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 . 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 )

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

Greet
and
welcome

Brainstor
ming to
guess
topic of
the text

Identify
topic
form non
verbal
msgs

interacti
on

competences

Lesson
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
The teacher invites the learners to correct the first task and reports that

Interact to
greet &
welcome
reviewing
the
previous
sessions
Interpret
the
pictures to
guess the
topic
Produce
oral
spontaneo
us answers
( even in
their
mother
tongueore French)

instructions of the first task , then

invites the learners to read silently the text and answer
Task 1 : Read the text and write true or false

Teacher

learners

Learner
s
teacher

Scanning
and
exploitin
g the
text

Reinvesting
What has
been
learnt
and
acquired

Kinesthetic
( stand up
& greet)

Visual (
manual
flashcards
page 41)

visual
(Board
and
marker)

on the board, then invites the learners to read the corrected answers
During reading: teacher explains the

Skimmin
g the
general
idea of
the text

VAKT(aids)

1.
2.

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:

Learner
s
learners

Name

Teacher

learners

Learner
steacher

Teacher

learners

Learner
s
teacher
Learner
slearners

The blue message is from Susan.

The brown message is from London (Britain).

Age

Country

City

Interpret
and decode
the written
texts to
answer the
qqs

Interpret
the text by
reading
between
the lines

Visual (
manual
script +
flashcard
page 41)

Visual (
board and
marker)

Learners work in rough, the teacher supervises their works , then

invites them to correct
Learners are asked to read the corrected task
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.

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 a
short
message
reflecting
and using
the target
language

Visual (
board and
marker,
rough
copybook
s)

Page10