Date Daily Lesson Plan

Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time

th
Languages and communication English III 7 90 minutes
Topics
Learning situations
1. Waw story. A holiday to remember
2. The Lake Van Monster
-Out and about
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student describes past events
2. The student participates in class discussions
 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: Take place, bathtub, banks of the
 Reads of cohesion and coherence. river, prize, winner, bucket,
 Reads the text carefully and complete it with some of the words organize, wet, regatta, giant,
missing. competitor, decoration
 Gets the meaning of some of the new words in the text. Travel, excited, legend, journey,
 Answers some of the questions about the text. misty, edge, wonder, move from
 Reads of cohesion and coherence. side to side, step back, in horror,
 Reads the text carefully and put the story into the correct order. log
 Gets the meaning of some of the new words in the text.
 Answers some of the questions about the text.
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 1
SPARK 2 SECOND PERIOD

Presentation
What are some of the most well known festivals in Albania. Can you mention and describe some of those
festivals? Give reasons why or why not you like these festivals.
Practice
After this students are going to read two text which are related to a festival in Canada and Belgium. The first
festival is held every October in Windsor, Canada and people organize a giant pumpkin regatta. Competitors cut
the inside of the pumpkin and some of those people even paint those pumpkins, While in Belgium every August
there is a very funny race competitions. The idea is to make a rowing boat from a bathtub.
While reading the text I am going to explain the new words like: winner, competitor, prize etc. While reading
students are also going to complete those texts using some of the words missing.
Production
To reflect on the two texts that the students read they are going to answer to some of the questions i will ask them
ex: Where is Windsor Pumpkin contest held? Etc.
Lesson 2 The Lake Van Monster
Presentation .
Look at the pictures of these story in the text book. Can you guess what happened in this story?
Where were the people? What were they doing? What happened?
Practice
After this students are going to read a text which shows what happened to someone while he was in Scotland to
the Edinburgh Festival and wanted to vises Loch Ness lake to see the Lockness Monster. While he was there with
his family he though to see the Loch Ness monster but in fact it was just a log who was moving up and down the
water. They had a picnic there and had also a great time there While reading the text I am going Later students
are going to read exercise two and they are going to try and put the events in the to explain the new words
like: wonder, step back, misty etc. right order they read in the text...
Production
To reflect on the two texts that the students read they are going to answer to some of the questions i will ask
them ex: Where was the person? Why was here there? Etc.
Consolidating knowledge in the end of the class
What did we go through today:
In order to reflect on the use of modal verb “can" and "Have got students will fill sentences in ex 4 and then form
some of their own sentences. .
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook –


th
Topics
Learning situations
3. Traditions
-
4. Language review 3
 Communication and expression competence: 1 The student recalls past experiences
 consolidates key concepts about past events
The student:
Forms the past simple form of different verbs. Wonderful, full of, however, wear,
Completes the sentences using verbs in past simple. try, prepare, disappointed, surprised,
Identifies different feeling people have. tired, bored, did you enjoy it, it was
Asks and expresses opinions about a party they have participated. great
Identifies different touristic attractions and mention some of them. . Tourists attractions. Rare, amusement
Reads some of the texts in Unit 3 and revise some of the vocabulary learnt in park, rides, attraction, ghost train,
them. brave, experience, adopt, buddy
Form sentences some of the new vocabulary learnt
Ask and answer about the texts discussed in unit 3
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 past simple of different verbs.
Practice
Then students are going to use some of the verbs and complete the sentences which are in exercise 3. They should
use verbs which are in past simple form. Than students are going to complete other sentences in exercise 4 using
again verbs in past simple form. Then I am going to explain to the students some feelings which are in exercise 5
like: bored, happy, sad, tired, surprised, thrilled, bored etc. I am also going to teach them how they can ask and
express opinions ex: Did you like it, What was it like? It was brilliant, it was funny etc. Later students are going
to complete exercise 7 by some sentences about a festival in their town.
Production
To reflect on the topic discussed today students are going to form some sentences about their friends ex: Peter has
got black hair like his mother etc.
Lesson 2 Language review 3

Presentation
First of all I am going to ask the students some of the vocabulary and grammar rule that they can remember from
Unit 3. What are some of the touristic attractions that you can remember in Unit 3
Practice
Then I am going to revise some of the grammar rules that I explained in unit74 ex: How do we form the present
perfect tense: have + past participle.
I will write down different verbs and students are going to write the present perfect tense of these verbs by
finding them in the text.
Students then are going to revise the uses of the present perfect tense.. We use present perfect for actions which
started in the past and continued for some time in the present. . Students are going to revise how to write a Blog
and how to share opinions about something using different structures learnt ex: What do you think of...? What is
your opinion on...? etc
Production
In order to review some of the amazing fact learnt about flamingos and crabs the students are going to revise the
text on page 89.
Evaluation
Assignment
Workbook –


th
Topics
Learning situations
1. Students self assessment forms 3 -in the classroom
2. Extreme ironing
 Communication and expression competence: : Students gain knowledge, learn values and apply the skills acquired
through listening to a variety of passages
 Students ask and answer simple questions through pair and group work
The student: Athletic, gymnastics, badminton,
 Identifies different types of sports and writes them down on their hockey, swimming, tennis, baseball,
copybooks.. basketball, football, most of, none,
 Uses different adjectives in the text to describe some of the sports in half, most a few, the majority,
the text. everyone
 Identifies what a survey is and how it is presented.
 Reads the survey and gets the meaning of the new words.
Resources and aids
Lesson organization

