Date Daily Lesson Plan

Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time

th
Languages and communication English III 6 90 minutes
Topics
Learning situations
1. The Pombero
-
2. The quiz of my room
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student spells basic letters
2. The student participates in class interaction
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and acquire
new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful completion
of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express opinions
that differ from their own
Learning outcomes related to the topic Key words:
The student: Pombero, scare, friends, Buggy.
At the end of the lesson student will river, boat, wrong, sharp teeth,
 Reads the story about monster trackers. wheels, egg, great, make etc.
 Gets the meaning of some of the new words in the text.
Living room, wardrobe
 Marks some sentences as true or false depending on the text
curtain, armchair, carpet. lamp. etc.
 Answers some of the questions about the text.
 Recalls some of the vocabulary learnt in this module.
 Reads the text carefully and revise some of the new words leant in this
module.
 Answers some of the questions about the text home.
 Does the quiz about vocabulary learnt.
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Native language /ICT
notebooks,previous videos from ECLM competitions.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ / Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
 Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim for gist, and then allow them to make
predictions on the content of the text.
What can you remember about the previous episode of Monster trackers? Where were the
Monster trackers in the previous episode and what happened to them?
 While- reading activity
I instruct students on how to proceed with the activity. They will work in pairs. Collaboration and reciprocal teaching is
the key to the success of this activity.. I monitor the activity and assist students, if needed.
After this students are going to read the text about Monster Trackers. This time Monster trackers
go in search of a monster which is called the Pombero. This time they are invited by someone to
find this special monster and they accept his offer immediately starting for a journey to find this
monster called Pombero. It is about 15 meter long and it has spikes on its back. Students are going to learn some
more
information about Pombero monster and while reading the text I am going to explain some of the
new words which are found in the text like : powerful, sharp teeth, videotaped etc.
Students then are going to mark some of the sentences as true or false depending on what they
have read on the text.
 Post- reading activity
I invite students to think about the question in exercise1.a.. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
To reflect on the text they are going to complete exercise 3 by labeling some of the pictures
which are related to the text ex:
Lesson 2
Presentation
Before starting to explain fun time I am going to ask student it they can identify some of the words related to the
house that they can remember. Can your remember some object of a house that you know.
Practice
After this students are going to read a quiz where they are going to play a game and win one point each. They will
test their knowledge by answering to different questions 1 am going to ask them ex: What do you use in the bed to
put your head? A pillow etc.
They are also going to test their knowledge by answering to different questions with true or false. Example: The
piano house is Malawi. False
You can see a sofa in the living room. True.
The Pombero is from Malasya False etc.
They will also read a text called Houses and I will explain all the new words in it.
Production
To reflect on the two texts that the students read they are going to answer to some of the questions ask them
ex: Is home important? etc
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Exercise 4,
textbook page 45.

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Topics
Learning situations
2. Language review 3
- In the house
3. Self-check 3
 Communication and expression competence: 1. The student consolidates key vocabulary
new knowledge
of a task
The student:
At the end of the lesson student will
Talk and write about the house
Talk and write about furniture and appliances
Say where things are in the house
Talk about famous buildings
Write an email about the bedroom
Resources and aids
notebooks, previous videos from ECLM competitions.
Lesson organization
INTRODUCTION
Language review 3
Instructing tasks .The students take turns on fill up activities
Providing useful instructions for each exercise
 The students will fill up with the right word on.ex.1.
 The students will underline the accurate words on ex.2
 The students will write the accurate word on ex.3
 The students will chose the accurate word on ex.4
 The students will replace the words in bold with their opposites on ex.5
Self check 3.Instructing tasks .The students take turns on fill up activities
 The students will fill up with the right word on. Ex.1
 The students will choose the odd word out on ex.2
 The students will write the ordinal numbers on ex.3
 The students will write the accurate preposition on ex.4
 The students will match exchanges on ex.5
Self assessment 1 Balancing assessment
Now I can N1 N2 N3 N4
D C- C+ B- B+ A- A+
Talk and write about my house
Talk and write about furniture and
appliances
Say where things are in the house
Talk about famous buildings
Write an email about my house
Write an email about my bedroom
For each descriptor the students will have to work on a given exercise one the extra check test.
Activity book .Instructing tasks .
Consolidating knowledge in the end of the class
What did we go through today:
1-vocabulary about furniture
2-comparing famous buildings
Evaluation I will evaluate them, based on her participation.
Assignment Workbook –

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Topics
Learning situations
1. Family and friend
In the classroom - communication
2. Character adjectives Describing a friend
 Communication and expression competence: 1. The student presents the family
new knowledge
of a task
The student:
At the end of the lesson student Wear, skin, machines, polite,
clever, bark, fair, quiet, silly,
 Identifies different members of the Flintstones and Rubbles family.
drums, polite, calm, club, strong,
 Reads the text and get the meaning of the new words.
baseball
 Answers to some of the questions about the text.
Funny, quiet, strong, clever, polite,
 Describes some of the characters in the text.
rude, weak, noisy, silly, serious
 Identifies different types of adjectives which are in the text
 Lists some of the opposites of those adjectives. .
 Forms sentences using some of the adjectives which are in the text.
 Describes characters using adjectives.
Resources and aids
Lesson organization
INTRODUCTION
WARM- UP
To start the lesson I am going to ask the students if they have even seen the characters which are in the text. Can
you identify where those characters act ext Dino - at the Flinstone family.
Do you know anything about the popular Flinstones family?

