Daily English Lesson Plan for 3rd Grade Students

Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time

rd
Languages and communication English II 3 90 minutes
Topics
Learning situations
1. My house
- At home.
2. Prepositions in/on/at
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student labels basics in the house
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:
At the end of the lesson student will Bathroom, ball, book, living room,
table, garden, bookcase, table,
 Identifies some of the rooms of a house. .
umbrella etc
 Talks about rooms of the house.
 Describes their houses and mention some of the furniture.
 Reads the text and gets the meaning of the new words.
 Identifies the uses of the prepositions in, on, at.
 Forms sentences using these prepositions learnt.
 Completes the exercises in the textbook using
o these prepositions.
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
Presentation
In order to focus students’ attention and prepare them for the lesson ahead, I write my house on the board. Students recall
letters. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories related to the
topic.
 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. First of all I am going to ask the students to look at the pictures and read the
title. What do you think the lesson might be about? What is Daisy talking about?
 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.
Then I am going to read the text aloud and explain the new vocabulary to the students ex: In today's lesson
students are going to learn new words related to house furniture. Students are going to learn now words related to
house: Room, bedroom, kitchen, living room, bathroom, garden etc.
Students are going to look at the pictures, read the text and circle the correct answer in exercise 1. Students will
take turn, reading the text and trying to translate it using the words learnt. In the end I am going to ask students
to come to the board and try to say some of the words related to rooms of the house: bedroom, kitchen
 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.
In order to reflect on the vocabulary learnt students will look at the pictures and complete exercise 2 by finding the
rooms of the house and say what is wrong.
Lesson 2
Presentation
Before starting to teach grammar rules about the prepositions in, on, at I am going to ask students to mention
some of the vocabulary learnt in the previous lesson like rooms of the house: Living room, kitchen, bath
Practice
Then I am going to explain to the students the meaning of prepositions in, on, at and how to use them in sentences.
ex: The ball is on the book - Topi eshte mbi liber.
The ball is in the book book - Topi eshte ne liber.
Then in exercise 4 students have to look at the pictures, read the sentences and write the correct preposition.
In order to practice the use of these prepositions students are going to listen to a dialogue and color the elephants
in the text by.
Concluding
To reflect on the use of these prepositions students look at the objects in the class and say to their friends where
those objects are
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook

rd
Topics
Learning situations
3. Let’s sing
- First day at school
4. Living and not living
 Communication and expression competence: 1. The student labels some basic parts of the house
new knowledge
of a task
The student: This is my house, the flowers bloom,
At the end of the lesson student will there is a bedroom, there is a book
 Develops listening skills through a song. and a clock
 Consolidates the vocabulary of this unit.
 Reads the song fluently and translates it.
 Labels the pictures based on a common case
Resources and aids

Lesson organization
INTRODUCTION
WARM- UP
Presentation
In order to focus students’ attention and prepare them for the lesson ahead, I write Let’s sing on the board. Students recall
popular songs. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories related to
the topic.
 Pre- singing activity
I draw students’ attention to the title and the lyrics. I give students time to skim for gist, and then allow them to make
predictions on the content of the text.
At the beginning of the lesson I am going to ask students to read the song about the house and some children have
to talk about the previous lesson.
 While- singing activity
Then I am going to read the song aloud to the pupils and explain all the vocabulary. I am going to ask pupils to
mention the rooms of the house learnt in the previous lesson and try to find them in the picture. Then, I am going
to ask pupils to take turns and read the song to the class.
Later, in exercise two, pupils have to look at the picture and make sentences saying what do they see in each
room. ex. there is e book, there is a clock etc. In exercise three pupils have to look at the pictures, use the code and
color the pictures. ex; chair - non living - blue, bird - living - red etc
 Post- singing activity
To reflect on the consolidation of the vocabulary pupils have to make sentences using the rooms of the house.
Lesson 2
Presentation
Living non living
At the beginning of the lesson I am going to ask students to tell me some objects around the class or out of the
class, and some other creatures in or out of the class
Practice
I will invite the student to build two long lists of Living non living items previously mentioned.
Drill ups will follow this section and the students will try to pronounce the words
Accurately.
Living Non living
Concluding
The students will have to label the pictures given on the text as living or non living and the color them
Evaluation
Assignment
Workbook –