Lesson 1
Self check 3.Instructing tasks .The students take turns on fill up activities
Providing useful instructions for each exercise
 The students will choose the right word on. Ex.1
 The students will put the accurate form of the verb on ex.2
 The students will write the accurate form of the verb on ex.3
 The students will write the correct option on ex.4
Self assessment 1 Balancing assessment
Now I can N1 N2 N3 N4
D C- C+ B- B+ A- A+
Talk and write about different kinds of
celebrations and festivals
Express my opinion
Narrate past events
Write a short text about a festival in
my country
Write a story
For each descriptor the students will have to work on a given exercise one the extra check test.
Activity book .Instructing tasks .
1-vocabulary about past events
2-comparing health idioms
PRODUCTION
. Lesson 2 Extreme ironing

Presentation.
Identify as many sports in one minute as you can think of Students then should say some of the qualities
that people should have in order to play those sport.
Practice
After this student are doing to look at the pie charts and then read at the study skills what is a survey. A survey
is a piece of writing in which it is collected information about a certain topic. In this case the survey is written
on the types of sports that different students play in the class. Ten people are asked a survey Questionnaire and
they have replied to those questions and in base of their reply the author has written this report.
While reading the report students in base of the pie charts have to circle the correct answer. While reading the
report I am going to explain any of the new words that students might find in the text.
Production
I will try to do the same questioner with some of the pupils of my class and I am going to write down the results
on the black board and then students can prepare a short survey.
Evaluation
Assignment specific
tasks for each
student


th
Topics
Learning situations
1. Free time activities -Out and about.
2. Modal verbs. Relative pronouns - Grammar explanation
 Communication and expression competence: 1. The student describes routines
The student Phone a friend, go to parties,
 Identifies some of the activities the do in their free time. watch Tv, watch a match, play a
 Forms sentences using activities they have identified. video, attend a concert, surf the
 Makes invitations and accept or refuse them. net etc
 Describes what they hear in a dialogue describing activities learnt. Quiet, Have to, Don't have to,
 Uses must, mustn't, have to and don't have to fill in sentences Must, mustn't, classroom, rule,
 Describes peoples chores by using some of the modal verbs learnt. parents, careful
Resources and aids

Lesson organization
Lesson 1 Free time activities
In order to focus students’ attention and prepare them for the lesson ahead, I write free time on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic
Presentation
Before starting to explain the lesson I am going to ask students if they can identify some of the activitieses they do
in their free time. I will write them down on the blackboard.
Practice
Then students are going to read some of the activities that are in exercise 4. They will try to write the Albanian
translation for these words. They are going to learn actives like: read magazines, play a sport, go to the cinema, go
shopping etc.
They will then use those adjectives to form some sentences ex: In my free time I like to watch TV. I love to send
text messages in my free time.
Students then are going to learn how to make and accept and refuse invitations. ex: Would you like to go dancing
tomorrow? I would love to. That would be nice.

Then at exercise 6 they will listen to Julie talking to a friend about different activities and they will match people
with activities.
Production To reflect on the writing skills students are going to write an email to a pen friend in exercise 7 about
what they do and don’t do in their free time.
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through definitions.
I explain the task student will complete exercises I allow them some time to do the exercises. I check students’ answers
around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the right
answers to the class.
Lesson 2 Modal verbs. Relative pronouns
Presentation
To start the lesson I am going to ask the students to read the theory which is in exercise 1 and then say what are the
rules for the use of must, mustn't, have to, and don't have to in their language
Practice
In order to revise some of the knowledge learnt in the table of exercise 1 I am going to explain once more the uses
of these modal verbs:
We use must / have to express obligation ex: I must help with the chores.
We use mustn't to express prohibition: You mustn’t talk in the class.
We use don't have to express lack of necessity: You don't have to wear a uniform at school.
Then students in order to practice with the use of these modal verbs are going to complete exercise 2 by choosing
the correct form of the verb: They will also look at the table in exercise 3 and decide to write what Beth's and
Mark's must, mustn't. have to, don't have to do
Production
In order to reflect once more on the uses of must, mustn't, students are going to complete exercise 4 by completing
the table of the rules and form sentences.
Evaluation
Assignment
Workbook – unit 1f


th
Topics
Learning situations
1. Smart rules to cycle safely - cycling around
2. Asking for and giving advice - Imaginary situations
 Communication and expression competence: 1. The student describes routines
 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:
 Mentions some of the rules in the text on how to cycle safely. Accident, helmet, protect, reflector,
 Reads the text and gets the meaning of the new words. reflective belt, loose clothes,
 Uses correctly the verbs do, play, go to form sentences headphones, knee pad, brakes,chain ,
 Reads the dialogues and gets the meaning of the new words. regularly etc. What’s wrong, Where
 Improves their speaking skills by retelling a text. did you last have it. Are you sure it is
 Practices a situational language taught in this unit. not in your pocket
Resources and aids
notebooks,previous videos from ECLM competitions. PE ,HISTORY,
Lesson organizationPPP (Presentation- Practice- Production
Lesson 1 Smart rules to cycle safely