After learning what today’s lesson is going to be about students are going to start reading the history of those two
famous families: The Flintones and The Rubbles. They will identify the main members of the Flintones family
which are Fred Flintstone, Wilma Flintstone, and Pebbles Flintstone. They are going to learn some interesting
facts about those members like how they look like, what they like to do and how they are related to each other ex:
Fred Flintstone is tall and he has got dark hair. He likes golf and bowling. etc.
While reading the text I am going to explain to the student some of the new words found in there like vacuum
cleaner dinosaur, club, lazy etc
I explain any new words/ phrases or concepts. In order to reflect on the text that they just read students are going to
answer to some of the questions which are in exercise 2 ex: How many members are there in Flintstones family?
Lesson 2
Presentation-
First of all I am going to ask the students if they can identify some adjectives that they have learned during the
previous year ex: small, big, tall, short etc.
Practice
Then I am going to read some of the adjectives which are in exercise 4. They are going to learn new words like
funny, quiet, strong, clever etc. Than they are going to match the opposites of the adjectives in the text and they
will try to form some sentences using those adjectives. Students then are going to complete the sentences of
exercise 5 by using different words like ugly, serious, clever etc ex: Fred isnt quiet. He is very noisy.
Student in exercise 6 are going to use some sentences to make some sentences about their family ad friends. They
will also learn how to use adjectives in sentences: adjectives go before the nouns but after the verb "to be". We
can use very to give emphasis to the adjective: ex He is very strong. In execise 8 they will write sentences in the
correct order. Jane is very funny
Production
To reflect once more on the use of adjectives students are going to write the name of a character they like more
and try to describe it.
Evaluation
Assignment 11,
textbook page 47

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Topics
Learning situations
4. Present simple tense
Grammar explanation
5. Talking about jobs
 Communication and expression competence: 1. The student uses present simple tense
new knowledge
of a task
The student:
At the end of the lesson student Theory, verb form, table, below,
questions, sentences etc
 Forms correctly present simple of different verbs in their affirmative
Photographer, nurse, mechanic,
form.
vet, football player, hairdresser,
 Identifies the uses of present simple in the sentences
play football, type letters, teach
 Completes sentences using present simple - affirmative form
children
 Identifies different types of jobs and translate them in Albanian.
 Uses different expressions in the text to describe people's jobs.
 Fills in the sentences using some of the words found in the text
Resources and aids
Lesson organization PPP (Presentation- Practice- Production
INTRODUCTION
Presentation
Study the table on page 48 and read the theory. While reading the theory students will also give examples of how to form the present simple
Practice
Then I am going to teach to the students how to form the present simple in it affirmative form.
Present simple:
Verbs in present simple generally take (s) in 3rd person singular
Verbs ending in s, ss, sh, ch, x take (es) in 3rd person singular
Verbs ending in consonant + y take (ies) in 3 rd person singulart etc
Students then are going to learn the uses of the present simple. We use present simple in repeated action. He playes tennis on Mondays.
We use present simple for permanent states : He lives in Rome.
We use present simple for habits: I have milk in the morning.
Than students will complete some of the exercises using verbs in present simple in its affirmative form
Production
After this students will conjugate some of the verbs in present simple and they will talk about their daily routine in exericse 3.
Lesson 2 Talking about people's job.

Presentation
Identify some types of jobs that you have learned during the previous year. Example: teacher, nurse, doctor, clawn, ballerina etc
Practice
After matching the profession in the picture with some of the qualities need to do those jobs students are going to form some sentences using those words
example: A hairdresser does people's hair. A football player plays football.
Students then are going to hear a dialogue and then they are going to complete a text about David Becham, Andry Harmer etc.
Students in exercise 3 are going to use some of the words like: professional, similar, autograph to complete some of the sentences ex: I have got an
autograph from my favorite football player.
Production
To reflect once more on the professions that they learned today students are going to describe the professions of their parents and what they do for a living
Evaluation
Assignment Workbook

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Topics
Learning situations
6. Telling the time
Role play. Different family description
7. A family
 Communication and expression competence: 1. The student tells the time
new knowledge
of a task
The student:
At the end of the lesson student Half, quarter, o'clock, that’s fine,
what’s the time please?, what
 Practices using and identifying the time .
time... etc
 Forms some sentences using some the times they can see in the picture
Mother, father, sister,
 Reads and role play the dialogue and get the meaning of new words.
grandmother, same, different,
 Identifies different member of the family in the poem.
uncle, aunt.
 Reads the poem and gets the meaning of the new words.
 Recites the poem in from of the class and answer to some of the
questions about Family
Resources and aids

