Salam MS 1 Sequence 2 "Me & My Family Part 2" Here is Seq 2 planned with : - PPU speaking lessons ( introducing members of family - naming jobs ... - PDP reading lesson ( expressin likes ... - PIASP teaching grammar and pronunciation items... By Mr Samir Bounab ( teacher trainer at MONE)

1. Yellowdaffodil66@gmail.com

2. Making Family Profile
PDP Reading lesson
PIASP teaching
Read
ð/ & /θ / - /i:/ & /e/
“Adaku is your new Nogerian friend.He
Asking and giving information about one’s family ( parents , brothers and sisters)
- Naming different jobs
 personal pronouns ( he –she) / possessive adjectives (his – her)/ question words (who- where)
artciles( a- an – the)
 family members and jobs
 ð/ & /θ / -
 visual ( school manual flashcards )
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 family members and all the jobs seen in the societyy
He is keen on learning about others’ markers of identity

3. Time Objective Interaction Procedure Competences VAKT/ Aids

4. Greeting
and
welcoming
Guessing
the topic
of the
lesson
Making
family
profile
Introduce
family
members (
family
relations)
Teacher –
students
Students-
teacher
Teacher –
students
Students-
teacher
Teacher-
students
Teacher
-
Students
Students-
students
MS1 Me & My family Sequence Two
 Warmer : The teacher greets his learners and welcomes them then invites them to play a guessing
game .( teacher must not write the title of the sequence and the books must be shut)
 The teacher writes some letters of the word ……F……a……m…i……l…y………
 He asks the learners to guess the letter of the word , each time they fail to guess the correct letter he
draws a part of the man , if they find the word the game is over , if they fail the man is hanged.
FAMILY
 Project work:
 Teacher introduces the project work, what to do , how to do it and when to deliver it ?
 Learners will make “Family Tree” project work
 The work will be individual work ( since each learner will talk about his or her family members)
 Teachers supervises the learners’ works during the TD sessions and offers help
 Learners deliver their projects a week before the exams , present it in front their mates.
 Teacher corrects the project works , then asks the learners to preserve that in their portfolio .
 Presentation :
: “Peter is the friend of Omar.Peter sees Omar’s family photo.Peter wants to
know the family members of Omar”
 The teacher invites the learners to pay attention at the flash card on page 48 showing Omar’s family
 The pupils look at the family tree on page 48 and repeat.
 This is the grand father.
 This is the grandmother.
 This is the mother.
 This is the father. Of Omar.
 This is the sister of
 This is the brother.
 The pupils repeat the family members of Omar.
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
 Practice
Interact to
greet and
welcome
Interact
about the
game
Interpret
the game to
find the
suitable
word
Interact
about the
project
work
Interpret
the initial
problem
solving
situation
Interact to
introduce
members of
family
Visual (
board )
Visual (
board)
Visual (
flash card
showing
family
tree)
Visual(
school
manual
page 49)
Visual (
school
manual
flashcard
page 48)

5. Ask about
and
introduce
family
members
Ask about
and
introduce
family
members
Ask about
and
introduce
family
members
Ask and
answer
about
one’s
family
members
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
 The teacher introduces the following drill, then invites the learners to perform.( Peter is asking Omar to
introduce him his family members)
He is the grand father.
She is the grand mother.
She 's the mother.
 Peter : Who's this ? Omar : She 's the sister.
He's the father.
He's the brother.
 Peter : What is ( his / her ) name?
 Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel
 Peter : What is ( he/ she )? What is ( his/ her) job?
 Omar : ( He / She) is ( a farmer / a house wife / a doctor / a teacher / a student)
 Peter : Where is ( he / she) ?
 Omar : ( He / she ) is ( on the farm / at hospital/ at home / at university / at school)
 The teacher introduces the following drill. {Interrogative form}
 Peter: Is this your (grandfather) / (grandmother)?
(Brother) ?
(sister Tina)?
 Omar: No, (he /she) isn’t. (He/ She)'s my "father " / "mother " /
Yes, He is my brother.
o Yes, she is my sister Tina.
 The pupils listen and perform the drill by pairs.
 Use : learners are asked to make sentences introducing their family members ( homework)
 The learners read the written works on the board , then copy on their copy books.
By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interpret
the drill to
introduce
members of
family
Interpret
the drill
asking and
answering
about
members of
family
Produce
simple
sentences
introducing
one’s
members of
family
Interact
and
interpret
about the
new
grammar
items
Interpret
the stated
grammar
rule
Visual (
school
manual
page 48)
Visual (
board )
Visual
( board )
Visual
( board)