rd
Topics
Learning situations
5. Portfolio 4
- In the classroom
6. Twinklinka
 Communication and expression competence: 1. The student uses accurate fluency on the new words
new knowledge
of a task
The student:
At the end of the lesson student will In, on, under, behind, bedroom,
kitchen, living room, butterfly,
Revises some of the vocabulary learnt in the Unit4 .
garden, monkey, pencil case etc.
Uses some of the prepositions of place to complete sentences.
Beautiful, princess, money, dirty,
Identifies and writes down rooms of the house learnt.
ugly, perfect, enough, little, dear,
Forms the plural form of the given nouns in the workbook.
alone, twinklinka
Practices reading for pleasure.
Listens and read the story fluently.
Practices and learns the new vocabulary.
Completes exercises related to the text.
Resources and aids
Lesson organization
INTRODUCTION
WARM- UP
Presentation
In order to focus students’ attention and prepare them for the lesson ahead, I write my house on the board. Students recall
topic.
 Pre-writing 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.
I am going to ask students to revise some of the vocabulary learnt in the previous lessons ex: rooms of the house,
some objects of a room
 While- writing 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.
Then they are going to start completing the activity book. First of all I am going to start explaining what is
required in each of the exercises and then I am going to ask students to complete them. They are going to use new
vocabulary like: river, grass, bird, paint, robot, TV, music box, tea set etc. They will revise some of the school
items that they have learnt up to now like rubber, pencil case, schoolbag, pen etc.
They will also write down some of prepositions of place that they have learnt in unit 4 and try to form some
sentences putting them into the right place ex: The umbrella in under the bed etc. Students are going to form the
plural of different given nouns and use some of the rooms of the house that they have learnt: kitchen, bedroom,
living room
 Post- writing 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 some of the objects that are inside the room students are going to identify some of them like: bath,
bookcase
Lesson 1
Presentation
At the beginning of the lesson I am going to ask students to look at the pictures and the title and tell the class what
the lesson might be about.
Practice
Then I am going to read the text about Twinklinka aloud to the pupils and explain all the vocabulary. I am going
to ask pupils to ask pupils to read the text again and explain any unknown words for them. Then, I am going to ask
pupils to translate the text with my help.
Later, in exercise two, pupils have to look at the picture, read the sentences and circle the correct answer. ex; this
doll is perfect for a little princess - A, I am all alone - B etc. To continue, I am going to ask pupils to take turns
reading the text aloud to the class. I am going to ask pupils to close the books and ask them vocabulary from the
lesson and ask them to make sentences using them.
Concluding
To reflect on the consolidation of the vocabulary pupils have to make sentences using the new words.
Evaluation
Assignment spelling
first name

rd
Topics
Learning situations
7. Check point 2
- hello hello again
8. My green passport B
 Communication and expression competence: 1. The student spells basic letters
new knowledge
of a task
The student:
At the end of the lesson student will Number, colors, letters of
alphabet, telephone number,
 Identify and mention different letters of the Alphabet
addresses etc.
 Mention number from one up to twenty
 Ask friends about addresses and their telephone numbers
 Identify and write down colors.
Resources and aids
Lesson organization
INTRODUCTION
WARM- UP
Presentation
In order to focus students’ attention and prepare them for the lesson ahead, I write greetings on the board. Students recall
topic. greetings
PRESENTATION
PRACTICE
Presentation
Brainstorming
Students will see at the pictures given and identifies the numbers.
What numbers are in the picture? Which is your favourite colour?
Explanation:
Teacher explains the greetings.
Hello How are you Thank you
Numbers:
1-one 2-two 3-three 4-four 5-five 6-six 7-seven 8-eight 9-nine 10-ten
Colours: blue,red,yellow ,orange,green,purple

Feedback
After explaining these words I will let them to think again and let them to repeat again the new
words of the lesson.
In pais they will write down the colours of their clothes
PRODUCTION
Before starting the explanation of the the new lesson I am going to ask students if they can identify some of the
letters of the Alphabet. They should also try to mention some of the number that they have learned in the previous
book.
After this students will introduce themselves to their friends by trying to spell their names correctly and by telling
how old they are ex: Elvis - E (i) L (el) V (vi) I (ai) S (es). They will also form short dialogues by asking each
other about their addresses and their telephone numbers ex: What is your address? 15 Apple Street. What is your
telephone number? 0679588338 etc.
Students revise the grammar use of definite and indefinite articles A, An, The and complete the exercise. They
will also revise different colours. They will learn different greetings.
Concluding
After revising colours they will present different objects by mentioning what their colour is. Ex. This book is blue
etc. Students will also form a dialogue using greetings learned.
Evaluation
Assignment spelling
first name

rd
Topics
Learning situations
9. I can
- hello hello again
10. Abilities
 Communication and expression competence: 1. The student identifies the modal can
new knowledge
of a task
The student: Tea set, ball, car, train, rocking
At the end of the lesson student will horse, bike, grandma, watch, toys,
 Identifies and use some of the vocabulary in the textbook. look
 Learns the meaning of the modal verb "CAN" and use it.
 Translates the text in Albanian.
 Forms sentences using the modal verb "CAN"
Resources and aids
Lesson organization
INTRODUCTION
WARM- UP
Presentation
In order to focus students’ attention and prepare them for the lesson ahead, I write abilities on the board. Students recall
topic. abilities
PRESENTATION
Brainstorming
Students will see at the pictures given and identify the activities
What activities are in the picture? Which is your favourite activity?
Before starting to explain the new lesson I am going to ask students what can they see in the pictures. Where do you
think our characters are. I will also revise some of the school items by pointing at them and asking students: What is
this?
PRACTICE
Then I am going to read the dialogue aloud and explain the new vocabulary to the students ex: toys - lodra,
rocking horse - kal lekundes, nanny - gjyshe etc.
Then students will try with my help to read the text again and mention some of the vocabulary learnt. In this text
students are going to learn about the visit that our characters have done to their grandma's house. There they have
a lot of toys like elpephants, cars, rocking horse, teddy bears etc. After reading it students will try to complete the
missing letters in exercise 2 ex: The t..ea s..et is Lily's etc.
PRODUCTION
In order to reflect on the words learnt today students are going to tell aloud some of the vocabulary learnt like:
toys, bike, train, ball
Evaluation
Assignment Exercise 1 workbook

