Spark 2.1 BLERINA SPARK 2

Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time

th
Languages and communication English III 7 90 minutes
Topics
Learning situations
1. Auxiliary verbs. plurals
-Back to school
2. Demonstratives. Pronouns. Telling the time -Out and about
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student describes routines
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: Please to meet you, Hello, I am fine
 Identifies and uses of the verb to be thanks, I, you, he, she it, we, you,
 Mentions some of the subject pronouns, object pronouns, possessive me, him, her, my your, its, yours etc
adjectives and possessive pronouns. Verb "to be", have got, guitar,
 Completes sentences using modal verb "can" and "have got" DVD player, shorts, curtains,
 Identifies which are the subject and object pronouns. plurals, This, That, there is, there
 Mentions and writes down part of the body are
 Tells their friend the time correctly
 Uses prepositions of place of form sentences
 Completes a puzzle using different types of clothes.
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
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 Back to school 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. Back to school
PRESENTATION
Presentation
Before starting to revise the conjugations of verb "to be" I am going to read the table and I am going to give time
to the student to study it and complete exercise 1 by using is, isn't, are, aren't.
Mention some of the things that you do every day? Can you form some sentences describing your daily routine?
When do you get up? When do you go to school? etc
Practice
Then students are going to proceed with the competitions of exercise 2 by making questions and answering to
them. Students are going to revise also the plurals of different nouns such as:
Pen - pens, woman - women, glass - glasses. Students will revise the rules of how we formed the plural of
different nouns ex - Generally we add -s to form plural. Nouns ending in s, ss, x, o etc take -es in plural form etc.
Students will also revise the conjugation of verb "have got" in affirmative, negative and interrogative form by
looking at the table and by completing different exercises. They will also use: this, these, that, those to complete
exercise 7 and study the table for the use of There is and there are
Production
In order to reflect on the use of "there is" and "there are" students will complete exercise 8 by filling in the gaps.
PRACTICE
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 3, 4). 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 Demonstratives. Pronouns. Telling the time
Presentation .
First of all I will go through the table in exercise 10 and give various examples to demonstrate the uses of subject /
object pronouns ex This is my pen. It is mine. I will also ask student to mention of the parts of the body they have
learned before ex : mouth, nose, ear
Practice
After this students are going to complete the exercises in the text by using the knowledge revised in the table. First
in exercise 10 they will use different object/ subject pronouns and then they will complete ex 11 identifying parts
of the body. Students will also revise the time and listen and check the right clock. They will tell some times to
their friends too ex: It is half past eight. Students will also revise some prepositions of place like in, on, under,
near, opposite and then will look at the table and form some sentences using those prepositions ex: The bed id
opposite the wardrobe etc
Production
Students are going to complete puzzle using some of the information about clothes they have learned in previous
lessons
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 –
Date September 25 th DAILY LESSON PLAN

th
Topics
Learning situations
2. Prepositions/ Giving personal information
- Grammar explanation
3. At work at play
-
The student: Shirt, scarf, blouse, boots, hi,
 Identifies different types of clothes hello, name, birth, phone number,
 Uses some of the greetings and introductions to form a simple dialog. spell
 Asks and gives personal information
 Identifies some of the activities student do during the day. Chocolate taster, magician, cheerful,
 Reads the text and gets the meaning of the new words. advantages, weekends, taste, tricks,
 Identifies the advantages and disadvantages of different jobs sell, regular etc
explained in the text
Resources and aids
Lesson organization
INTRODUCTION 1
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write clothes 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. clothes
PRESENTATION
Presentation
Students first of all mention some types of clothes they can remember from the previous lessons in grade sixth ex:
trousers, gloves, dress, socks, scarf, boots
Practice
They are going to look at the pictures on page 7 and they are going to identify some of the clothes and complete
the puzzle. Later students are going to complete exercise 16 by choosing the correct answers. In order to revise
some of the greetings and introductions students will take some time and complete exercise 17 by matching the
sentences to some of the pictures in the text. Then in groups of three they will act out those dialogues. Students
will also ask and give personal information by using some of the language in exercise 18 to form short dialogues.
Production
To reflect once more about ways of giving personal informations students will listen and complete the library
card on page 8.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions.
INTRODUCTION 2
Presentation
Before starting the read the text Job with a difference I am going to ask students to identify some of the activities
that they do during the day ex: watch tv, go to school, play computer games, meet friends, have a shower
Practice
The students are going to have a look at the title of the text. What do you think it means? Why has the author
entitled it : Jobs with a difference. Answer: Because they are different from all the other jobs. Then students will
start reading the text on page 10. This text talks about two different jobs: 1. Chocolate taster and 2. Magician's
assistant.
In this text apart from the explanation of the job the students are going to read also about the advantages and
disadvantages of each of the jobs. Ex: Advantages of being a chocolate taster - you get paid to taste chocolate
every day. Disadvantage - you can put on some weight.
Production
In order to reflect on the text students are going to complete exercise 2 by matching some of the sentences there
with the two jobs in the text. They will write C for Chocolate taster and M for the magician's assistant.
Evaluation
Assignment
Workbook – unit
1a
Date 25th September DAILY LESSON PLAN

