Lesson Plan 01

Time Framework
Teacher: Mrs Miloudi Nassima Procedures Focus
Level : 1YMS Learning
Pre-sequence: Now, We Have English Framework: PDP Objectives
Lesson Focus: Learning / Use
T. greets her Ls and welcomes them warmly. Ls respond.
T. sticks the following consonants and vowels clipart in the form of a snake. Then, invites her T
Ls to order them.

Learning Objectives: By the end of the lesson, learners will be able to: Activating learners’
LS attention
 Say and write the English alphabet.
 Spell English words correctly.
(ies) targeted: interacther
WARM-UP
Competency T. guides Ls to make
– interpret andthe difference
produce (playbetween
roles) the small and big letters writing throw a
tracing a worksheet and facilitates the pronunciation of the different letters sounds.
Domain: Oral / Written / Both
Language tools (target structures): English Whole Class Repetition
alphabet: consonants Then By Rows Finally Individually
/ vowels
Material (s): Pictures + gestures + flashcards + worksheets + world map
Cross-curricular Competencies: Core Values:
Intellectual Competencies:
n The learners use their critical thinking, solve problems and process.
Methodological Competencies: n Being polite
n Learners are involved in pair and group work. n Respecting the mother tongue and other languages
n Learners developT.strategies
guides her for
Ls tolistening,
the number of the lettersand
interpreting that producing
exist in the English Alphabet. Also,
n Openness attracts
to other cultures
20 mn messages.
Presentation their attention to the difference between the vowels and consonants.
Communicative Competencies:T. guides monitors and help her Ls to deduce the following by filling in the gaps.
n Learners acquire the ability to communicate with others using ICTs.
n Learners interact with others of different cultures using digital means and
English. Interacting orally.
Personal Competencies: l There are 26 letters in the English alphabet: 6 vowels and 20
n Learners are aware of his identity. consonants.
n Learners are keen to socialize l through
The vowels oralare:
or A, E, I, Uexchanges.
written and O. Y is a semi vowel.
l
n Learners demonstrate respect, solidarity and generosity. alphabet in the following groups
We can group the English
according to their pronunciation:
 A- J - K
LS
 B- C - D - E - G - P - T - V - Z
I - Y Using LS' critical
 Q - U - W thinking
 F - L -M - N - S -X
H - O – R
LS
T. invites her Ls to do the tasks.
T
Color consonants in red and vowels in bleu
Focusing on the
form
A J R U I Y M E LS
F I P U T A U C
O H R E K P K I
A E F T S O L K
W B N A M D S J
20
mn Practice C I Q F E D S A
X O B V U J I B
A U N Z E V H O
Encouraging peer-
work
Read the words below. Then, complete the columns with the
correct consonants and vowels
Words Consonants Vowels Focusing on the
Telephone _________________________ __________________________ meaning of the
Computer __________________________ __________________________ statements.
School __________________________ __________________________
Teacher __________________________ __________________________
Pupil __________________________ __________________________
Date __________________________ __________________________
Animal __________________________ __________________________
Reinforcing peer-
Classroom __________________________ __________________________ correction and
Friend __________________________ __________________________ cooperative learning
Yellow __________________________ __________________________

T. monitors, facilitates, guides and gives help if needed.

LS

LS
 T
Order the letters to get correct words. Then, match the words with the right
pictures
Disordered letters Words Pictures LS
u - b - m - r - e - l -a - l _________________________ Checking Ls'
acquisition of the new
z-a-r-b-e _ target vocabulary.
20
mn Use b-d-r-i _________________________

p-l-c-n-i-e _
Reinforcing and
d-g-o _________________________ LS
Consolidating Ls'
understanding
a-p-l-p-e _

b - l- l - a - o - n - o _________________________ LS

_________________________

_________________________

_________________________

T. walks between the rows, monitors her Ls works and assesses their acquisition.
T. invites her Ls to copy down the correction on their copybooks.

What Hindered Action Points What Worked