LEVEL :1MS

SEQUENCE :TWO
ME AND MY FAMILY

14 15 23 85 100

1st 2nd 3rd 31st

Teacher Mr
: bendoubaba djamel (djamel djamel)
Level : MS1 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to introduce the members of their
families .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W.
interpret – produce. Board/the family song
Target structure: -who-what-where
this-that -she-he
Interrogative/affirmative /negative
form of to be
Cross Curricular Competencies Core values

 Intel: Learner can use verbal messages to get  Being proud of belonging to an Algerian family
information  Respecting his/her family members
 Meth: He can use listening strategies.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral
exchanges
Ti Frame Procedure Foc Aims Mater Va
me work us ial kt
The announcement of the project:
T eacher informs his learners that they have a project to do
10 individually and deliver it before the exams ,in this project Announcing
mn the learners are going to make a family tree ;(names , age, the project
jobs) work V/
A/
K/t
Initial situation :. T/L
You are on the international
friendship blog. A new fiend wants
to know about your family. Introduce
your family (names,age,jobs…) and
send him your family tree.

Pre
listening *Teacher asks some learners ;
What is your name?
What is your family name ? Lead in
*The learners answer . Wboa
5m *Teacher introduces the topic of this sequence . rd
n *Teacher sticks a picture of a boy on the
board and asks (using gestures) :
T: who is this ?
 Flash
cards

T: This is Omar . he is 11
*Teacher invites his learners to repeat or to act it out .
*Teacher sticks a picture of a girl and asks :
T :Who is this?
Using she
and he

Asking with
T :This is Houda. She is 16 who
*Teacher shows his learners the following pictures and says
:this is the family of Omar.
He invites them to listen and repeat

Naming the
members of
the family.
*Teacher sticks on the board the members of Omar’s family
and introduces them. T/L
10 *The learners repeat.
mn

No= 6 no= 7
the grand father the grand mother

No=4 no= 5
the father the mother
 No = 1 no= 2 no=3
This is Omar the sister the brother

Task 1. I look at the example and do the same with my interacting

partner :
20 Example; T: Is number 2 the mother? asking yes no
mn L: No, she is not . questions
during T: Is she the sister ? /using the
listenin L:Yes ,she is . new lexis
g T/L
Task 2. I guess who is who.(task 2 p58)
I write the names of my family members in the circles.
I swap my sheet with my partner and guess who is who W
Task 3: Task 2 page:65. I supply the missing letters to get the board
members of my family. L/L
.
The
Task 4: I complete my family tree cours
T/L e
My………… My……… book
10 Post
mn listenin My………… My………
g
My......... Me My.......... produce
Ahmed

The song of :my family

https://www.youtube.com/watch?v=YJyNoFkud6g&index=1
&list=RDYJyNoFkud6g Audio
Consolidating Song
Teacher invites his learners to write on their copybook
10
mn

10
mn
Level : MS1 School : bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I pronounce Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to read and pronounce these sounds : /e/
/I://θ/ /ð/ in a correct way .
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book/ W.
interpret – produce. Board/

Cross Curricular Competencies Core values

 Intel: Learner can identify sounds.

 Meth: He can use listening strategies.  Openness to other languages
 Com: He can pronounce words in a correct way.  Respecting other languages
 Per and soc: He can socialize through oral
exchanges

Time Framework Procedure Focus Aims Material Vakt

T greets his learners /the learners respond T/L Interacting

a quick review about the previous lesson
Presentatio *T invites his learners to open their books on Course
7mn
n page 54 . book+ V
*T reads the poem and invites his learners to Wboar A
listen and repeat. d
*Teacher writes on the board the following
Isolation words and asks his learners to find them and T/L
underline them on their books: introducing the
5mn Read-Keep-best-think-the new sounds
*The teacher reads the isolated words and
invites his learners to listen and repeat.
Read-Keep-best-think-the
│ │ │ │ │
Analysis /I:/ /I:/ /e/ /θ/ /ð/
8mn *Teacher states the rules of /I:/ /e//ð/ but
when dealing with /θ/ the teacher must be
stating the very careful.
10mn rule Familiarizing
ee/ea e Th+cons Th+e the ls with the
/I:/ meet /e/pet /θ/ /ð/ new sounds
throw father V/A/
practice Task 2 :page54 K/T
5mn I look, listen and match
5mn Task 3: page 55.I classify the following words
According to their sounds.
Green , vet ,ten,greet-pen L/L Practicing
/ I:/ /e/
5mn
Task 3: task 4page 55
I throw the ball in the right hoop.
5mn Task 4: I complete the table with my own Investing the ls
10mn words (the learner works with his partner ) knowledge
/ I:/ /e/ /θ/ /ð/

