Planning learning: p1

PROJECT WORK: MY SCHOOL PRESENTATION.

Situation one: (initial situation)

Your British e-pal sends you a letter in which s/he tells you about his/her daily
routine. Write a note in which you tell her about your daily activities.

Situation two:(learning situation to install resources)

You’re in the courtyard with your friends. You’re talking about your daily
routines. Tell them how you schedule your time and ask them about their
schedules.

Situation three: (related to training for integration)

After the week end, you’re back to school. Ask your friend about his leisure
activities at the week end and write about it.

Situation four: (integration / individual work)

Your e-pal Margaret sends you a letter in which she writes about her mom’s
daily routine. Write a reply in which you write about your mom’s daily routine
too.
 LESSON PLAN N° 1

School : Teacher : Level : 1AM

Sequence 3: ME AND MY SECTION :I LISTEN AND DO

DAILY ACTIVITIES
LESSON 2:(MY DAILY ACTIVITIES)

LESSON FOCUS :LANGUAGE

LEARNING AND USE

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 To talk about their daily routines.

Language tools (target structures): Verbs indicating daily activities in the present simple tense- personal pronoun “I”

Material (s) Pictures + gestures + manual books + flash cards

Cross- curricular Competencies: Core Values:
o Intellectual Competencies:
 He can use verbal and non -verbal messages to talk about his daily routines.  Respecting and valuing time
 He can show his creativity when producing his own examples  Being confident.
o Methodological Competencies:  Being punctual.
 The ability to use the listening strategies to interpreting oral messages.  Respecting and valuing one’s and
 The learner can work in pairs to ask and answer questions others’ time and schedules.
o Communicative Competencies:  Being responsible and organized.
 He can use role play to communicate properly and accurately.
o Personal and Social Competencies:
 He socializes through oral exchange.

Time Framework and Procedure Rationale Target

competencies
10mns WARMING UP/ PRE LISTENING

 T. introduces the new project and sequence.

 Attracting the
Interact
 T. sticks the following picture on the board to remind the learners learners’ attention.
of the parts of the day:
And
 Familiarization with
different media tools interpret
of communication.

 Preparing the learners

for the coming tasks.

 Presenting the lesson

PRESENTATION: through a
Step one: T. asks the learners the following questions (she helps and communicative task.
supports them using gestures and giving key words or showing
pictures):
 What do you do in the morning?
 At what time do you get up in the morning?
 At what time do you come to school? …
 Do you watch TV in morning or in the evening?
Step one T. pins pictures representing daily activities on the board; in
a random way, and she invites the learners to order them.
WHILE LISTENING:
 T. invites the learners to watch a video and do the task.
Step one: I watch the video (the song) and match or use pics p:72 Interact
 Using strategies for
listening and And
interpreting an oral
discourse. interpret

 Identifying daily
I wake up
routines and activities.

Step two: Task 1 P: 72

I look, listen and repeat. (to know more daily routines/ activities)

POST LISTENING:

Activity two:I reorder the words to get coherent sentences:  To build meaningful
1- /Get /up /I. Produce
sentences.
2- School / to / I / go /
3- Face / I my / wash /  To reinforce what
4- Homework / do / I / my / they’ve seen previously
5- TV / watch / I / and talk about their
daily activities.
 Reinforcement and
Activity two: Now I tell my friends about my daily activities: consolidation.

I start like this:

Hi, friends. I will tell you about my daily activities. In the

morning, I …
 LESSON PLAN N° 2

School : Teacher : Level : 1AM

SEGUENCE N°:2ME AND MY SECTION :I LISTEN AND DO

DAILY ACTIVITIES
LESSON: One (telling the time)

LESSON FOCUS: language learning and use

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 To tell time correctly from a digital or analog clock.

Language tools (target structures): verb to be in the present simple. WH. Question (what time is it?) . the personal pronoun: it

Material (s) Pictures + gestures + manual books + a clock (realia)

Cross- curricular Competencies: Core Values:
o Intellectual Competencies:
 He can use verbal messages to get information.  Respecting the time and schedules.
 He can show his creativity when producing his own examples  Valuing the time.
o MethodologicalCompetencies:  Being punctual.
 The ability to use the listening strategies to interpreting oral messages.
 The learner can work in pairs.
o CommunicativeCompetencies:
 Ability to use role- play to communicate properly to tell the time.
o Personal and Social Competencies:
 The ability to socialize through oral exchange.