rd
Topics
Learning situations
11. What can you do - At home
12. Plural of irregular nouns
new knowledge
of a task
The student: Sing, play the guitar, run, jump,
At the end of the lesson student will draw, climb, dance, speak English,
 Identifies different activities the character can do. play football, volleyball, tennis.
 Practices the use of "Can" talking about activities. Ride a horse, swim, cook, fly, read,
 Reads text and translates it in Albanian. see, hear, play football, dance,
 Makes sentences using "can". hurrah
 Identifies the plural of irregular nouns.
 Forms sentences using plural of irregular nouns.
 Completes exercises using the plural of irregular nouns.
 Practises and present the plural
Resources and aids
Lesson organization
INTRODUCTION
Presentation
First of all I am going to ask the students some of the vocabulary and the grammar rules that I taught to them the
previous time. I will write vocabulary on the blackboard and ask them to say those aloud.
Practice
Then I am going to read the dialogue aloud and explain the new expressions to the students ex: In today's lesson
students are going to learn new words related to what can we do. Students are going to learn now words like: sing,
play the guitar, jump, dance, draw, climb, run, play football, volleyball. etc.
Students are going to look at the pictures, read the sentences and complete the sentences. They will try to identify the
main characters taking part in this text. In the end I am going to ask students to come to the board and try to say
some of the words related to what can they do, that they learnt.
Production
In order to reflect on the words learnt today students are going to write some sentences saying what they can or can't
do.
Lesson 2 Plural of irregular nouns
Presentation
Before starting to teach grammar rules about " the plural of irregular nouns " I am going to ask students to
mention some of the vocabulary learnt in the previous lesson like jump, draw, run, play the guitar, climb, dance,
etc.
Practice
Then I am going to explain to the students how to form the plural of irregular nouns and how they differ from
regular nouns. ex: man - men, woman - women, child - children, mouse - mice, sheep - sheep, foot - feet, tooth -
teeth. etc. Then in exercise 4 students have to look at the pictures, read the sentences and match the singular nouns
in picture 1 to the plural nouns in picture 2, then, write down the matched nouns. students have to listen and repeat
the new vocabulary. In exercise 5 students have to read the song and write the missing nouns in plural and then,
sing the song to the class. In order to practice the use of plural of irregular nouns students are going to do a game
choosing an irregular noun and ask their classmates to find the plural of that noun. who get the most correct
answers will more points and win the game.
Production
To reflect on the presentation and practice of the plural of irregular nouns students have to write three sentences
using the grammar rule
Evaluation
Assignment Exercise 3, workbook.

rd
Topics
Learning situations
13. The can song At school, Fun Time
14. Our world 5
new knowledge
of a task
The student:
At the end of the lesson student will Sing, cook, dance, climb, draw,
 Develops listening skills through a song. fly, jump, hear, run, swim, play the
piano, play football. etc
 Consolidate the vocabulary of this unit.
Raining, today, wearing, rain coat,
 Reads the song fluently and translate it.
hat, boots, Moscow, Buenos Aires,
 Learns some new information about weather in different countries
jacket
 Talks about weather in Albania and about clothes worn in different
types of weather.
 Reads the text and gets the meaning of the new words explained.
Resources and aids
Lesson organization
INTRODUCTION
Presentation
At the beginning of the lesson I am going to ask students to read the song about what can the children do and some
children have to talk about the previous lesson.
Practice
Then I am going to read the song aloud to the pupils and explain all the vocabulary. I am going to ask pupils to
mention some activities they can or can't do and try to find them in the picture. Then, I am going to ask pupils to take
turns and read the song to the class. Later, in exercise two, pupils have to look at the picture and find the given words
in the word box then, they have to say which of these activities they can do and which they cannot do. ex: I can sing,
I can dance, I can't cook, I can't fly, I can jump.etc. In the Our World lesson, students have to listen and read the
three paragraphs. I will explain the vocabulary from the text and help pupils to translate it. then, in exercise 4 pupils
have to read the text and the sentences and circle the correct word
Production
To reflect on the consolidation of the vocabulary pupils have to make sentences using the rooms of the house.
Lesson 2
Presentation
At the beginning of the lesson I am going to ask students to tell me some of their favorite weather and clothes.
What is your favorite country you would like to visit and what do you think the weather is like in there?
Practice
I will start the lesson by explaining what the title mean and what the lesson is going to be about.
In this lesson students are going to learn some new information about weather in three countries Those countries
are: England, Russia and Argentina.
It is raining today in London. It is snowing today in Moscow. It is sunny today in Argentina.
While reading the texts I will explain the new words. In exercise 4 students have to look at the picture, and read
the text trying to translate it with my help.
In exercise 5 students have to read the text and the sentences and fill in the missing words
Production
To reflect on the texts they will describe the weather in our country, Albania.
Evaluation
Assignment Exercise 6 page 5 workbook

