Pedagogic project 1

Sequence 1

Me & My Friends

Project work 1

My Family Profile

Me & My Friends

Project 1

Sequence 1

Guided Sheet ( lesson focus)

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

-greet and
put
learners in
comfortable
Situation to
learn

Teacher

Teacher
Stimulate
the
learners by
creating
problem
solving
situation

MS1
Interact
(to greet)

Student

Student
5

Sequence 1 :
Me & My friends
Section : I listen & do
Input 1:
Greeting & Introducing

Student
Student

Students
Students

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.

Interact
&
Interpret
( to know
who is in
the
picture)

Visual
( gestures
miming

Visual
(flash
card
showing
unknown
learner)

Produce

(simple
oral
message)

Dialogue 1:
Greet and
introduce
oneself

Good morning / Good afternoon,

A : Hello ,
Hi,

Teacher

Hi,

Student

I am
Ahmed.
My name is

I am Kamel

Interact
(to greet
&
introduce)

Visual
(board
and
marker)

B:
Student

20

Hello ,
Dialogue 2:

Good morning / Good afternoon,

A : Hello ,
Hi,

Teacher

Student
Student

Kinesthetic

My name is Kamel
I am
Ahmed.
My name is

Interpret

What is your name ?

Greet and
introduce
oneself

Students

Hi,

Students

I am Kamel

(interpret

My name is Kamel

the drill by
substituting
key words)

B:
Hello ,

(learners
stand up
and act
the drillmove to
greet their
mates)

A: Nice to meet you, Kamel.

Teacher

B: Glad to meet you, Ahmed

Student

10

Student
Teacher

Student
Student
Greet and
introduce
oneself

Students

Students

Practice : ( guided practice)

Learners are invited to repeat the two dialogues , then practice
substituting key words:
Good morning / Good afternoon, I am
A : Hello ,
Hi,
My name i

(Ahmed- karima-Omar-Yuba)

White
Board

Produce
Visual

What is your name ?

Hi,

I am ( Kamel- Cherifa- Rachid- Yasmine)

Hello ,

My name is(Kamel-Cherifa- Rachid-Yasmine)

B:

A: Nice to meet you,( Kamel- Cherifa Rachid Yasmine)

B: Glad to meet you, Ahmed-- karima-Omar-Yuba)
Yellowdaffodil66@gmail.com

( make
simple
dialogue
using the
target
language)

(
flashcards
showing
Algerian
learners )

Page 3

Produce
5

Greet &
introduce
oneself

Teacher
Student

Student

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

( simple
dialogue
performin
g what
they have
seen
above)

visual
(White
Board)

PIASP teaching grammar :

Teacher

Analyze
and deduce
the
grammar
form

Analyze
and deduce
the
grammar
form

Student
Student

1) Presentation: learners are invited to read the following

exchange .
Visual

Students

Ahmed

Hello I am Ahmed

(White
Board)

What is your name

Students

2) Isolation:

Visual

Interact

(White
Board)

Teacher
Student

3) Analysis

colon

coma

full stop

question mark

Punctuation sings

Student

Interpret
Produce

Teacher
Analyze
and deduce
the rule

Student
Student

Students

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)
The punctuation sings

Students

Name the
punctuation
sings

.
,

Teacher
Student

Student
Teacher

full stop

question mark

coma

exclamation mark

colon

Learners are invited to read the written work on the board ,

then copy down on their copy books.

Student
Student

Students
Students

By : Mr Samir Bounab
Yellowdaffodil66@gmail.com

Page 4

Interact

Visual

(White
Board)

Interpret
Produce

Greeting
and
welcoming

Lesson 2

MS1

Teacher
Student

Student

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 .

Interact
( to greet )

Visual

Teacher
Greeting
and
welcoming

Student
Student

Students

White
Board

Audio

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.

Interpret
( the
game to
greet and
introduce)

Kinesthet
ic
Tactile

Students

Learners are asked to open their books , use their pencils and
do p36
Task3
Task 3p 36: I greet and say my name.

Greeting
and
welcoming

Hello, my name is

Good morning , my name is

Hi, I am

Good afternoon, my name is

Produce
( greeting
and
introducin
g oneself)

White
Board

Visual
Audio
Kinesthet
ic

Learners work in rough , the teacher supervises their works ,

then invites them to correct on their books using their pencils.

Tactile

Teacher
Identify ,
name and
discriminat
e between
the
punctuation
signs

Student

Student
Teacher

Student
Student

Students

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.

the
instructio
ns of
page35)

Learners are invited to do the following tasks to acquire what

has been said about punctuation
Based form task :

Students

Exercise : Spot and correct the mistakes.