In order to focus students’ attention and prepare them for the lesson ahead, I write cycling on the board. Students brainstorm
for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories related to the
topic
Presentation Study the pictures on page 50. What do you think has happened to the man riding his bike and what do
you think we should keep in mind when we are riding our bike in the street. Why should we be careful when we
ride the bike?
Practice Students then are going to read some smart rules on how to cycle safely in the street. They will read some
tips that they should keep in mind while they are cycling:
1. The most important thing is to remember to wear a helmet.
2. It is also important that drivers can see you. You must wear reflectors on your bike and wear something brighter
during the night.
3. You shouldn't wear loose clothes or headphones. Wearing kneed pads is a good idea too. While reading the text I
am going to explain to the students some of the new words found in this text. They will also try to complete
exercise 2 by keeping in mind what they read and write down if the sentences are true or false
Production To reflect on the content of the text students have to choose the correct word in exercise 3 and complete
it. They can also give a brief summary to the class. In order to reflect on the two texts students are going to mark the
sentences in exercise 2 as true or false and correct the false statements by finding information in the text.
I explain the task student will complete exercises. I allow them some time to do the exercises. I check students’ answers
around the class.
Lesson 2 Asking for and giving advice
Presentation
Listen and read some of the expressions in exercise 1. Can you please translate those expressions into the Albanian
language. Why do you think do we use such expressions? These sentences are taking from a dialogue. What do you
think it might be about?
Practice
First of all students are going to listen to a dialogue and try to repeat some of the expressions which are mentioned
there. Translate the expressions heard in our language.
I am going to explain all the new vocabulary which is found in the dialogue on page 51.
Then I am going to ask two students to role play the dialogue and the others might ask them some questions about
the text. This text is about how can we give advice to somebody. In this dialogue some has lost her purse and cant
find it. And her friend is giving her advice.
Students will also learn how to improve their speaking skills by reading the study skills.
Production
Then students in order to practice are going to prepare a similar dialogue using some of the expressions that they
have learned. They will also find some sentences in the dialogue which have the same meaning as the sentences in
exercise 4.
Evaluation
Assignment
Workbook –


th
Topics
Learning situations
1. Eco-friendly houses - In the wild
2. An email about rules -
 Communication and expression competence: 1. The student describes a place
The student: Freshwater lake, clear, depth,
 Identifies two of the world wonders described in the text. exist, nature, falls, sights, brave,
 Uses different adjectives in the text to describe those two world cross, producer, electric power
wonders. etc
 Reads the text and gets the meaning of the new words.
 Writes an email comparing two places they have visited
 Reads the text and fills in the missing words with the words from the
list.
 Uses different linkers in the brackets to join sentences.
Resources and aids
Lesson organization
INTRODUCTION 1
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
Presentation
Brainstorming: Identify some of the World Wonder that you know and write them to the blackboard. What are
some of those world wonders and do you know anything about them?
Practice
After identifying some of the world wonders student are going to have a look on the text and identify what we are
going to talk about today: Lake Baikal and Niagara Falls. These are two of the world wonders and they are going
to learn some interesting facts about them.
Students have to read the two texts and I am going to explain to them the new vocabulary in each of them. In the
first text they will learn about Lake Baikal which is the deepest lake in the world while in the second text they will
learn about Niagara falls which is the largest waterfall in the world.
They have to read the text and try to describe those two natural wonders in their own words
Production
In order to reflect on the two texts students are going to mark the sentences in exercise 1 as true or false and
correct the false statements by finding information in the text.
I explain the task student will complete exercises. I allow them some time to do the exercises. I check students’ answers
around the class.
INTRODUCTION 2
Presentation
Before starting to ask student to explain what we have learned in the previous lesson: What are some of the Natural
wonders of the world that you learnt the previous time?
Practice
Then students are going to read an email about how to compare two places they have actually visited. They are
going to learn how to use different linkers in order to complete this text. This is an email addressed to Eleanor.
Russer is comparing his two most favorite cities Quebec City and Mont Treblant. While reading the text students
are going to use different linkers such as : and, but, when, because, on the other hand to complete it. After
completing it they are going to read it once more and I am going to explain any of the new words found there.
Then in exercise 2 students are going to use different linkers again to join two sentences.
Student should have it clear in their mind when to use each of the linkers ex: To join two similar ideas we use and.
To use two opposing ideas we use but etc. .
Production
In order to reflect on today's topic student will imagine they are visiting another country and they are going to
compare this city with the city of Elbasan that they know.
Evaluation
Assignment
Workbook –
Exercise 6,
workbook

DAILY LESSON PLAN

th
Topics
Learning situations
3. A letter about rules and chores -in the classroom
4. The Thunderbird
 Communication and expression competence: 1. The student highlights the importance of EDL
The student: Arrive, friendly, cool, group leader,
 Uses correctly must, mustn't have to to mention some rules choose, hang out, midnight, problem,
 Reads the text and gets the meaning of the new words. whatever, without
 Completes the text using must, mustn't, have to, can. , clear, depth, exist, nature, falls,
 Identifies what The thunderbird is and where it lives. Map, Ice, brakes, wreck
 Reads the text and gets the meaning of the new words. snowmobile, cabin, sled gog, fire,
 Answers questions about the text The thunderbird dark, mush, brave, cross,
producer,
Resources and aids
Student’s book, IWB, laptop, video projector,
pictures, notebooks,previous videos from ECLM
competitions.
Lesson organization
PPP (Presentation- Practice-
Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write three key words on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.