6. Greet and
welcome
Identify
the name
and the
use of
each
grammar
item in
part of
speech
Name the
grammar
items and
their use
Recognize
the base
form of a
sentence
and the
place of
each
grammar
item
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
MS1 level : Me & My Family ( 2) Sequence Two
 Warmer : The teacher greets the learners and welcomes them
 Learners are invited to show their homework, the teacher supervises the learners works ,and rewards the
ones who ones performed well
 Teacher reports one of the learners’ works.T hen introduces the new grammar items
 PIASP : Grammar ( question words “ who”- “ where” – “what” & personal pronouns “ he- she”)
Presentation Who's this ? what is (his/her) name? where is he /she? She 's the sister. He's the father.
Isolation: who what his her where she he
Anaylsis : question question possessive question personal
Word(person) word(object) adjective word(place) pronoun
Stating rule:
 Who : question word ask about person
 What : question word ask about ( name/object)
 Where : question word ask about place
 ( his / her) : possessive adjective show possesson
 He : personal pronoun replaces male noun
 She : personal pronoun replaces female noun
Practice :
 Learners are invited to do the following tasks.
 Task 1 : Unscramble the words to make correct sentences .
Whoisthis?Sheismymother.HernameisAicha.Whatis she?Sheishousewife
 Learners work in rough , the teacher supervises their works and offer help when needed, then learners
are invited to correct on the board.
 Task 2: what do these sentences mean ? Complete with :
(introduce members of family- greeting – introducing oneself)
 My name is Malek Haddad. (………………………………)
 This is my sister.Her name is Houria (……………………………)
 Hello , how are you ? (…………………………………….)
By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interpret
the
statements
that contain
the new
grammar
items
Produce
adapted
stating rule
Interact and
interpret
the
instructions
of the
written
tasks
Produce
correct
answers to
the given
instructions
Visual (
board and
marker)
Visual (
board and
marker)
Visual (
board and
marker)
Visual (
board and
marker)

7. Use the
correct
grammar
item to
transmit a
written
message
Teacher-
students
Teacher
-
Students
Students-
students
 Learners work in rough , the teacher supervises their works and offer help when needed, then learners
are invited to correct on the board
 Task 1 page 57: ( communicative based) Circle the correct word
Margaret13@gmail.com
My family
Hi Margaret,
How are you ? I am happy to introduce ( I – my ) family .My family is a carpenter . (His – He) is 47
years old . ( His – He ) name is Ahmed
My mother is ( an – a ) teacher . ( She – HE) is 42 . Her name is Meriem . Akram is ( my – I ) brother
. He ( am – is ) pupils at Middle School
Yours,
Omar
 Learners work on their rough, the teacher supervises their works and invite them to correct
 Learners read the corrected work on the board then copy down
By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )
Interact
about
instructions
of the task
Interpret
the email
Produce
correct
email
Using the
appropriate
grammar it
Visual (
school
manual
page 57

