SEQUENCE :four
Me and my school

The initial situation: Learning situation to install resources

You have rights and duties at Your friend is new in this school.
school . You want to remind your Tell him about : different places
mates about them . Write a poster and rooms in the school , the
of your rights and duties and regulation and the class schedule.
publish it on your school blog

Level : MS1 School : Gubbedge h’mida Teacher: Mr Mokhenache Fouad

Sequence: 4 ME AND MY SCHOOL Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson my learner will be able to express his rights and duties .

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

interpret – produce.
Target structure: -simple present / my
our/we
Cross Curricular Competencies ➢ Per and soc: He can socialize through oral
exchanges
➢ Intel: Learner can interpret verbal messages to get
information.
➢ Meth: He can use listening strategies in
interpreting messages.
He can work in pairs or in groups.
➢ Com: He can use a ICT’s to communicate
appropriately.
 Core values its
rules.
➢ shows respect for the school and respect
Time Framework Procedure Focus Aims Material Vakt

Learning situation to install resources

Your friend is new in this school. Tell
him about : different places and
rooms in the school , the regulation
and the class schedule.

The teacher greets his learners /the learners

respond.
The teacher sticks on the board the following T/L
pictures and invites the learners to look at them To brainstorm V
pre listen and answer the questions. ideas A
To introduce the
The teacher sticks on the board the following key
pictures and starts a discussion to introduce the words/prepare Flash
keywords:( school rules, respect, duties, rights,) the Ls for cards
listening phase

VA
T:Do you listen to music in Interact to help
the class? the Ls interpret The
LS: No,we dont . the pictures white
T: so ,it is your duty.( the pupil respect the board
While listen school rules)

The teacher invites page 104) I tick

his learners to the correct
open their answer
books on page Task 3 : I classify
101/102/103 and the following
listen/look/ statements.
repeat . We stand for the
Task 1: I ask my national anthem.
Are they We don’t make
partner.
Do you raise your noise in the class
playing
hand We say our
in the to speak ? opinion.
yes, I do
class? No ,
Do you greet your
they are
friends? Yes, I do our rights
playing in
Do you chew gum our duties .
the school
Post listen in the class? No,I 1-....................
yard.
dont. ......
It is their
right. 1-....................
Task 2: ( task 2 ......
 T/L
2.
...
...
...
...
...
...
... To reinvest the
... prior knowledge
.. To write a poster The
course
book
The pupils work in
groups to make a poster
about their rights and
duties .
To listen
My L/L and
duties : answer
I have the the
right to questions

To
encourag
T/L
e the V/A
Learner
to work
with his
partner

To listen
and
complete

L/L
Level : MS1 School : Gubbedge h’mida Teacher: Mr Mokhenache Fouad

Sequence: 4 ME AND MY SCHOOL Lesson: I listen and do Framework: PPU

Language learning and use

Learning Objective (s): by the end of this lesson my learner will be able to ask and answer questions about
location.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. the course book
Target structure: -simple present /
prepositions (next to )
Cross Curricular Competencies ➢ He can read and locate places on a map
➢ Per and soc: He can socialize through oral /written
➢ Intel: Learner can understand and interpret verbal exchanges
/non verbal messages to get information.
➢ Meth:.
He can work in pairs or in groups.
➢ Com: He can use ICT’s to communicate
appropriately.
 Core values
➢ shows respect for his school and respect its
rules

Time Framework Procedure Focus Aims Material Vakt

The teacher greets his learners /the learners
respond.
The teacher invites his learners to look at the To elicit the key
pined pictures and put the right name under the T/L words Flash
Warm up corresponding picture . ( the sports ground- the Cards V
physics, the biology lab- canteen- the computer and pave the way A
room- the staff room – the library – the
classroom -

..................... ......................

White

The
presentation

................
...........