rd
Topics
Learning situations
15. My Portfolio 5 In the classroom
16. It’s a monster
 Communication and expression competence: 1. The student identifies key vocabulary
new knowledge
of a task
The student: Child, children, man, men, woman,
At the end of the lesson student will women, plural. Black, white, one,
Revises some of the vocabulary learnt in the Unit 5. two, three, four, bag, elephant,
Uses this, that, these, those to complete sentences. monkey, pencil case, etc.
Uses some of the vocabulary learnt in Unit 5 to complete sentences. . Monster, children, long, big,
Forms the plural form of the given nouns scary, dark
Learns some new information about the monster in the text.
Describes the monster in the text using the vocabulary learnt
Reads the text and gets the meaning of the new words explained
Resources and aids
Lesson organization
INTRODUCTION
Presentation
At the beginning of the lesson I am going to ask students to revise some of the vocabulary learnt in the previous
lessons ex: This, that, these, those, tea set, rocking horse, ball, robot, train etc.
Practice
Then they are going to start completing the activity book. First of all I am going to start explaining what is required
in each of the exercises and then I am going to ask students to complete them. They are going to use new vocabulary
like: river, grass, bird, paint, robot, TV, music box, tea set etc. They will revise some of the school items that they
have learnt up to now like rubber, pencil case, schoolbag, pen etc.
They will also write down some of the colors of the rainbow that they learnt in Unit 5 like: red, blue, black, white,
pink etc and they will form some sentences ex: The grass is green. The river is blue. Students are going to form the
plural of different given nouns and use Whose's to form sentences.
Production
To reflect on the use of this, that, these, those students are going to form some sentences using the grammar rules
learnt
PRACTICE
Presentation
At the beginning of the lesson I am going to ask students to tell me some of their favorite carton characters and
cartoon films that they like: ex: Tom and Jerry, The Simpson, Spider man, Lisa in the wonder world etc
Practice
In this lesson students are going to learn some new information about the monster which is in the text. This is a
scary monster and the characters try to describe it using some of the vocabulary that they know.
Students are going to read the text aloud and while reading it I am going to explain the new words. Than students
using my help they are going to describe this monster.
Later students are going to translate the text.
While reading the texts I will explain the new words. In exercise 3 students have to look at the picture, read at the
tile and listen to the text.
Production
To reflect on the texts they read students are going to complete the sentences of exercise 4, pg 29
Evaluation

rd
Topics
Learning situations
17. Have/has got Fun Time, Visiting a farm
18. On the farm
 Communication and expression competence: 1. The student identifies new words
new knowledge
of a task
The student: Head, hair, ears, eyes, nose,
At the end of the lesson student will mouth, hands, legs, monster, say,
 Identifies the use of have or has got. time, big,
 Forms sentences using have got, has got. Sheep, cow, hen, dog, cat, farm,
 Completes exercises using have got, has got. goat, milk
 Practices and presents the vocabulary
 Identifies different types of animals living on a farm.
 Reads the texts and get the meaning of the new words.
 Develops pupils listening skills through listening the text.
 Completes the exercises using the knowledge learnt.
Resources and aids
notebooks, previous videos from ECLM competitions.
Lesson organization
INTRODUCTION
Presentation
Before starting to teach grammar rules about " have got, has got " I am going to ask students to mention some of the
vocabulary learnt in the previous lesson like Head, hair, ears, eyes, nose, mouth, hands, legs, monster, say, time, big
Practice
Then, I am going to explain to the students how to use the verb have got or has got in different sentences. Then, in
exercise 3 students have to read the sentences and complete them using have got or has got. Students have to listen
and repeat the new vocabulary. In exercise 4 students have to look at the picture, count the parts of the body and
write them. They have to say the sentences aloud to the class. In order to practice the use of have got or has got
students are going to do a game choosing a part of the body and ask their classmates to say it in Albanian. Who gets
the most correct answers will win the game
Production
using the grammar rule
Lesson 2 On the farm
Presentation
At the beginning of the lesson I am going to ask students to say some of words that they learnt the previous time. I
will also ask them how to conjugate the verb " Have got" in its affirmative form
Practice
In this lesson our characters are visiting a farm. Students have to listen to the dialogue and try to read the
memories it.
Pupils will listen to the dialogue once more and will try to role play it with each other. Later I will explain them
any of the new vocabulary like : cow, milk, goat, farm etc.
They will learn how to pronounce different words that are on the text.
Production
To reflect on the comprehension. of the text that they just read students will have to complete the exercises in the
textbook.
Evaluation

