This document provides a suggested 11-session lesson plan for slow and weak learners. Each session includes the learning objectives, tasks from the school manual or teacher, and observations. Session topics progress from opening activities like alphabet learning to introducing oneself, greeting people, giving personal information, pronunciation lessons, reading comprehension, writing blogs/ID cards, and culminate with a summative assessment. The plan is flexible and teachers may combine lessons depending on learner motivation and progress.

1. Number of
sessions
Lesson = session= installing resources phase
What to teach ?
( learning objective & lesson frame work – PPU /PDP/PIASP &)
Tasks
(school manual or Teacher’s
tasks)
Observations
1
N.B: Teachers who start their new school year the first hour with MS1 level
 New School opening course ( suggested by MONE)
Task 1 p18
N.B: Teachers who are not concerned by the opening course :
 Lettering, Alphabets / Initiation to spelling /Naming and organizing school
things
2  Short revision about the last session by singing ABC song & tasks on alphabets and spelling
 Teacher’s tasks
Matching words with letters
Circle the vowels
Write in capital …….
3
N.B : Introducing the first session of the new learning objective is functional , no grammar n pronunciation
, learners are invited to perform the learning objective during the full session)
Introducing oneself / Greeting people ( PPU speaking lesson)
school Manual tasks/ teacher’s
tasks
( maximum 3 tasks)
suggest 1 homework task ( that
completes the aim of the lesson)
4
Introducing oneself / Greeting people :
Review & Task3p96 – I listen and do - +
Teaching “punctuation” PIASP grammar +
Task3p96
( I listen and do )
Task 1 p 40
( I practice)

2. 5 Greeting & Introducing :
PPU speaking lesson “teaching pronunciation /i/ sound”
PIASPTeaching short vowel /i/
School manual task /
teacher’s tasks (3 tasks maxim {
based from , meaning based ,
communicative based tasks) dealing
with taught sound item
6
Giving information /responding to questions about :”me = my age –my class-and my
hometown”:
PDP read lesson : Text page 41 – I read and do-
Reading comprehension tasks (
school manual tasks/ teacher’s tasks /BEM
guide < examiner guide tasks in order to
let learners get to the guide instructions) :
Pre-reading ( 1 task <aim detect the
topic of the text)
During reading (1 skimming task) +
(1Scanning task)
Post reading task (1 task)
7 Giving information /responding to questions about :”me = my age –my class-and my
hometown”
PIASP teaching pronunciation /ai/ & /ei/ lesson
Task 2 “a” p37 & Tasl 2 “b” p 38 –
“I pronounce”
8 Giving information /responding to questions about ”me = my age –my class-and my
hometown”
PIASP teaching grammar lesson : “ I – my – simple present verb ‘to live’ – wh qq “what”) +
Task 3 p40 “ I practice
9 Introducing ( writing blogs/ making ID card):
Situation of Integration
Learning Integration lesson : “Brainstorming – planning– drafting”
“KSA” chart page page 42
( I learn to integrate)
10 Introducing ( writing blogs/ making ID card):
Situation of Integration (2°):
Assessing Integration : Editing + Publishing ()
I think and write task page
43
11 Summative Assessment :
Now I can page 44
I play page 45
School manual tasks
pages 44& 45
N.B: This suggested sequence plan is for slow and weak learners , teachers may combine lessons depending on their learners motivation
By Mr Samir Bounab “Yellowdaffodil66@gmail.com”