8. Great and
welcome
Wok in
pair
Ask about
family
members
Name jobs
Ask about
job names
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
MS1 level ME & My Family Sequence Two
Lesson : PPU speaking “ Naming Jobs”
 Warmer : Teacher greets his learners and welcomes them , then asks them about the last session
 Dril :
 Peter: Is this your (grandfather) / (grandmother)?
(Brother) ?
(sister Tina)?
 Omar: No, (he /she) isn’t. (He/ She)'s my "father " / "mother " /
Yes, He is my brother.
Yes, she is my sister Tina.
 Peter : What is ( his / her ) name?
 Omar : ( His/her ) name is ( Ahmed / Kamel / Younes/Fatima/Houria/Amel)
 Presentation : Using the drill of the previous session the teacher introduces the new
situation
 Teacher using the flashcard of mage 50 & 51 , he introduces the jobs :
 Teacher invites the learners the number the flashcard then asks them to listen and repeat :
 Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /
Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number
9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher /
Number 13 is a farmer
 Learners look at the flashcards and repeat , then the teacher invites them to perform in pairs ( closed
pairs and open ones)
 Drill 1:
 A : What is number ( 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11- 12 – 13 ) ?
 B : Number 1 is a painter / Number 2 is a surgeon / Number 3 is a nurse / Number 4 is a mechanic /
Number 5 is a doctor / Number 6 is a vet / number 7 is an electrician / number 8 is a lawyer / number
9 is a carpenter / Number 10 is a dustman / Number 11 is an architect / Number 12 is a teacher /
Number 13 is a farmer
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interpret
the last
session
Produce
oral
dialogue
naming
family
members
Interpret
the
flashcards
to name
different
jobs
Visual (
board and
marker)
Visual (
board and
marker)
Visual (
school
flashcards)
Visual (
school
flashcards)

9. Ask about
someone’s
job
Work in
pair and
names
jobs
Identify
the
supported
language
form
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
 Drill 2:
 A : Is Number 5 a nurse ?
 B : No he is not . He is a doctor . He works in a hospital.
Practice : learners are asked to perform drill 2 substituting key words
 A : Is Number 6 an electrician ? / number 8 a doctor ? / number 3 an architect ? number 12 a surgeon?
 B : No he is not . He is a mechanic . He works in a garage /.
He is a lawyer . He works in a court
No , she is not . She is a nurse . She works in a hospital.
She is a teacher . She works in a school.
Use : (pair work) Learners are invited to work in pair and build dialogues asking and answering about jobs and the
place of work
The teacher supervises their works , then invites them to read and perform in pairs.
PIASP (teaching grammar ) = “articles”
 Teacher invites the learners to read the following sentences
 Presentation :
The architect works in an office The teachers works in a school
 Isolation : the an the a
 Analysis : definite article indefinite article definite article indefinite article
Articles
 Stating rule
 “a” = indefinite article consonants ( b- c- d – f…………)
 “an” = indefinite article vowels ( a- e- i- o- u)
 “the” = definite article = something you know or specific
By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )
Interact and
interpret
jobs
Produce
Simple
sentences
talking
about jobs
Interact
about the
The
structure
Interpret
the use of
each articles
Visual (
board and
marker)
Visual (
board and
marker)
Vosual (
board and
marker)
Visual (
board and
maker)

10. Recognize
the base
form the
new
structure
Use the
new
structure
in
communic
Tivce
Way to
transmit a
message
and use
grammar
in
communic
Tive way
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
 Practice : learners are invited to do the following tasks
 Task one : Re-order the words to make correct sentence
1. School bag / In / there/ . / my / pen/ a/ an / rule / , / English / a/ and / is / book
 ……………………………………………………………………………………………………………………………….*
 Learners work in rough , the teacher supervises their works and invites to correct on the board
 The learners read the corrected task
 Task two p 51: I complete the bubble with the appropriate article.
“ the – a – an”
 Learners work in rough, the teacher supervises their works , offers help when needed , then invites them to
correct on the board
 Learners read the corrected tasks , then copy down on their copy books
By : Mr Samir Bounab ( yeallowdaffodil66@gmail.com )
Interact
About the
instructions
of the task
Interpret
the form
and the
place of
each article
Produce
simple
Communi
Catve
Information
Gap activity
Visual (
board and
marker)
My brother is ……………electrician . In his house there is ……..cat and
……. dog.The cat is………….black and ……..dog is white

11. Making Family Profile
PDP Read lesson
PIASP teaching : grammar & pronunciation
Read
 Expressing likes
 to be ( simple present ) to have ( possession) - verb ( like)
 introducing – job – likes
 ð/ & /θ / - e/ - / i:/
 visual ( school manual flashcards )- map showing Nigeria- wearing & food likes
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 family members and all the jobs seen in the societyy
He is keen on learning about others’ markers of identit

