1MS Seq2 Suggested-Layout-Of-sequence-2

Layout of a sequence:
suggested lesson plans
The Coursebook Authors July 2016

Level: Ms 1
Sequence : 02 Lesson: 01
Lesson Focus: Language learning
Learning Objective: By the end of the lesson, my learners will be able to name some jobs using the articles (a , an
and the), personal pronouns he/ she and possessive adjectives his / her.
Target Competencies: interact interpret produce.(the competencies are presented in an integrated way and the
teacher will decide on which competency he will focus on)
Domains: Oral Written - Both
Target Structures: personal pronouns, possessive adjectives.( He....his / She .....her) and the articles
(a, an and the)
Materials: Sheets of paper / family tree / pictures of jobs
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Cross-curricular Competencies: Core values :

1. Intellectual competency: 1- Valuing and respecting
relatives.
- The learner can interpret verbal messages to get information. 2- Being proud of belonging to a
- He can show creativity when producing his own examples in post listening. family.
3- Valuing jobs.
2. Methodological competency:
- The learner can work in pairs.
- He can use strategies for listening and interpreting oral discourse.
VAKT*
Time Framework Procedure Focus Objectives Materials/Aids
M .I ***
10 Warm up:
The teacher distributes sheets of paper
L/L Brainstorming, V+ T
containing letters, and asks the learners to
revising and
work in pairs and form words using those Sheets of paper.
** recalling the
letters. The winner will be the pair who previous words.
finds the longest word that contains all the
letters.
M L F I Y A
Expected words:
L/L Presenting the V
I / My / am/ family / Mali / new lexis about
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Graphic organiser
family, relatives
The teacher draws on the board the graphic and jobs. On the board or
written on the
organiser and elicits from the learners the copybooks
10 Pre- listening words they might already know :
relatives L/T
Identifying the
age family jobs use of personal
pronouns and
possessive
adjectives with
The teacher explains and introduces the new male and
lexis and key words needed in the listening female.
phase with the personal pronouns he,
she and the possessive adjectives his L/T
and her. Interpreting an
A
oral
Books
Mentioning the use of articles: a, an and conversation for
the. general
information.
T/L
Task 4. page 50. Eliciting then
L/L giving the rule
Listening
of articles.
A
20 The first listening( listening for a purpose): Checking how Oral dialogue.
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T/L well they can

dialogue page 48 use the articles
appropriately
The teacher asks the learners to listen to the
dialogue and answer the questions:
Who is speaking? L/L Using strategies

What are they speaking about? for listening
Is Omar polite with Peter? and interpreting
an oral
The second listening: discourse. A
The teacher reads the dialogue again and
asks his /her learners to listen and fill in the
table. L/L Identifying
relatives,
15 relative name job pet names, jobs,
sister ............ ............ ....... pets. Role play
Teacher asks the learners to think of the Checking and

other relatives, work in pairs, gather showing
Post- degrees of
listening information in a table, ask and answer about autonomy in the
their names and jobs. use of personal
pronouns he
she and their
possessive
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adjectives.
The teachers comments:
What worked What hindered Action points

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*VAKT: Visual, auditory, kinaesthetic, tactile.

** L/L: learner Learner T/ L: teacher learner
***M.I: Multiple intelligences
Level: Ms 1
Sequence: 02 Lesson: 02
Lesson Focus: Language learning / use
Learning Objective: By the end of the lesson, my learners will be able to ask and answer about age using numbers
from 13 to 100 and rank people according to their age.
Domain: Oral written - Both
Target Structures: cardinal and ordinal numbers
Materials: Songs / paper strips
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1- Intellectual competency: 1- Respect

- The learner can understand and interpret verbal and non verbal 2- Being honest
messages. 3- Greeting
2- Methodological competency:
- He can work in pairs.
- He can use strategies for listening and taking turn to answer.
3- Communicative competency:
-The learner can use numbers in English to communicate.
4- Personal and social competency
-The learner can be keen on promoting co-learning.
VAKT*
M .I ***
10 Warm up:
The teacher invites one learner to revise the Brainstorming,
English alphabet with him/her by taking turn T/L
revising the
and saying the letters one by one. ** English alphabet A
letters.
Teacher: A Pupil: B T:C L:D T:E L:F .....
The teacher asks the learners to play the