..........
..........
........
 board

...............................
A/V
.............................
The teacher invites his learners to open their To introduce
books on page 108 and look at the plan, target structure
listen and repeat ( drilling ) In a context
-The canteen is next to the staff room.
Drill To memorize
- The library is at the corner of the school, on
T/L
the right side.
- The Physics Lab is between the computer
room and the library.
Practice - the stuff room is on the left side.

Task one: I look at the plan and choose the

correct preposition
The canteen is (next to / between) the staff To check and The
room. consolidate book
meaning and
The Biology lab is on (the right /left side) of
form
the library
The sports ground is (at the corner of / next
to )the school.
Task Two: a) I look at the plan A ( the 1st
floor) and and ask my partner :
-The classroom number 2 T/L
- The staff room
Example : a)Where is the classroom n 7?
b) It is on the first floor, near classroom
Number 8.
b) I look at the plan b( the 2nd floor) and ask The
my partner L/L board

- The library
Use - The sports ground
- The computer room

Task three :I complete the following email

L/L
Hello, our school is ..............(big /small)
. In my school there are ( the number of different
The learner
rooms/places.) . my classroom is ( where your locates places in
classroom is).I love my school and my teachers.I
T/L His school
respect and follow my school rules.
Level : MS1 School : Gubbedge h’mida Teacher: Mr Mokhenache Fouad

Sequence: 4 ME AND MY SCHOOL Lesson: Framework: PPU

Language learning and use
Learning Objective (s): by the end of this lesson my learner will be able to talk about their activities in the school
using present continuous
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. The course book
Target structure: -present continuous I pronounce : [ŋ]
Cross Curricular Competencies Core values

➢ Intel
- He can understand and interpret verbal and non- ➢ shows respect for his school and respect its rules
verbal ➢ being positive
messages. ➢ being responsible

➢ Meth:.
He can work in pairs or in groups.
➢ Com: He can play roles to communicate
appropriately
➢ Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt

The teacher greets his learners / the learners To pave the way
respond. The w
Warm up I Tell my students “Stand up ” Say & write on board V
the board “You are standing ” I repeat with A
several other known commands to class or
various individuals, asking students in each
case what he, she, or they are doing and
writing it on the board “You’re sitting,” he’s
reading,” “she is writing,” “I’m talking,” etc

The teacher shows is learners this pic and To introduce the

starts a discussion . target structure
Is it a boy or a girl ?
is she watching television ,now? No ,she is
not .
The
is she dancing ? No ,she is not .
presentation
what is she doing ? she is writing.

The teacher invites his learners to open their

books on page ,listen and repeat .

Practice
 What is Akram doing ,now?
1- Akram is watering the flower. To check the
2- Razan is helping Younes to clean the learner’s The
school. understanding course
3- Houda and Yasser are cleaning the book
window?
4- Amel and her group are discussing
their rights and duties.

THE TEACHER HIGHLIGHTS THE RULES

The present contnious
I + am + verb +ing + now
You +are + verb + ing+ now To highlight the
HE/she/it +is + verb +ing+ now rules
We /you / they+ are + verb +ing +now
Task one : I look at the pictures on page
105 and choose the correct answer

Flash
Example cards
Is Omar playing football?
No,he is not . Yes ,he is. Yes ,they are , no , To ask and
they are not . answer about
action in a
Are Sarra and her classmates studying
Use progress
geography?
No,he is not . Yes ,he is. Yes ,they are , no ,
they are not.
Are Omar and Amel are listening to music? The w
No,he is not . Yes ,he is. Yes ,they are , no , board
they are not .
I pronounce : how t pronounce ing [ŋ]/ The pronounce
Listen and repeat ( drilling) the sound
Writing – singing – sing – greeting- correctly
Drawing -

Task 3 : ( a game) To interpret and

students mime various activities to their produce a
sentence talking
partners and ask, “What am I doing?” (During
about an action
demo write this on the board). The partners in a progress
guess, then take their turns at miming.
Level : MS1 School : Gubbedge h’mida Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY SCHOOL Lesson: I pronounce Framework: PPU
Language learning and use

Learning Objective (s): By the end of the lesson, my learners will be able to present and act out a poem to talk about
their rights and duties towards their schools/ nation pronouncing the following sounds correctly / ʒ / / dʒ / / g /
Targeted competencies: interact – interpret – produce. Target structure: -simple present /
Domain (s): Oral /written/both Materials: the course book / W.
I pronounce : / ʒ // dʒ / / g / Board/
Cross Curricular Competencies Core values

- Intel: The leaner can interpret and identify sounds.

