LEVEL :2MS 2021/2022

SEQUENCE :ONE
ME MY FRIENDS aND MYFaMILY

Djamel djamel
Note : I pronounce /ei/ /ai/
To be integrated as a skill and not as an isolated lesson

Here are some words related to the topic of the sequence and contain
these two sounds :
Hight weight – eyes- mate- date- hi – play- write- late- name- mime-
say- my – I – they – style- profile, facebook, describe,age, male, female
child,game,spaceous…..

Suggested tasks:
- Listen and repeat
- Repeat chorally
- Find the different sound
- Which words contain a different sound
- Classify
- Sort out
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson: Listening and speaking Framework: PDP
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to describe his/her physical appearance.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. Lexis : lexis related to I pronounce : /ei/ /ai/
Target structure: -simple present of to description
be –have got
Adjectives ; big /small / ……
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal messages to  Respecting the differences

get information. use information and communication technology such as
 Meth: He can use listening strategies in blogs , website pages , discussion forums , and
interpreting messages. platforms to interact with learners of other cultures*process
He can work in pairs or in groups. digital data.
 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

respond.

The teacher can chose any warm up .

The teacher can share with his PPs the
objective of the lesson

5mn Warm up Bring prior V

knowledge A
Teacher makes a quick review about colours to surface
by singing the colour song or asking some and get the
questions: learners
what colour is my pen?(teacher/learner) T/L involved
what colour is your slate?(learner/learner)
10m Pre listen the teacher pins on the board the following L/L
n pictures to elicit (or present) the following Presenting
adjectives : some Wboard
lexis +
big/small/long/short/thin/fat/tall
adjectives Flash
cards

Elicit some key

words

T/L
The teacher invites his learners to listen
20m While listen
n to the 1st script and do Task 1page 11

The teacher uses gestures when reading the

script about the different parts of the body.

This is my head ,this is my hair.These are my

eyes, this is my hand ,these are my fingers,I
have two lips,this is my mouth,I have a small T/L Listen and get
information
nose and big ears hhhhhhhhhh.

The teacher invites his learners to listen

again and check their answers (here the
learner works with his partner) Checking the ls
understanding
-here the teacher invites his learners to
repeatchorally and individually
 Task 2 : I look at Paul and correct the mistakes
(the learner works with his partner: To reinforce and
consolidate

I Paul has got long V/A/

straight hair. He´s K/T
wearing glasses. He´s
got small eyes and a
big mouth. He´s got
big ears.
Mistakes………………………………………………… L/L
…………………………………………………………………
…………………………………………………………………
…

10m After listen Task 3: a) I classify the following words:

n Big-green-short-slim-brown-black-fair-tall-
long-thin-small-fat-straight-wavy-frizzy Producing a short
text in which
(the learner works with his partner)
they describe
L their physical
height build hairstyle eyes
appearance
…….. ………… …………… …………
….

b)I use the the table to describe myself :

My name is..............I’m
………………………..(height) and (build)(boy
10m ,girl). I have…………………..hair and.........eyes
n
The learners describe themselves in front of
their classmates (their classmates correct the
mistakes)

The teacher invites the learner to write on

their copybooks.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba
djamel djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson: language learning/using Framework: PPU
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to describe his/her relatives and friends’
physicalappearance and Respond to questions about:height, eyes color & hairstyle
Targeted competencies: interact Domain (s): Oral/written/both Materials: Flashcards / W. Board/
– interpret – produce. I pronounce: /ai/ /ei/
Target structure: -simple present
Asking about physical appearance
Auxiliary to be/have

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non  Respecting the differences
verbal messages to get information.  Being positive
 Meth: He can use listening strategies  Valuing the family
in interpreting messages.
He can work in pairs or in groups.
 Com: He can use a role play to
communicate appropriately.
 Per and soc: socializing

Time Framework Procedure Focus Aims Material Vakt

The teacher greets his learners/the

learners respond.
Warm up Warmer "Find someone who ( is tall and
has got blue eyes , etc.)" V
The teacher makes a quick review A
10m about physical appearance.
n T/L Activate the LS Flash
prior knowledge card+
The teacher shows his learners a picture a
L/L wboard
and makes a quick review about members
Presentation
of the family by asking some question:

what is this ? where is the father ?name the

other members of the family ?the learners
try to remember and answer.
The teacher describes the father then
asks one of his learner : what does the
mother
 look like?The learner answers. Refresh their
The teacher pins a picture of a girl on the vocabulary
board and asks his learners what does she Asking about
look like ? the learners answer Physical A/V/
appearance K/
.

