Salam MS1 level - "FULL" Sequence 3: - Me & My Daily Activities The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations Good Luck Mr Samir Bounab ( teacher trainer at MONE) The links

1. -

By : Mr Samir Bounab ( yellowdaffodil66@gmail.com )

2. My School Presentation
PPU speaking
PIASP teaching
simple present tense
oral
/s/ - /z/ - /iz/
“Your classmates wants to know about your daily activities and leisure time
Asking and giving the time
 Simple present tense
 daily activities (get up- wash – face – brush – teeth – get
dressed- have breakfast – go to school- have lunch- watch tv – do homework-rabbit –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
 visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
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 rational Interaction Procedure competences VAKT/ Aids

4. Greet and
welcome
Valuing
time
Know time
Valuing
time
Valuing
time
Value time
and
habitual
behavior
Teacher –
students
Students-
teacher
Students-
students
Teacher –
students
Students-
teacher
Students-
students
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 Me & My daily activities Seq 3
Lesson
Warming up: The greets his learners and welcomes them.
The teacher interacts with his pupils bout the timing of the
English lesson, what they will study next ,he tries to make
them talk about the timing of their school syllabus or what
they are studying in that day
The teacher tries to make them also talk about the timing
they start school and the time they finish it.
Presentation:  Using a visual aids { a clock}
The pupils listen to the teacher and try to repeat the time .
O'clock = sharp: { one – thirteen / two fourteen / three –
fifteen
Twelve = mid –day / twenty four = mid night = zero hour}
Quarter past: [one – two three – sixteen …………………
Half past: {five – seven – ten – twenty ……………….}
Quarter to: [three – nine – twenty ……………….}
The pupils listen to the teacher and repeat, then they are
asked to perform following statements about timing:
It (time) is Twelve = mid –day /twenty four = mid night =
zero hour}
Quarter past: [one – two three – sixteen …………………]
Quarter to: [three……………..
Half past: {five – seven – ten – twenty ……………….}
The teacher next invites the pupils to perform in pairs:
A : Is it One O’clock ? B: No, it is not.
A : What time is it then ? B : It is one o'clock / quarter
past one / half past one / quarter to
Practice 1 :
The learners perform the drill by pairs and they are asked to
be free to substitute key word
A : Is it (One O’clock - quarter past … / quarter to … / half
past?
B: No, it is not.
A : What time is it then ?
B : It is two o'clock / quarter past one / half past one /
quarter to
Use :
The pupils say the time and repeat it then they are asked to
ask about the time and give it .
Learners use their school time table and perform asking
about the time of : starting school – finishing school – time
of each subject – break time – lunch time …
Presentation 2: < Describing Daily Activities>
Using Visual aids showing daily routine activities the teacher
introduces the situation
The learners listen and repeat:
get up - do ablution - pray - have breakfast - go to school -
watch TV do homework – have dinner - go to bed
at 6 -6:15 – 6: 25 - 7:15 - 7;30 - 5:00 - 18:00 -22:00
by Mr Samir BOUNAB ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interact
about the
English time
course
Interpret the
clock
And the
time
Interact
about time
Interpret the
time
Produce drill
asking and
telling the
time
Interact
about time
and daily
activities
Interpret
Daily
activities and
time
Produce
Short
paragraph
about
One’s daily
activities
Visual &
tactile (
learners
time
table)
Visual (
flash card
/ clock )
Visual (
board and
marker)
Visual (
clock &
board and
marker)
Visual (
clock and
board &
marker)
Visual (
flash card
showing
daily
activities )
Visual (
board and
marker)