th
Topics
Learning situations
1. Jobs with a difference -at work
2. Present simple vs present continuous

 Communication and expression competence: 1. The student highlights the importance of EDL
The student:
Identifies different types of work and match them to the pictures. Job, nurse, pilot, police officer,
Uses different adjectives in the text to describe some of the jobs in the text. chemist, hit, organized, brave,
Describes jobs by pointing out the qualities needed for each job. caring, intelligent, calm, cheerful.
Forms correctly present simple and present continuous tense.
Identifies the uses of present simple and present continuous Theory, verb form, table, below,
Completes sentences using present simple and present continuous. questions, sentences
Resources and aids
Lesson organization
INTRODUCTION
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write JOBS 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
JOBS
PRACTICE
Presentation.
Identify some of the jobs on page 11. Students then should match some of the job qualities and match the qualities
to the jobs in the picture
Practice
After matching the jobs in the picture with the pictures on exercise 4 students are going to complete some of the
sentences by using them. Then students are going to read some adjectives on exercise 5 and complete the text
using some of them. Ex; John's got a lot of new ideas. He is very intelligent. Which job qualities are necessary for
the jobs in exercise 4. While reading the adjectives of exercise 4-5 I am going to explain all the new words. Then
they will listen to Nicky talking about her life as a hairdresser where she will talk about things she likes and
doesn’t like and about her daily routine.
Production
After this students are going to speak about their favorite type of job they would like to do in the future and about
the qualities needed for that job
PRODUCTION
. Lesson 2
Presentation.
Before beginning to explain the new lesson I am going to ask students to mention their favorite job and brainstorm
their ideas about different types of job they can remember.
Instructing grammar.
Theory
Tense Present simple V.s Present continuous
Form
Use
Adverbs
Study the table on page 12 and read the theory. While reading the theory students will also give examples of how
to form those two verb forms
Practice
Then I am going to teach to the students how to form those two verb forms:
Present simple:
Verbs in present simple generally take (s) in 3rd person singular
Verbs ending in s, ss, sh, ch, x take (es) in 3rd person singular
Verbs ending in consonant + y take (ies) in 3 rd person singular etc
Present continuous: to be + verb + ing ex I am speaking, your are speaking etc.
Than students will complete some of the exercises using verbs in present simple and present continuous. Students
will form situations using verbs in present simple and present continuous.
Production
After this students will conjugate some of the verbs in present simple and present continuous tense and try to form
sentences.
Evaluation
Assignment specific
tasks for each
student page 7
workbook