rd
Topics
Learning situations
19. Farm animals Visiting a farm
20. Let’s sing
new knowledge
of a task
The student: Head, hair, ears, eyes, nose, mouth,
 Identifies the use of haven't or hasn't got. hands, legs, monster, say, time,
 Forms sentences using haven't got, hasn't got. big,
 Completes exercises using haven't got, hasn't got. Farm, goat, duck, rabbit, frog, cow,
 Practices and present the vocabulary sheep, chicken, horse, fish,
 Sings the song On my farm. monkey, elephant, cat, dog
 Talks about farm animals.

 Develops pupils listening skills through the song.
Resources and aids
Lesson organization PPP (Presentation- Practice- Production)
INTRODUCTION
Presentation
Before starting to teach grammar rules about " have got, has got " in its interrogative and negative form I am going to
ask students to mention some of the vocabulary learnt in the previous lesson like Head, hair, ears, eyes, nose, mouth,
hands, legs, monster, say, time, big
Practice
Then, I am going to explain to the students how to use the verb have got or has got in interrogative and negative form
in different sentences. Then, in exercise 3 students have to read the sentences and complete them using have got or
has got. Students have to listen and repeat the new vocabulary. In exercise 4 students have to look at the picture,
count the parts of the body and write them. they have to say the sentences aloud to the clas. In order to practice the
use of have got or has got students are going to do a game choosing a part of the body and ask their classmates to say
it in Albanian. Who gets the most correct answers will win the game
Production
using the grammar rule with haven't got and hasn't got. He hasn't got any hair. etc
Lesson 2.
Presentation
At the beginning of the lesson, I am going to ask students to say some of the vocabulary that they have learnt in
the previous lesson. Look at the picture and say what this lesson might be about.
Practice
In this lesson our characters are at their grandparent’s farm. Students have to listen to the song and try to read the
memorize it.
Pupils will listen to the dialogue once more and will try to role play it with each other. Later, I will explain them
any of the new vocabulary like : Farm, goat, duck, rabbit, frog, cow, sheep, chicken, horse, fish, monkey,
elephant, cat, dog, etc.
They will learn to sing the song: On my farm. In exercise two students have to say which animals they have got on
they farm, look at the pictures and circle the ones. in exercise three they have to look at the pictures, count the legs
and write them down.
Production
To reflect on the comprehension of the song students have to complete exercise two page 50 textbook.
Evaluation

rd
Topics
Learning situations
21. How many legs? Grammar review
22. My portfolio 6
new knowledge
of a task
The student: Hair, eyes, ears, nose, mouth,
At the end of the lesson student will hands, legs, duck, cow, frog,
 Revises some of the vocabulary learnt in the Unit 6 . rabbit, chicken, have got, has got,
 Uses some of the parts of the body to fill in the sentences. hasn't got
 Writes down some of the animals found in a farm.
 Completes sentences using have got / has got/ haven't got, hasn't got
Resources and aids
Lesson organization
INTRODUCTION
Presentation
lessons ex: duck, frog, rabbit, nose, hair, hand, arm etc.
Practice
Then they are going to start completing the activity book. First of all I am going to start explaining what is required
in each of the exercises and then I am going to ask students to complete them. They are going to use new vocabulary
like: hand, ear, mouth, nose etc. They will revise some of the animals which can be found in a farm ex: duck, cow,
frog, rabbit etc.
They will also write down the verb have got and conjugate it in its many forms in positive, interrogative and negative
form and try to complete all the sentences of the workbook exercises. Ex: I have got short legs etc.
Production
To reflect on some of the animals of a farm students will try to form some sentences using those words learnt ex: I
have got a lot of chickens at home
Lesson 2 My portfolio 6
Presentation
At the beginning of the lesson I am going to ask students to draw a scary monster and build a list of parts of the
body.
How many legs? It has got ….. legs
How many fingers? It has got ….. fingers. ect
Practice
Based on a given model on the board the students will have to build the description of their monster .
They are going to use new vocabulary like: hand, ear, mouth, nose etc
They will also write down the correct form of the verb have got forms in positive, interrogative and negative form
Production
The final description will be read in front of then class and the best description will be praised
Evaluation
Assignment