Lesson organization
INTRODUCTION
WARM- UP
Before starting to discuss about the way of telling the time I am going to ask students to look at the picture of the
clock in the text and get the meaning of how do we divide the time. Which are the main parts of the clock?
After this I am going to explain the time. First of all time is divided into two main parts past and to. There are
some main part of the clock: o'clock and we have a full time, past, half past. Then students are going to look at the
times in the text and they should identify some of these times like: It is four a clock. It is ten to four etc. Minutes
in English are said before the clock. This is the main difference between English and Albanian language. Then
students are going to read a dialogue and they are going to role play it. They will learn how to make arrangements.
I explain any new words/ phrases or concepts. In order to reflect on the text students are going to answer some of the
questions about the text ex: What does Helen want to do?
Lesson 2.
Presentation
Identify the continents of the world and mention some countries for each of the continents.
Draw a cluster to match countries to continents.
Practice
Students are going to listen and repeat the names of the continents and some countries of the world. Then students
have to say the names of the continents and the countries in our language.
Match the countries in exercise 1 to the capital cities in exercise 2.
Then they will listen and check if they have done them correctly.
Which countries are in Europe? What other capital cities and countries do they know?
Production
They come in the blackboard in front of a Map and they will try to identify some of the countries mentioned in
today’s lesson.
Evaluation
Assignment Collect
information about
your family

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Topics
Learning situations
8. Writing a profile of a famous person
Meeting with your favorite singer
9. Project 1.2.Our environment
 Communication and expression competence: 1. The student pronounces the new words accurately
 Learning to learn competence: The student makes use of effective techniques in order to classify information and acquire new
knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful completion of a task
 Social and civic competence: The student transmits social values and respects others’ right to hold and express opinions that differ
from their own

The student: British, favorite, meat, vegetable, Do you
At the end of the lesson student know her? Play guitar, play the piano etc
 Identifies some of their favorite singers and describe them.
 Gives some personal information of their favorite singers.
 Reads the text for specific information.
 Practices a situational language taught in this unit
 collects information for the purpose of research.
 spots an opportunity and seizes it.
 takes a step back and puts things into perspective.
Resources and aids

Connection with other fields or cross curricular subjects Native
language /ICT

Lesson organization
INTRODUCTION

I draw students’ attention to the title and the picture. I give students time to skim for gist, and then allow them to make predictions on the
content of the text. First of all look at the text in exercise 1. What do you think it is? Is it an email or is it a blog? What do you think it is
about?

I instruct students on how to proceed with the activity. They will work in pairs. Collaboration and reciprocal teaching is the key to the
success of this activity.. I monitor the activity and assist students, if needed. First of all students are going to listen to a text which describe
Leona Lewis. She is a famous British singer. She has got a great voice and she also writes songs.
In this blog they will see describe a famous singer which is the author's favorite singer. After reading the text students are going to answer to
some of the questions about the text ex: Where is Leona Lewis from? What does she do? etc
Then they are going to write down some sentences into the correct order in exercise 3 ex: Jenny is American etc. We always put the subject
before the verb in affirmative sentences.

I invite students to think about the question in exercise1.a.. After explaining the task, I allow students time to write a few sentences.
Various students read their sentences out to the class.
I explain any new words/ phrases or concepts. Then students in order to practice are going to desribe one of their favorite singers which is
required in exercise 5 page 53.
Lesson 2. Project 1.1.Our environment

First lesson 45 min.
Presentation of the project and sharing groups
Purpose: To acquaint pupils with the theme of the project and to define tasks .
Results of learning referring to the key competences:
Communication and expression competence.
-Ability to understand and interpret environmental facts or opinions in oral form.
Digital competence:
-Critical use of information technology for work.
-Basic skills in ICT
Results of learning field competences referring to the topic:

 collects information for the purpose of research.
 spots an opportunity and seizes it.
 takes a step back and puts things into perspective.
- Finds information on the Internet
 uses social media to communicate

 understands critically how to analyze and utilize relevant info from online media.
Methods : brainstorming , discussion network , organizational chart , research , interview , work groups .
Tools: tables , chalk , white sheets , worksheets , colorful cartons , scissors , glue , wire , toys for the model .
Development of the class :
First step
Present views of green environment , polluted environment , environment at risk of extinction
Which is the damage people cause to nature?
Do you remember other places , other phenomena ? Which ones have you worried ?
Second step
Through a brainstorming bring all information and write the information gathered in the table and categorize .
Third step
Divided into working groups and assign pupils who lead the group .
For each member of the group assignments .
1 . Geography group. 2 . Monitors group. 3 . Biologists group.
4 . Air monitoring group 5 . Literature group. 6 . Architects group.
Task
Pupils express their opinions on who will perform the work , use the materials and ways to use resources to collect materials
Find materials according to their groups.
The students take turns on fill up activities
1-vocabulary about past events
2-using past tenses
3-consolidating module’s vocabulary

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Topics
Learning situations
10. The Ropen
Daily routine
11. Family riddles
 Learning to learn competence: The student makes use of effective techniques in order to classify information and acquire new
knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful completion of a task
 Social and civic competence: The student transmits social values and respects others’ right to hold and express opinions that differ
from their own

The student:
At the end of the lesson student Dinosaur, celebration, on board, landing,
fast, sleep, feel, tired, lights
 Identifies what The Ropen is and where it lives.
Granddad, aunt, cousin, granpa, brother,
 Reads the text and get the meaning of the new words.
Wilma, nephew, mother, mum
 Describes the Ropen using some of the words learnt from the text
 Tests vocabulary learnt in this module.
 Uses different vocabulary learn to fill in the sentences.
 Completes a quiz.
 Reads the song Tick Tock and get the meaning of new words.
Resources and aids