5. Greet and
welcome
Value time
and
habitual
behavior
Value time
and
habitual
tasks
Inquire
about one’s
daily
activities
Know
about the
simple
present
tense
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Practice
The teacher invites the pupils to talk about those pictures , say
the timing and daily activities .
Affirmative form :
The learners listen then repeat using the pronouns ( I- you
– we – they )
A: What do (you/ they) do every day at [6.30-6.45- 7:00-
7:30- 8:00 -8.30 ]?
B: ( I- you-we- they) get up at 6:00  ( I- you-we- they)
do ablution at 6: 15 . ( I- you-we- they) pray at 6:30 .
( I- you-we- they) on my clothes at 6:45  ( I- you-we-
they) have breakfast at 7:00.  ( I- you-we- they) go to
school at 7:30 ( I- you-we- they) arrive to school at 8:00
 ( I- you-we- they) start class at 8:30 . ( I- you-we- they)
have lunch at the school canteen at 12 :30 . ( I- you-we-
they) finish school at 16 :30 . ( I- you-we- they) do
homework at 18:00 . ( I- you-we- they) have dinner at 20 :
00 . ( I- you-we- they) watch tv at 21:00 . ( I- you-we-
they) go to bed at 22:00.
Learners are invited to perform using ( he – she)
A : What does (John /Khadidja) do every day?
B : Every (John/Khadidja) gets up at 7 . ( He – She)
does ablution . ( He- She) prays at 6:20 . ( He /She) has
breakfast at 7:15 . (He / She) goes to school at 7:30 . ( He-
She) starts school at 8:00 . (He-She) has lunch at 12 30. (
He – She) finishes school at 16:30 . ( He- She) revises
lessons at 18:00 . ( He – She) has dinner at 20: 00 .(
He/She) watches TV at 5:00 . (He/She) goes to bed at
22:00
Interrogative & negative form
A : Do ( you- they ) have lunch at 7:00?
B : No , ( I – you – we – they) do not.
A : Do ( you – they ) go to bed at 22:00?
B : Yes ( I- you – we – they ) do .
A : Does ( khadidja – John ) goto school at 9:30?
B : No ( he – she) does not.
A : Does ( he – she) have dinner at 20:00?
B : Yes ( he- she ) does
Learners work in pair and substitute keywords
Use :
The learners are asked to talk about their daily activities (
oral) & do that as homework for the next session
The learners read the written work on the board then copy
down on their copy book
Interact to
greet and
welcome
Interpret the
suggested
daily
activities
Interpret and
perform in
pairs
Interpret
and
substitute
Key words
Produce
dialogue
asking and
answering
about daily
activities
Interact
about the
suggested
statement
Interpret
each part of
the
statement
and identify
the new
structure
Visual (
board &
marker)
Visual (
flashcards
& board
& marker)
Visual (
board and
marker)
Visual (
flashcards
showing
daily
activities)
Visual (
learners
copy book
& board
and
marker)
Visual (
board and
marker)

6. Know
about the
simple
present
tense forms
Question
Using the
simple
present
tense
Make
questions
using “yes
& no ‘”
questions &
whqq
words
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
yellowdaffodil66@gmail.com
Lesson : PIASP teaching grammar “ simple present tense”
( Describe daily activities part 2)
Warmer :
The teacher welcomes his learners, and invtes the learners to
correct the given homework
Assessing homework:
The teachers moves and checks the learners’ productions ,
then selects some to read their productions
Suggested production :
I get up at 6:00 . I do ablution at 6: 15 . I pray at 6:30 .
I have breakfast at 7:00. I go to school at 7:30 .I- you-we-
they) arrive to school at 8:00 . I start class at 8:30 . I
have lunch at the school canteen at 12 :30 . I finish school
at 16 :30 . I do homework at 18:00 . I have dinner at 20 :
00 . I watch tv at 21:00 . I go to bed at 22:00.
Teacher reports the learners’ best production , then invites
them to read the corrected composition
PIASP : Teaching simple present tense
presentation I do my homework at 19:30 . He goes to school .
isolation I+ do +my homework + at 19:30 He + goes+ to schol
analysis subj+ verb + object + time subj + verb + obj
(do= verb to do) (goes=verb=to go+ es)
Simple present tense simple present tense
Stating rule
Interpret
the stated
rule
Interpret
the forms
of the
simple
present
tense
Interpret
the
different
forms of
the simple
present
tense
Interpret
the forms
of the type
of
questions
used with
the simple
present
tense
Visual (
board and
marker)
Visual
(board
and
marker)
Visual (
board and
marker)
Visual (
board and
marker)
Visual (
board and
marker)