15m
n

Some key words

T/L Eliciting
The teacher sets a series of questions about
her eyes,hair;build,......
Is she fat? Yes, she is/no she is not
is she tall?
Checking the Ls
Has she got long hair?yes ,she has/No,
Understanding
she has not .
10m
n The teacher shows him an other photo
and asks :
What does she /he look like?
The teacher writes the answers on the board
 Note : the teacher introduces some new T/L
Practice lexis ; Familiarizing
Elegant ,charming, beautiful ,….. them with the
Teacher pins on the board pictures of new lexis
clothes and invites his learners to drill
individually and chorally
Highlighting rules;

Asking /responding questions about physical

appearance :
Are you tall? Yes I’m
Is she fat? Yes she is
Have you got brown eyes? Yes , I HAVE
Has she got a curly hair? NO, he hasn’t

What /do you /does she/look like?

Asking about ph
15m Task 1 : Reorder: appear
n 1- he/Is /small? Yes, …… …….
2- Has /hair/got/ long /your mother. No,
….. ……
3- Have /you/ curly/got/ hair? No, ….. L/L
………

Task 2 : Task 9 page13 : I work with my

partner and ask him to describe one of
his relative.
Task 3:
 Choose one of YOUR relatives/classmates
and write about what does he look like and Producing a
10m Use what doeshe wear? short text in
n which the
The teacher invites his learner to write learner describes
his
on their copybooks.
relative/classmat
e
Level : MS2 School : Brothers Abass Teacher: Miss.Boumaraf

Sequence: 2 ME AND MY friend and Lesson: listening and doing Framework: PPU
my family Language learning
and use

Learning Objective (s): by the end of this lesson my learner will be able to describe and locate places in his/her
school
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. the course book
Target structure: -simple present / I pronounce ;/ai//ei/
Location markers: Prepositions & adverbs
(next to ,between,….)
Cross Curricular Competencies Core values
Being positive
 Intel: Learner can understand and interpret verbal
/non verbal messages to get information.  shows respect for his school and respect
 Meth:. its rules
He can work in pairs or in groups.
 Com: He can use ICT’s to
communicate appropriately.
 He can read and locate places on a map
 Per and soc: He can socialize through oral
/written exchanges
Time Framework Procedure Focus Aims Material Vakt
The teacher greets the learners /the
learners respond. To get the learner
The teacher invites the learners to look at the involved
pined pictures and put the right name under the T/L Flash
Warm up corresponding picture . ( the sports ground- the To elicit the key Cards V
physics, the biology lab- canteen- the computer words A
room- the staff room – the library – the
classroom - and pave the way

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

……………… ………………..
White
 board

A/V

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

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

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

The
presentation
To introduce
target structure
The teacher sticks the plan of a school on the In a context
board then tries to elicit and introduces the
target structure Drill To memorize
-The canteen is next to the staff room.
- The library is at the corner of the school, on
the right side. T/L
- The Physics Lab is between the
Practice
computer room and the library.
- The stuff room is on the left side.
 HIGHLIGHTING RULES /
To locate places we use preposition and adverbs
of location : To check and The
next to, onthe right side, on the left side, consolidate book
between,behind,on , near….. meaning and
form
Task one: the teacher sticks the map of the
school and asks the PPs look at the map
and choose thecorrect preposition
The canteen is (next to / between) the staff
room. T/L
The Biology lab is on (the right /left side)
of the library
The sports ground is (at the corner of / next
to )the school.
Task Two: Look at the map again and
complete with the right preposition and The
L/L board
the right preposition /adverb of place.
Eg : the staff room is…............the lab.