Connection with other fields or cross curricular subjects Native
language /ICT

Lesson organization
INTRODUCTION
WARM- UP
Presentation
Before starting to read the text I am going to tell the students about a group of friends called Monster trackers. They are: Boogey, Candy,
Tracker and Phil. They go around searching for monsters. What has happened to Monstertrackes the previous episode?
PRACTICE
Students have a quick look at the text and the title and guess what the text is about. Where do you think Monstertrackers have gone this
time?
Then they start reading the text about the Ropen. They first understand what the Ropen is and where it lives. Ropen is a strange creature that
is like dinosaur bird. While reading the text I am going to explain to them the new words that are found in it.
Later they are going to complete exercise 2 by answering to some of the questions as being true or false: ex. Umbai Island is in Papua New
Guinea - T. Then in exercise 3 they will complete some sentences using some of the words from the text like bat, wings, paint, fly etc. They
are also going to match the words with the pictures in exercise 3.
PRODUCTION
In order to make a summary of the text students are going to complete exercise 4 with some of the words in bold from the text
Lesson 2 Family riddles
Presentation
To start the lesson I am going to ask the students the mention some of the members of the family they have learnt in Unit 4.
Practice
In order to revise some of the knowledge learnt in this module I am going to ask students to complete exercise 1 completing some of the
sentences using some of the words they have taken in Unit 4. Then to continue I am going to ask them to complete the quiz some of the
topics that students have discusses in Unit 4 like: who is Fred Flintstone's wife? Can Barney play the piano etc. I am going to read to read
the song Tick Tock aloud to the students and I am going to explain them the new vocabulary found in there.
Students are also going to participate into a game mentioning some of the types of jobs that they have learnt.They will mime a job and the
others are going to find them
Production
In order to reflect on the song on exercise 4 students are going to form some sentences using some the things that they do daily
Evaluation
Assignment
Workbook Exercise
4, pg 17, textbook.

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Topics
Learning situations
In the classroom
13. Self-check 4
new knowledge
of a task
The student:
At the end of the lesson student
.
Talks and writes about the family
Describes people’s character
Talks about people’s job
Tells the time
Makes arrangements
Writes a text about the family
Writes the profile of a famous person
Resources and aids
Lesson organization
INTRODUCTION

Language review 4
 The students will fill up with the right word on.ex.1.
 The students will write the opposite word on ex.2
 The students will write the time on ex.4
 The students will choose the correct response on ex.5
 The students will choose the right word on ex.2
 The students will write the correct jobs on ex.3
 The students will write the accurate questions and short answers on ex.4
 The students will put the verbs in bracket into present simple tense on ex.5
 The students will match exchanges on ex.6
D C- C+ B- B+ A- A+
Talk and write about my family
Describe people’s character
Talk about people’s job
Tell the time
Make arrangements
Write a text about the family
Write the profile of a famous person
1-vocabulary about family
2-comparing famous people

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Topics
Learning situations
14. Fantastic fish
In the ocean
2. Parts of animals/Describing
new knowledge
of a task
The student: Cow, fox, sheep, squirrel, duck,
At the end of the lesson student elephant, fish, bear, rabbits, chicken,
 Identifies different types of animals in the picture. hamster, home to, beak, wear, rock,
 Reads the text about Fantastic fish and get the meaning of the new cover etc.
words.
 Answers to some of the questions about the text Fantastic Fish Fish,goat, seagull, eyes, tail, big,
 Identifies different types of animals in the picture. small, feathers, hooves, tail, beak,
 -Mentions some of the parts of the animals in the picture. sharp, body
 Describes an animal and try to find which animal is someone
describing.
Resources and aids
Lesson organization PPP (Presentation- Practice- Production)
INTRODUCTION
WARM- UP
Presentation
Can you identify some of the parts of the body that we have learned in the previous lessons together. Write them
down. Identify some of the animals that you have learnt up to now. Students should be able to identify animals like:
elephant, cat, dog, crocodile
Practice
Look at the picture in page 57. Can you guess what the meaning of the new words are. What are some of the animals
in the picture. I will explain them in Albanian. Then students start reading the text Fantastic fish. Here they will learn
about some fantastic types of fish like the Puffer Fish and Parrot fish.
They are fantastic as they look very different from all the other types of fish.
I am going to ask students to read the text aloud and identify the new words. I am going to explain the new
vocabulary to the students.
After reading the text students are going to answers some of the questions about it: ex: What does parrot fish look
like?
Production
In order to reflect on the text that they read they are going to take 5 minutes and write as many things as they can
remember from it.
Lesson 2 Parts of animals/Describing
Presentation
Identify some of the animals that you have learnt up to now. Students should be able to identify animals like:
elephant, cat, dog, crocodile etc. They should also mention the three types of fish that we discussed about in Unit 5
Practice
Look at the picture in page 59. Can you guess what the meaning of the new words are. What are some of the animals
in the picture. I will explain them in Albanian. Then students will learn some of the parts of animals in the picture
like: tail, scales, fin hooves, body, fur, tail, wings, feathers, beak, head etc.
Then they are going to use some of the adjectives in exercise 6 and try to describe some of the animals in the picture:
ex Parrots have got sharp beak, small body and long tail etc.
Students then are going to play a game. They will describe the animals using different adjectives and the others are
going to find which animal it is.
Production
In order to reflect on today’s lesson students are going to ask and answer questions about an animal of their choice:
ex: Has it got a long neck? etc.
Evaluation
Assignment Workbook Exercise Ex 3