Revising the
game in pairs and the winner is the pair who numbers
finishes first without mistakes. L/L acquired before
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to pave the way

L1: A L2: B L1: C L2: D L1: E L2:F to the
......... presentation of
the second part
A
The teacher may revise the numbers from 1 to Song about
of the numbers
L/L numbers
13 using the same game. with the ordinal
numbers. https://www.youtu
T:1 L:2 T:3 L:4 T:5 L:6 .........T: 12 L:13. be.com/watch?v=e
0dJWfQHF8Y
L1:1 L2: 2 L1:3 L2:4 ......
Presenting the
10 Presentation: L/T numbers
The teacher presents a song about numbers
and asks the learners to repeat it. (just the through a song V.A
needed numbers) Using the
ordinal numbers
Then, the teacher writes the numbers in order
T/L in a context (the
on the board and presents the ordinal family) Book P52
numbers. Demonstrating V
Teacher uses the situation on the book (Omar the value of
greeting his grandmother). respecting the
parents.
20 Practice Oral dialogue.
Interacting
A
Task one: Through Role Play, the teacher orally using
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asks the learners to ask and answer about numbers.

ones age. L/L
Teacher: I am twenty- two and twenty-four. Using strategies
What is my age? for listening and
Learner 1: You are forty-six. interpreting oral
Teacher: Thats right. discourse
Teacher: My father is ........... and ........ .
How old is he?
Learner 2: He is ...... L/L
Learner: ......
Learner: ........ A
Task two: Information gap activity. Promoting co- TV
The teacher provides each pair with two learning in
writing numbers
sheets of paper A and B. (the partners in full and
shouldnt see each others sheets) L1 asks his revising the (A) and (B)
partner if he can spell the first number then, alphabet letters. handouts for each
he fills in the gaps. Example: pair
A. B.
1. I ask my partner to spell the 1. I ask my partner to spell the
missing numbers. missing numbers.
2. I spell the numbers to my 2. I spell the numbers to my
partner to fill in the gaps. partner to fill in the gaps.
15 ....................... 15 fifteen.
42 forty-two. 42 .......................
18 ......................... 18 eighteen. L/L V
80 eighty. 80 .......................
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13 ......................... 13 thirteen
33 thirty-three 33 .......................
50 ......................... 50 fifty Checking
Task three: whether learners
can use the Book
T asks his learners to look at Omars brothers
ordinal numbers.
and sisters birthdays and asks the learners to
rank them according to their ages.
Yacine is 18 years old.
Name Year of birth

Yacine 1998
Houda 2004 A
Omar 2002
Khaled 2000
Leila 2006
Yacine is 18 years old, he is the first child in
the family.
Khaled is 16 years old, he is the second child
in the family.
Omar is14 years old, he is the the third child
in the family. L/L A
Houda is 12 years old, she is the fourth child
in the family.
Leila is 10 years old, she the fifth (last) child
in the family.
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To help the
T: Now it is your turn to introduce your Role play
learners interact
family members and their age. orally to play
roles.
A- Work with your partner, ask and Introducing the
family
answer: members age in
a challenging
15 Use Start like this: way.
A: I have a grandfather. I love him very
much.
He is sixty and thirteen, what is his age?
B: He is seventy-three.
A: My mother is ...... Reinvesting
what has been
B- Write a short description to rank your learned: ordinal Short written
numbers to description
brothers and sisters according to their age. introduce sisters
and brothers.

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Level: Ms 1
Lesson Focus: Language learning and Use
Learning Objective: By the end of the lesson, my learner will be able to introduce his/her family members names and
jobs orally, using the three forms of to be and W.H. Qs.
Target Competencies: interact interpret produce. (the competencies are presented in an integrated way and the
Target Structures: Personal pronoun: I, he, and she , possessive adjectives: My, his and her
W.H Qs : What /who / the three forms of to be.
Materials: Family Tree Poster / Flash cards (jobs) / flash cards representing (He/ she /madam/sir / girl/ boy/man
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/woman ....
1- Intellectual competency: 1- Respect of relatives
- The learner can think and use the language to guess. 2- Valuing and developing friendship with
2. Methodological competency: neighbours , friends
- He can work in pairs.
- He can assess peers work.
3. Communicative competency:
- He can use drama and role play to communicate appropriately
4. Personal and social competencies:
- He socialises through oral interaction.
- He develops attitudes of friendship.
VAKT*
M .I ***
10 Warm up:
The teacher distributes a set of flash cards A set of flash cards
L/L To motivate the
for each pair of learners. learners and for each pair of
He Mr. Madam Miss learning.
Sir Father She Mrs
Woman Girl Man Boy