T invites to write on their copybooks

Level : MS1 School : Renaissance School Teacher: Ms. Thiziri Adjlout

Sequence: 2 ME AND MY FAMILY Lesson: I practice Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learners will be able to to introduce his family members and talk about
their jobs.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/posters about
– produce. jobs
Target structure: to be
interrogativeform/articles /what/his/her
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with others
 Per and soc: He can socialize through oral exchanges
and written messages
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /the learners respond

T sticks on the baord the picture Omar then asks: interacting
Lead in : T: Who is this? Ls: h e is Omar.
T:Omar has an English friend. Her name is Margaret. He sends
her an e-mail to introduce his parents .
V
presentation
5mn A
Hello ,I’m happy to introduce my
parents .my father is a carpenter,his
name is Ahmed.my mother is a
teacher her name is Meriem.
W
boards
+
Posters

T: is his mother a doctor ? LS: No, she is not.

T: what is her job?? LS: she is a teacher.. T/L Introducing the
10m theme of the
T; is his father a policeman? LS: No, he is not
n lesson
T: what is his job ? LS: he is a carpenter.
T tells his learners that they are going to talk about jobs.
T eachers sticks some posters about jobs on the board
T introduces these jobs and invites his learners to listen
and repeat. T highlights the articles (a /an) .

Naming jobs

Posters+
no 1 is a teacher no 2is an electrician wboard

no 3is a nurse no 4 is a farmer

 No 5 is an architect no 6 is a singer

No 7 is a docor no 8 is a carpenter

Task one: I look at the example and do the same with my Interacting
Practice partner. Asking and
15m T: Is no 2 an electrician ? LS; No, he is not . answering about
n T: what is his job ? LS: he is an electrician jobs
Task two : I order
1-your-what -?job-is
2-her –job-what-is-?
3-a –nurse- is-?-she Forming a question
about jobs
Task three:I read and choose
(I-my) ‘m a pupil ,(my-I) brother is a policeman (he –his) wboard
name is Karim and (my ,I) sister is a nurse ,(her ,she) is a differentiating V/A/K
type writer . between personal /T
pronouns and
A game : I mime and you guess ? possessive adjectives
T guides them .
a pupil 1 mimes a job and asks :what is my job? interpreting
a pupil 2: you are a doctor. gestures

Articles (PIASP)
T writes on the board the following sentence:
I’m a dentist and my brother is an electrician,he works in the garage.
│ │ │ Introducing the
Presentation a an the articles
indefinite indefinite definite
article article article
20m Isolation I use a and an before a singular noun.
n Analysis I use a before consonants (b-c-d-f-g-h-j .............. )
I use an before vowels (a-e-i-o-u) Familiarizing the ls
Stating rules I use the before singular and plural definite with the articles
nouns.

Task one: I order

1-is-It-orange-an
2-Ali-a-dentist-is Interpreting the
3-teacher-41-is-The place of eacharticle
Task two: task 4 page 51
Practice T using pictures explains the new words:dog-cat
Task three:I introduce my family members and their jobs .
I start like this: Producing simple
Hello ,I’m happy to introduce my family : sentences
My father is …………. his name is ………….and my…………….
10m
n T invites his learners to write on their copybooks
Level : MS1 School : Bormadia Relizane Teacher:Mr bendoubaba djamel
djamel djamel
Sequence: 2 ME AND MY FAMILY Lesson: I listen and speak Framework: PPU/PIASP