PRACTICE
Presentation.
Before starting to ask student to explain what we have learned in the previous lesson: When do we use must?
When do we use mustn't? When do we use have to and don’t have to?
Practice
Then students are going to read a text. This is an email that someone has written to his friend to tell him about the
summer camp in Sardina where he has gone a few days ago. In this camp he has to obey to different rules and the
students have to use must, mustn't, have to, don’t have to, and can to complete some of the sentences. While
reading they have to identify and take the meaning of some of the new words. They will also write down some of
the rules discussed in this email. In exercise 2 students are going to match the signs with some of their explanation
ex: No Exit - You mustn't use this door etc. In exercise 3 they will listen to Amy talking about some rules she has
to obey in her summer school.
Production
In order to reflect on today's topic student will imagine they are in a summer camp and write down some rules.
PRODUCTION
Lesson 2 Students self assessment forms 1

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 can you remember
from the previous episode of Monster trackers? Where did they go?
Practice
Students have a quick look at the text and the title and guess what the text is about.
Then they start reading the text about The thunderbird. They first understand what Thunderbird is and where it
lives. This time The Monstertrackers have gone to a place cold Alaska where it is very cold. They go there to find
a monster called The Thunderbird which is a very large, dark grey bird as big as a small airplane. While reading
the text I am going to explain to them the new words that are found in it like: wreck, brakes, dog sled etc.
Later they are going to answer to complete some sentences in exercise ex: Thunder birds look like a small
airplane. They are also going to match the words with the pictures in exercise 2.
Production
In order to make a summary of the text students are going to complete exercise 4 by putting the sentences into the
correct order
Evaluation
Assignment

Date ……… DAILY LESSON PLAN
Field Languages and English Level III Grade 7 Estimated time 90
communication minutes
Topics1. Rules Learning situations.Back in time
 Communication and expression competence: The student describes verbally and in writing an event read or
heard while maintaining its logical flow
 analyzes the content and meaning of new concepts (concepts), using the appropriate lexicon
Thinking competence: answers in words, memorized sentences, or actions to address questions
 Learning to learn competence: Follow the simple instructions given by the teacher to accomplish the
required action
 Competence for life, entrepreneurship and the environment: Prepares simple posters with drawings of
the environment, life in school and family
 Personal competence cooperates with others to achieve a common goal in classroom activities, school
or outside
 Civic competence.follows the rules of group work in cooperation with the members of the group
The student: Rare, amusement park, rides,
Uses correctly modal verbs must, mustn't, have to, don't have to, can, could,attraction, ghost train, brave,
may, might etc. experience, adopt, buddy
Completes some of the exercises using some of the vocabulary learnt.
Writes an email about rules and match it with pictures.
Resources and aidsStudent’s book, IWB, laptop,
video projector, pictures, Connection with other fields or cross curricular
subjects : Native Language
Methodologies, techniques and student’s activities Asking and answering/ Communicative
language teaching/ Circle of writers/ Pair work
INTRODUCTION :
Check up on previous knowledge. Present tenses
Vocabulary –Check up on the previous list of vocabulary.
Activity book –Check up on the exercises of the activity book by writing answers on the board
WARM UP
Lesson 1.Rules
Presentation.
Before starting to complete the exercises of activity book students revise some of the rules taken in unit 1 like:
Practice
When do we use must, mustn't, have to, don't have to, can, can't
Firstly students going to complete some of the exercises using some of the modal verbs.
They are going to use also some of the modal verbs learnt in Unit 4 and complete other exercises.
Then they are going to proceed with the competition of exercise 2 by completing the sentences using short
form of modal verbs then they are going to match the sentences to each other to complete them. Students are
going to revise also the use smart rules of how to recycle. They will also revise the use of past simple tense.
Students will also practice making sentences by using different vocabulary learnt in Unit 4.
Production
In order to reflect on some of the vocabulary that students have learnt in Unit 4 they will form some sentences
using some of this vocabulary.

The students take turns on fill up activities

1-vocabulary
2- reading a text
3-comparing places
Lesson 2. Language review 4
Instructing tasks .The students take turns on fill up activities

 The students will put the accurate form of the verb on ex.2
 The students will write the accurate form of the verb on ex.3
 The students will write the correct option on ex.4
Evaluation I will evaluate them, based on her participation.
Assignment Workbook –

Field Languages and communication English Level III Grade VII Estimated time 90
minutes
Topics1. Self check 4
Learning situations. Back in time.
2. Famous places
 Communication and expression competence: The student analyzes the content and meaning of new concepts (concepts), using
the appropriate lexicon
 consolidates key concepts perceived during the module
 Learning to learn competence: Follow the simple instructions given by the teacher to accomplish the required action
 Competence for life, entrepreneurship and the environment: Prepares simple posters with drawings of the environment, life
in school and family
 Personal competence cooperates with others to achieve a common goal in classroom activities, school or outside
The student: Island, waterfall, valley, volcano,
 Talks about rules and regulations coast , mountain, hot, sunny, beach,
 Writes about household chores hot spring, guided hike, deer
 Talks about obligations
 Asks for and give advice
 Writes an email about rules
 Identifies some of the geographical features found in a place.
 Reads the text about famous places and get the meaning of the new words.
 -Answers to some of the questions about the text using vocabulary learnt
Resources and aidsStudent’s book, IWB, laptop, video
Connection with other fields or cross curricular subjects :
projector, pictures, Native Language
Methodologies, techniques and student’s activities Asking and answering/ Communicative language teaching/ Circle of
writers/ Pair work
INTRODUCTION :
Check up on previous knowledge.
WARM UP
Lesson 1. Self check 4

 The students will choose the right question word on. Ex.3
 The students will put the right modal verb on ex.4
 The students will match with the correct option on ex.5
D C- C+ B- B+ A- A+
Talk about rules and regulations
Write about household chores
Talk about obligations
Ask for and give advice