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Brother Mother Sister
Omar Margaret
To help the
The teacher asks the learners to work in L/L learners T+V
pairs and classify the cards in the right identify the
column titles and
classify them
appropriately
Male (He) Female (She)
(when to use
he or she)
The teacher presents bubbles with gaps to T/L A+ V
fill in ( eliciting from the learners) The bubbles written
L/T on the board .
Peter: Eliciting from Or
10 Presentation Hi, Omar, is the learners to PowerPoint slides.
this on the photo ? complete the
dialogue using
the right W.H
Oh,Yes. is father. T/L questions,
Omar: .. name is Ahmed. personal
pronouns and
Assessment grid V
possessive
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T/L adjectives.
Peter: Is .. a painter ?
Omar: No,isnt.
Peter:
.. is .. job?
Omar: ,is a carpenter.

T/L
L/T
The teacher acts out the dialogue with the T/L
learners. The learners act out with their L/L The book
partners.
Information gap
The teacher asks the learners to substitute Checking activity (page 57). V+T
pronunciation
the father with : and intonation M
a mother / teacher / Meriem when acting out
a sister / Akram /learner the dialogue. I
Practice The teacher moves to free practice:

20 Task 2. Page 57. I guess who is who.
A learner writes the names of his family L/L
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members in the circles. To involve the

He swaps his sheet with his partners and learners in
guesses who is who. using the three
Example: forms of to
be to guess
A: Is Kamel your father?
and identify the
B: No, he isnt. family
A: Is he your brother? members,
B: Yes, he is. names and jobs.
B: Is Sara your sister?
A: Yes, she is.
The learners take turn to ask and answer till
they find who all the members are.
The teacher may allow his learners to carry A
on guessing about their jobs using the
interrogative form.
You are at home with your new classmate . The learners

20 Use
You show him/her the photos of your will be able to
reinvest what
family members on your tablet.
has been
Show the photos and introduce them learned to
(names and jobs) introduce the
family
members in a
meaningful
situation.
81

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Level: Ms 1
Sequence: 02 L esson: 04
Lesson Focus: Language using
Learning Objective: By the end of the lesson, my learners will be able to write and read correctly a short description
about the family members using words that contain the sounds: //, //, /e/ and /I:/
Target Structures: the sounds //, //, /e/ and /I:/
Materials: Paper strips (words contain the sounds)
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1. Intellectual competency: 1. Being

-The learner can show creativity when producing pieces of oral and written messages. responsible
-He can identify sounds when interacting orally 2. Being positive
2. Methodological competency: 3. Valuing each
- The learner can work in small groups. member within
- He can use strategies for listening and taking turn to answer. the family
- He can assess himself
- He can assess his peers
- He can pronounce words correctly to communicate appropriately.
4. personal and social competencies :
- He is aware of his role and others' role in working hard at school, and being sociable.
Time Framework Procedure Focus Objectives VAKT*
Materials/Aids
M .I ***
10 Warm up:
The teacher splits the class into groups of four. Activating
T/L
Each group is provided with a set of words schemata to
A set of sheets of
written on sheets of paper.( The same words ** work in small paper for each T
for each group) groups, through group.
a competition.
mother Thursday father
third fiftth thank
this brother fourth To engage and