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Topics
Learning situations
15. Adv of frequency/Prep of time
In the classroom
16. Adj (comp,sup)/Adv of degree
new knowledge
of a task
The student:
At the end of the lesson student will Always, often, sometimes, never,
habit, weekend, afternoon,
 Identifies different adverbs of frequency in the text.
evening, on, in, at
 Uses the adverbs of frequency to complete some of the exercises in the
Funny, quiet, strong, clever, polite,
text book. .
rude, weak, noisy, silly, serious
 Mentions and uses correctly some of the prepositions of time
 Talks about habits using adverbs of frequency
 Identifies different types of adjectives which are in the text
 Puts adjectives into comparative and superlative form.
 Lists some of the opposites of those adjectives. .
 Forms sentences using some of the adjectives which are in the text.
 Describes some animals using different adjectives leant.
Resources and aids
Lesson organization
Presentation
To start the lesson I am going to ask the students to mention some of the adverbs of frequency that they have learned
in previous lesson.
They should mention adverbs like: sometimes, never, often, usually, rarely etc.
Practice
Adverbs of frequency show how often an action takes place. They are generally used before the main verbs ex: I
never go to school by bus.
But when we have the auxiliary verbs Have and Is then the adverbs of frequency are used after the verbs ex: He is
never late.
Students then complete e text using adverbs of frequency in a text called Pink Dolphins. They will also complete
some sentences using adverbs of frequency in the right place in sentences.
They will also talk about their daily habits using some of the adverbs of frequency ex: I always eat fish etc.
Students will also learn about the prepositions of time: At time, in months, on days.
Production
In order to reflect once more on the uses of prepositions of time they will try to form sentences.
Lesson 2 Degrees of adjectives.
Presentation
First of all I am going to ask the students if they can identify some adjectives that they have learned during the
previous year ex: small, big, tall, short etc. Then they should study the table on page 61 and get the rules of forming
the degrees of adjectives
Practice
Then I am going to read some of the adjectives which are in exercise 4. They are going to learn how to form the
degrees of different adjectives. Adjectives have 3 degrees, positive, comparative and superlative form.
Adjectives are divided into 3 groups. Short adjectives form comparative with (er) and the superlative form with (the
most).
Long adjectives form their comparative form using (more) and their superlative form using (the most). Student in
exercise 6 are going to use some sentences to make some sentences about their family ad friends. They will also
learn how to use adjectives in sentences to complete exercises.
Production
To reflect once more on the use of adjectives students are going to write the name of a character they like more and
try to describe it.

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Topics
Learning situations
17. Festive time
Overseas
18. Expressing fear
new knowledge
of a task
The student:
At the end of the lesson student Historic, weekend, treasure hunt, let
off fireworks, parade, colorful floats,
 Reads the texts about celebrations in Ypres and Thailand.
don’t miss it, respect, perform, do
 Gets the meaning of the new words in the text.
tricks
 Answers to some of the questions about the text Festive time
I am afraid of, get it away of me, oh
 Asks and express opinions about a party they have participated.
my goodness, don’t be silly. month,
 Identifies some expressions for expressing fear.
arm, pet
 Reads the dialogue about expressing fear and get the meaning of the
new words.
 Answers to some of the questions about the text.
Resources and aids
Lesson organization
Presentation
Before starting to complete the exercise 3 with different verbs I am going to revise with the students how we can
form the degrees of adjectives
Practice
Then students are going read two texts which describe some celebrations in the historic town of Ypres and Thailand.
Belgium is famous for its cat Festival. It takes place every three years during the second weekend in May. While in
Thailand people celebrate the Elephant day. They believe that their country is the same shape as the head of the
elephant. . While reading the texts I am going to explain to the students some of the new words found in it like: let
of fireworks, crown, compete in, treasure etc.
Students then are going to answer to some of the questions about the text ex: How often is the cat Festival
celebrated? What can children do at the cat festival?
Production
To reflect on the topic students are going to complete exercise 3 by forming some sentences about a festival in their
town
Lesson 2 Expressing fear
Presentation
Before starting to read the dialogue I am going to ask the students to have a look at the pictures on the text. What do
you think this dialogue is about? What do you imagine has happened?
Practice
I ask students to have a look at the text and say what kind of dialogue it is. How do we express fear: Iam afraid of,
get it away from me, are you sure it is safe, oh my goodness. Then I am going to ask them to read it loudly and try to
role
play it.
While reading the text I am going to explain the new words which are found in all the dialogue. This dialogue is
about Sue who is very afraid of spiders.
Student then are going to answers some of the questions about the text ex: What is Frank's pet? How old it? etc.
Production
In order to reflect on how to express fear about something students are going to take roles and try to roleplay a
dialogue about what they might be afraid of ex: Two pupils which are afraid of snakes.

th
Topics
Learning situations
19. National animals from around the world
In the wild
20. The eagle
new knowledge
of a task
The student:
At the end of the lesson student National, strong, hop, kick, hard,
forest, grassland, plants, heavy, round,
 Identifies different types of animals in the picture.
sharp, claws, bamboo
 Reads the text about National Animals around the world and get the
meaning of the new words. Cow, fox, sheep, squirrel, duck,
 Answers to some of the questions about the text National Animals. elephant, fish, description, Kheng,
 Identifies different types of animals in the picture. crocodile, hard scales, meat
 Reads the text for specific information and get the meaning of the new
words.
 Describes their favorite animal using some of the vocabulary learnt.
Resources and aids