Time Framework Procedure L. Objectives Competenc

ies
10mns WARM- UP
 T. deals with a slight review to the cardinal numbers.
PRESENTATION:
Step one:T. asks her learners some questions to
introduce the topic:
 (When)Do you have English, French…today?  Familiarizing
 If yes, at what time? The teacher uses  Activate the learners’
gestures attention.
Step two:T. shows a clock then a watch and asks: what is this?:

 Presenting the time and

preparing the learners
10mns Step two:T. shows a clock and a watch to identify the two hands; the for the lesson.
long and the short and differ between

DURING LISTENING
STEP ONE:
Task 2 p73:I look, listen and repeat
 (the teacher draws a clock on the board, and shows her learners step
by step how do tell time using: past/ to using an analog or digital clocks.
FOR EXAMPLE:

 Interpret non -verbal to

verbal messages through
asking and answering
about the time using
“what time…?.

Task 2: I, look at I tell the time: (The teachers pins pictures of

clocks representing different time and invites the learners to work
in pairs:

STEP TWO:T. sticks pictures representing daily activities on the

board.
Task 2 p73:I look at the pictures and I work with my partner:
Example:
A: At what time do you get up?
B: I get up at …

POST- LISTENING - Book

Task 3 p 74:  Transforming from non- Role play
I look at the picture, complete the sentence and draw the time: verbal to verbal
messages.
 Reinvesting what has
been learnt through
filling the blanks.

What worked What hindered Action points

  …………………………………………………………….  …………………………………………………………….  …………………………………………………………….

 …………………………………………………………….  …………………………………………………………….  …………………………………………………………….

 …………………………………………………………….  …………………………………………………………….  …………………………………………………………….

*VAKT: Visual, auditory, kinesthetic, tactical

**M.I: Multiple intelligences

LESSON PLAN 2

School : Teacher : Level : 1AM

Sequence 2: ME AND MY SECTION :I LISTEN AND DO

DAILY ACTIVITIES
LESSON 2:(MY DAILY ACTIVITIES)

LESSON FOCUS :LANGUAGE

LEARNING AND USE

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 To ask and answer about daily activities using WH questions and Yes/ no questions with the
auxiliary “to do” .

Language tools (target structures): The present simple tense with the three forms, WH questions (What, where and when),
Yes/no question (Do):

Material (s) Pictures + gestures + manual books + flash cards

Cross- curricular Competencies: Core Values:
o Intellectual Competencies:
 He can use verbal messages to get information.  Honesty
 He can show his creativity when producing his own examples  Respecting and valuing time
o Methodological Competencies:  Being confident.
 The ability to use the listening strategies to interpreting oral messages.  Being punctual.
 The learner can work in pairs.  Respecting schedules
o Communicative Competencies:
 The ability to use role play to communicate properly.
o Personal and Social Competencies:
 The ability to socialize through oral exchange

Time Framework and Procedure Rationale Target

competencies
10mns WARMING UP/ PRE LISTENING
 Familiarization with
 T. asks the learners about the time now: What time is it now, different media tools
pupils? of communication.
Interact
 T. interacts with her learners about their daily activities. She
helps them through showing pictures or flash cards or through  Preparing the learners
And
videos and asking questions like: for the coming tasks.
 What do you do in the morning?
 What time do you come to school?  Presenting the lesson interpret
 Do you watch TV in the morning? … through a
 What is your favourite hobby? communicative and a
PRESENTATION: guessing task.
Step one: T. sticks the following picture on
the board, and invites her learners to guess  Preparing the learners
to the first listening
what the script is about: through a smooth
 Amel’s family transition.
 Amel’s daily activities
 Amel’s pet
WHILE LISTENING:
 With books closed, the teacher reads the text on page 75.
 To skim for the gist.
Step one: I listen to the teacher and I check my guess. Interact
It is about Amel’s daily activities. .
And
Step two: I listen again and say “true” or “false”:
 Using strategies for
 Amel lives in Anaba. ………. interpret
listening and
 She goes to school at 7:20. ………
interpreting an oral
 She watches TV after school. …………
discourse.
The teacher invites her learners to open their books on p:
75, and do the following task.
 Identifying other’s
daily routines and
Step three: task 4:I listen and complete the table in pairs. (T.
activities.
invites the learners to read the text loudly to correct their
pronunciation mistakes)
 Identifying new WH
Amel ……………………………… at6:30.
questions a Yes/ no
She ……………………………… at7:00.
questions with the
She ……………………………… at7:30.
auxiliary to do.
She ……………………………… after school.
She ……………………………… in the evening.  Identifying how to ask
Step four: I look, listen and match. (T. invites some of her and answer about
learners to read the paragraph loudly again and the others listen others’ daily activities.
and do)
A: I ask B: I answer
1. IsAmel a pupil? o She lives in Setif.
2. Does she get up at 6:00? o She has breakfast at 7:00.
3. Wheredoes she live? o Yes, she is.
4. Whendoes she do her o No, she does not (doesn’t).
homework? o She does her homework in
5. Whattimedoes she have the evening.
breakfast?