Identify
where to
use each
punctuation
sgns

Interact
( about

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

White
Board

Visual
Audio

Interpret
( the
instructio
n of the
task )

Kinesthet
ic
Tactile

Produce
(very
simple
message
introducing
and
greeting
using
correct
punct)

White
Board

Visual
Audio

Kinesthet
ic

Meaning based task:

Tactile

Interact
Teacher
Identify the
meaning of
each
punctuation
signs

Student

Student
Teacher

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

Student
Student

Students
Students
Identify the
meaning of
each
punctuation
signs

(to
understan
d the
meaning
of the
task)

.
!
,

coma
question mark
full stop

exclamation mark

White
Board

Visual
Audio

Produce

Kinesthet
ic

(matching
sing with
nouns)

Tactile

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.

Teacher
Student

Use the
pucntuaiton
signs in
communi
Information
Gap

Communicative based task:

Teacher explains the instructions of the next task where the
learners used the grammar item in a communicative way

Student

Teacher

Student
Student

Interact
&
interpret
(meaning
of the
communic
ative task)

White
Board

Visual
Audio
Kinesthet
ic
Tactile

Exercise: Pair work Complete the dialogue with the

punctuation signs
( ?
:
,
!
. )

Task
Students

Students

Ahlam
Hodda
Ahlam
Hodda

Good afternoon I am Ahlam what is your name

Hello Ahlam My name is Hodda
Glad to meet you 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

Produce
( dialogue
using the
right
puncutati
o)

White
Board

Greet and
welcome

Name
schoolthing
s and
classroom
furniture

Ask and
answer
about
schoolthing
in order to
practice the
short vowel
/i/

MS1

Teacher
learners

Learners

teacher

Teacher

learners

Teacher
learner
Learnerlearner
Learners

learners

Greeting & Introducing

2 G curriculum
(
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

Interpret
the drill &
focus
On sound
/i/

A : Is it a dictionary ?
B: No, it is not .
A : what is it then?
B : It is an English book.

Learners

teacher

Kinesthetic
( stand
up &
greet)

Visual
(flashcards ,
classroom
objects,learn
ers objects )

Visual
(flashcards ,
classroom
objects,learn
ers objects

Interact

Learners
Learners

Interpret
the
flashcard
to name
schoolthi
ngs

Interact

:
Learners are invited to perform the drill substituting key words
Oral
pracrice of
the short
vowel /i/

Interact
to greet
and
welcome

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

Interpret
in role
play the
sound /i/

Visual
(flashcards ,
classroom
objects,learn
ers objects

Produce
simple
oral
words
with
sounds
/i/

PIASP:
Identify the
short vowel
sound in a
sentence
with its
different
forms

Teacher
learners

Teacher

learners

Presentation : Learners pay attention at the following example

written on the board , then read it loudly
There is a copybook , an eraser and scissors in my schoolbag.
Isolation : is

copybook

Analysis: i= e

y= e

eraser
e

scissors
i= e

in

Stating rule
Teacher

learners

Letter
i
y
e
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )

( visual)
Board

e=I

Short vowel /i/

Discriminat
e between
form and
sound of
the letters
that form
the short
vowel /i/

Interpret
The
example
to
identify
the sound
/i/

( visual)
Board

Pronunciation

page 7

Interpret
the
difference
between
form and
sound of
the
letters
that form
the short
vowel /i/

( visual)
Board

Consolidate &
practice more
form and
Learners
sound
Learners

Teacher

learners

Identify the
common
sound and
odd one

Exploit the
classroom
situation
and
produce
very simple
words
showing
short vowel
/i/

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
5) Englsh
6) wndow

4)cop.book

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- picturebook- copybook window- door- scissors-

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

Learners work in rough , teachers supervises and offers help then

invites them to correct.
Learners

learners

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 )

( visual)
Board

( visual)
Board

( visual)
Interact ,
interpret
the
classroom
situation to
produce
simple
words with
short
vowel /i/

Board

&
classroom
objects

Making Family Profile

PDP Reading lesson
PIASP teaching grammar
(personal pronounI/
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 ( computerlaptop?.Messages ( email- sms ) values to learn ??