Use
Task three :I complete the following email
The learner
Hello, I’m hapy to describe my school.
Reinvests what
L/L he has learnt to
Our school is........................(big /small)
write an email
. In my school there are ( the number of different
Describing
rooms/places.) . my classroom is ( where your
his school
classroom is).I love my school and my teachers.
Level : MS2 School : Brothers Abass Teacher:.Boumaraf

Sequence: 1 ME ,MY FRIENDS ANDMY Lesson focus: l i s t e n i n g Framework: PDP

family and speaking
/language learning/ use

Learning Objective (s): by the end of this lesson my learner will be able to locate rooms and places inside a house
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce. I pronounce :/ai//ei/
Target structure: -simple present /
Markers(next to-between-on the
right/left of/ possessive pronouns
Cross Curricular Competencies Core values
Intel. He can understand and interpret verbal and
non-verbal messages He is eager to knowabout the lifestyles ,eating habits,
 Meth: He can work in pairs or in groups dressing habits,and dwellings of other countries who use
 Com: He can describe English for communication.
Per and soc: He can socialise through oral /written
exchanges

Time Framework Procedure Focus Aims /rationals Material Vakt

The teacher greets the learners/the
learners respond.
The teacher interacts with his learners and makes T/L
5mn Warm up a quick review about describing their houses and Refresh the
The basic furniture in each room. vocabulary V
about A
10m Pre listen houses Flashcar
n ds+
a plan +
w
board

Cottage Terraced house

To Pave the way

The teacher pins on the board a real plan of any and present the
house to explain the new vocabulary that may key words
impede the understanding like: cottage-storeys- T/LS needed in the
flat- stairs-downstairs-upstairs-the first flour- conversation
the ground floor.)
To explain the prepositions: next to – on the left
of –on the right of –between

Where is the room A? It is next to

B. B is between A and C
AD B E C
E is on the left of D

E
D
 To Listen for
15m while listen D is on the right E. specific
n The teacher invites the learners to listen to information/
Liz and her friend Razane and do Task 1: Task
23 page 19 (1ms book)
Task 2 :Task 25 p19: (1ms book)The learner T/LS
listens again andcomplete the first floor plan To involve PPs
of Liz’s house ,then in peer-
the learner works with his partner to correct each correction
other.

The teacher invites his learners to listen to the

script and complete the missing words in the
After listen following dialogue
20m Prep 2(PIASP)
n Razane: Which one is
…….bedroom, Liz? T/LS
Liz: It’s the one with two balconies.
The one next to ……… is Mike’s.
The learners answer with :
Your mine
The teacher makes a short revision of he
possessive adjective and get them
familiarized with the possessive
Isolate pronouns It is my room ,it is mine
│ │
a noun mine
Analysis │
a possessive pronoun
Highlighting
the rule We use possessive pronouns (mine-yours-his-
hers-ours-theirs) in place of a noun
practice
Task3: I complete with a possessive pronoun
It is the bedroom of karima , it is .................. LS/LS
It is your car , it is ........................
It kamel”s pen ,it is ........................
Task 4: I choose the right pronoun
(my, mine) bedroom is beautiful. To Help PPs to
Whose car is it? It is (my –mine) be more
Where is (hers-her )room ? autonomous
LS/LS In reinvesting
Task 5: I draw the plan of my house and locate their prior
My bedroom . knowledge
My bedroom is ( small- spacious) it is(downstairs
Upstairs) it is (next to ,between,on the right of
,on the left of )..............................

10m
n The teacher invites his learners to their copybook
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 4 ME AND MY friend and my Lesson: listening and doing Framework: PPU
family Language learning and use

Learning Objective (s): by the end of this lesson my learner will be able to talk about their daily /free time
activities 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 : [/ei/ /ai/
Cross Curricular Competencies Core values

 Intel
- He can understand and interpret verbal and non-verbal  shows respect for his school and respect its rules
 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 board V
on the board “You are standing.” I repeat A
with 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.
To introduce the
The teacher shows is learners this pic and target structure
starts a discussion .
Is it a boy or a girl ?
is she watching television ,now? No ,she is
The not .
presentation
is she dancing ? No ,she is not .