12. time Rational interaction procedure competences VAKT / Aids
Greet and
welcome
Introduce
show
openness
to the
world
See the
components
Of and
email
Skim the
text
Read
between
the lines
and exploit
the text
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
The teacher greets his learners , welcomes them and tries to make them at ease for the
today’s session
Pre-reading : Using flashcard , a photo showing a Nigerian boy , the teacher introduces the situation.
Teacher asks the learners to pay attention at the photo and try to interpret it.
Teacher may help the learners by asking these questions
Suggested question :
Is it your classmate?
Is he your teacher?
Is he an old man?
What is his age? (guess)
Using a map of Africa , the teacher tries to make the learners “guess” the country of Adaku.
Teachers reports the learners’ answers on the board , then invites them to open their books on page
“60”.
During reading : Teacher explains the instructions of the task , then invites the learners to read
silently the text on page 60 and answer .
Task 1: Read the text then answer the following questions ( skimming):
Is the text a dialogue?  No , it is not.
Is Adaku the receiver ?  No , he is not .
What is razane05@hotmail.com ?  It’s an email address.
Learners read the text “silently” , teacher supervises their works and offers help if needed .( meanwhile the
teacher writes the second task on the board)
The learners are invited to give back their answers and check what they have already guessed in the “pre-
reading” stage.
The teacher reports the learners’ answers on the board ; then read the corrected task.
The teacher explains the instructions of “task 2” using the needed visual aids then asks the leaners to read
the text silently and work in rough.
Task 2 : Complete the table with information from the text.( Scanning task)
Sender age Country Language Likes Food Pet
Learners read then answer , the teacher supervises their works and offers help if needed , then invites them
to correct .
Interact to
greet and
welcome
Interact
about the
flashcard to
guess the
identity of
Adaku
Produce
simple
answers
about the
flashcard
Interpret the
task
Interpret the
text to
decode the
message
Produce
related
answers to
the task
Visual
( flashcard
showing
Adaku the
Nigerian
boy, map
of Africa
showing
Nigeria
Visual (
school
manual
page 60
Visual (
board and
marker)
Visual (
flashcard
showing
swimming
– rice –
dog- beans

13. Re-invest
what has
ben before
to talk
about
one’s
profile
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
Learners are invited to read the text aloud to make teacher be sure that learners target their answers
Post reading :
The teacher explains the instructions of the next task, where learners are invited to talk about themselves
Task : Now you know about Adaku , fill in the form about you , then make a paragraph like the one of
Adaku.
Learners fill in the form in class , and write the paragraph at home as homework.
Learners read the corrected tasks on the board then write down on their copy books.
By : Mr Samir Bounab
Yellowdaffodil66@gmail.com
Interact
about one’s
situation
related to
the idea of
the lesson
Interpret the
form
Produce
one’s fact
file
Visual (
board and
marker)
First name :
Family name
Age :
Class
School
Town
Country
Language :
Likes ( sport/ wearing / food) :
Pet ;

14. Greet and
welcome
Check
learners’
feed back
about
what has
been
learnt
Identify
the new
structure
( the
simple
present
tense of
“like and
have got”
See the
form of
the newt
structure
in a
sentence
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
MS1 level Me & My Family Sequence Two
Lesson : PIASP “grammar” verbs ( like / have got )
Warmer Teachers greets his learners and welcomes them, then invites the to give back their
homework
The teacher moves between the rows and checks the learners’ productions .
The teachers reads his learners’ works and rewards them to encourage them and challenge the
shy ones to work at home
Learners are invited their productions , then the teacher selects the best production and reports it
on the board
The learners read the corrected production then copy down.
PIASP : teaching grammar : verbs ( like- have go)
Learners are asked to open their books on page 60 , the teacher asks some of them to read loudly
and circle the works : “ like “ & “have got”
Presentation : Teacher reports on the board the sentences that contain the new structure
I like swimming I have got a pet dog.
Analysis : subject + verb + object subject verb object
Simple present
Stating rule:
Verb Use
To like
Have got
Likes / love/ enjoy
possession
practice :
Task 1: Re-order the words to make correct sentences ( based form task)
Football/ you / . / like 
Canary bird / have got / . / I 
By :Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Produce a
composition
about the
previous
target
language
Interpret the
text page 60
to seek for
the required
instruction
Interpret the
form of the
verb
Produce
adopted rule
showing the
use of each
verb
Interact
about the
instruction
and produce
correct
sentences
Visual (
board and
marker)
Vosual (
school
manual
page 60)
Visual
( board and
marker)
Visual
( board and
marker)