He can interpret verbal and non-verbal messages ➢ shows respect for his school and respects its rules
- Meth:. He can work in pairs or in small group. ➢ show respect for his nation
- He can assess his work and his peers.
- He can use strategies for listening and
interpreting oral discourse.
- Com: He can use role play to communicate
appropriately.
➢ Per and soc: He can socialize through oral /written
exchanges
Time Framework Procedure Focus Aims Material Vakt

The teacher greets his learners / the learner T/L

respond. To revise and The V
A quick review about rights and duties reinforce board A
T : Do we ( teachers and pupils) chew gum in
Warm up the class?
No, we don’t
Do girls and boy follow the school rules
Yes , they ( girls and boys) do .

The teacher invites his learners to work in

The pairs to complete the text with the missing
presentation word using: pleasure , Algeria, girls.duties.

In............., .......... and boys have the rights To fill in the short
in a free education , a safe and clean text
environment and they have the same
.........., the pupils have .................. to
respect the school rules. The
board
The teacher isolates these words To introduce/
identify the
pleasure , Algeria, girls. duties. T/L different sounds
│ │ │ │
/ʒ/ / dʒ / / g / / dʒ /
The teacher invites his learners to repeat
these words Drill to shape the
learner
Task 1. I listen and repeat (page110)
articulation The

Task 2 : I / g /Good – girl – / j /Yes- you –

Practice listen and bag- gym city - yellow
cross the
odd word / dʒ / Juice- job- Task three I
which got- Jacket choose the
doesn’t / ʒ / Pleasure – right key to
Use contain leisure – open the
the sound measure - past padlock (page
112). and green book
Task four the teacher Pleasure to love you, girl and boy
invites his learners Your crescent and star in between
To present and act Long life Algeria .
T identify the
out the following target sounds
poem T/L
about their duties
toward Algeria in a
front of
their class mates The
focussing on the To present and book
target act out a poem
sounds . (feel the poem)
(assessement)
To stand in a
Algeria, we all enjoy,
front of an
Our flag , white, red audience
Level : MS1 School : Gubbedge h’mida Teacher: Mr Mokhenache Fouad

Sequence: 4 ME AND MY SCHOOL Lesson: I practise Framework: PPU

Language learning and use

Learning Objective (s): by the end of this lesson my learner will be able to talk about his class schedule.

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

interpret – produce. the course book
Target structure: -simple present /
prepositions of time ; on / in / at / from
to
Cross Curricular Competencies Core values

➢ Intel: Learner can understand and interpret verbal

/non verbal messages to get information. ➢ shows respect for his school and respect its rules
➢ Meth:. ➢ respect time
He can work in pairs or in groups. ➢ being positive
➢ Com: He can use drama and role-play to
communicate appropriately
➢ He can interpret a class schedule
➢ Per and soc: He can socialize through oral /written
exchanges
The
Time Framework Procedure teacher Focus Aim

invites s

The teacher greets his learners / the his

learners learners
Respond. T/L To
to open
A quick review about the different rooms and inte
Warm up places in the school. their
To rpre
The teacher asks books
elicit t
Who is your teacher of Arabic? on page
107 and informati
Who is your teacher of physics?
say : on and
Who is your teacher of mathematics? pave
When do you have English? At what time? the way
 The
Materia board Vakt
The
l
course V
A
Presentation This is a class schedule.( the pupils repeat) A class schedule book
It is Omar’s class schedule V/A
Task 1 :Look at the this class schedule and
answer Omar these questions : T/L To ask and
answer
A: What do you have on Monday? questions
B
A: When do you have English?
Practice B
A At what time ? The
B From to course
A: Do you have Maths on Thursday? book
B