Write an email about rules
1-vocabulary
2-comparing
Lesson 2. Famous places
 Pre- reading activity I draw students’ attention to the title and the picture. I give students time to skim the first and the last
paragraph for gist, and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of this
activity. While reading students work on new words. They learn the meaning of words based on the context, or they may even look
up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
Building questions about the text They can also give a brief summary
They will have to guess and say After identifying the some of the to the class.
what they know about the topic geographical features that are on Sum up of the text using the key
given page 57 like mountains, hills, words
-What they know valleys, volcanoes etc students are In order to reflect on the two texts
-how are these creatures like going to match them with the students are going to complete
-why are they strange places they can be found. some of the sentences using some
Students then are going to read two of the information learnt in those
Brainstorming: Identify some of the email which are from two people: two emails. I will also ask and
geographical features there are in a one from Greece and the other from answer questions about those
place that you have visited Croatia. They have gone on emails.
recently? What are some of the holidays and they are describing
most famous places you have some of the things that can be
visited found or seen in those beautiful
countries.
While reading the text I am going
to explain to the students some of
the new words found in the text ex:
amazing, guided hike, lakes,
connected, boat
 Post- reading activity

I explain any new words/ phrases or concepts
1-vocabulary about a legend
2- reading a text
3-comparing people

minutes
Topics1. Means of transport
Learning situations.Back in time
2. Comparatives and superlatives
 Communication and expression competence: The student recalls past experiences
 consolidates key concepts
 Learning to learn competence: Follow the simple instructions given by the teacher to accomplish the required action
 Competence for life, entrepreneurship and the environment: Prepares simple posters with drawings of the environment, life
in school and family
The student: How was your weekend'? I am sorry
 Mentions and identifies different means of transport in the street about that? What did you watch'? It
 Completes the exercises using some of the verbs used to express transportation. was brilliant.
 Uses correctly both, either, neither and know their uses
 Describes a imaginary school journey by bud Civilization, ancient, get on well,
 Identifies different types of adjectives which are in the text astronomy, temple, pyramid, stone
 Puts adjectives into comparative and superlative form. building, statue, ruler, dynasty, tragedy
 Lists some of the opposites of those adjectives. .
 Forms sentences using some of the adjectives which are in the text. Describes
some animals usin2different adjectives leant
Connection with other fields or cross curricular subjects :
projector, pictures, Native Language
Methodologies, techniques and student’s activities Asking and answering/ Communicative language teaching/ Circle of
writers/ Pair work
INTRODUCTION :
Check up on previous knowledge. Past tenses
WARM UP
Lesson 1.
Presentation.
Study the pictures on page 59. What do you think are some of the means of transport today. How do people move around
Practice.
Students then are going to read some smart rules on how to cycle safely in the street. They will read some tips that they should keep
in mind while they are cycling:
1. The most important thing is to remember to wear a helmet.
2. It is also important that drivers can see you. You must wear reflectors on your bike and wear something brighter during the night.
3. You shouldn't wear loose clothes or headphones. Wearing kneed pads is a good idea too.
While reading the text I am going to explain to the students some of the new words found in this text. They will also try to complete
exercise 2 by keeping in mind what they read and write down if the sentences are true or false
Production
To reflect on the content of the text students have to mention some words related to transportation like train, bus, car, bike etc. They
should try to form sentences using some of the means of transport learnt
Lesson 2. Comparatives and superlatives

 Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist, and then
allow them to make predictions on the content of the text.
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of this
activity. While reading students work on new words. They learn the meaning of words based on the context, or they may even look
up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I instruct students on how to I instruct students on how to I invite students to think about the
proceed with the activity. proceed with the activity. They will question in exercise 3
work in pairs. Collaboration and After explaining the task, I allow
First of all I am going to ask reciprocal teaching is the key to the students time to write a few
the students if they can identify success of this activity. While sentences. Various students read
some adjectives that they have reading students work on new their sentences out to the class.
learned during the previous words. To reflect once more on the use of
year ex: small, big, tall, short Then I am going to read some of adjectives students are going to
etc. Then they should study the the adjectives which are in write the name of a character they
table on page 61 and get the exercise 4. They are going to learn like more and try to describe it.
rules of forming the degrees of how to form the degrees of
adjectives different adjectives. Adjectives
have 3 degrees, positive,
comparative and superlative form.
Adjectives are divided into 3
groups. Short adjectives form
comparative form adding (er) and
the superlative form by adding the
+ (est). Long adjectives form the
comparative form by adding more
at the beginning and they form the
superlative form by adding (the
most).
Students complete all the exercises
in the textbook

I invite students to think about the question in exercise 5.6. After explaining the task, I allow students time to write a few sentences.
Various students read their sentences out to the class.
1-vocabulary about lightening strikes
2- reading a text
3-comparing

Field Languages and English Level III Grade VII Estimated time 90
Topics1 Adj(comp,sup)/Adv of degree Learning situations. Describing famous people.
2. Going to extremes
 Communication and expression competence: The student recalls different experiences
required action
or outside
The student: Funny, quiet, strong, clever.
Identifies different types of adjectives which are in the text polite, rude, weak.. noisy, silly.
Puts adjectives into comparative and superlative form. serious
Lists some of the opposites of those adjectives. . Wind, extreme, seldom,
Forms sentences using some of the adjectives which are in the text. archaeologist, bury, condition, dry,
Describes some animals usin2different adjectives leant average, melt, instantly, leave,
Identifies some of the places which have e extreme weather conditions. magnetic force
Reads the text and completes it with the right words.
Gets the meaning of some of the new words.
Answers to some of the questions about the text.