Lesson organization
Lesson 1 National animals from around the world
Presentation
Identify some of the animals that you see in the picture. Do you know anything about this animals? Where do you
think they live?
Practice
Students are going to look at the pictures on the text book and they are going to identify the two main animals that
we are going to discuss today. They are the Kangaroo and the Giant Panda. They are two of the well known
animals around the world: The Giant Panda is the national animals of China. Pandas are black and white bears.
They have got big heads and heavy bodies etc. The Kangaroo is the national animal of Australia. They have got
long ears, long thick tails and strong legs.
After taking the description of those animals students are going to take some of the new words and then they will
try to answer to some of the questions about this text by answering true or false ex: Kangaroos have got long arms
- F. etc
Production
To reflect on today’s lesson students are going to learn how to form some sentences with HOW
Lesson 2
Presentation
Identify some of the animals that you have learnt up to now. Students should be able to identify animals like:
elephant, cat, dog, crocodile etc.
Practice
Look at the picture in page 65. Can you guess what the meaning of the new words is. What are some of the
animals in the picture. I will explain them in Albanian. Then students start reading the text about a famous
Crocodile called Kheng. It has got short legs, hard scales and very sharp teeth. Students are going to read and
translate this text and while reading it I am going to explain any of the new words found in there ex: scales, meat,
sharp etc.
After reading the text students are going to answers some of the questions about it: ex: What does this crocodile
look like? etc.
Production
In order to reflect on the text that they read they are going to take 5 minutes and write as many things as they can
remember from it. They should also be able to write a short text about one of their favorite animals.
Evaluation
Assignment
Workbook Exercise

th
Topics
Learning situations
21. Giant spiders
Talking about animals
22. The quiz of my room
new knowledge
of a task
The student: Worm, freezing, amazing, camera,
At the end of the lesson student will dark, shore, move, fast believe
Identify what the Worm Monster is and where it lives. Horse, cat, dog, adverbs of frequency,
Read the text and get the meaning of the new words. sometimes, often, never, bear, scales,
Describe Worm Monster using some of the words learnt from the text fins, hooves, neck
Identifies different animals and their parts learnt in this module

Uses different vocabulary learn to fill in the sentences.
Completes a quiz.
Reads the song and get the meaning of new words.
Resources and aids
Lesson organization PPP (Presentation- Practice- Production
INTRODUCTION
Presentation
Before starting to read the text I am going to tell the students about a group of friends called Monster trackers. They
are: Boogey, Candy, Tracker and Phil. They go around searching for monsters. What has happened to
Monstertrackes the previous episode?
Practice
Students have a quick look at the text and the title and guess what the text is about. Where do you think
Monstertrackers have gone this time?
Then they start reading the text about the Worm Monster. They first understand what a Worm Monster r is and
where it lives. It is very strange and it lives in the lakes.. While reading the text I am going to explain to them the
new words that are found in it.
Later they are going to complete exercise 2 by answering to some of the questions as being true or false: ex. There
are volcanoes in Iceland? True. Then in exercise 3 they will complete a crossword using some of the words from
the text
Production
In order to make a summary of the text students are going to complete exercise 4 with some of the words in bold
from the text
Lesson 2
Presentation
To start the lesson I am going to ask the students the mention some of the animals they have learnt in Unit 6.
Practice
In order to revise some of the knowledge learnt in this module I am going to ask students to complete exercise 1
completing some of the sentences using some of the words they have taken in Unit 6. Then to continue I am going
to ask them to complete the quiz some of the topics that students have discusses in Unit 6 like: who What does
puffer fish look like? What about parrotfish? I am going to read to read the song aloud to the students and I am
going to explain them the new vocabulary found in there.
Students are also going to participate into a game mentioning some parts of animals that they have learnt.They
will mime an animals and the others are going to find them.
Production
In order to reflect on the song on exercise 4 students are going to form some sentences using some the things that
they do daily.
Evaluation
Assignment
Workbook Exercise

th
Topics
Learning situations
Out and about
24. Self-check 5
new knowledge
of a task
The student:
At the end of the lesson student will
 Talks and write about animals
 Describes animals
 Talks and writes about national animals
 Expresses fear
 Talks about festivals related to animals
 Says how things happen
 Writes an article about a pet
Resources and aids
Lesson organization
INTRODUCTION