7. Make
auxiliary
questions
Form
negative
form
Act of
Communic
And social
status
Inquire
about
learners’
school time
table
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
does (she / he /it) pray ?
How go
When study
2) Whqqs : Subject : " he – she – it "
Where
What
How +DOES +SUBJECT +VERB ( s/es/ies)+ OBJECT + ?
When infinitive
which
Where live
Which watch
What

The teacher does a quick summary about the simple present tense.
Grammar : The simple present tense:
The sentence is  Subject + verb + object
a) The subject: I / you / we/ you/ they
I speak English
you play football
we support the Algerian team
you revise the lessons
they start class at 8.30
b) the subject : " he – she – it "
s
He
She + verb + es + object
It ies
speaks
S/he – it washes - misses- boxes- does- watches
Crycries - worry worries
But: when "y" is preceded by a vowel only "s" is added.
play  plays
S/he –it Obey obeys
Buy  buys
c) Questions:
1) Whqqs: Subject " I- you- we –you – they".
Where
What
How + DO + SUBJECT + VERB + OBJECT +?
When
which
Example: I study?
Where you speak?
What DO we support?
How you start?
When they leave?
Which
Interpret
the way to
ask
questions
using the
simple
present
tense
Interpret
the
negation
with the
simple
present
tense
Visual (
board and
marker)
Visual (
board and
marker)

8. Match
number
with script
Identify &
Doscriminate
Between
the
meaning of
each
sentence
Ask and tell
time in
communica
Information
Gap activity
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
But when the question is about the "subject" WHO + verb.
Ex: Who goes to school/ who knocks the door / who score ?
Interrogative questions:
Do
+ subject + verb + object
Does
Ex : do (you –I – we – they) study English?
Does (he –she – it) have lunch?
3)Negative form:
1) Subject + do + not + verb + object.
(I/you/we/they) do not ( go-study-wash)
2) Subject + does +not + verb(infinitive) + object.
(s/he –it ) does not ( wash- stay- cry )
Learners read the written work on the board , then
copy down
By : Mr Samir Bounab ‘ yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interact
about the
English
course
timing
Interpret
the time in
written way
Interpret
the
meaning of
each
Sentence
Interact in
pairs
Interpret
the school
time table
Produce
communic
Task using
time
Visual
( board
and
marker)
Visual
( board
and
marker)
Visual
( board
and
marker)
Visual
( board
and
marker)

9. Socializing
Be aware
about
importanc
e one’s
school
time table
Spell the
time
Identify
and
discrimina
te
between
the learnt
learning
objectives
Use the
time in
real life
exchangin
g
situation
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 level Me & My daily activities Seq 3
Lesson : Ask and tell the tell / describe daily activities
(Practice)
Warmer : The teacher greets & welcomes his learners , then
inquires about the time the previous session before English or
the one after , he may ask them these questions :
What time is the English course today?
What time do you start class?
What do you study today ? ( time + course)
PRACTICE:
The teacher reports the learners answers on the board
then invites them to read.
Learners are invited to do the following tasks.
The teacher explains the instruction then invites the
learners to work in rough
Task 1: Write the time in full .( based form )
1.00 12.15 13.30 14.45
16.00 00.00 12.00 8.01
17.05 18.20 18.29 19.40
22.50 23.59
Learners work in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the second task then
invites the leaners to work in rough.
Task 2: Complete with the right word to identify the
meaning of each sentence. ( meaning based)
( age – likes – time – job)
Ahmed is a doctor = (………………………..)
Amira is 9 years old . = ( ………………………)
It is 10 : 30 . = (………………………………)
I like playing football . = ( …………………….)
Learners works in rough , the teacher supervises their sorks
then invites them to correct on the board
Teacher explains the instructions of the next task , then invites
his learners to work in rough .
Task 3: Use your school timetable to complete the
dialogue. (vommunicative based )
Teacher: What time is the English on Sundays?
Learners : The English course is at …………..
Teacher : Is the French course at 10 : 00 today?
Learners: ………………………………….
Teacher : What time do you practice sport ?
Learners : On practice sport on ………….at ……………
Learners work in rough , the teacher supervises their sorks then
invites them to correct on the board
Learners are invited to read the corrected tasks , then copy down .
By Mr .Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interpret
the
questions
related to
the school
time table
Interpret
time from
numbers to
letters
Interpret
the
meaning of
each
sentence
Interact
and
interpret
the
exchange
to produce
a dialogue
asking and
give the
time
Board and
marker
Board and
marker
Board and
marker
Board and
marker
Board and
marker