INTRODUCTION :
WARM UP
Lesson 1. Adj(comp,sup)/Adv of degree
 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 form adding (er) and the superlative
form by adding the + (est). Long adjectives form the comparative form by adding more at the beginning and
they form the superlative form by adding (the most).
Students complete all the exercises in the textbook.
 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.
Lesson 2. Going to extremes

Presentation
The places in the picture are famous for their extreme weather conditions. Do you know any of those places
and what do you know any interesting facts about them: Death Valley, Mound Erbus, The Atacama Desert
 Practice
First of all students are going to listen text and then they are going to use some of the key words which are in
the text to complete some of the sentences which are in the text:
The Atacama desert in Chile is very dry as it doesn’t get any rain. It get rain only once in a hunderd years.
In 1983 archaeologist found hundreds of mummies buried there The bodies were in excellent state although
they were about 7000 years old.
While reading the text I am going to explain some of the new words found there. Students then are going to
answer to some of the questions about those 3 extreme places: Where did te Atacama Desert get its name
from?
 Production
Then students in order to use some of the new words learnt to form some sentences about the text that they
read
Step 1.Providing info for different historical features
Step 2 recalling structure
Step 3.Writing task
Facilitating time after time with useful vocabulary needed

1-vocabulary
2- writing
3-comparing tasks

Topics1. Buying a train ticket Learning situations. Back in time.
2. Natural wonders of the world
required action
or outside
The student: I'd like, would it be possible,
 Uses some of the expressions in the text book to ask for a train can I have, how much is, which
ticket. platform does....from, what time
 Uses vocabulary learn to create a dialogue about buying a ticket does
 Read the dialogue and get the meaning of new words Freshwater lake, clear, depth,
 Identifies two of the world wonders described in the text. exist, nature, falls, sights, brave,
 Uses different adjectives in the text to describe those two world cross, producer, electric power etc
wonders.
 Reads the text and get the meaning of the new words
INTRODUCTION :
WARM UP
Lesson 1. Buying a train ticket
Presentation .
Listen and repeat some of the expressions in exercise 1 and try to repeat some of them. Translate the
expressions in our language
Practice
First of all I'm going to explain to the students how to make ask about a train ticket and how should the train
clerk answer to some of their questions. I am going to explain to them some expressions like: I'd like to book a
ticket, Would it be possible..., Can I have..., Can you tell me..? Which platform does ....from? What time
does....?
The train clerk answers to some of those questions: Would you like...? You are welcome etc.
Then students will read the dialogue on page 63 and I am going to explain the new words. I am going to ask
students to take turns and role play the dialogue.
Production.
In order to see if they have understood the dialogue I will ask them some questions about it ex: What is Mr
Harris travelling with? They will also complete ex 2 with true or false
Lesson 2 Natural wonders of the world

 Pre- activity
Brainstorming: Identify some of the World Wonder that you know and write them to the blackboard. What are
some of those world wonders and do you know anything about them?
 While- activity
After identifying some of the world wonders student are going to have a look on the text and identify what we
are going to talk about today: Lake Baikal and Niagara Falls. These are two of the world wonders and they are
going to learn some interesting facts about them.
Students have to read the two texts and I am going to explain to them the new vocabulary in each of them. In
the first text they will learn about Lake Baikal which is the deepest lake in the world while in the second text
they will learn about Niagara falls which is the largest waterfall in the world.
They have to read the text and try to describe those two natural wonders in their own words.
 Post- activity

1-vocabulary
2-comparing tasks

Topics1. An email comparing two places Learning situations. Consolidating module’s
2. The Bunyip components
required action
or outside
 Civic competence. Follows the rules of group work in cooperation with the members of the group
The student: Nearby, ski, slope, crowded,
 Writes an email comparing two places they have visited population, sightseeing, fantastic
 Reads the text and fills in the missing words with the words from the time, eating out, favorite
list. Australia, river, waterhole,
 Uses different linkers in the brackets to join sentences. avoid, snakes, traditional, dance,
 Identifies what Bunyip is and where it lives. run away, outback, instrument
 Reads the text and get the meaning of the new words.
 Describes Bunyip by using some of the words in the text.
 Completes a crossword by using some of the words learnt.
INTRODUCTION :
WARM UP
Lesson 1. An email comparing two places
Presentation .
Before starting to ask student to explain what we have learned in the previous lesson: What are some of the
Natural wonders of the world that you learnt the previous time?
Practice
Then students are going to read an email about how to compare two places they have actually visited. They are
going to learn how to use different linkers in order to complete this text. This is an email addressed to Eleanor.
Russer is comparing his two most favorite cities Quebec City and Mont Treblant. While reading the text
students are going to use different linkers such as : and, but, when, because, on the other hand to complete it.
After completing it they are going to read it once more and I am going to explain any of the new words found
there.
Then in exercise 2 students are going to use different linkers again to join two sentences.
Student should have it clear in their mind when to use each of the linkers ex: To join two similar ideas we use
and. To use two opposing ideas we use but etc
Production
In order to reflect on today's topic student will imagine they are visiting another country and they are going
to compare this city with the city of Elbasan that they know.
Lesson 2 The Bunyip

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. Where did they go the
previous time? What did they see?
Practice
Students have a quick look at the text and the title and guess what the text is about.
Then they start reading the text about Bunyip. They first understand what Bunyip is and where it lives. Bunyip
are monsters that live in the rives and waterholes. They life in Australia. They look like a big bear but with the
size of a rhinoceros. While reading the text I am going to explain to them the new words that are found in it.
Later they are going to answer to some of the questions which are in exercise 2 ex: What does the Bunyip look
like? When does it come out? Where did the Monster trackers see the Bunyip?
They are also going to complete a crossword in exercise 3 by 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 by putting the sentences into
the right order to make a story.
1-vocabulary
2-comparing tasks