83
help the learners

The learners spread the papers on the table to get listening Reading the list at
strategies random.
A
face up. They have to listen to the teacher, focusing on
when he pronounces a word; each learner tries L/L sounds.
to pick up that word first until the teacher
finishes all the words. The group with the
largest number of words is the winner.
T. asks the learners within the group to read T/L Checking and
all the words and identify the difference. correcting
10 Presentation:1 pronunciation.
When they identify the difference , the teacher
G1 G2 Book P53
Keep ., Keep neat at your ,
R Read and . and
cool. L/L
...... the pen and think of
the .
You are the , you
.. the best.
.
To help the
learners identify
G3 the sounds.
Keep (neat- net fit ) at your school,
(Read ride run ) and speak and stay (cool - full
school).
Get (a the- an) pen and think of the (test- best next).
You are the best, you are the best.
A
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V
The teacher reads the poem aloud and asks
each learner to do the task on his/her sheet of
paper.
L/L
When they finish, they have to deal with peer Checking how
well the learners
correction, then group correction. are able to
Practise
distinguish
between the two
15 The teacher asks the learners to read the poem sounds.
and classify the words with the sounds:
The board.
V.
The bubble written
/e/ : get pen- best
on the board.
/I:/ : keep read speak-
Remark: (the teacher has to mention the moral
behind this short poem) Core values.
Task one:
The teacher writes on the board this bubble To make the
and asks the learners to read it and sort out the learners feel free
to play and V. A
words with the sounds : // and// learn.
86
L/L
Hi, I am happy with my family.
I greet my grandmother and grandfather.
I respect my mum and dad, I love The book P 54
you both. *Reinvest what (to present the task
Hi brother, I am your sister; I need has been in a ludic way. The
your help and care. learned: ordinal teacher may
I have a brother and a sister, so we are numbers, to
provide Ls with
three. introduce their
words written on
sisters and K.
balls and asks each
brothers.
learner to identify
* to check and
the sound of his
correct the
word and put it in
pronunciation the right corner.
Task two: I throw the balls in the right hoop

page 54
Short thank you
/e/ /I:/
notes
Red Green
Pet Greet
Vet fifteen
Ten
15 Use Write a thank-you note to the family members

to speak about your role in loving the family
87
and keeping your room tidy and clean.
// //
With Both
Grandmother Three
Grandfather
brother
Finally, the learners have to read their
production.

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88
Level: Ms 1
Lesson Focus: Language reinforcement
Learning Objective: By the end of the lesson, my learners will be able to introduce themselves, their family
members, jobs and likes using the three forms of the simple present tense with appropriate articles and possessive
adjectives in an email.
Target Competencies: interact * interpret produce (the competencies are presented in an integrated way and the
Target Structures: Simple present tense with the three forms, personal pronouns, possessive adjectives.( He....his /
She .....her) and the articles a/an.
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(a, an and the)

Materials: Sheets of paper / family tree / email framework.
1. Intellectual competency: 1- Being responsible.
- The learner can understand and interpret non-verbal messages. 2- Being happy and proud of
- He can show creativity when producing oral and written messages. belonging to a family.
2. Methodological competency: 3- Valuing jobs.
- He can work in group. 4- Valuing leisure time activities.
- He mobilises his resources efficiently to produce a piece of writing. (Reading books).
- He can assess his work. 5- Openness to the world (sharing
- He can assess his peers work. information and respecting people
3. Communicative competency: of other cultures.)
- He can use information and communication technology such as emails to
communicate appropriately with learners of other cultures
- He socialises through oral and written exchanges.
90
VAKT*
M .I **
15 Warm up:
The teacher puts seven boxes on each row
T/L Motivating the
of the class, and distributes sheets of paper
learners to
( a sheet for each learner.) Sheets of paper and
identify the boxes V+
The sheets contain all the structures the words.
teacher introduced in the sequence. T+K
he she is are
I my am his
her have has a V.
an the you your
who where what like L/L
live love enjoy play
Each learner has to read his word and put it
in the right box.( The winner row is the
first to put all the words in the right boxes)
Personal possessive to have to be
Pronouns adjectives
91
L/L Ls will be able

to move and put .
Verbs articles wh. Qs
their words in V+
the right boxes. T+K
The teacher invites one learner from each

row to check the words in the boxes and to
find the score.
20 Presentation
The teacher creates a situation to present
the simple present tense.
Eliciting from
Look, this is Omar; he speaks about his the learners to
PowerPoint slides to
likes, dislikes and his brothers likes and L/T fill in the gaps present the three
with the right forms of the present
dislikes. simple with the
form
pronouns I, you, he
Omar: Hello, I am Omar. and she
I am Algerian. I reading
books.I . not . Karate. T/L V.
My brother, Akram
playing football, he not ..
watching TV. .. you ..
reading books? T/L
The activity written