10. Be happy
to meet
classmate
and
teacher
Master
the
compone
nts of a
sentence
and the
right
logical
order
Understan
d
meaning
of each
sentence
Use the
learnt
language
to
Ask
questions
in real life
situations
Identify
the verb
in a given
sentence
Discrimina
te
between
the
pronun of
the final
“s”
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
MS1 level Me & My Daily Activities Seq 3
Lesson : Describe daily activities ( practice )
PIASP pronunciation sounds /s/ - /z/ - /iz/
Warmer : The teachers welcomes his learners and tries to make quick
review about the last session, making them talk about describing their
daily activities using the simple present tense.
Learners are invited to do the following tasks to consolidate the
previous acquired knowledge
Practice :Task One: (based form ) Re-order the words to make
correct sentences and questions :
? / you / study / Friday / Do / on
, / not / I / No/ do / .
Ahlam / ? / Does / speak / French
Does / . / yes / she /
What /?/ Omar / does / finish / school
his/ likes/ Omar /canary/ ./
canary/./ nice/sings/ songs
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
Task Two : ( Meaning based) Match the pairs
Sentence Meaning
a) My dad is a plumber.
b) English is at 9:00.
c) I get up at 6:00, have class at 8:00 ,
practice sport at 10….
d) I like football.
1) Likes
2) Job
3) Time
4) Daily activities
Sentence a b c d
Meaning
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
Task Three: (communicative based task) Ask questions to form
correct dialogue.
A : ? B : No ,I do not study at the lycee.
A ; ? B : I study at Middle school.
A: ? B : yes my brother works in an office
Learners work in rough the teacher supervises their works , then
invites them to correct on the board and read the correct tasks
PIASP pronunciation sounds /s/ - /z/ - /iz/
Presentation : Learners are invited to read the sentences in the first
task and pay attention at the words written in different color.
Ahlam speaks French .The canary sings well. Omar finishes school at 17:00.
Analysis: speaks sings finishes
s = /s/ s = /z/ s = /iz/
Stating rule :
Letter Pronunciation
“s”
/s/ = likes- hates-
/z/ = goes- studies
/iz/ = finishes- watches
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact to
greet and
welcome
Interpret
the right
form of
each
sentence
Interpret
the
meaning of
each
sentence
Produce a
dialogue
dealing
with daily
activities
using the
simple
present
tense
Interact
about the
previous
task
Interpret
the for m of
the verbs
ending with
“s”
Interpret
the sound
behind
each letter
Board and
marker
Board and
marker
Board and
marker
Board
marker
Board and
marker

11. Practice
pronuncia
tion of the
final “s”
Identify
and
dicriminat
e
between
the
pronuncia
tion the
final “s”
Teacher –
students
Students-
teacher
Student
s-
student
s
Teacher –
students
Students-
teacher
Student
s-
student
s
Practice :
 Task 1: tongue twister ( game) Read the tongue twister
Mrs James sells seashells by the shiny sea shore
Teachers reads the tongue twister and invites the learners to read it
increasing the speed
Task 2 : Put each word in its right column
“maths- friends - hates – boxes- pets - matches – dogs- stops –
places- plays- buses”
/s/ /z/ /iz/
Maths- hates- pets-
stops
Plays- dogs -
friends
Places- buses-
matches
Learners work in rough , correct on the board , then read and copy
down
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com
Interact
about the
tongue
twister
Interpret
the sounds
of each
letter “s”
Flashcard
seashell
Board
And
Marker
Board and
marker