Giving information /responding to questions about

:me = my age my class-and my hometown

personal pronounI/ 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

time Objective

interaction

Lesson

competences

VAKT(aids)

Greet
and
welcome

Brainstor
ming to
guess
topic of
the text

Identify
topic
form non
verbal
msgs

MS1
Me & Family
Lesson: PDP read page 41
Teacher

Learner
s
Learner
s
teacher

Sequence1

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)
Teacher Task 1 ; Look at the pictures on page 41 and answer the questions

Is picture 1 a photo or cartoon?

learners
What about picture 2?
Is the blue bubble computer message?
Is the brown bubble a telephone message?
Learner
s
Leaners work in pair, meanwhile the teacher prepares the first task
learners which must be skimming one

Task 1 : Read the text and write true or false

Teacher

learners

Learner
s
teacher

1.
2.

visual
(Board
and
marker)

Teacher

learners

Teacher

learners

Learner
s
teacher
Learner
slearners

The blue message is from Susan.

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:

Produce (
answer and
solve the
suggested
exercises in
oral or
written
way)

Visual (
manual
script +
flashcard
page 41)

Learner
s
learners

Learner
steacher

Reinvesting
What has
been
learnt
and
acquired

Interpret
the
pictures
and answer
the
questions

Visual (
manual
flashcards
page 41)

first task and reports that

on the board, then invites the learners to read the corrected answers
instructions of the first task , then
invites the learners to read silently the text and answer

Scanning
and
exploitin
g the
text

Interpret
the picture

The teacher invites the learners to correct the

During reading: teacher explains the

Skimmin
g the
general
idea of
the text

Interact
To greet
and
welcome

Kinesthetic
( stand up
& greet)

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.

Interpret
the text to
answer the
task

Visual (
board and
marker)

Name :
Age :
City :
Country :

Hello, My name is . I
am . I live in .,

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)

Produce
simple
message
greeting
and
introducing
oneself

Visual (
board and
marker,
rough
copybook
s)

Page10

MS1 level
Grete
and
welcome

Introduc
e

Teacher
learners

Teacher

learners
Learner
steacher

Identify
new
sounds
and
their
sounds

Teacher

learners

Learner
s
teacher
Learner
slearners

Knows
letters
and their
sounds
Diphthon
gs

Teacher

learners

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
Analysis
Hi my name is Susan.
Hi

my

I y= sound /ai/

great

I am from Great Britain

name

Interpret
text to
identify
the
requested
words

Interact
about
The
underline
words

Visual
(text
page 40)

Visual(
board
and
marker)

Visual
(board
and
marker)

Interpret
the words
and their
sounds

great

Visual (
board
and
marker)

a - ea = sound /ei/

Stating rule:

Learner
steacher

Teacher

learners

Interact
to greet
and
welcome

Letter
I - y
a ea

sound
/ai/
/ei/

Practice: learners are invited to practice these sounds through

the following drill ( the lesson shifts to PPU speaking lesson)

Interpret
( letters
that have
the
sounds
/ei/ and
/ai/

Visual (
board
and
marker)

Presentation :learners repeat the drill then perform the full drill

Greet

Bouthayna: Hi , I am
Introduce

Learner
s
teacher

Talk about Learner

sage

learners

/ei/

. I am 10. I live in Ain Boucif in

/ai/ /ai /

/ei/

/ei/

Medea. What about you?

Suleiman : Hello,

. My name is

/ei/

Bouthayna:

/ai/ /ei/

/ei/

Nice to meet you

/ai/

/ei/

Suleiman : Glad to meet you

.
/ei/

Home
town

Bouthayna: What is your

Interact
and
interpret
the
sounds
/ei/ and
/ai/ in
communi
Drill

Visual (
board
and
marker)

/ei/

Suleiman : I am nine
/ei/ /ai/

/ai /

Bouthayna: What is your hometown ?

Suleiman : I live in Ain Defla
/ei/
Produce
written

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 )

Interpret
the drill
and
substitute
Key words

Page 11

message
including
the
target
language

Teacher

learners

Learner
s
teacher
Learner
slearners

Identify
Short
vowel
and
diphthon
gs

Teacher

learners

Learner
s
teacher
Learner
slearners

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

Produce
A
communic
ative
produc
dealing
with the
target
language

Visual
( school
manual
page37)

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

Day-playgame
classroom

Sit fillbike give

May- I
window
-mobile

Visual
(board
and
markers)

Interact
abot the
instructio
n of the
task
Interpret
the list of
sounds
and
identify
the odd
one

Visual
( school
manual
page40)

Learners are asked to open their books on page 40, the teachers
explains the instructions , then invites them to work in rough
Teacher

learners

Learner
s
teacher
Identify
Short
vowel
and
diphthon
gs

Learner
slearners

Teacher

learners

Learner
s
teacher

Task 2 : b) I put the words in the right balloon .