The teacher elicits from the learners the Highlighting the on the board or on
92
missing words in the bubble to introduce rule of the the PowerPoint slide. V+
the rule of the present simple (PowerPoint present simple
tense with: I, A
slides)
you, he and she.
Omar: L/T
Hello, I am Omar.
like reading
I am Algerian. I
books. I do not like boxing.
My brother , Akram likes playing
football, he does not like watching
TV. Do you like reading books?
20 Practice After giving examples and checking the L/L V.
learners acquisition of the present simple
with the three forms, the teacher moves to
practice. Ok lets help Akram choose the
right form of the verbs.
Akram: Assessing how
well the learners
Yes, you are right, Omar. The activity on the
use the present
book
I (like- likes) playing football, I ( not like) L/L simple tense
watching TV. I (love loves) reading books, with the
too . My father (likes like ) watching TV. pronouns I and
he.
Task 1 page 56
93
Now, lets help Omar to choose the correct

word between brackets to write an email to V.
Margaret.
Hi Margaret,
The learner
How are you? I am happy to introduce my copybooks
family. My father is a carpenter. He is 47 years To check if
old. His name is Ahmed. My mother is a teacher. learners can
She is 42. Her name is Meriem. distinguish
I have one brother. His name is Akram. He is a between
pupil at Kerouani School. Akram likes playing personal
pronouns and
football. How about you? possessive
15 Use Margaret knows very well Omar. Now, she adjectives. V.
wants you to introduce yourself, your Learners will be
family and your likes. (Follow the example able to use
of Omars email). personal
pronouns,
possessive
adjectives
correctly.

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Level: Ms 1
Lesson Focus: Language Use
Learning Objective: By the end of the lesson, my learners will be able to respond to Adakus email, introduce
themselves and talk about languages, likes, food and pets .
Target Competencies: interact interpret* produce (the competencies are presented in an integrated way and the
Domain: Oral written Both
Target Structures: Simple present tense to be to introduce himself/herself.
Simple present tense with verbs to introduce likes.
Simple present tense to have to indicate the possession of objects or relationships.
95
Materials: Word Splash Game / email template.

1. Intellectual competency: 1- Being responsible for his own learning.
- The learner can understand and interpret non-verbal messages. 2- Being proud of belonging to nation.
- He demonstrates degree of autonomy in some areas of learning. 3 -Valuing leisure time activities.(Reading
2. Methodological competency: books).
4 - Openness to the world (sharing information
- He mobilises his resources efficiently to produce a piece of writing. and respecting people of other cultures).
- He can assess his work.
- He can assess his peers work.
- He can use information and communication technology such as emails
to communicate appropriately with learners of other cultures
- Learner socialises through written exchanges.
VAKT*
M .I ***
10 Warm up: T/L Motivating the
Word Splash Game learners and
The board
activating V.
schemata .
Pet Country
Food
Likes from
Named
To introduce the key words, the

teacher draws on the board the circle above Ls will be able to
with words and makes the Ls repeat them. pronounce the
L/L A
96
Each time the teacher erases a word words correctly

from the circle and asks the Ls to repeat and memorise
them, until the learners can repeat all the them.
words which are erased.
To check the Ls
. Country . C.
understanding.
. ..
L/L . V.
Likes from Ls will be able to
. use the words in
meaningful
Pre-reading The Ls
10 sentences.
copybooks.
The teacher asks the learners to use the
words from the circle in meaningful
sentences. V. V
Example:
- I love my country. L/T
- I am from Algeria. Ls will skim the
- I have a cat pet, named Mimi. support for V+A
The book.
- Reading books is one of my likes. general
20 During
information, then
reading
First reading: scan it for details
The teacher asks the learners to read the T/L about Adaku.
support and say what it is:
a- Letter b- email c- blog d- message
97
Who is the sender? L/L
Second reading:
The teacher asks the learners to read
Adakus email and put a tick in the right
box.
1- Adaku is the receiver of this e-mail. F
2- Adaku is eleven. F
3- Adaku speaks English. T
5- Adaku likes wearing jeans. T
6- Adaku has a pet cat. F
L/L
20 Adaku wants to know more about you: The learner will Email template
- Your name/ age/ country/ languages/ be able to use
Post reading appropriate .
likes, favourite food and pet.
simple English to
introduce himself
in an email.
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98