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 cleaning theschool. learner’s The
3- Houda and Yasser are chatting the understanding course
book
window?
4- Amel and her sister are watching
tv.

THE TEACHER HIGHLIGHTS THE RULES

The present contnious
I + am + verb +ing + now
You +are + verb + ing+ now
HE/she/it +is + verb +ing+ now To highlight the
We /you / they+ are + verb +ing +now rules
Task one : I look at the pictures on page
105 book 1 (or show them other
flashcards) and choose the correct
answer

Flash
cards

Example To ask and

Is Omar playing football? answer about
No,he is not . Yes ,he is. Yes ,they are , no , action in a
they are not . progress
Are Sarra and her classmates studying
geography?
No,he is not . Yes ,he is. Yes ,they are , no ,
The w
they are not. board
Are Omar and Amel are listening to music?
No,he is not . Yes ,he is. Yes ,they are , no ,
they are not .
-
Reinvest what
Task 3 : ( a game) has been taught
students mime various activities to their to talk about an
Use action in a
partners and ask, “What am I doing?” (During
progress
demo write this on the board). The partners
guess, then take their turns at miming.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba
djamel djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson : I read and do Framework: PDP
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to read a text dealing with the topic of
the sequence and get information
Targeted competencies: interact Domain (s): Oral/written/both I pronounce/ei/ai/
– interpret – produce. Materials: Flashcards / W.
Target structure: -simple present Board/

Cross Curricular Competencies Core values

Intel. He can understand and interpret verbal and
non-verbal messages  Valuing time
 Meth: He can work in pairs or in groups/develop  Valuing talents
his strategies for reading  Encouraging sport
 Com:he can use ICT to communicate with people/  Being positive
He can describe
Per and soc: He can socialise through
written exchanges

Time Framework Procedure Focus Aims Material Vakt

The teacher greets his learners/the

Warm up learners respond.
The teacher writes on the board the T/L To pave the
following words then interacts with his way V
learners about the meaning of them : A
Pre read handsome ,dark hair and black eyes- Magic
10m cube
n journalist- I live with my aunts-
+
championship ,the magic cube, a Course
blog book
+
W
to prepare them board

Te teacher asks some questions about the

magic cube: who likes this game, how many to involve
faces are there : 6 or 8?. T/L everybody in
paving the
The teacher invites the learners to guess the way
topic of the text is about what?
30m
while read The teacher invites his learners to read the
n
text page :37 and do TASK one: I read and skimming to get
fill general
in the bibliographical notes. information
Task 2: I read and complete the missing
information .( the learner works with his
partner and corrects each other)
Task three: I read and answer by true or false to read
for details
Task four: I read and answer the questions
Task six : I find in the text words aare closest
 in meaning to:
Beautiful =............... like=...................
10m Words opposite in meaning to :
n Horrible ≠ ....... small≠...................
Post read
The learner works with his partner to make
10m To reinvest what
2 or 3 statements about our little champion.
n he learnt
The teacher invites his learners to write
on their copybooks.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba
djamel djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson: I learn to integrate Framework: writing process
FAMILY.

Learning Objective (s): by the end of this lesson my learner will be able to integrate the resources he/she
haslearntwrite about his/her profile
Targeted competencies: interact Domain (s): Oral/written/both Materials: the course book /
– interpret – produce. W. Board
Target structure: -

Cross Curricular Competencies Core values

Intel: Learner can show autonomy and creativity in

writing  Being positive
 Being respectful toward himself/his family
Meth: he can exchange ideas with his partner
and people
he can mobilize his resources to write about his
profile
com: he can use ICT to communicate with others.
Per and soc: he can socialize through written
messages