Topics1. A world of wonder Learning situations. Description of World Wonders
required action
or outside
The student:
Identify two of the world wonders described in the text. Freshwater lake, clear, depth,
- Use different adjectives in the text to describe those two world wonders. exist, nature, falls, sights, brave,
- Read the text and get the meaning of the new words cross, producer, electric power
Identify different types of holidays which are on the picture. Notice, see, realize, much, busiest,
- Complete some of the exercises using some of the vocabulary learnt. crown, jewels, miss, dish, fish,
- Use will and going to in order to complete the exercises.. wherever, luxurious, culture,
heritage
INTRODUCTION :
WARM UP
Lesson 1. A world of parties
Presentation
Brainstorming: Identify some of the World Wonder that you know and write them to the blackboard. What
are some of those world wonders and do you know anything about
Production
After identifying some of the world wonders student are going to have a look on the text and identify what we
are going to talk about today: Lake Baikal and Niagara Falls. These are two of the world wonders and they are
going to learn some interesting facts about them.
Students have to read the two texts and I am going to explain to them the new vocabulary in each of them. In
the first text they will learn about Lake Baikal which is the deepest lake in the world while in the second text
they will learn about Niagara falls which is the largest waterfall in the world.
They have to read the text and try to describe those two natural wonders in their own words.
Practice
Lesson 1. Language review 4

Presentation .

 The students will fill up correctly on ex.1
 The students will complete with the accurate words on ex.2
 The students will circle the right response to complete the sentences on ex.3
 The students will complete by underlying the accurate words on ex.4
 The students will complete with the accurate words on ex.5
 The students will use correct prepositions on e.x.6
Production
Students will also practice making sentences by using different vocabulary learnt in module 2

1-
2-
Evaluation I will evaluate each student.
Assignment

Topics1. Self check 5 Learning situations. Description of types of
2. Destination London .UK holidays
required action
or outside
The student:
 Talks about geographical features Notice, see, realize, much,
 Talks about different means of transport busiest, crown, jewels, miss,
 Makes comparisons dish, fish, wherever, luxurious,
 Buys a train ticket culture, heritage
 Writes an email to a pen friend
 Identifies some types of holidays people go on their free time.
 Reads the text about London and completes it with the right words.
 Gets the meaning of some of the new words in the text
INTRODUCTION :
WARM UP
Lesson 1. Self check 5
 The students will underline the right word on. Ex.2
 The students will put the adjectives in the right form on. Ex.3
 The students will fill up with enough, too and very on ex.4
 The students will use with the correct option on ex.5
D C- C+ B- B+ A- A+
Talk about geographical features
Talk about different means of
transport
Make comparisons
Buy a train ticket
Write an email to a pen friend
1-vocabulary
2-comparing
Lesson 2 Destination London .UK
Presentation
Brainstorming: Identify some of types of holidays that people go into whenever they have some free time:ex:
skiing holiday, beach holiday, walking holiday, safari holiday
Production
After this students are going to use some of the phrases on page 69 to describe some of these holidays ex: I like
beach holidays. I usually go to the beach, sunbathe and swim in the sea.
I like sightseeing holidays. I usually take a lot of photographs and I visit a lot of museums etc.
Then students start reading a text about London, UK. This text shows London as one of the most famous
tourist attractions on the planet. There are a lot of things to see and do in London. Students will read the text
and while reading it I am going to explain any of the new words learnt like crown, landmarks, heritage, jewels
etc.
Student while reading are going to complete the text by choosing the right word from exercise 2.
Practice
In order to reflect on the two texts students are going to answer some questions I am going to ask them about
the text. ex: What can people do in London. How many nationalities are there in London?
1-vocabulary about myths and legends
2- reading a text
3-comparing tasks
Assignment Describe a famous tourist attraction in Albania.

minutes
Topics1. Tourist attractions
Learning situations. Description of some tourist
2. Will\won’t-going to.
attractions.
 Communication and expression competence: The student makes predictions
 Learning to learn competence: Follow the simple instructions given by the teacher to accomplish the required
action
 Competence for life, entrepreneurship and the environment: Prepares simple posters with drawings of the
environment, life in school and family
The student: Castle, art gallery, shopping
 Identifies some types of tourist attractions in a city where you can pass the centre, public gardens, aquarium,
free time. museum, historic site, amusement
 Does some of the exercises and complete them. park
 Matches the pictures in the text with the text and make sentences.
 Forms correctly the future tense using Will or Going to. Theory, verb form, table, below, will,
 Gets the uses of Will and going to in the sentences. going to, won't , sentences etc
 Completes sentences using Will, Going to and Won't
 Forms some sentences using will and going to
Connection with other fields or cross curricular
projector, pictures,
Methodologies, techniques and student’s activities Asking and answering/ Communicative language teaching/
Circle of writers/ Pair work
INTRODUCTION :
Check up on previous knowledge. Future tense
WARM UP
Lesson 1. The Disneyland dream
 Pre- reading activity I draw students’ attention to the title and the picture. I give students time to skim the first
and the last paragraph for gist, and then allow them to make predictions on the content of the text.
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success
of this activity. While reading students work on new words. They learn the meaning of words based on the context, or
they may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if
needed.
KWL
Building questions about the They can also give a brief
They will have to guess and text summary to the class.
say what they know about the After this students are going to Sum up of the text using the key
topic given Match some of the attractions words
Brainstorming: Identify some of which are on page 71 with the In order to reflect on the two
types of tourist attractions that words that are on exercise 4 and texts students are going to
people can go in order to spend try to form some sentences answer some questions I am
their free time. about those tourist attractions. going to ask them about ex:
Ex: You can see towers, walls in What type of holidays do you
a castle etc. like more?
Students in exercise 5 are going
to match words in the first
column with the second column
and try to form some sentences
with those words ex: See
famous landmarks. You can go
on a sightseeing holidays to see
some famous landmarks etc.
Than in exercise 6 students will
discuss about their plans about
holidays. They will have a
discussion about how they plan
to spend their summer holidays