POST LISTENING:
 Checking how well they
Produce
Task: can talk about others’
Amel is your friend. She asks you about your brother’s daily daily activities.
activities. Use the given information and answer her questions.
 To reinforce what
they’ve seen previously.
 Reinforcement and
consolidation.
 You : …………………….(7: 05)

Amel :When does he watch TV ?

You : ……………………. (evening)

LESSON PLAN

School : Teacher : Level : 1AM

Sequence 2: ME AND MY Section :I PRONOUNCE

DAILY ACTIVITIES Lesson: language using

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 To write and read a short paragraph talking about someone’s daily activities using the following
sounds correctly: /S/, /Z/, /IZ/

Language tools (target structures):

The present simple tense and the regular plural form, sounds: /S/, /Z/, /IZ/ ,

Material (s) Pictures + gestures + manual books + flash cards

Cross- curricular Competencies: Core Values:
o Intellectual Competencies:
 The learner can show creativity when producing pieces of oral and written  Respecting and valuing relatives.
messages.  Being responsible
 -He can identify sounds when interacting orally.  Being positive
o Methodological Competencies:  Respecting animals.
 He can use strategies for listening and taking turn to answer.
 -He can assess himself.
 He can assess his peers.
o Communicative Competencies:
 He can pronounce words correctly to communicate appropriately.
o Personal and Social Competencies:
 He is aware of his role and others' role in working hard at school, and being
sociable.

Time Framework Procedure L. Objectives Competenc

ies
10mns WARM- UP

 T shows the following picture to herlearners,

and she asks: Who is she?

 Familiarizing
PRESENTATION 1:  Activate the learners’
 The teacher shows other pictures about Masha’s daily activities attention.
after school, and she invites them to put them in order.

 To present the sounds

through a funny way:
10mns Masha’s daily activities.
 PRESENTATION 2:
 The teacher invites the learners to look again at Masha’s daily
routine and try to write a short paragraph representing her daily
activities using the present simple tense.  To classify the words
correctly according to
 WHAT DOES MASHA DO WHEN SHE FINISHES
their sounds.
SCHOOL?Let’s ask the bear, Masha’s friend.

 To present the new

sounds: / S/ , /Z/and /
IZ / in a meaningful
short paragraph.

 To help the learners

 T. INVITES HER LEARNERS TO READ AND CIRCLE ALL identify the new
THE WORDS THAT END WITH (S). consonant sounds.
PRACTICE 1 :
 Task 1: I listen to the words and I identify the sounds that I  To classify the words
hear. correctly according to
 Task 1: I classify the words in the correct box. their sounds.

/S/ /Z/ /IZ/

 The teacher reads the words and asks the learners to check
their answers.
USE:
 To check how well the
Task: I complete Masha daily activities then I read them loudly learners are able to
with the correct pronunciation of the final (s): distinguish between the
sounds that they’ve seen
 She / to get dressed/ after/ she / to get up previously.
 Masha/ to brush/ her teeth/ every morning
 To reinvest what they’ve
 She / to read / books/ before/ she/ to sleep
seen previously.
 She/ to kiss/ her mother/ before/ she/ to go/ to bed

 To produce a short and

correct paragraph
 talking about Masha’s
daily activities in which
they’ll use and pronounce
the final (s) correctly.
LESSON PLAN
School : Teacher : Level : 1AM

Sequence 2: ME AND MY Section : I PRACTISE

DAILY ACTIVITIES
Lesson: language reinforcement

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 To ask and answer about daily activities using the three forms of the present simple, WH
questions and Yes/ no questions with the auxiliary “to do” .