12. My School Presentation
PDP Listneing
PIASP teaching
pronunciation
listening
ə/h/ - / /
“Your classmates wants to know about your daily activities and leisure time
 Simple present tense
 daily activities (get up- wash – face – brush – teeth – get
dressed- have breakfast – go to school- have lunch- watch tv – do homework-rabbit –goldfinch-
canary – turtle- goldfish- parrot- fennec- hobby – drawing)
 visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
 ə/h/ - / /
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

13. Time Rational Interaction Procedure competences VAKT/Ai
ds
Greet ,
welcome
Get
involved
In
Initial
problem
Solving
Know
and
value
Algerian
Monum
ents
And
their
places
Guess
and
improvis
e
Solve
the
initiated
problem
though
tasks
Scan the
listening
script to
answer
the task
Reflect
their real
life
situation
Teacher-
student
Students
- teacher
Teacher
–student
Students
– teacher
Student
– teacher
Students
–
students
Teacher
–
students
Students
Students
Students
Students
MS1 Me & My Daily activities Sequence 3
Lesson : PDP Listening
 Warmer : Teacher greets his learners and welcomes them, then
invites them to make a quick review about last session
 Teacher invites the learners to talk about their daily activities
 Teacher : What do you do every day?
 Learner: Every day , I get up at 6 :30, pray , have breakfast,
leave home …….
 Pre-listening:
 Showing the photo of “Setif” , the teach tries to make the learners
guess which moment and which wilaya
 Teacher may help his learners by asking these questions:
T : what is the picture about ?
P : It’s a monument
T: Is it in your town ?
P: No, it is not .
T: Where is it then ?
P: It ‘s in Setif
 Teacher introduces the situation using picture showing “Amel” from
Setif .
 Teacher invites the learners to look at the task , read the
instructions , then listen and try to answer .
 Task 1 : Listen , then say “true”, “false” or “not mentioned”
a) Amel is from the east of Algeria.
b) Amel is not a student.
c) Amel has breakfast before school.
d) Amel plays hopscotch after school
e) Amel’s hobby is reading .
 The teacher reads the script twice , then invites the learners to
correct on the board then read the corrected task
 Teacher explains the instructions of “ Task 4 p75”, then invites the
learners to listen twice and answer the task.
 Task 4p75: Listen and complete the table ( Books shut)
name Activities time
Amel Gets up 6:30
She Has breakfast 7:00
She Goes to school 7:30
She Does homework evening
 Learners listen, then answer on their rough , after that they are
invited to correct on the board
 Post listening
 Teacher invites some learners to read the passage on page 75
,loudly , in order to make them familiar with the words and their
pronunciations
 Learners are invited to make the same passage talking about their
own daily routine activities
 Learners work in rough, the teacher supervises their works , then
invites them to correct , then read the corrected one on the board
and copy down .
Interact
Interpret
Produce
Interpret
Interact
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Visual (
board
and
marker)
Vosual (
photo of
setif
monume
nt)
Board
and
marker
Audio (
script)
Visual (
board
and
marker)
Visual (
learners’
copy
books)

