English2am Modakirat Gen2-Unit1
English2am Modakirat Gen2-Unit1
English2am Modakirat Gen2-Unit1
SEQUENCE :one
Me and my friends and
my family
Mme
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.
Target structure: -simple present of to
be –have got
Cross Curricular Competencies Core values
➢ ➢
Intel: Learner can interpret verbal messages to Respecting the diffreences
get information.
➢
Meth: He can use listening strategies in
interpreting messages.
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
Interpreting
Learning Objective (s): by the end of this lesson my learner will be able to :a)describe his/her relatives’
physical appearance b) naming clothes.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present
Asking about physical appearance
Asking about clothes
Cross Curricular Competencies Core values
Intel: Learner can interpret verbal and non verbal Respecting the differences
messages to get information. Valuing the family
Meth: He can use listening strategies 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
15m
n
Interpreting the
picture to say
T/L what does karima
look like?
The teacher sets a series of questions about
her eyes,hair;build,......
Is she fat?does she wear jeans?is she tall? Eliciting
What does she look like?
-with the help of the teacher the
learners answer.
Then he and writes :This is Karima ,she is my
niece ,she wears a dress and a nice pair of
shoes, she looks elegant ,she loves fashion Checking the Ls
and she practises Judo. Understanding
The teacher explains the new
lexis Elegant =charming T/L
Teacher pins on the board pictures of
clothes and invites his learners to drill
individually and chorally
Practice Task 1 : I work with my partner to complete
the table. Familiarizing
Boys wear Girls wear them with the
new lexis
10m
n Asking about ph
Task 2 : Task 9 page13 : I work with my appear
partner and ask him to describe one of L/L
his relative.
Use Task 3: Producing a short
a)I draw my family tree including grandpa text in which the
grand ,uncle,aunt,.............. learner describes
15m his relative
b) I choose one of my relatives and writes
n
about what does he look like and what does
he wear?
10m
n
The teacher invites his learner to write
on their copybooks.
Level : MS2 School : Bormadia Relizane Teacher: Mr Bendoubaba djamel
djamel djamel
Sequence: 1 ME ,MY FRIENDS ANDMY Lesson focus: the language use Framework: PDP
FAMILY.
Learning Objective (s): by the end of this lesson my learner will be able to express his/her like and dislikes , to ask
and answer about the reason and to describe his free time activities.
Targeted competencies: interact – Domain (s): Oral/written/both Materials: Flashcards / W. Board/
interpret – produce.
Target structure: -simple present
/wh/because/when-which-what-why-
because
Cross Curricular Competencies Core values
Intel:. The PPs can use critical thinking to deduce Valuing the free time
the rules Valuing physical free time activities,like sport
Meth: he can assess his work and his classmates activities
He can work in pairs or in groups.
Com: He can use a use to communicate
appropriately.
Per and soc: socializing
T/LS
Learning Objective (s): by the end of this lesson my learner will be able to talk and write /ask and answer
about daily activities and free time activities .
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce : the pronunciation of
interpret – produce. Materials: Flashcards / W. the ending s
Target structure: -simple present Board/
/what/on/at
Cross Curricular Competencies Core values
Intel. The learner can use his critical thinking to Valuing time
deduce the rules Respecting each other
Meth: He can take notes and exchange
information with his peers
Com: He can use a role play to communicate
appropriately.
Per and soc: He can socialize through oral
/written exchanges
Interpret the
flash cards
Task2: I pronounce
T invites his learners to classify the following
words: hidjabs-watches-revises-puts -goes-
relaxes-slippers-trainers L/L
Task 3: 24page34
use I use the information in the schedule and
write three or four sentences about my
10m partner”s
n Weekdays activities and two or three about
his weekends activities as an example : The learner can
L/L Produce a
report
about his
partner daily
and weekends
activities
10m
n
Learning Objective (s): by the end of this lesson my learner will be able to talk about activities he/she
can/can’t do .
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce : the pronunciation of
interpret – produce. Materials: Flashcards / W. can and can’t
Target structure: -the model can Board/
(affirmative/negative
/interrogative,Whq)
Cross Curricular Competencies Core values
➢ ➢
Intel. The learner can use his critical thinking to Respecting each other
➢
deduce the rules Respecting differences
➢ ➢
Meth: He can take notes and exchange Respecting people who are physically impaired.
information with his peers
➢
Com: He can interview his partner
➢
Per and soc: He can socialise through oral
/written exchanges
Interpreting
The picture
do we use it in
28m boxing?
n
The learners will answer and tell you : karate
and judo.