rd
Topics
Learning situations
23. The monster on the hill Out and about
24. Check point 3
new knowledge
of a task
The student: Face, lonely, hill, eat, monster,
At the end of the lesson student will ugly, friendly, look, eye etc.
 Learns some new information a monster living in Japan. Hair, eyes, ears, nose, mouth, hands,
 Describes the main character of this story using the words learnt. legs, duck, cow, frog, rabbit, chicken,
 Reads the text and gets the meaning of the new words explained. have got, has got, hasn't got
 Revises some of the vocabulary learnt in the Unit 6 .
 Uses some of the parts of the body to fill in the sentences.
 Writes down some of the animals found in a farm.
 Completes sentences using have got / has got/ haven't got, hasn't got
Resources and aids
INTRODUCTION
WARM- UP
Presentation
At the beginning of the lesson I am going to ask students to tell me some of their favorite carton characters and
cartoon films that they like: ex: Tom and Jerry, The Simpson, Spider man, Lisa in the wonder world etc.
Practice
In this lesson students are going to learn some new information about a monster which is from Japan and which lives
on the hill.
This monster is very ugly and has got a big nose, big ears and he lives on a hill. People are very afraid of him and
they want to kill him but the only thing that this monster wants is to have some friends. At the end he asks people not
to hurt him and then people ask him not to eat them and he promises that he never eats friends.
While reading the texts I will explain the new words. Then with student's help I am going to try and translate the text.
Production
To reflect on the texts they read students are going to complete the sentences of exercise 2 by choosing true or false.
Lesson 2 Check point 3
Presentation
Practice
Then they are going to start completing the Check Point Nr.3. First of all I am going to start explaining what is
required in each of the exercises and then I am going to ask students to complete them. In the first exercise
students will try to match the sentences with the correct picture in the textbook ex: It is a goad. Picture 0. It is a
cow. Picture Nr.3 etc. They are going to use new vocabulary like: hand, ear, mouth, nose etc in exercise 3. They
will revise some of the animals which can be found in a farm ex: duck, cow, frog, rabbit etc in exercise 4/
They will also write down the verb have got and conjugate it in its many forms in positive, interrogative and
negative form and try to complete exercise 2 and 5 in the Check Point 3. Ex: Have you got a brother? Yes I have
etc.
Production
To reflect on some of the animals of a farm students will try to form some in exercise 6.
Evaluation
Assignment

rd
Topics
Learning situations
25. It’s snowing At grandma's house.
26. Present continuous
new knowledge
of a task
The student: Walk, make a snowman, It is hot,
At the end of the lesson student will it is cold, it is sunny, it is raining, it
 Talks about weather. is windy, it is snowing etc.
 Listens and read a story talking about weather description. Work, play, eat, make, see, catch, etc.
 Reads text and translate it in Albanian.
 Acts out the dialogues.
 Forms correctly the present continuous tense.
 Identifies the uses present continuous
 Completes sentences using present continuous tense.
 Conjugates different verbs using present continuous tense.
Resources and aids
INTRODUCTION
Presentation
First of all I am going to ask the students to look at the pictures and read the title: It is snowing. What do you think
the lesson might be about? What are our characters doing in the pictures?
Practice
Then I am going to read the dialogue aloud and explain the new expressions to the students ex: Walk, It is snowing,
It is raining, It is sunny, It is windy, It is cold etc. Students are going to learn now words like: snowman, magic, too,
come in, etc.
Students are going to look at the pictures, read the sentences and then will try to answer some of the questions using
the vocabulary leant ex: What is the weather like? What are the children making etc? They will try to identify the
main characters taking part in this text. In the end I am going to ask students to come to the board and try to say
some of the expressions learnt related to today's lesson about the weather description. ex: It is snowing, It is raining
etc
Production
In order to reflect on the words learnt today students will take turns trying to translate the text with my help.
PRACTICE
Presentation
Before starting to teach grammar rules about " present continuous", I am going to ask students to mention some of
the vocabulary learnt in the previous lesson like Head, hair, ears, eyes, nose, mouth, hands, legs, monster, say,
time, big
Practice
Then, I am going to explain to the students how to use the verbs in present continuous tense:
We form the present continuous tense by using this rule: to be + verb + ing ex: I am working, you are working,
he/she is working, we are working, you are working , they are working.
Students have to listen and repeat the new vocabulary. In exercise 4 students have to look at the picture, count the
parts of the body and write them. they have to say the sentences aloud to the class. In order to practice the or
present continuous tense students are going to complete the exercises of the textbook.
Students will also try to conjugate some verbs in present continuous tense.
Production
To reflect on the presentation and practice of the present continuous tense students will conjugate some verbs.
Evaluation
Assignment