15. Identify
the
meaning
of the new
structure
in a
sentence
Use the
new
grammar
structure
to make
communi-
Cative
information
Gap tasks
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students-
students
Task 2: Choose the right word to make correct sentences ( meaning based task).
I ( hate – like ) sport.
You ( live – hate ) cigarettes.
I ( am – have got ) a cat.
You ( have got – is) a smart phone.
The learners work in rough, the teacher supervises their works , then invites them to correct and read the
corrected task
The teacher presents the new task , explains the instructions then invites the learners to work in rough .
Task 3: Fill in the form , then make a paragraph (communicative based)
The form : The paragraph :
Learners work in rough , fill in the form , the teacher invites them to correct it and write the paragraph at
home as a homework
Learners read the corrected task and copy down on their copy books.
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interpret the
meaning of
each
sentence
Interact
about the
form
Produce a
form and a
paragraph
integrating
all what has
been seen
before
Visual
( board
and
marker)
Visual
( board and
marker)
 First name :
 Family name :
 Age :
 Job :
 Class :
 School :
 Country :
 Likes :
 sports :
 wearings :
 food :
 Pet :
My ……………………….is ………………….. I am
…………….years old. I am a ……………………. At 1MS…….
My school is…………………….. I am from ………………
I like ………………………….. and wearing…………………
My favourite food is ………………………
I have got a pet ………………..

16. Greet and
welcome
Introduce
and talk
about
one’s likes
Identify
the new
sound
“ t+h”
See the
form that
the sound
takes in
different
words
State
adapted
rule to the
learners’
level
Teacher-
students
Teacher
-
Students
Students-
students
Teacher-
students
Teacher
-
Students
Students
Lesson : PIASP teaching ð/ & /θ / sounds
Warmer: Teacher greets his learners and welcomes them
Learners are invited to show their homework, the teachers supervises their works , corrects them ,
then ask some to read their productions
Suggested production:
The teacher writes on the board the suggested production ( writes the words that contain “T+H” and “T+H+E”
in different colors) , then invites the learners to read the corrected task.
The teacher attracts the learners’ attention to the words written in different colors; then asks them to list
them
Presentation : Teachers reports on the board the sentences that contain the sounds ð/ & /θ /
I like three things : maths and watching theatre plays on Thursday evening . I like wearing my brother’s leather jacket
Analysis : three things maths theatre Thursday brother leather
Sound: /θ / /θ / /θ / /θ / /θ / ð/ ð/
Stating Rule
“t+h” = sound /θ /
“t+h+e” = sound ð/
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Produce
short
message
introducing
oneself and
talking about
one’s likes
Interact
about the
words
written in
different
colors
Interpret
the sounds
of each word
Visual
( board and
marker)
Visual
( board and
marker)
Visual
( board and
marker)
My name .is ………………….. I am …………….years old. I am a pupil At 1MS……. My school
is…………………….. I am from Algeria
I like three things : maths and watch theatre plays on Thursday evening . I like wearing my
brother’s leather jacket
My favourite food is healthy food

17. Identify
the odd
sound
Discriminate
Between
the sounds
ð/ &
/θ /
Practice :
Task 1: Cross the odd one. ( the word no ð/ & /θ / sound)
“ third – Tuesday – thumb- there – teacher- tablet – think – thing –father – task- weather –
thermometer –take- thousand – laptop- Thursday – this – mother – theatre –television “
Learners work in rough , the teacher supervises their work and offers help once needed , then invites them to
correct .
Learners read the corrected task
The teacher explains the instructions of the second task , then invites the learners to do it in rough
Task 2: Put each sound in its right box.
“ third – thumb- there - tablet – think – thing –father - weather – thermometer - thousand - Thursday – this
– mother – theatre “
ð/ /θ /
*
Learners work in rough , the teacher supervises their work and offers help once needed , then invites them
to correct .
Learners read the corrected task , then copy down
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interpret
the task to
identify the
correct
sounds
Produce
correct
answers
Interpret the
task to
discriminate
between the
sounds
ð/ & /θ
Visual
( board and
marker)
Visual
( board
and
marker)