Language review 5
 The students will circle the right word on.ex.1.
 The students will label the parts of the body on ex.2
 The students will choose the correct response on ex.5
 The students will complete the sentences with the right word on ex.6
 The students will put the right word under the given headings on ex.2
 The students will find the odd word out on ex.3
 The students will write the correct form of adjectives on ex.4
 The students will complete with in,on,at on ex.5
 The students will put the words in the correct order on ex.6
 The students will complete the dialogue on ex.6
D C- C+ B- B+ A- A+
Talk and write about animals
Describe animals
Talk and write about national animals
Express fear
Talk about festivals related to animals
Say how things happen
Write an article about a pet
1-vocabulary about animals
2-comparing national animals

th
Topics
Learning situations
25. In all weathers
26. Activities .talking about the weather
new knowledge
of a task
The student:
At the end of the lesson student Winter, Autumn, Summer, Spring,
January, February, March, April,
 Identifies different seasons and months of the year.
Cold, Hot, Warm, T-Shirt
 Mentions some types of weather which are on the picture.
March, Winter, Autumn, Summer,
 Uses vocabulary learnt to form describe weather in their country.
Spring, January, February, April,
 Mentions up some clothes they wear in different seasons.
Cold, Hot, Warm, T-Shirt
Resources and aids
Lesson organization
INTRODUCTION
PRESENTATION
Presentation
Before starting to explain today's lesson I am going to ask student to mention some of the seasons that they know :
Spring, Summer, Autumn, Winter.
Practice
Then I am going to explain student the months of the year for each of the seasons which are in the picture: ex:
Spring: March, April, May. Summer: June, July, August etc. Students are also going to learn and revise some of the
types of weather like: Cold, hot, rainy, sunny, etc.
Students the are also going to learn some types of clothes which they wear in different seasons of the year: ex:
Summer: skirt, T-shirt, shorts etc. They are going read two texts which describe some weather description. Belgium
is famous for its cat Festival. It takes place every three years during the second weekend in May. Students then are
going to answer to some of the questions about the text ex: How is the weather in Belgium? Is it cold in there?
Production
To reflect on the topic students are going to complete exercise 3 by forming some sentences using some of the new
words learnt.
Lesson 2
Presentation
Before starting to explain today's lesson I am going to ask student to mention some of the seasons that they know :
Spring, Summer, Autumn, Winter.
Practice
Then I am going to explain student the months of the year for each of the seasons which are in the picture: ex:
Spring: March, April, May. Summer: June, July, August etc. Students are also going to learn and revise some of
the types of weather like: Cold, hot, rainy, sunny, etc.
Students the are also going to learn some types of clothes which they wear in different seasons of the year: ex:
Summer: skirt, T-shirt, shorts etc. They are going read two texts which describe some weather description.
Belgium is famous for its cat Festival. It takes place every three years during the second weekend in May.
Students then are going to answer to some of the questions about the text ex: How is the weather in Belgium? Is it
cold in there?
Production
To reflect on the topic students are going to complete exercise 3 by forming some sentences using some of the
new words learnt.
Evaluation
Assignment
Workbook Exercise
1, workbook 7a.

th
Topics
Learning situations
27. Present continuous
28. Clothes
new knowledge
of a task
The student: Theory, verb form, table, below,
At the end of the lesson student questions, sentences
 Forms correctly present simple of different verbs in their affirmative,
Shirt, scarf, blouse, boots, hi, hello,
interrogative and negative form.
name, birth, phone number, spell
 Identifies the uses of present simple in the sentences
 Forms the present continuous of different verbs in their affirmative,
interrogative and negative form.
 Identifies different types of clothes
 Learns how to buy some clothes in a shop. .
 Completes some of the exercises using some of the vocabulary learnt
in this lesson.
Resources and aids

Lesson organization
Presentation
Study the table on page 72 and read the theory. While reading the theory students will also give examples of how to
form the present continuous.
Practice
Then I am going to teach to the students how to form the present simple and present continuous in it affirmative,
interrogative and negative form
Present simple:
Verbs in present simple generally take (s) in 3rd person singular
Verbs ending in s, ss, sh, ch, x take (es) in 3rd person singular
Verbs ending in consonant + y take (ies) in 3 rd person singular etc
Students then are going to learn the uses of the present simple. We use present simple in repeated action. He playes
tennis on Mondays.
Present continuous: to be + verb + ing ex I am speaking, your are speaking etc.
Than students will complete some of the exercises of the text book.
Production
After this students will conjugate some of the verbs in present simple and present continuous and they will complete
the exercises
Lesson 2 Clothes
Presentation
Students first of all mention some types of clothes they can remember from the previous lessons in grade sixth ex:
trousers, gloves, dress, socks, scarf, boots
Practice
They are going to look at the pictures on page 65 and they are going to identify some of the clothes and complete the
puzzle. Later students are going to complete exercise 3 by choosing the correct answers. In order to revise some of
the greetings and introductions students will take some time and complete exercise 4 by matching the sentences to
some of the pictures in the text. Then in groups of three they will act out those dialogues. Students will also ask ang
give personal information by using some of the language in exercise 18 to form short dialogues.
Production
To reflect once more about ways of how to buy clothes in a shop students are going to form a short dialogue between
a customer and a shop assistant about buy a piece of cloth in a shop. They are going to use different expressions
learnt
Evaluation
Assignment Workbook Exercise

th
Topics
Learning situations
29. Buying clothes and accessories
Vocabulary practice
30. Literature .The Four Seasons
new knowledge
of a task
The student: Shirt, scarf, blouse, boots, hi, hello,
At the end of the lesson student name, birth, phone number, spell etc
 Identifies different types of clothes
 Learns how to buy some clothes in a shop. .
 Completes some of the exercises using some of the vocabulary learnt Postcard, sunbathing, warm, sun is
in this lesson. shing, shopping, souvenirs, Italy,
 Writes a postcard describing the place places they have visited swimming pool
 Reads the text and gets the meaning of the new words.
 Answers to some of the questions about the postcard in the text.
Resources and aids