rd
Topics
Learning situations
27. I’m wearing At home.
28. Clothes
new knowledge
of a task
The student: Skirt, dress, coat, jacket, shoes,
At the end of the lesson student will boots, trousers, shorts, T-shirt etc.
 Talks about clothes people are wearing. Skirt, dress, coat, jacket, boots,
 Writes about what pupils are wearing. trousers, shorts, T-shirt etc.
 Reads text and translates it in Albanian.
 Completes the text with types of clothes.
 Identifies some clothes students are wearing.
 Completes sentences using verbs in present continuous (plural)
 Conjugates verbs in present continuous.
Resources and aids
Lesson organization
INTRODUCTION
Presentation
First of all I am going to ask the students to look at the pictures and read the title. What do you think the lesson might
be about? Where are our characters?
Practice
Then I am going to read the text aloud and explain the new expressions to the students and complete the text using
the new vocabulary. ex: I am wearing my red shorts and the blue T-Shirt. Students are going to learn now words
like: shorts, T-Shirt, Skirt, dress, coat, etc.
Students are going to look at the pictures, and play a game using the weather patterns and clothes they have learnt.
They will try to identify the main the types of weather like raining, sunny, cold, snowing etc. In the end I am going
to ask students to come to the board and try to say some of the words related to clothes that they learnt in today's
lesson.
Production
In order to reflect on the words learnt today students will take turns trying to translate the text my teachers help.
PRACTICE
Presentation
First of all I am going to ask the students to mentions some of the types of clothes that they learnt in the previous
time: shorts, trousers, T-shirt, etc.
Practice
Then I am going to explain to the students how to conjugate the verbs in present continuous in plural form ex: We
are wearing, you are wearing, they are wearing.
Students are going to complete exercise 4 using the given words in present continuous tense ex: You are singing a
nice song. They are paining a tree etc.
In exercise 5 students will look at the pictures, listen to the dialogue and draw lines: Can you see Nick? No. What
is he wearing? He is wearing a blue cap, a T-Shirt etc.
Production
In order to reflect on the words learnt today students will take turns describe what their friends are wearing: ex:
Flori is wearing a T-Shirt, trousers and trainers
Evaluation
Assignment

rd
Topics
Learning situations
29. Let’s sing At home
30. Our world 7
new knowledge
of a task
The student: Weather, windy, London, town,
At the end of the lesson student will rainy, day, boots, shorts, T-Shirt,
 Sings the song about weather in London. . Jacket etc
 Talks about weather using vocabulary learnt.
 Uses the vocabulary about clothes to complete the exercises
 Learns some new information about weather in different countries
 Talks about weather in Albania and about clothes worn in different
types of weather.
 Reads the text and gets the meaning of the new words explained.
Resources and aids
Lesson organization
INTRODUCTION
Presentation
At the beginning of the lesson I am going to ask students to say some of the words related to weather and clothes that
have learnt in the previous lesson. Look at the picture and say what this song might be about.
Practice
I will start the lesson by explaining what the what the lesson is going to be about.
In this lesson our characters are in London and they are describing the weather there.. Students have to listen to the
song and try to read the memorize it.
Pupils will listen to the song once more and will try to sing it in from of the class with teacher's help. Later I will
explain them any of the new vocabulary like : Windy day, town, rainy day etc. Then students will complete exercise
2. They have to read the sentences and choose the correct answer A or B.
Production
To reflect on the comprehension of the song students have to sing the song aloud.
Lesson 2 Our world 7
Presentation
At the beginning of the lesson I am going to ask students to tell me some of their favorite weather and clothes.
What is your favorite country you would like to visit and what do you think the weather is like in there?
Practice
In this lesson students are going to learn some new information about weather in three countries Those countries
are: England, Russia and Argentina.
It is raining today in London. It is snowing today in Moscow. It is sunny today in Argentina.
While reading the texts I will explain the new words. In exercise 4 students have to look at the picture, and read
the text trying to translate it with my help.
In exercise 5 students have to read the text and the sentences and fill in the missing
Production
To reflect on the texts they will describe the weather in our country, Albania
PRODUCTION
Concluding
To reflect on the text they have read students are going to complete the sentences in exercise 4.
In order to reflect on the words learnt today students are going to write a similar dialogue using the members of
the family learnt.
Evaluation
Assignment

rd
Topics
Learning situations
31. My portfolio 7 In the classroom
32. Round up 2
new knowledge
of a task
The student:
At the end of the lesson student will Hair, eyes, ears, nose, mouth,
 Revise some of the vocabulary learnt in the Unit 6-7 . hands, legs, duck, cow, frog,
 Use some of the parts of the body to fill in the sentences. rabbit, chicken, have got, has got,
 Write down some of the animals found in a farm. hasn't
 Complete sentences using have got / has got/ haven't got, hasn't got to
complete sentences.
Resources and aids
Lesson organization
INTRODUCTION
Presentation
Practice
Then they are going to start the revision. First of all I am going to start revision by asking students to mention some
of the new words that they have learnt in Units 6-7. First students will try to revise some of the body parts like: leg,
arm, hand, hair, head, mouth etc. They are going to use the vocabulary like: hand, ear, mouth, nose and form some
sentences ex: I have got 2 arms and two legs etc.. They will revise some of the animals which can be found in a farm
ex: duck, cow, frog, rabbit etc in exercise 4/
They will also write down the verb have got and conjugate it in its many forms in positive, interrogative and negative
form and then form some sentences. Ex: Have you got a brother? Yes I have etc.
Production
To reflect on some of the animals of a farm students will try to describe their favorite animal.
Lesson 2
Presentation
Practice
Then they are going to start the revision. First of all I am going to start revision by asking students to mention
some of the new words that they have learnt in Units 6-7. First students will try to revise some of the body parts
like: leg, arm, hand, hair, head, mouth etc. They are going to use the vocabulary like: hand, ear, mouth, nose and
form some sentences ex: I have got 2 arms and two legs etc.. They will revise some of the animals which can be
found in a farm ex: duck, cow, frog, rabbit etc in exercise 4/
They will also write down the verb have got and conjugate it in its many forms in positive, interrogative and
negative form and then form some sentences. Ex: Have you got a brother? Yes I have etc.
Production
To reflect on some of the animals of a farm students will try to describe their favorite
Evaluation
Assignment Exercise 7, page 55, textbook.