/ei/
Pray playTuesday-say

/ai/
Line - fine

/i/
Sick - sit

Learners work in rough , teachers supervises their works, then

invites them to correct.
Learners read loudly the corrected tasks and copy down

Learner
slearners
By Mr Samir Bounab ( yellowdaffodil66@gmail.com)

Interact
about the
intruction
s of the
the task

Visual
( school
manual
page40)

Interepret
bubbles to
form the
correct
liste

Produce
correct
answers
of the task

Page 12

MS1 level

Lesson Giving information /responding to questions about me

Greet ,
welcome
and
introduce

Teacher

learners

Learner
s
teacher

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

Learner
slearners

= 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
Teacher asks the learners to list the words written in different colors

learners Isolation :

Interact to
great,
welcome
and
inquire
about the
last
session

Interact
and
interpret
the
selected
statement

Learner
slearners

Teacher

learners

Learner
s
teacher
Learner
slearners

1) Your/ ? / What / is / name

2) is /name/Hi/ ./ my / Yuba/

Task Two: Match the pairs(meaning based)

Sentence
a) Good morning , how are you?
b) I am Khadidja .
c) I am 11 .
d) I live in Ghardaia.

1)
2)
3)
4)

Meaning
My hometown
My age
Greeting
Introducing (my name)

Task Three page 40: I help Maria and find the right word
(communicative based)

Live
am

My name Maria . I .12.I

..in Adrar.I love my city

is
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 )

Visual
(board
and
marker)
Visual
(board
and
marker)

my name is Mohamed . I live in Algiers. What is your name?

Learner
Analysis My
is
I live in
what
s
teacher
Possessive
verb
personal verb
question word
Adjective
to
be
pronoun
simple
Learner
Simple
present
preposition
sPresent
learners
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
Teacher
m
( simple present)
The present simple

is
To introduce myself
learners
live : verb to live
To introduce hometown
Question work : what
To ask about name and hometown
Learner
Preposition : in
To show place
s
Practice : learners are invited to o the following
teacher
Task one : (based form) re-order the words to make correct sentences

Visual
(board
and
marker)

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 (
school
manual
page 40)

Page 13

Making Family Profile

Situation of Integrations
write

a) I learn to integrate
b) I think and 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 pronounI/ 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

Time Objective

Greet
and
welcom
e

Reinvest
what
has ben
read
before
To
integrat
ed

Interaction

Teacher

learners

Learner
s
teacher
Learner
slearners

Teacher

learners

Learner
slearners

Teacher

learners

Learner
s
teacher
Learner
slearners

Organiz
e and
elicit all
ideas

Teacher

learners

Learner
s
teacher
Learner
slearners

Write
the first
draft to

Lesson:
Situation of Integration
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

VAKT/Aids

MS1

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

Interact
to greet
and
welcome

Interpret
the
photos
Guess
the topic
of the
lesson

Visual (
photos
of
compute
r,flashcar
d pge 42

Using visual aids showing computer internet

Learner
s
teacher

State
the
importa
nce of
the ICT
means
in our
daily
life

competences

In put

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:
Greeting: Hi / Hello/ good
Hi / Hello/ good afternoon
afternoon /good morning /
Being polite:
/good morning / good bye / bye
to be in present: am m - is
Verb: live S.present
Personal pronoun: I
Possessive adjective : My
Prepositions : from inat

good bye / bye

Introducing oneself:
I am ..
My name is ..

Interact
about
the topic
and
interpret
the
question

Visual (
schoolm
anual
page 42)
Interact
to elicit
all ideas
about
the given
topic

Visual :
(board
and
marker)

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.

Visual (
board
and
marker)

Produce
a short
composit
ion
selecting

Page 15
By Mr Samir Bounab (yellowdaffodil66@gmail.com )

Proof
reading
ing

Teacher

learners

Learner
s
teacher
Introdu
ce one
self
using
ICT

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 :

Learner
slearners

Hello , my name is I am
. . I am from .. and I
live in .

Produce a
paragrap
h
introduci
ng onself
and ID
card

Learner
s
teacher

Visual
(board
and
Produce a marker +
paragrap school
h
manual
introduci page 43

Learner
slearners

My ID card:

Introduc
e onself
Through
ID card

Learner
s
teacher
Learner
slearners

Visual (
board
and
marker)

My school blog group

Teacher

learners

Teacher

learners

Produce a
paragrap
h
introduci
ng onself
and ID
card

First name :
Family name :
Age :
Class :
School :
Town :
Phone number :

Photo

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 )

ng onself
and ID
card

Page 15