Lesson organization
INTRODUCTION
Lesson 1
Presentation
Students first of all mention some types of clothes they can remember from the previous lessons in grade sixth ex:
trousers, gloves, dress, socks, scarf, boots
Practice
They are going to look at the pictures on page 65 and they are going to identify some of the clothes and complete
the puzzle. Later students are going to complete exercise 3 by choosing the correct answers. In order to revise
some of the greetings and introductions students will take some time and complete exercise 4 by matching the
sentences to some of the pictures in the text. Then in groups of three they will act out those dialogues. Students
will also ask and give personal information by using some of the language in exercise 18 to form short dialogues.
Production
To reflect once more about ways of how to buy clothes in a shop students are going to form a short dialogue
between a customer and a shop assistant about buy a piece of cloth in a shop. They are going to use different
expressions learnt.
Lesson 2
Presentation
Before starting to ask student to explain what a postcard is and why do we write a postcard. I am going to revise
also the present continuous tense which has a future meaning.
Practice
Then students are going to read a postcard which describes how Fred is passing his free time in Capri in Italy. He
is talking about the things that he is doing there. He is having a great time there. The weather is lovely and the sun
is shining. They are going to learn how to use different linkers in order form complete sentences. .. While
reading the text students are going to learn some of the new words which are used there like: sunbathing,
souvenirs, soon etc.
After reading the text students are going to retell in their own words what was it about.
Then in exercise 2 students are going to answer to some of the questions ex: What is the weather like in Capri
Production
In order to reflect on today's topic student will imagine they are visiting another country and they are going to
write a postcard to their parents
Evaluation
Assignment
Workbook Exercise

th
Topics
Learning situations
31. Writing a postcard
Interactive methods, buzz session
32. Three postcards from Albania
new knowledge
of a task
The student: Postcard, sunbathing, warm, sun is
At the end of the lesson student shining, shopping, souvenirs, Italy,
 Writes a postcard describing the place places they have visited swimming pool
 Reads the text and get the meaning of the new words. January, February, March, Spring,
 Answers to some of the questions about the postcard in the text. Summer, Autumn, dress, hat, boots,
T-shirt, leaves, sky, insects etc.
 Identifies different months and seasons of the year.
 Uses some of the vocabulary learnt to complete the sentences of activity
book.
 Uses present simple and present continuous to complete sentences. .
 Identifies and use correctly some of the clothes learnt.
Resources and aids

Lesson organization
Presentation
Before starting to ask student to explain what a postcard is and why do we write a postcard. I am going to revise also
the present continuous tense which has a future meaning.
Practice
Then students are going to read a postcard which describes how Fred is passing his free time in Capri in Itali. He is
talking about the things that he is doing there. He is having a great time there. The weather is lovely and the sun is
shining. They are going to learn how to use different linkers in order form complete sentences. .. While reading the
text students are going to learn some of the new words which are used there like: sunbathing, souvenirs, soon etc.
After reading the text students are going to retell in their own words what was it about.
Then in exercise 2 students are going to answer to some of the questions ex: What is the weather like in Capri?
Production
In order to reflect on today's topic student will imagine they are visiting another country and they are going to write a
postcard to their parents.
Lesson 2
Presentation
Before starting to complete the exercises of activity book students revise some of the rules taken in unit 6: How do
we form the present continuous and present simple tense? What are some of the seasons and months of the year?
Clothes
Practice
Firstly students are going to look at people in exercise 1 and they are going to identify some of the months of the
year and the weather describe in it. ex: In June the weather is nice and sunny. In January the weather is cold and
freezing etc.
Later students are going to identify and form some sentences with different adverbs of frequecy like sometimes,
never, often etc.. Students are also going to complete some sentences using the degrees of different adjectives ex:
small - smaller -the smallest.
They will complete different sentences using some of the vocabulary that they learnt in Unit 6 like types of
clothes, types of weather etc
Production
To reflect on once more on how to write an email to somebody describing the place and the weather in that place
students are going to write one email to a pen friend.
Evaluation
Assignment
Workbook Exercise
7

th
Topics
Learning situations
33. Portfolio assessment 2
In the classroom
34. Second term test
 Communication and expression competence: 1. The student consolidates whole terms knowledge
2. The student presents a project in the class
new knowledge
of a task
The student: Assessment
At the end of the lesson student will Can do
 Gets the meaning of some of the new words in the text. Balanced
 Marks some sentences as true or false depending on the text
 Answers some of the questions about the text.
 Consolidates key term’s components
Resources and aids

Lesson organization
INTRODUCTION
WARM- UP
Presentation
Lesson 1 Portfolio assessment 2
First of all I am going to inform the students about the portfolio evaluation. I will ask them to deliver all the materials
that they have put in the portfolio including here: homework, class activities, assignments, project materials and self
evaluation.
Then, I will check and evaluate their materials based on the table provided at the beginning of the year.
Each student will be evaluated based on the number of points gathered in each of the assignments.

After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook
Balancing results by following the Can Do descriptors given at the end of the self check section.
Lesson 2 Second term test

 Second class
 First term test
 Instructing tasks
 Setting up rules
 Deadlines
See photocopied materials

1- Portfolio assessment
2- Second term test
Assignment Workbook
Evaluation
Assignment Workbook
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