14. Identify
The
selected
words
Identify
the
words
with
their
stateme
nts
Define
the use
of each
“wh qq
word”
Identify
the form
of each
stateme
nt with
its wh qq
wod
Discrimi
nate
Between
the
meaning
of each
whqq
word
Form
correct
question
To make
commun
i
Informat
ion
Gap
activity
Teacher
Students
Teacher
–student
Students
- teacher
Students
teacher
Teacher
Students
Students
Students
Teacher
Students
Students
Students
MS1 level Me & My daily Activities Seq three
Lesson : PIASP grammar “ wh question words”
Teacher asks the learners to read the text , then underline the
words : “ Setif – pupil – at 6:30 – in the evening”
Teacher asks the pps to read the passage then listen the
sentences that include the underlined words
Presentation: learners are invited to read the following sentence
Amel lives in Setif . She’s a pupil. She gets up at 6:30.In the evening she does her hw
Isolation Setif pupil 6:30 evening
Analysis: (place) (job) (time) (date)
Where what what time when
Stating rule:
“wh” question word Question
a) What Object (pen –ruler-book…..
Name ( Ahmed – Ahlem….
Time ( 6:30 – 10:30….
b) Where Place ( in Constantine – In Algiers…..
c) When Date ( 2017- Saturday – morning – evening
d) How (old) Age ( 11 years old …..
Practice :
Task 1: Re-order the words to make correct sentences.
1) ? / your / what / is / name/
2) You / are / ? / How / old
3) From / you / ? / where/ are
4) Study/ ? / when / you / do / English
Learners work in rough , teachers supervises their works , offers
help when needed ; then invites them to correct on the board
Learners read the corrected task on the board
Teacher explains the instructions of the second task then invites the
learners to work in rough and answer
Task 2: Match the question with the meaning
Question Meaning
a) What are you ? 1) Time
b) How old are you ? 2) place
c) where are you from? 3) Date
d) When is you birthday? 4) Job
e) What time is it? 5) age
learners work in rough , teachers helps tem when ever they ask for
that , then they are invited to correct on the board and read the
corrected task
Teacher explains the instruction of the next task , then he invited
them to work in pair on their rough copy books
Task 3: Ask correct questions to form correct dialogue:
A : ……………………………………………?
B : My name is ……………………………
A: …………………………………………..?
B : I am 11 years old.
A ………………………………………………….?
B: it is 10 :30 now
A; ……………………………………………..?
B : I am from …………………………..
A : …………………………………………………?
B : No, I do not study on Friday
A :…………………………………………………………….,
B : I study on Sundays
Learners work in rough , the teacher supervises them ,invites them to
correct on the board , then they are askd to read the corrected task
and then copy down
Interact
Interpret
Produce
Interact
Interpret
Interpret
Produce
Produce
Interact
Interpret
Produce
Produce
Visual (
learners’
school
manual)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Visual (
board
and
marker)
Learners
copy
books

15. My School Presentation
PPU Speaking
PIASP teaching pronunciation /h/- ə/ /
speaking
ə/h/ - / /
“Your classmates wants to know about your daily activities and leisure time
 Simple present tense & “wh question words”
 leisure activities ( read – play – swim- watch TV- play
games- hiking- go to forest- connect- chat – take care of pats – clean my district – plant trees - -
water trees )
 visual ( school manual flashcards – daily activities flashcards-
clock – board and marker
 ə/h/ - / /
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

16. Time Rational Interaction Procedure Competences AIDS/VAKT
Greet
and
welcome
involve
learners
in initial
problem
solving
situation
value
and
discrim
between
duty
time and
leisure
time
Talk
about
One’s
leisure
Time
Identify
The new
sounds
And
Discrimi
Between
them
Teacher-
students
Students-
teacher
Teacher –
students
Students
– teacher
Students-
students
Students-
students
Teacher –
students
Students
– teacher
Students
Students
Students-
Students
MS1 level : Me & my daily activities seq three
Lesson : PPU speaking - Talking about leisure activities & Naming Pets
Warmer : Teacher greets his learners and welcomes them
Teacher shows a cartoon video :
https://www.youtube.com/watch?v=evv9POaKOng
Teacher show another cartoon video about naming pets:
https://www.youtube.com/watch?v=r5TJqfBvSIo
 Presentation :
 Teacher explains the new items “ week end – holiday – after school –
leisure = free time”
 Teacher invites the learners to elicit the leisure time activities ( even
they use French or their mother tongue , the teacher has to be flexible
and help them express that in English) : read – play – swim – watch TV-
play games – hiking – go to forest - connect – chat – take care of pets-
clean my district – water trees….
 Teacher invites the learners to name the pets they know : “ cat – dog-
fish- goldfinch- canary – cow- donkey – horse – sheep ….
 Drill :
 A : What’s your name ? B: My name is ……………………..
 A: How old are you ? B: I am ……………
 A: What do you do every day? B : Every day , I get up at 6:30 , pray at
6:45, have breakfast ………go to bet at 22:00
 A : What do you do in your leisure time?
 B: In my leisure time I watch TV, play football , play video games, go
to forest and visit my family….
 A: Do you have pets at home ?
 B : Yes , have a cat pet and a goldfinch bird. I love it . It has nice colors
Practice :
Learners listen ,repeat by pairs till they get the whole drill
Learners are invited to perform the drill substituting key words about
leisure activities and pets
Use : Learners are asked to work in pair and make short dialogue
talking about their own leisure activities and pets
PIASP : teaching sounds /h/ - ə/ /
Teacher invites the learners to read the following example
Tongues twister : /h/ - ə/ /
Presentation : Harry has a hamster at home.He looks after it and waters it
Islation ; harry has hamster home after waters
Analysis: /h/ /h/ /h/ ə/ / /h/ ə ə/ / / /
Stating rule:
Letter sound
“h”
“ a- er”
/h/ = have – home-horse
ə/ /= plumber
Practice :
Task 1: Put each word in ts right box
Holiday – apply – hot - summer- brother – horse – happy – away – tiger -
plumber – doctor – sister – farmer
/h/ ə/ /
Learners work in rough , the teacher supervises their works , then invites
them to correct on the board
Learners read the corrected tasks on the board then copy down
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact
Interpret
Produce
Interact
Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Visual (
video
tapes)
Visual
(flashcards
showing
leisure
time
activities)
Visual
( board
and
marker /
leisure
time
flashcards
Visual
tactile(
rough
copy
books
Visual
( board
and
marker)
Visual (
board and
marker)