I invite students to think about the question in the last exercise .After explaining the task, I allow students time to write
a few sentences. Various students read their sentences out to the class.
Lesson 2. Will\won’t-going to
Presentation
Study the table on page 72 and read the theory. While reading the theory students will also give examples of how to form
verbs in the future form.
Production
Then I am going to teach to the students how to form the future tense using Will and Going to:
We use will and going to in order to form the future tense of different verbs. It is easy to conjugate a verb with will ex: I
will work, you will work, he , she it will work etc. We must be careful when we conjugate a verb with "Going to" I am
going to work, you are going to work, he she it is going to work etc.
We use will with on spot decisions. We use will when we want to say a prediction based on what we think. We use will
for promises and threats.
We use going to for future plans, for predictions based on what we see. ex: It is going to rain. I can see clouds in the sky.
After the theory students are going to start completing some of the exercises in the text book.
Practice
To reflect on the uses of will, won't and going to students will conjugate some verbs
1-vocabulary
2-using future tense
3-making predictions
Assignment Exercise 6 page 72 textbook.

Field Languages and English Level II Grade V Estimated time 90
Topics1. Conditionals [types 0.1.2] Learning situations..
2. Project 1.1.Our environment
required action
or outside
Learning outcomes related to the topic Key words
The student: Theory, verb form, table,
Forms correctly the present continuous tense. below, questions, sentences etc
Identifies the uses present continuous
Completes sentences using present continuous tense.
Forms the zero, first and second t conditional using the rule learnt in the text
subjects : Native Language.Science
INTRODUCTION :
WARM UP
Lesson 1 Conditionals [types 0.1.2]
Presentation
Study the table on page 73 and read the theory. While reading the theory students will also give examples of how to form
the present continuous and why do we use it as a future meaning
Practice .
Then I am going to teach to the students how to form the present continuous tense: The main rule for forming verbs in
present continuous tense is : To be + verb + ing .ex. I am speaking, your are speaking etc.
Student then will learn the present continuous is used with a future meaning to talk about an action happening in the near
future so it is used for a fixed future arrangement: ex I am going to meet my friends tonight. They will also learn the
forming of Conditionals type 0, 1 , 2 .
Type 0 - If + present simple ---- Present simple. Type 1 : If + Present simple ---- Will + bare infi
Type 2 - If + past simple ---- would + bare infinitive.
They will try to complete some exercises .
Production
To reflect once more on the use of type 0, 1 and 2 they will this time use Unless to form sentences in exercise
Lesson 2. Project 1.2.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.
1-vocabulary about past events
2-using past tenses
3-consolidating module’s vocabulary

Topics1. Portfolio assessment 2 Learning situations. Consolidating
2. Second term test
 Communication and expression competence: The student consolidates term’s components
required action
or outside
The student:
 Identifies some types of tourist attractions in a city where you can
pass the free time.
 Does some of the exercises and complete them.
 Matches the pictures in the text with the text and make sentences.
 Forms correctly the future tense using Will or Going to.
 Gets the uses of Will and going to in the sentences.
 Completes sentences using Will, Going to and Won't
 Forms some sentences using will and going to
 Forms correctly the present continuous tense.
 Identifies the uses present continuous
 Completes sentences using present continuous tense.
 Forms the zero, first and second t conditional using the rule learnt
in the text

INTRODUCTION :
WARM UP
Lesson 1 Portfolio assessment 1
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 First term test

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

1- Portfolio assessment
2- First term test


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Field Subject Level Grade Estimated time

Learning outcomes related to the topic Key words:

SPARK 2 SECOND PERIOD

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Field Subject Level Grade Estimated time

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Lesson 2 Language review 3

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Field Subject Level Grade Estimated time

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. Lesson 2 Extreme ironing

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Field Subject Level Grade Estimated time

Resources and aids

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SPARK 2 SECOND PERIOD

Field Subject Level Grade Estimated time

Lesson 1 Smart rules to cycle safely

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Field Subject Level Grade Estimated time

SPARK 2 SECOND PERIOD

Field Subject Level Grade Estimated time

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Lesson 2 Students self assessment forms 1

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Consolidating knowledge in the end of the class

Lesson 2. Language review 4

Instructing tasks .The students take turns on fill up activities

Evaluation I will evaluate them, based on her participation.

SPARK 2 SECOND PERIOD

Instructing tasks .The students take turns on fill up activities

SPARK 2 SECOND PERIOD

Lesson 2. Famous places

 Post- reading activity

SPARK 2 SECOND PERIOD

Lesson 2. Comparatives and superlatives

 Post- reading activity

Evaluation I will evaluate them, based on her participation.

SPARK 2 SECOND PERIOD

Resources and aidsStudent’s book, IWB, laptop,

SPARK 2 SECOND PERIOD

Lesson 2. Going to extremes

Consolidating knowledge in the end of the class

Evaluation I will evaluate them, based on her participation.

SPARK 2 SECOND PERIOD

Lesson 2 Natural wonders of the world

The students take turns on fill up activities

SPARK 2 SECOND PERIOD

Lesson 2 The Bunyip

SPARK 2 SECOND PERIOD

Lesson 1. Language review 4

Providing useful instructions for each exercise

What did we go through today:

SPARK 2 SECOND PERIOD

Lesson 2 Destination London .UK

Evaluation I will evaluate them, based on her participation.

Assignment Describe a famous tourist attraction in Albania.

SPARK 2 SECOND PERIOD

 Post- reading activity

SPARK 2 SECOND PERIOD

-Ability to understand and interpret environmental facts or opinions in oral form.