Level: Ms 1
Learning Objective: By the end of the lesson, my learners will be able to draw their family trees in order to
introduce their families members and jobs in an email ( attached document).
Target Competencies: interact interpret* produce (the competencies are presented in an integrated way and the
Target Structures: Simple present tense to be to introduce oneself
Simple present tense with verbs to introduce likes.
Simple present tense to have to indicate the possession of objects or relationships.
Personal pronouns and possessive adjectives (I/ he/she- My/his/her)
Materials: Song representing a family / Margarets email support/ Jobs flash cards/family tree template/an email
99
template and the K.S.A (knowledge / skills / attitudes) grid for each group.
1. Intellectual competency: 1- Being responsible.
- The learner can can understand and interpret a song. 2- Being happy and proud of
- He demonstrate autonomy in learning. belonging to a family.
2. Methodological competency: 3- Valuing jobs.
- He can work in groups. 4 - Openness to the world
(sharing information and
- He can gather resources to mobilise them efficiently to produce a piece of writing. respecting people of other
- He can assess their classmates work. cultures).
- He can use information and communication technology such as emails and blogs to
communicate appropriately.
- He socialise through sharing the tasks and collaborating within the members of the group .
VAKT*
Time Framework Procedure Focus Objectives Materials/Aids M .I
***
10 Warm up: Song about a
family
The teacher invites the learners to watch and Activating the
listen to the song and answer the questions. T/L https://www.you
learners
- What is the song about? schemata . tube.
- How many family members are com/watch? A.
v=fhgQupKiM3
there?
c
The teacher splits the learners into groups of
six and provides them with two flash cards In a competitive
10 Presentation1
and funny way
Or
representing jobs. Ls
Each group has to mime the jobs for the other L/L https://www.you
will be able to
tube.
groups. The winner is the group who finds the
100
recall the lexis

com/watch?
jobs. related to family V.+A
v=GiRUF7hvW
The teacher presents Margarets email and members and
uM
jobs.
explains the new and difficult words by giving
examples.
10 Now, in order to introduce your family tree to
Presentation 2
Margaret, what do you need?
To help the
The teacher supplies each group with a learners have
handout representing Knowledge, skills and autonomy to
learn how to
attitudes. Jobs flash cards
1-The learners in each group have to fill in
Practice this table before they start writing. learn.
knowledge Skills Attitudes L/L

Lexis related to Being
relatives: Greeting polite
20

Introducing Valuing V.
Lexis related to my relatives family
jobs:
.
Valuing
jobs
Auxiliary to be in
the present simple .
with
I/she/he:
101
Present simple
tense :
Personal
pronouns : The handouts
Possessive
adjectives :.
Numbers
L/L V+T
Use and 2- The learners have to decide on one
correction learners family and start gathering
information and materials to introduce this L/L
family to Margaret.
20 The teacher encourages each group to write an
email and draw the family tree. Ls will be able to
The learners will have the opportunity to collaborate,
present and assess the groups productions. gather
Posters to
The teacher selects one production to be information and draw family
corrected on the board (the learners can also produce a piece tree.
be involved in co-assessment). of writing (an An email
email) using template.
correct and
appropriate
language).

102
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Level: Ms 1
Learning Objective: By the end of the lesson, my learners will be able introduce themselves on an international
friendship blog.
Target Structures: personal pronoun: I, possessive adjectives: My + to be in the simple present.
I + to have ( simple present)
I + to like ( simple present)
103
Materials: video song about friendship /Blog template and support / picture of Algerian flag and map / ...

1- Intellectual competency: 1- Asserting ones identity and behaving with
- The learner can interpret a song and sort out manners of a self-confidence.
good friend. 2- Being proud of belonging to a nation .
- He can show creativity when designing his/her own blog. 3- Valuing and developing friendship at the
2- Methodological competency: international level
- The learner can use strategies for writing.
- He can assess himself.
- He can mobilise the acquired resources.
3 - Communicative competency:
- He can use information and communication technology such
as blogs to interact with learners of other cultures.
- He can process digital data in English.
4 - Personal and social competencies:
- The learner can socialise through written exchanges.
- He can develop attitudes of friendship.
VAKT*
M .I ***
10 Warm up:
The teacher writes on the board the word
To encourage the A song: what
Friendship and asks his learners what this word L/L makes a good
means for them. learners to
friend?
104
** interact orally V+
The teacher lists down all the words given by the and talk about https://www.y
learners on the board. friendship. outube.com/w A
T: Do you have friends? Are they good or bad? atch?v=avHdx
You should have good friends. 18pi_U
T: Now Lets watch and listen to a song and list To make the
L/L .
down the characteristics of a good friend. learners aware of
T corrects with the help of the learners (smiles / the main
shares/kind /helpful ... characteristics of
a good friend
T : Where can you make friends?