Learning Objective (s): by the end of this lesson my learner will be able to : a) say and write cardinal /ordinal numbers,b)ask
and answer age.
Targeted competencies: interact – interpret Domain (s): Oral/written/both Materials: W. Board/the song of
– produce. numbers/the course book
Target structure: to be : interrogative
forms/how
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being polite
messages  Asking questions politely
 Meth: He can work in pairs or in groups.
 Com: He can use a role play to communicate
appropriately.
 Per and soc: He can socialize through oral exchanges

Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learners /they respond

Warm up T invites his learners to sing the song of numbers. Revising
numbers
Presentation one: Cardinal numbers(14 to100) From0 to 13 V
(PPU) T/L A
Teacher sticks on the board the photo of Omar wboard
7mn Presentation then asks : who is this?
LS: he is Omar

poster
T writes : Omar is 11,he is the fourth child in his of Omar
family.
T asks some questions and helps his ls to
answer:
T: Is omar 12 ? L: No, he is not .
T: How old is he ? L: He is 11
T asks one of his learners: T/L Interacting/askin
T: Are you 6? L: No ,I’m not. g
T: How old are you? L:I’m 11. about age
Task one: T invites his learners to act out the
previous dialogue
5 mn L/L
*Here the teacher introduces the cardinal
numbers
14 fourteen 20 twenty
15 fifteen 30 Thirty Wboard
16 sixteen 40 forty
17 seventee 50 Fifty
n Interpreting
18 eighteen 90 ninety numbers from13
19 nineteen 100 One to 100
hundred
Task two: I look and match the numbers.(page52) T/L
8mn
Checking ls
Practice Task three: I match
understanding
 How old are you? She is 14
How old is your sister? I’m 11 V/A/K/
How old is your father? He is 67 Asking about T
Are you 19? Yes, I’m /answering age
Task four: I ask and answer(a role play)
Step 1:
The teacher writes the following question on the
board and asks his learners to find the answer:
My grand father is 33 and 35.
How old is he? T/L
LS: he is 68. Counting
Step 2: T invites his learners to make an example W
like this in close pairs and act it out in front of T/L board
5mn their class mates.
Presentation Presentation two Ordinal numbers(1st to 31st
(PIASP):
T invites his learners to consider the following
sentence. Introduce the
I’m the fourth in my family ordinal numbers
Teacher isolated :the word fourth and invites his
learners to compare it to four
the fourth four
│ │
3mn Isolation Ordinal cardinal Familiarizing the
numbers numbers learner with the
Analysis ordinal numbers
I use :
a) Ordinal numbers to order (persons ,objects )
5mn and write the date
b) Cardinal numbers to count (persons,objects)
Stating rule and say my age
T introduces the ordinal numbers Interpreting
1st The first other ordinal
2 nd The second numbers
3rd The third
4th The fourth
5th The fifth
9 th The ninth
2o The twentieth
21 st The twenty first
22 nd The twenty second
31 st The thirty first
5mn Task five: Task 9 page 53. I read and rank the
children. Practicing
5mn Task six: I read and complete with ; the seventh-
the second- the twenty second – the first
-V is .................... Letter in the English alphabet. The learner
- Sunday is ................. day in the week Produces simple
-July is ........................ month in the year sentences about
7mn -I’m ....................... child in my family . his age and his
Practice Task seven I write my age and my rank in my rank in his family
family.
I’m ………………….and I’m........................child in my
……………..
10m T invites his learners to write on their copybooks.
n
Level : MS1 School: Renaissance School Teacher: Ms. Thiziri Adjlout

Sequence: 2 ME AND MY FAMILY Lesson: grammar tool 1 Framework: PIASP

Learning Objective (s): by the end of this lesson my learners will be able to ask and answer about one’s name,age
and job.
Targeted competencies: interact – Domain (s): Oral/written/both Lexis:lvocabulary related to ;jobs
interpret – produce. Materials: W. Board/posters and family members.
Target structure: wh questions(who- about jobs Pronunciation: Intonation in “wh”
where-what) question.