Language tools (target structures): The present simple tense with the three forms, WH questions (What, where and when),
Yes/no question (Do):

Material (s) Pictures + gestures + manual books + flash cards

Cross- curricular Competencies: Core Values:
o Intellectual Competencies:
 He can use verbal messages to get information.  Respecting and valuing time and
 He can show his creativity when producing his own examples schedules
o Methodological Competencies:  Being confident.
 The ability to assess his work and his peer’s work.  Being punctual.
 The learner can work in pairs.  Honesty
 He mobilizes his resources efficiently to produce a piece of writing.
o Communicative Competencies:
 The ability to use role play to communicate properly.
o Personal and Social Competencies:
 The ability to socialize through oral exchange
Time Framework Procedure L. Objectives Competen
cies
10mns WARM- UP
 T. deals with a revision to the previous lesson through an oral  Activate the learners’
interaction about their daily activities. T. helps her learners attention.
through showing them pictures or flash cards of daily activities.
 Preparing the learners
What do you do in the morning? to the coming tasks.

What time do you get up?

When do you watch TV? …

PRACTICE

Task one:I order the words to get correct sentences:  To evaluate their
1. Wakes up/ Maria/ 7:00/ at acquisition to the
2. Time/ go/ do/ you/ to school/At what/ ? / present simple tense.
3. Not/ am/ a doctor/ I
4. Does/ Where/ live/ she / ? /  To reinforce what
they’ve seen previously.
Task two:I put (s/ es or 0 ) to complete the following verbs:
1. Imen get…up at 6:00.
2. In the evening, She do …her homework.
 3. The children sleep … early.
4. Kamal brush … his teeth every morning.
5. Peter watch… TV and read… a story before he go… to bed.
 To distinguish between
Task three: I complete the conversation with: Where/ When/ WH and Yes/ no
Does/ Whattime questions.

 To distinguish between
the use of “where” and
“when”.

USE
Task four:
Your English friend wants to know about what you do after school.
 Enable the learners to
Use the following cues and write about what you do after school
reinvest what has been
and give time:
learnt to talk about some
of their daily routines in
 Pray Asr
a meaningful situation.

 Practice sports with friends

 Watch TV

 Do my homework …
 LESSON PLAN 5
School : Teacher : Level : 1AM

Sequence 3: ME AND MY Section :I PRACTISE P: 80

DAILY ACTIVITES Lesson focus: language
reinforcement

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 To use the present simple correctly with its three forms: affirmative, negative and
interrogative to talk about daily activities.

Language tools (target structures): The present simple tense with its three forms. WH. And Yes/ no questions,

Material (s) Pictures + gestures + manual books + flash cards

Cross- curricular Competencies: Core Values:
o Intellectual Competencies:
 He can understand non- verbal messages.  Respecting and valuing time
 He can show his creativity when producing oral and written messages.  Being confident.
o Methodological Competencies:  Being punctual.
 The ability to work in groups.
 The learner can assess his work and his peers’ work.
 He mobilizes his resources efficiently to produce a piece of writing.
o Communicative Competencies:
 He can use information and communication technology such as e-mails to
communicate appropriately with learners of other cultures.
o Personal and Social Competencies:
 The ability to socialize through oral and written exchanges.
Time Framework Procedure L. Objectives Competenc
ies
10mns WARM- UP
 T. introduces the lesson and the key words through an oral
interaction with her learners asking them about their daily
 Familiarizing
activities. She asks questions like:
 Activate the learners’
attention.
At what time do you get up ?
 Motivating the learners
to identify the words.
What do you do in the morning ?

When do you have English, French…?

 Preparing the learners to
the coming tasks
PRESENTATION
through a challenging
 T. invites the learners to open their books on page: 80, then
way.
she asks:
Who is he?/ What’s his name?

How old is he/ Younes?

Where does he study?