10 Pre- writing
L: at school/ neighbours/ other towns and other
countries.
T: How can you make friends from other countries?
How do you communicate?
L: emails/ Facebook / Skype / blogs ... T/L Showing learners A
Which language do you use? the importance of
What and why do you write? the openness to
L/T the world to
interact orally or
T: Today, you are going to introduce yourself on an In writing.
international school friendship blog.
Be a good friend , prepare your own blog and write
20 While
about your:
writing - Name age country- school class. T/L
- Languages- religion -
- Likes dislikes
- Favourite food.
105
You can illustrate you blog with pictures T/L Helping the A
(The teacher moves around and helps the learners ). learners to Showing Jacks
organise their Smith Blog as a +V
Now, its time to check, revise and correct your ideas before they model page 58
mistakes before editing your final draft. start writing.
To enhance
learners to show
creativity V.
L/L To involve the

learners in self Ls. Production
assessment and
correction.
Assessment grid for the situation of integration
with criteria
Revising, The teacher will
Criteria Indicators use this grid to
correcting The learner: assess the
and learners
1. Relevance 1. can design a blog.
10 editing the 2.can introduce himself production.
Assessment grid
final draft 3.can talk about his preferences, likes
2. Use of correct 1.can use mechanics of writing
linguistic 2.can use the present simple to be/to
tools/consistency have/to like
3.can use the appropriate article
T/L
3.Coherence 1. can use logical organisation of
106
ideas.
2. can use meaningful sentences.
3-can use appropriate linking words.
4.Cross-curricular 1. can demonstrate autonomy in using
competencies language to communicate
2. can use ICT (blogs)
5.Values 1.can assert his personal identity
2.can demonstrate attitudes of
respect.
6.Excellence 1. his work is well prepared and well
presented
2.His production shows creativity.
-......................... -......................... -.........................
-......................... -......................... -.........................
107

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suggested lesson plans

The Coursebook Authors July 2016

Cross-curricular Competencies: Core values :

T/L well they can

Who is speaking? L/L Using strategies

Teacher asks the learners to think of the Checking and

What worked What hindered Action points

*VAKT: Visual, auditory, kinaesthetic, tactile.

1- Intellectual competency: 1- Respect

The teacher asks the learners to play the

to pave the way

asks the learners to ask and answer about numbers.

Name Year of birth

The teachers comments:

What worked What hindered Action points

*VAKT: Visual, auditory, kinaesthetic, tactile.

He Mr. Madam Miss learning.

Sir Father She Mrs

Woman Girl Man Boy

Brother Mother Sister

Omar: ,is a carpenter.

Practice The teacher moves to free practice:

members in the circles. To involve the

You are at home with your new classmate . The learners

The teachers comments:

What worked What hindered Action points

*VAKT: Visual, auditory, kinaesthetic, tactile.

1. Intellectual competency: 1. Being

third fiftth thank

this brother fourth To engage and

help the learners

Task two: I throw the balls in the right hoop

15 Use Write a thank-you note to the family members

and keeping your room tidy and clean.

What worked What hindered Action points

*VAKT: Visual, auditory, kinaesthetic, tactile.

(a, an and the)

L/L Ls will be able

The teacher invites one learner from each

The activity written

Now, lets help Omar to choose the correct

The teachers comments:

What worked What hindered Action points

-......................... -......................... -.........................

*VAKT: Visual, auditory, kinaesthetic, tactile.

Materials: Word Splash Game / email template.

To introduce the key words, the

Each time the teacher erases a word words correctly

words which are erased.

Who is the sender? L/L

What worked What hindered Action points

-......................... -......................... -.........................

*VAKT: Visual, auditory, kinaesthetic, tactile.

recall the lexis

knowledge Skills Attitudes L/L

The teachers comments:

What worked What hindered Action points

-......................... -......................... -.........................

*VAKT: Visual, auditory, kinaesthetic, tactile.

Cross-curricular Competencies: Core values :

T : Where can you make friends?

L/L To involve the

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