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners/the

learners respond.
The teacher asks his learners about what T/L
10mn Pre-writing V
they do at the weekend (free time
process A
activities):
The board K
+ T
Ls can use his The
prior knowledge course
T/L book
Setting up the Situation

Your school is organizing a contest about

the “Best Personal Profile” written in
English. The first three writing
competition winners will be offered a
special prize. Make your profile and post it
on the school blog.
5mn
 Planning

The learner writes about his personal

profile))
The learners provides his PPs with a lay out
The learner can ask and exchange ideas with
his partner.
15mn T helps his learners to remember what they
learnt in this sequence. T/L
T asks the learners to complete the following
In -writing
process table (this task can be done before as a
homework=:
knowledge Skills Attitudes
Lexis
related to Describing Page 39
physical physical
description appearance
…………………… ……………………
… …
Lexis related Expressing
to clothing likes and
…………………… dislikes
… related to
Lexis related clothing,haird
free time ress,
activities ……………………
…………………… …
… Describing
Lexis related daily activities
to description
of my house Reading and
…………………… interpreting
… A plan of a
Lexis related house
to likes and
dislikes Describing
…………………… and locating
… places and
The present rooms
simple tense
The Expressing
connector ability
because ,inability

Location
markers
(adverbs of
place)

To correct the
10mn Drafting mistakes(spelling
With the help of their teacher, the learners , grammar,..)
start drafting .
10mn Editing
Teacher helps his learners to find out and
L/L
correct typographical errors and mistakes in
grammar, style, and spelling.
10mn publishing
The learner writes the final draft and
presents his work in front of his classmates
to be assessed
T selects a work to be written on the board
and corrected.
T invites his learners to write on
10mn their copybooks
Level : MS2 School : Brothers Abass School year 2021/2022

Sequence: 1 ME ,MY FRIENDS Lesson: I think and write Framework: PDP

ANDMY FAMILY. Assessing

Learning Objective (s): By the end of this lesson , my learner will be able to write an email in which he/she
describes his/her house.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course book
interpret – produce.
Target structure: simple present
/markers of location .

Cross Curricular Competencies Core values

□ Intel: Learner shows creativity in writing □ Valuing the place and house where we live
□ Meth: He can mobilize his resources to □ Being proud of to belong to a family
produce a written message □ A good conduct
□ Com:He can use ICTs to communicate with others □ Being polite
□ Openness to other people.
□ Per and soc: He can socialize through written
messages

Time Framework Procedure Focus Aims Materia Vakt

l

T greets the learners/they respond Teacher

writes some questions and asks the learners T/L
15m Pre writing to answer . V
n What kind of house do you live in(villa ,flat, topave the A
cottage,terraced house) ? way
Where is it situated (desert city,
countryside ...)?
How big is it(the number of storeys) ? Your Wboar
English friend is asking you to tell her/him about d
the place where you live. Design the plan of your
house and +cours
describe it. Then, send it by e-mail / viber… T/L
e book
Does your house contain garage
,swimming pool...........?
Where is each room located? Where do
you sleep ?do you have a bedroom?
Do you share it with your brother/sisters?
Which room in the house is your favourite
and why?
The teacher sets up the situation
The teacher introduces the situation and asks
them to work individually.

You start like this :3 page 41

To guide him
A/
V/
K
 The teacher collects the sheets to be
assessed and corrected
Criteria Indicators
1- Write an email
Relevance Describe his house and
the room where he
sleeps
2-Correct 1- the learners uses :the
use of
linguis present simple
tic /markers of location
2- the learner uses
resour
ces personal / possessive
pronoun I/my The
use of the connector The learner
because/ uses what he
Uses suitable ajectives learnt to
.
40m While 3- produce a
n writin Coherence 1-the learner writes meaningful
simple and meaningful
g message about
sentences about the
describing
topic;2- the good use
his/her house
of : Punctuation,
capitalisation and
indentation.
3-s/he respects the
logical order of ideas
4-Cross- 1-the learner uses ICT in
curricular communicating with
competence his/her friends 2-s/he
s: 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
5mn

Post writing
Good Luck