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Being proud of what his family do for living
messages  Valuing jobs
 Meth: He can work in pairs or in groups.  Being polite
 Com: He can use a role play to communicate  Asking questions politely.
appropriately.
He can use ICTs to communicate with
others
 Per and soc: He can socialize through oral
exchanges and written messages
Time Framewor Procedure Focu Aims Mater Vakt
k s ial

T greets his learners /the learners respond

Recapitulation o of jobs and articles : wboar
I look at the example and do the same d
10m *The doctor works in a hospital Quick review V
n A
jobs places
The doctor in a school
The farmer in a garage
The mechanic in a hospital
The teacher in an office
The architect on a farm

presentatio Presentation
n Who is this/that? What is his /her
name? Introducing
│ │ │ │ │ the new
Isolation Who his/her what his Grammar
20m her items
n Analysis │ │ │ │ │
a question demonstratives a question
possessive
word word
adjectives
Familiarizing
She is my mother He is my father where is The ls with the
the teacher ? new grammar
│ │ │ items
She He where
 │ │ │
Personal personal a question
Pronoun pronoun word

I use :
State rule Who to ask about person
What to ask about names, jobs, objects
Where to ask about place
He to talk about a boy ,a man
She to talk about a girl , a woman
This to talk about objects or persons near us
That to talk about objects or persons not near us

5mn Task 1: I order the words

a- is –Who-girl-that-? Forming a
practice b- Where –father-is?-her question
V/A/K
c- his-What-job-is-?
/T
7mn
Task 2: I choose the correct one
Ahmed shows Rachid photos of his family
Rachid : ‘(who –what) is (this –that) boy? Checking the
Ahmed :( he-she )is my brother ,(his –her) name is Lg wboar
Kader . understanding d
Rachid :and (where –who ) is this girl ?
8mn Ahmed; (he –she) is my sister
Rachid : (who -where )is she ?
Ahmed :she is in the school
Task 3: I order the sentences then put them in a
dialogue
He is a dentist,he works in the hospital
He is my brother Wahid Produce a
How old is he ? dialogue
He is 36
Hello ,Rachida.who is that boy?
What is his job ?
Hakima: ..............................................................?
Rachida:………………………………………………………………
Hakima: .............................................................. ?
Rachida:……………………………………………………………..
10m Hakima: ............................................................... ?
n Rachida:………………………………………………………………
Teacher invites his learners to write on their
copybooks
Level : MS1 School : Renaissance Teacher:Mrs. ThiziriAdjlout

Sequence: 2 ME AND MY FAMILY Lesson: grammar tool 2 Framework: PIASP

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

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

interpret – produce.
Target structure: have got/has
got/verbs in the present/negative
form(do –don’t)
Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Behaves as a responsable
messages
 Meth: He can work in pairs or in groups.  Respects the others’ preferencies
 Com: He can express his preferencies .
 Per and soc: He can socialize through oral
exchanges and written messages

Tim Framewor Procedure Focus Aims Materia Vakt

e k l
Teacher greets his learners /the learners respond
5mn Warm up T eacher asks some questions about Omar: T/L
How old is Omar? What is the job of his father?is Wboar
his mother a doctor? Interacting d
T eacher writes the following script on the board /preparing V
Omar: them A
5mn presentatio I’m different from my sister Houda,
n I have got a cat but she has got a dog. Presenting the
I like reading books but she likes watching T/L new grammar
cartoons items

I have got a cat . she has got a dog

│ │ │ │ T
5mn Isolation Subject verb subj verb Familiarizing
them with the
new grammar
5mn I like reading books . she likes watching items
Analysis cartoons
│ │ │ │
Subj verb subject verb
a-I use the verb to have to indicate possession Woard
5mn Stating rule b- I use Has in the third person : he , she, it T
c- In the present simple, I add “S” to the end
of the verb in the third person (He-She – It).
Like---likes
d- in the negative form I add don’t before the
verb
I like couscous -- I don’t like couscous

