2. Designing a Learning Plan for a Sequence
Level: M.S 1
Learning Objectives: By the end of the sequence, the learner will be able to interact, interpret and produce short oral and/or written messages / texts of a descriptive type, using written, visual or oral support, in meaningful situations of communication related to him/herself.
Timing : 22 hrs.

4. Learning Objectives of the Whole Sequence
Describe myself : introduce myself and Greet people.
Ask and give information about myself : ( name, age, hometown, phone nbr, eating habits, clothes, body).
Give information, respond to questions about : myself, my parents and siblings.
Describe my school : identify school things, use classroom language, describe classroom activities.

5. Communicative Tasks Labelling . E mail . Role-play .
Family tree / tagging .
songs .
Poster .
Cartoons .

7. Intonation in “wh” question.
Resources
Grammar
Lexis
Pronunciation
Auxiliary to be and to have (present simple tense)
Present simple tense with the verbs :to live, to go , to like ( I like / I don’t like
Personal pronouns:
Possessive adjectives
Demonstrative pronoun it
Preposition: in/ location ( hometown)
Numbers from 1 to 13 /14 to 100
Articles ( a/ an /the )
The digital time
Use of simple sentence pattern: affirmative and interrogative
Use of question words ( who , what, where to get personal details.
Lexis related to greeting :
hi /hello..
Question words :What/where
Glad/nice
Lexis related to colours /
Basic lexis ( words and expressions ) related to family, school things, clothes , food, jobs……….
/a/ , /ɪ/ , /aɪ/ , /e/ .
/eɪ/ /aɪ/
/ɪ/ , /i:/
Aspirated “h”
Intonation in “wh” question.

9. Cross-curricular Competencies :
Level : M.S 1
Sequence : 1
Lesson : 1
Lesson focus : Listening
Learning Objective(s) : learner will be able to introduce himself and greet someone, using simple present tense with to “be” and to “have”, in meaningful situations of communication.
Competency (ies) targeted : interact – interpret – produce.
(the competencies are presented in an integrated way and the teacher will decide on which competency he will focus)
Domain : Oral / Written – Both.
Language tools ( target structure) : The present simple tense: to be/to have(present simple). Perso pronoun “I”. Poss Prn Me
Material(s):
Photographs, drawings or pictures of individuals
Cross-curricular Competencies :
Intel Comp: ability to interpret an oral message
Metho Comp: ability to work in pairs using listening strategies and interpreting oral discourse.
Commu Comp: ability to use role-play to communicate appropriately.
Perso ‘n Social Comp: ability to socialize through oral exchanges promoting the work with peers,
Core Values:
Use of identity marker « I’m Algerian « 
Knowing and understanding the others

10. Lesson Framework Interacting Orally
Domain
Target Competence
Comp/
Components
Resources
Type of Learning Situations
Criteria and indicators
Timing
Interacting Orally
By the end of the lesson, in meaningful communicative situations related to himself,using various supports , the L will be able to interact and produce orally.
Makes contact with interlocutor
Transmits a message.
Maintains an oral interaction
Uses list Strategies.
Sorts out Gnl -meaning of an oral message.
Audio Visual supports.
( Conversation song …) and ( pictures , photos, posters…)
Theme.related to himself
Ling/Com Knowledge
Functions.Greet/Introduce
Initial Problem Solving Situation/ Strating off/ Input.
It gives a hint about the global competence / exit profile and should allow to install a part of it.
Takes part in a Convers, with more or less appropriate pronunciation using more or less appropriate language
Produces orally simple personal message.
2××55 mn

11. Lesson Framework. …Contd
Procedure :
Lead-in: The starting off , input /situation should allow the identification of the target competences , the components of the competences , the crosscurricular competences and the values .
Pre listening Phase:
While listening Phase:
Post listening Phase

12. Initial Problem Solving Situation/ Strating off / Input
Understanding the meaning of very simple transactional and interpersonal conversation to interact with the immediate environment.
Expressing the meaning of very simple transactional and interpersonal conversation to interact with the immediate environment.
Responding to transactional and interpersonal conversation which use very simple kind of spoken language accurately, fluently, and acceptably.
Making interaction with the immediate environment that involves speech acts: greeting people , introducing oneself.

13. Initial Problem Solving Situation/ Strating off / Input
Display signs of greetings , pictures of people greeting each other,
Lead discussion about greeting, what they are.
Learners are asked to complete bubbles on the collage of images of greetings from the display.
To complete the speech bubbles learners determine:
What is happening in each of the pictures.
What they might be saying, and the language being used,
When and where you might do this.

14. Listening Script
Amin: Hello. My name is Amin Farok. Ines: I’m Ines Baya. Nice to meet you. Amin: Nice to meet you too, Ines. Where are you from? Ines: I’m from Sidi Lahcen. And you? Amin: I’m from Sidi Brahim.