17. My School Presentation
PDP Reading
PIASP teaching grammar “prepositions of time”
Reading
ə/h/ - / /
“ Margaret is wants to know about and your daily activities……
 Simple present tense & prepositions of time
 daily activities and leisure time
 visual ( school manual flashcards – daily activities flashcards–
board and marker
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

18. Time Rational Interaction Procedure competences Aids /VAKT
Welcomin
g and
greeting
Guess and
improvise
from none
verbal to
verbal
message
Discriminate
between
correct and
incorrect
statement
and
irrelevant
ones
Use mind
mapping to
organize and
split their
answers
Teacher –
students
Students
–
teachers
Students-
students
Teacher –
students
Students
–
teachers
Students-
students
Teacher –
students
Students
–
teachers
Students-
students
Teacher –
students
Students
–
teachers
Students-
students
MS1 level Me & My daily activities Seq 3
Lesson : PDP Read & PIASP teaching grammar
Warmer : Teacher greets his learners and welcome them
Learners are invited to make a quick review about the last session “
talking about leisure activities”
Teacher may ask the learners about their week end leisure activities
Pre-reading : Using a photo of “Margaret” , teachers asks the
learners to guess :
Task 1: Look at the photo and try to answer the questions
1. Does the photo show a boy or a girl?
2. How old is she?
3. What is her job?
4. Where is she from?
 The teacher invites the learners to write a short production about
what they see and write ( mean while the teacher prepares the first
task on the board)
 Teachers invites the learners to correct what they improvised
 During reading: “ A day in the life of an English pupil”
 Teacher asks the learners to open their books on page 85 , he
explains the instructions of the first task ten asks them to read the
text silently and answer
 Task 2: Read the text then say “ true” – false” or “ not mentioned”
1. The text is about Margaret
2. She is a student at “Good bye” Middle School
3. Margaret is from Australia.
4. The text is about daily activities
 Teacher monitors his learners , then invites them to correct
 Learners correct on the board , then read the corrected task
 Teacher explains the instructions of “Task 1 p85/86” , then invites
his learners to read the text silently and do the task
 Task 1 p 85/86: What does Margaret do ?


 Learners work in rough , then they are invited to correct on their
books using their pencils
 Post reading : The teacher explains the instructions of the
following “ task”
By Mr Samir Bounab ( yellowdaffodil66@gmail.com )
Interact
Interpret
Interact
Interpret
Produce
Interact
Interpret
Produce
Interact
Interpret
Produce
Board and
marker
Picture of
Margaret
Board and
markers
Text page
85
Board and
marker
Task page
85
Board and
marker
morning
get up at 7:30, wash , get
dressed, have breakfast, get
to school , chat with
friends,have lessons
afternoon
study at school,have break,
stay for school club, do
homework
evening
watch TV at 9:00 pm
week end
attend ballet ,go with
family or a walk in the
country side
margaret