Task 2 : I and my friend act out this dialogue

The teacher highlights the rules

In – on – at are prepositions of time T/L
1-We use in before :
a- Morning – Afternoon- Evening To familiarize
2- we use ON before the learner with The
The days of the week ( Monday, ) the target board
structures
3- we use at before
Time – noon – midnight
Task 3 : I choose the correct preposition
( In/ on )Tuesdays, we have sport; Arabic-
Maths .We have sport (in / on ) the morning T/L
(at – in) 10 am.
To check and
Task 4 : a)Now I ask my partner reinforce
Use When do you :
— have French- Sport ?
Do you have it in the morning or in the L/L To reinvest the The
afternoon ? prior board
At what time? knowledge in a
b)Now we exchange the roles meaningful
dialogue .
 THE TEXT FOR READ
My ideal school
My ideal school is very big and beautiful with two floors and a lot of classrooms. We
have a
garden where we plant trees and flowers, there is a tennis court for teachers and pupils and
an
interesting library with lots of books. We love reading books. There is a canteen where we
eat
lunch and chat.

In my ideal school, we have English and Mathematics every day in the morning, and
computer every day after lunch, each pupil has a laptop.
In my ideal school, pupils and teachers respect and follow the rules.We don’t come late
We
all stand for the national anthem. We greet each other. We keep our school clean.

In my ideal school, I have the right to say my opinion, I have the right to play, meet new
friends , sing and laugh . This is my ideal school.
The teacher djamel djamel

My ideal school
Level : MS1 School : Gubbedge h’mida Teacher: Mr Mokhenache Fouad

Sequence: 4 ME AND MY SCHOOL Lesson: I read and do Framework: PDP

Language learning and use

Learning Objective (s): by the end of this lesson my learner will be able to interpret a written message about
rights , duties, and class schedules .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present /
prepositions of time ; on / in / at /
Cross Curricular Competencies Core values

➢ Intel: the learner can use his critical thinking

➢ Learner can understand and interpret a written ➢ shows respect for his school and respect its rules
message to get information. ➢ respect time
➢ Meth:. ➢ being responsible
He can work in pairs or in groups.
➢ Com: He can communicate appropriately
➢ He can interpret a class schedule
➢ Per and soc: He can socialize through oral /written
exchanges
ead D
Warm up ur
Time Framework P in P
g
r re
e ad
r The
teacher greets his on the board and asks
learners / the the students to guess the topic ( example ,
Garden – library- sport - play- raise my hand . Focus Aims Materia Vakt
learners
l
respond.
Ask questions about The teacher invites his learners to read the
the different rooms text and the title and how many paragraphs
and and do :
T/L To motivate
places in the school. Task one : I Match each idea with the
and brainstorm V
Is there a garden? is corresponding paragraph.
My duties 1st paragraph ideas A
it big?
My rights 2nd paragraph Free
What about the
MY school 3rd paragraph text
computer room?
How many MY class schedule. 4th paragraph
T/L
computers are there (Task two :
15 /20 / 25
.....?

Guessing from To introduce

words, teacher
writes 5 or 6 the topic and
words from the text the key lexical
items

I read and write true or false T/L Interpret

In my ideal school : A written
a) There is not a garden message/
b) pupils love books
c) Pupils are happy
d) pupils have English on Mondays Read to get
Task 3 : I exchange my answer with my information
partner and correct each other .

Task 4: I Find in the text words that are

closest in meaning to the following L/L
Like =
Say hello = V/A

Task 5: ( working in groups) Students finish

Post read sentences – Students get half of a sentence To check
from the reading then complete it. understanding/
garden where the pupils reinforce / get
canteen where the pupils the learner
The pupils don’t engaged
Teachers and pupils stand for