 PRACTICE

Task 181:I read the text and complete the table:  To check the learners
understanding to the
text through completing
Time Event
the table.
………………………………… I get up
8:00 a.m …………………………………
………………………………… I watch TV and drink milk
………………………………… I do my homework.
9 p.m …………………………………
weekend …………………………………
 To check the learners’
Task 2:I put the verbs in the present simple: acquisition to the present
simple tense.
Akram (wake) …… up at half past six. He (get) …… dressed and (have) ……  To enable the learners to
breakfast at seven O’clock. At half past seven, he (to go) …… to school. conjugate the verbs in
His lessons (to start) …… at eight and (finish) …… at five. In the the present simple with
evening, Akram (do) …… his homework. His favourite hobby (to be) …… different personal
playing football. pronouns correctly.

Task 3:I order the words of the following dialogue:

 To enable the learners to
: /time/ what/ ?/ does/ Houda/ wake up/ At/ order sentences
correctly.
 To enable the learners to
know the structure of
different sentences.

:/wakes up/ She/ . / six o’clock/ at/

:/ she/ practise/ Does/ sport/ Sturdays/ on/

:/ She/No/ not/, / does / cleans/ room / her/ She/

Saturday/ on/./

What worked What hindered Action points

 …………………………………………………………….  …………………………………………………………….  …………………………………………………………….

 …………………………………………………………….  …………………………………………………………….  …………………………………………………………….

 …………………………………………………………….  …………………………………………………………….  …………………………………………………………….

*VAKT: Visual, auditory, kinesthetic, tactical

LESSON PLAN
School : Teacher : Level : 1AM
SEQUENCE 3 :ME AND MY DAILY Lesson:RE AD AND DO
ACTIVITIES P:85

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 Talk about their daily activities during the 24 hours.

Language tools (target structures):The present simple

Material (s) Pictures + gestures + an adapted text

Cross- curricular Competencies: Core Values:
o Intellectual Competency:
 The learner can show creativity when producing pieces of written  Being responsible and
messages. organized.
 He can understand and interpret verbal and non-verbal messages.  Respecting time and
 He demonstrates autonomy in learning. schedules.
o Methodological Competency:
 He uses his resources to produce written messages.
o Communicative Competency:
 He can use information and communication technology such as discussion
forums to interact with learners of other cultures.
o Personal and Social Competency:
 He asserts his personal identity and behaves with self-confidence.
 He socializes through oral and written exchanges.

Time Framework and Procedure Rationale Target

competencies
10mns WARMING UP:
 T. introduces the topic through interacting with her learners
about their daily activities in the morning, afternoon, eveningand
nightand in weekends.  Attracting the
Interact
 T. introduces some key words that have relation to the text using learners’ attention.
pictures, gestures, synonyms, opposites…such as: begin= start=/=
 Familiarization with And
finish/ break time, weekend,
PRE READING: different media tools
of communication. interpret
 T. shows a picture of a girl (Margaret), then she asks:
 Is she Algerian?
 Where is she from?
 What does she do?...  To guide the learners
 Guessing task : Guess what Margaret is to the text through a
smooth transition.
talking about in her text :
 Her family
 Her daily activities
 Her friend
WHILE READING:
T. invites the learners to read the following text and do the
tasks that follows: Interact

And

interpret
 To scan the text to get
precise information.
Hello! I am Margaret. I am years old. I am a pupil at
Welcome Primary School. 

I get up at 7:30 a.m. I wash myself. I get dressed, have breakfast and
I go to school. Schools begin at 9:00. At 9:00, we have lessons, Maths
and English, until 10:30 when we have a beak. The next lesson begins at
10:50 and lunch time is from 12:15 to 1:15 p.m.

In the afternoon, school is from 1:15p.m to 3:15 p.m. When I go

home, I have tea then I do my homework. At 6p.m, I watch TV before
I go to bed at 9 p.m.

On Saturdays, I go for a walk with my family in the countryside

and I attend ballet classes.

Task one: I read and complete the table below:

Task two p:87I tick the right box and I correct the false answer:

POST READING:
Task one: I use the information in the table below to write about
Karim’s daily routine:
 To reinvest what
Produce
they’ve seen previously.
Morning Afternoon Evening Week end
Get up at 6 Play football at Do homework at Go to the
Get dressed at 4pm 6pm mosque (Friday)
 To produce a short
6.15 Watch TV at Chat with Visit my family message talking about
Have breakfast 5pm friends at 8pm (Saturday) their daily activities.
at 7.15 Go to bed at
9pm  To personalize the
information.
Karim is 12. He is a pupil at HOCINE Messaoud school. He gets up
………………at …………. He ……Then, he …. In the afternoon, Karim
…………………………………………at 7pm.He …………………………..TV at ………………..Next,
he ……………….5pm.
In the evening, ……………………………………………………………………
On Sunday, …………………On Saturday, ………………………………………………
 LESSON PLAN
School : Teacher : Level : 1AM
SEQUENCE3: ME AND MY DAILY Lesson:I THINK AND WRITE
ACTIVITIES Lesson focus:LANGUAGE USE