19. Write
production
integrating
all what has
been seen
Teacher –
students
Students
–
teachers
Students-
students
 Task : Read the text and write a short paragraph about your friend
 Learners work in pair , exchanging information
 Suggested paragraph:
 “ My friend ………………………..is ………………..years old .Everyday,
my friend gets up at 6:30,prays , has breakfast, goes to school .
My friend starts class at 8:30 , has lunch at the school
canteen at 12:30 .In the afternoon , my friend studies starts at
13:30 and finishes at 16:30 .
After school my friend has a snack, plays out and watches Tv ,
in the evening , (he/she) does homework , has dinner at 19:30.
At night my friend watches Tv and goes tobed at 22: 30
 Learners work in rough , the teacher supervises their works , and
offers help once needed , then invites them to correct on the board ,
read then copy down

Interact
Interpret
produce
Board and
marker

20. My School Presentation
Situation of integration writing
“ Margaret’s mum wants to know about your mother’s daily activities
 Simple present tense
 daily activities and leisure time
 visual flash cards showing mother daily activities
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

21. Time Rational Interaction Procedure competences Aids /VAKT
Welcoming
and
greeting
Valuing
mother’s
duties and
tasks
Organizing
one’s ideas
before
writing
Taking care
of the form
of the used
language
Getting
used to the
writing
process
Teacher
Sudents
Students
Teacher
Teacher
students
Students
– teacher
Teacher
students
Students
– teacher
Student –
teacher
Students
–
students
MS1 level Me & My daily activities Seq 3
Lesson : situation of integration
Warmer : Teacher greets his learners and welcome them
Learners are invited to make a quick review about the last session “
talking about leisure activities”
Teacher may ask the learners about their friend’s daily activities and
leisure time ones
Situation of integration :
Brainstorming : Learners are invited to open their books on page
90and pay attention at Margaret’s post card , he reads it and invites
some learners to read it

 Learners are asked to pay attention then at the following
flashcards and try to describe them by completing this table
 Planning : Look at the pictures and complete the table
What does your mother do ?
Morning Afternoon Evening Night
Get up – pray –
prepare
breakfast – wash
dishes –arrange
the house- clean
the house – cook
lunch - serves
lunch – has lunch
with family….
Prays – takes a nap –
prepare cakes –
makes snacks – visit
neighbors – watch tv
.
Cooks dinner
– prepares
table for
dinner-
serves dinner
– washes
dishes-
Watch tv –
make the
bed – sit with
family and
children- tell
stories …
Grammar Skills Attitudes
Simple present
tense –
prepositions of
time
Describe one’s daily
and leisure activities
Express likes
Valuing time
and tasks
related to it
Taking care
of pets
Respecting
friend’s likes
 Drafting : Learners are asked to work on their rough copy, the
teacher moves and offers his help once needed
 Editing : Learners are asked to review their works and check what
they have written ( use of the present simple – verb + s /es / ies)
 Publishing : Learners are asked to write their final production a
post card
By Mr Samir Bounab ( yellowdafodil66@gmail.com )
Interact
Interpret
Interact
Interpret
Interpret
Produce
Produce
Board and
marker
Flashcards
showing
mum’s duties
Board and
marker
Learners’
draft

22. Using
different
kinds of
final
productions
lay outs
Students
- students
Hi Margaret,
Thank you for your postcard and for
asking about my mum’s daily activities
My mum says hello to your mum .
Everyday my mother gets up at 6:30,
prays , prepares breakfast , washes the
dishes, cleans the house , washes the
clothes, cooks lunch , serves it and she has
it with family .
In the afternoon , she prays , takes a nap ,
prepares cakes , visits neighbours or
family , then cook dinner
In the evening , she serves dinner, washes
the dishes, makes the beds and sits with
me and my family . She goes to bed at
23:00
What about your mum?
Yours
Learners read the corrected composition , then write down adapting to
their mum’s activities
By
Mr Samir Bounab
Yellowdaffodil66@gmail.com
Produce
Post card
model to be
reproduced
by learners