rd
Topics
Learning situations
33. Flying kites Teaching grammar
34. Present continuous/negative form
new knowledge
of a task
The student: Watch, glass, chair, box, baby,
At the end of the lesson student will tomato, bus, teddy bear, sofa,
 Talks about seasons. bookcase
 Listens and read a story talking about children flying kites. Bed, box, clock, bookcase, glasses,
 Reads text and translate it in Albanian. armchair, sofa, bath, chair
 Forms correctly the present continuous negative.
 Completes sentences using present continuous negative.
 Conjugates different verbs using present continuous, negative form.
Resources and aids
Lesson organization PPP (Presentation- Practice- Production
INTRODUCTION
Presentation
First of all, I am going to ask the students to look at the pictures and read the title: Flying kites. What do you think
the lesson might be about? What are our characters doing in the pictures?
Practice
Then, I am going to read the dialogue aloud and explain the new expressions to the students ex: flying, It is snowing,
It is raining, It is singing, He is wearing, He is swimming etc. Students are going to learn now words like: summer,
spring, autumn, winter, fly a kite, etc.
Students are going to look at the pictures, read the sentences and then will try to answer some of the questions using
the vocabulary leant ex: What season it is? What are the children doing etc? They will try to identify the main
characters taking part in this text. In the end, I am going to ask students to come to the board and try to say some of
the expressions learnt related to today's lesson about the seasons. ex: spring, winter, summer etc.
Production
In order to reflect on the words learnt today students will take turns trying to translate the text with my help.
Lesson 2
Presentation
Before starting to teach grammar rules about " present continuous", I am going to ask students to mention some of
the vocabulary learnt in the previous lesson like: spring, autumn, winter, fly a kite, ride a bike, go to school etc
Practice
Then, I am going to explain to the students how to use the verbs in present continuous tense in negative form: We
form the present continuous negative form by using this rule: to be in negative + verb + ing ex: I'm not working,
you aren't working, he/she isn't working, we aren't working, you aren't working , they aren't working.
Students have to listen and repeat the new vocabulary. In exercise 3 students have to look at the sentences, read
them and then, choose the correct answer. They have to say the sentences aloud to the clas. In order to practice
the present continuous negative form students are going to complete the exercises of the textbook.
Students will also try to conjugate some verbs in present continuous negative.
Production
To reflect on the presentation and practice of the present continuous negative students will conjugate some verbs.
PRODUCTION
Concluding
In order to reflect on the words learnt today students will take turns trying to translate my text with teachers help
To reflect on the use of plurals students complete exercise 5
Evaluation
Assignment Exercise 4 , workbook.

rd
Topics
Learning situations
35. Portfolio assessment 2 In the classroom
36. Second term test
new knowledge
of a task
The student: Watch, glass, chair, box, baby,
At the end of the lesson student will tomato, bus, teddy bear, sofa,
 Talks about seasons. bookcase
 Listens and read a story talking about children flying kites. Bed, box, clock, bookcase, glasses,
 Reads text and translate it in Albanian. armchair, sofa, bath, chair
 Forms correctly the present continuous negative.
 Completes sentences using present continuous negative.
Conjugates different verbs using present continuous, negative form.
Resources and aids
Lesson organization
INTRODUCTION
WARM- UP
Presentation
PRACTICE
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.
Lesson 2
First of all I am going to enter in the class and inform the students about the written test. Then I will divide the
class into two groups and explain the rules of the written test.
Later on I will hand out the test papers and explain what is required in each of the exercises included in the test.
Finally I wish students good luck and students work independently to complete the test in quietness.
PRODUCTION
Concluding
In order to reflect on the words learnt today students will take turns trying to translate my text with teachers help
To reflect on the use of plurals students complete exercise 5
Evaluation
Assignment

Daily English Lesson Plan for 3rd Grade Students

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Date DAILY LESSON PLAN

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 While- reading activity

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Resources and aids

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Colours: blue,red,yellow ,orange,green,purple

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 Talks about farm animals.

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