LEARNING OBJECTIVES : By the end of the lesson, the learners will be able to :
 Talk about one’s mother’s daily activities and leisure activities.
INITIAL PROBLEM SOLVING SITUATION: Margaret’s mum wants to know about your daily activities.

Language tools (target structures): “to be” the simple present tense

Material (s) Pictures + gestures + books +visual flash cards showing mother daily activities.
Cross- curricular Competencies: Core Values:
o Intellectual Competency:
 He can understand and interpret verbal and non-verbal messages.  Valuing time and tasks.
o Methodological Competency:  Openness to the world.
 He can use strategies in writing.  Valuing and developing friendship
 He can assess himself. to the international level.
 He can mobilize the required resources to produce a written message.  Being proud of belonging to a
o Communicative Competency: nation/ national identity.
 He can use information and communication technology such as e-mails and  National conscience: he behaves
blogs to communicate appropriately. as a responsible and committed
citizen.
o Personal and Social Competency:
He socializes through oral or written exchanges.
Time Framework and Procedure Rationale Target
competencies
10mns WARM- UP/ PRE WRITING

 The learners are invited to talk about their daily and leisure
activities.  Preparing the learners
Interact
for the coming tasks.
PRESENTATION
And
 The teacher invites the learners to open their books on page: 90
interpret
and pay attention at Margaret’s post card, she reads and invites
some learners to read it.
 Valuing mother’s duties
 The teacher invites the learners to pay attention at the
and tasks.
following cards showing mother’s daily activities and try to
 To organize the
learners’ ideas before
writing.

describe them by completing the table below:

What does your mother do everyday?  Helping the learners to

Morning Afternoon Evening Night organize their ideas
Get up- pray- Pray- take a Cook dinner- Watch TV-
 prepare nap- watch TV- wash the make the bed- before they start
breakfast- prepares cakes dishes sit with her writing.
wash the family and
dishes- clean children- tell
the house- stories
prepare lunch-
cook-
Grammar Skills Attitudes
The present Describe one’s Valuing time and tasks
simple tense daily and leisure
activities.

WHILE WRITING
Iread the letter and write a reply.

 To enhance learners to
show creativity.
Interpret and
Hi Margaret, produce

 To involve the learners

in self-assessment and
Thank you for your letter. Now, I write to tell you about my mum’s
correction.
daily activities.
Every day, my mother gets up at 6:00. She washes herself and
prays Fedjr. Then, she prepares breakfast; she washes the dishes and
cleans the house. After that, she cooks lunch and she eats it with her
family and children.
In the afternoon, she prays at 13:10 and she takes a nap. She
watches TV at 5p.m then she prepares dinner.
In the evening, she eats dinner with her family and she washes the
dishes. Then, she makes the beds and sits with her children to tell
them a story. My mother sleeps at 10 p.m. what about your mum?
Love,

AFTER WRITING
Now, it’s time to check, revise and correct your mistakes before
editing your final draft.
AFTER WRITING
Now, it’s time to check, revise and correct your mistakes before
editing your final draft.
 The teacher will use
Produce
this grid to assess the
learners’ production.
ASSESSMENT GRID FOR THE SITUATION OF
INTEGRATION WITH CRITERIA

Criteria Indicators / the learner

1. Relevance a. Can design a blog
b. Can introduce himself
c. Can talk about his
preferences, likes
2. Use the correct a. Can use mechanics of writing
linguistic tools<: b. Can use the present simple:
consistency to be/ to have/ to like
c. Can use the appropriate
articles
3. Coherence a. Can use logical organization
of ideas
b. Can use meaningful sentences
c. Can use appropriate linking
words
4. Cross curricular a. Can demonstrate autonomy
competencies in using language to
communicate
b. Can use ICT (blogs)
5. Values a. Can assert his personal
identity.
b. Can demonstrate attitudes
of respect
6. Excellence a. His work is well prepared
and well presented.
b. His production shows
creativity.