T/L
5mn practice Task one: I order the words (the learner works
with Forming
His partner) sentences
a- like/I/watching films Wboar
b- Fatiha/ music/loves T/L d
5mn c- have got/two/sisters/I
d- Ahmed/plays/football
Task two: I correct the verb Consolidating
a-I (not love) ......... playing tennis
5mn b-Steve (live).............. in America V/A/
c- it (to be) ................... a pen K/T
a- My friend (to have). .......... a pet hamster.
T/L
Task three: I turn into negative
Example:
I like watching films -- I don’t like watching films
Using the
a- I live in Relizane
negative form
b- I love listening to music
c- I like cats
d- I like jeans

5mn

Task four: I choose the correct word to make a

correct sentence
a- I (live-have got) in Algeria Identifying the
b- Adako (has-is) from Nigeria Meaning of Wboar
5mn c- She (likes- have) handball the new d
Task five: (communicative- based activity) structure
L/L
I read and complete
Hello ,I’m
………………………(name),I’m… .....................(age).
I’m… ............................ (occupation) at Producing a
… .................. (school). Short
I……………………………………..(like).I………………………… paragraph
…… (an animal)
10m
n Teacher invites his learners to write on their
copybooks
Level : MS1 School : Renaissance Teacher: Mrs. Thiziri Adjlout

Sequence: 2 ME AND MY FAMILY Lesson: I read and do Framework: PDP

Learning Objective (s): by the end of this lesson my learners will be able to interpret a written message about
introducing oneself.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course book
interpret – produce.
Target structure: to be interrogative
form //wh questions/the present simple

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Proud of his identity markers
messages  Valuing national identity
 Meth: He can develop his strategies for reading  Independent personality
and writing
 Com:He can use ICTs to communicate with
others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

Teacher greets his learner/the learners

respond.
pre reading Teacher writes key vocabulary on the board V
7mn :name,age,school ,food. Then asks his T/L A
Interacting/prepa Wboard
learners to guess what the text will be about.
ring them
T invites his learners to read the text on
page60 and do the following task :
During Task one : I read and answer the questions
reading a- Who is the sender of this email?
b- Is Adaku Algerian ? Scanning (for
c- How old is he? T/L general
Teacher invites his learners to read again and information )and
do the following task . skimming (for
28m Task two : I read and tick the right box.(p60) details)
Teacher invites his learners to read the text Course
on page 59 and do the following task book
Task three:I read and complete the profile .
Family name:……………………………..
First name:…………………………………..
Age;…………………………………………….. T/L
Deciphering the
Class :…………………………………………. message
Country:……………………………………… .(interpreting)
Likes:……………………………………………
Pet:……………………………………………….

Teacher invites his learners to fill in the

Post reading following paragrapgh with their personal
information :
15m My name is ……... I am ............ old. I am from Producing a short
n ……………. I speak ……………… . paragraph in
I like …………………. I like wearing .............. My which LS give
favourite food is .................. I have got a pet L information
about themselves
…………… called ………………....
Wboard

10m Teacher invites his learners to write on their

n copybooks
Level : MS1 School : Renaissance Teacher: Mrs. Thiziri Adjlout

Sequence: 2 ME AND MY FAMILY Lesson: I learn to integrate Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to write a short email in which he/she
can introduce his/her family.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. Board/The coursebook
interpret – produce.
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives

Cross Curricular Competencies Core values

 Intel: Learner can interpret verbal and non verbal  Proud of belonging to family
messages  Respects every member in the family
 Meth: He can mobilize resources to produce a a
written message /he can work in groups
 Com:He can use ICTs to communicate with
others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Foc Aims Material Vakt
us

Teacher greets his learners/ the learners T/L

respond
Pre-writing
process Teacher invites his learners to open their books /interacting V
on A
Page61 and asks some questions:
T:What does the picture represent
T/L
?LS: it is a family
Ls can use his
T: this is the family of Margaret .she is the friend
prior wboard
of Omar. knowledge
10m
n T: look at the other members of the family and
name them .
LS: grandfather ,grandmother………………
Teacher invites his learners to have a look at the Interacting
email and find the sender and the receiver.
T explains the new lexis :hope ,fine ,attached
,send

Setting up the Situatio n

Your e pal Margaret is now a good friend
,she sends you a picture of her family
friend . Draw your family tree.