The teacher writes on the board the
following question :(the teacher should be interacting through
very careful about the pronunciation of can) asking/ answering
the questions
Can( ) you use judo? to elicit the
The teacher chooses some learners to target structure
answer and helps them in forming the
Use correct
answer :Yes ,I can /No, I can’t
pronunciation
The teacher invites his learners to put a tick
or a cross about what they can do/can”t do.
Play the guitar
sing T/L
swim
run
Ride a horse
The learners start asking each other
Example: can you sing ?
The teacher writes on the board the
following questions : what can you do ?
What can’t you do?
V/A/
The learners use the table above to answer
K
T helps the learners to answer : I can swim
but I can’t play the guitar.
Highlighting
I pronounce: The teacher states the rule
T The rule
briefly.
Learning Objective (s): by the end of this lesson my learner will be able to describe his/her house and the
basic furniture in each room.
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce : the silent h
interpret – produce. Materials: Flashcards / W.
Target structure: -present simple Board/
Cross Curricular Competencies Core values
While listen The teacher invites his learners to listen to the T/L Interpreting/
15m following script and do Task 1(task 19 page 17) Listening for
n I listen to my elder brother Samir read the specific
definitions from the information
Oxford dictionary.
Definition 1: A bedroom is a room for
sleeping in.
Definition 2: A living room is a room where
people sit together, watch television, etc.
Definition 3: A dining room is a room that is
used mainly for eating meals in.
Definition 4: A kitchen is a room in which
meals are cooked or prepared.
Definition 5: A bathroom is a room in which
there is a bathtub, a washbasin and a toilet.
I listen to my brother salim again and do
Task 2(task 22 page 18) I work with my
partner and check each other answers T/L
here the teacher invites his learners to drill Helping him to
chorally and individually memorize
The new lexis
I pronounce Pronouncing in
The teacher writes some words on the board a correct way
and reads them ,then asks the LS which letter
is silent in the second word. T/L
house- why –shop-watch –
bathroom -washbasin kitchen-home
.
Producing a short
15m After listen L/L Text in which the
Task 3 : I describe my house: learner describes
n His/her house
It is in…(the city)
Itis…(big,small,spacious,lovely,apartment,
House with____________bedrooms)
I share a bedroom with my…
I want to describe my bedroom. It is… I have
…(a bed, cupboards for my clothes).
I have….(on the walls)
My bedroom is
always…(clean,messy,organised,)
My kitchen has…
My favourite room in the house is…
(livingroom,diningroom,kitchen)because
(I can relax there, I make delicious meals
there)
The only thing I don’t like about my house
10m is…
n
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 focus: 7 /language use Framework: PDP/PIASP
FAMILY.
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.
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 Valuing the place and the city where we live
Meth: He can work in pairs or in groups
Com: He can describe
Per and soc: He can socialise through oral /written
exchanges
The teacher pins on the board a real plan of any To Pave the way
house to explain the new vocabulary that may and present the
impede the understanding like: cottage-storeys- T/LS key words
flat- stairs-downstairs-upstairs-the first flour-the needed in the
ground floor.) conversation
To explain the prepositions: next to – on the left
of –on the right of –between
A B
Learning Objective (s): by the end of this lesson my learner will be able to interprete a written message
Targeted competencies: interact – Domain (s): Oral/written/both I pronounce: the silent d in
interpret – produce. Materials: Flashcards / W. handsome/the weak form of
Target structure: -simple present Board/ can/the ending s
Learning Objective (s): by the end of this lesson my learner will be able to write about his profile
Targeted competencies: interact – Domain (s): Oral/written/both Materials: the course book / W.
interpret – produce. Board
Target structure: -simple present /like
and dislike/have/my
Cross Curricular Competencies Core values
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 their
10mn copybooks
Level : MS2 School : bormadia Relizane Teacher :Mr Bendoubaba djamel
djamel djamel
Sequence: 1 1 ME ,MY FRIENDS Lesson : I think and write Framework: PDP
ANDMY FAMILY.
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 .
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
To guide him
5mn
Post writing