Add information(age , job ,… ) and send it

as an attached document(picture)
5mn

T: now , imagine you are Omar , draw your family

tree,add information(age , job ,… ) and send it as
an attached document (picture)
 Planning
T splits the groups
T helps his learners to remember what they T/L
In -writing learnt in this sequence.
15m process T asks the learners to complete the following
n table: V/T/
W. K
knowledge Skills Attitudes Board
*Lexis related Greeting: -Being polite:
to family Hi, hello when talking
members: Introducing to others
father,mothe my relatives: -Respect
r,……… Name,Age, other people
*lexis related Job ,his rank and other
to jobs In the family cultures
*Present -valuing jobs
simple of Valuing family
“be” with
I,you,he
,she,it
*Verbs in the
present with
I,he,she ,it
*Personal
pronoun:I,yo
u,he ,she,it
*Possessive
adjective:my,
his,her
*Numbers
:14, 100
*ordinal
numbers
Demonstrativ
es:

10m Drafting
n With the help of their teacher, the learners start
drafting .
Editing
10m Teacher helps his learners to find out and To correct the
n correct typographical errors and mistakes in mistakes(spelling,
grammar, style, and spelling. grammar,..)
publishing
10m The groups write the final draft and present their T/l
n
work in front of their classmates to be assessed
T selects a work to be written on the board and collaborating
corrected.
10m T invites his learners to write on their copybooks
n Teacher: bendoubaba djamel (djamel djamel)

Face book :Hireche middle school

Level : MS1 School: Renaissance Teacher: Ms. Thiziri Adjlout

Sequence: 2 ME AND MY FAMILY Lesson: I think and write Framework: writing process

Learning Objective (s): By the end of this lesson , my learner will be able to introduce him/herself and his/her
family on an international friendship blog.
Targeted competencies: interact – Domain (s): Oral/written/ Materials: W. board/The course
book/flash cards
interpret – produce.
Target structure: personal pronouns,
To be in the present ,articles, possessive
adjectives/the simple present of ; like,…

Cross Curricular Competencies Core values

 Intel: Learner shows creativity in writing and  Valuing friendship

designing blogs  Asserting one’s identity
 Meth: He can mobilize his resources to produce
a written message
 Com:He can use ICTs to communicate with
others
 Per and soc: He can socialize through written
messages
Time Framework Procedure Focus Aims Material Vakt

T greets his learners/they respond

Teacher explains the difference between T/L
10m Pre writing partnership and friendship. V
n Teacher asks his learners: Interacting/talk A
about friendship
who has got friends from other towns?
who has got friends from other countries?
How do you contact them ?(using what:
(messenger,skype,facebook,letters,telephones Wboard
,...)
While writing
The teacher introduces the situation and asks
them to work individually T/L
The learner uses
45m what he learnt to
n Pupils from all over the world produce a
introduce themselves on an meaningful
International friendship blog. message about Flash
introducing cards
I post my information to make him/herself and
his/her family
new friends and practise my members
English

Support:
Flags ( Great Britain , The USA, Brazil ,Algeria ,
Nigeria, Australia and China )
International friendship blog
5mn Post writing
The teacher collects the students’ sheets and
corrects them using the evaluation grid below:
 A/V/
Criteria Indicators K
1- Relevance introducing oneself and
one’s family
members(names,jobs….)
2- Correct use of 1- the learners uses :the present
linguistic resources simple of to be /to have/to like
2- the learner uses personal pronouns
“I, he and she”
3- possessive adjectives “my- his- and
her”
4- Use cardinal and ordinal numbers.
3- Coherence 1-the learner writes simple and
meaningful sentences about the
topic;2- the good use of :
Punctuation, capitalisation and
indentation.
3-s/he respects the logical order of
the ideas.
4- Cross-curricular 1-the learner uses ICT in
competences : communicating with his/her friends
2-s/he produces a written message

5- Values 1- the learner shows a good conduct

2- shows attitude of respect

6- Excellence 1- The learner shows creativity in his

/her writing
2- Good hand writing