th
Topics
Learning situations
1. Welcome to safari and leisure park - At the safari park.
2. Making suggestions -
The student: Rare, amusement park, rides,
 Identifies different types of animals and match them to the pictures. attraction, ghost train, brave,
 Uses different adjectives in the text to describe some of the animals experience, adopt, buddy
 Reads the text and get the meaning of the new words. Afternoon, this weekend, amusement
 Makes suggestions about going somewhere and agree or disagree park, rollercoaster, how about, do
about it. you fancy, I'd like that , I'd rather
 Uses vocabulary learnt about suggestions to form a dialogue. not.
 Reads the dialogue and get the meaning of new words
Resources and aids
Lesson organization
INTRODUCTION 1
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write safari 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
Identify some of the animals in ex 1. Students then should match some of the animals to the pictures and match
give some information about those animals.
Practice
After identifying the animals in a park I am going to ask students: What do you think a safari and leisure park is?
Which of these activities do you think you can do at West Midland park? Students then listen and read the text on
page 14.
After reading the text I am going to explain to them the new vocabulary and what is required in each of the
exercises.
Later I will ask them some questions about the text ex: What animals can you see there? How many rides are
there?
Production
Name some of the animals which were at the safari park.
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.
INTRODUCTION 2
Presentation
Listen and repeat some of the expressions in exercise 1 and try to identify the stressed syllables. Translate the
expressions in our language
Practice
First of all I'm going to explain to the students how to make suggestions, how to agree and disagree about a specific
topic. I am going to give structures like: How about, what time, lets meet at, what do you think, that a good idea, I'd
like that, why not, I don't think so, that's not a good idea etc.
Then students will read the dialogue on page 15 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 activities does
Tim suggest?
Evaluation
Assignment
Workbook – unit 1f

th
Topics
Learning situations
1. National past times - popular sports around the world
2. A blog entry about a typical Sunday -
The student: Crazy about, team, competition,
 Identifies different types of sports and match them to the pictures. all year around, match, last,
 Uses different adjectives in the text to describe some of the sports in professional, play against, field,
the text. diamond shaped
 Reads the text and get the meaning of the new words. Blog, entry, typical, pancakes,
 Identifies different types of activities people do on Sundays. scoring, celebrating, yummy,
 Describes your ideal weekend. Sunday, contraction etc
 Reads the text and get the meaning of the new words.
Resources and aids
notebooks,previous videos from ECLM competitions. PE
Lesson organization
INTRODUCTION 1
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write sports on the board. Students brainstorm
topic
Presentation
Brainstorming: Identify some of sports and write them to the blackboard. What sports are most familiar in
Albania? What sports do you like to play?
Practice
After identifying the sports students know they are going to look at the pictures and match them to the paragraphs.
Do you know the rules in this sports?
Then 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 India's favorite sport Cricket while in the second text they will learn about
America's most famous sport Baseball.
They have to read the text and try to describe those two types of sports.
Production
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.
INTRODUCTION 2
Presentation
Identify some of the activities that you do during the weekends. Can you describe any of them using the appropriate
vocabulary?
Practice
First of all I am going to explain to the students what is a Blog entry and how can they write one.
Then I am going to ask the students to read the text and identify some of the new words in it.
Later I am going to explain those new words to them trying to give a sentence for each of them.
Ask students to identify some of the actives that Mary does on her Sunday. I am also going to explain to them the
study skills which is about proof reading your work. So students should always check their spelling, punctuation,
and capital letter while writing.
Production
In order to check proofreading students are going to correct some of the sentences on exercise 4 and compare it with
their friends.
Evaluation
Assignment
Workbook –
Exercise 5, pg 17
textbook.

th
Topics
Learning situations
1. Orang Pendeck - In the wild
2. Job puzzles -
 Communication and expression competence: 1. The student describes a place
The student: Volcano, erupting, big foot, cave,
 Identifies what Orang Pendek is and where it lives washing machine, run into,
 Reads the text and gets the meaning of the new words. footprints
 Answers questions about the text Rare, amusement park, rides,
 Uses verb "to be" in affirmative form. . attraction, ghost train, brave,
 Forms the plural of different nouns, and use "this, that, these, those. experience, adopt, buddy
 Uses different prepositions of place to complete the exercises of
workbook
Resources and aids
Lesson organization
INTRODUCTION 1
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write jungle on the board. Students brainstorm
topic
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.
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 Mokele. They first understand what Mokele is and where it lives. 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: Where is Summet from?
Sumatra, Indonesia. What is Orang Pendek like? Big foot etc.
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 with some of the
words in bold from 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 complete the exercises of activity book students revise some of the rules taken in unit 1 like:
conjugation of verb "to be", object and subject pronouns, the use of "this, that, these, those, prepositions of places"
etc
Practice
Firstly students going to complete some of the exercises using present simple and present continuous tense.
They are going to use also some of the adverbs of frequency and complete other exercises.
Then they are going to proceed with the competition of exercise 2 by completing the sentences using short form of
verb to be and then they are going to match the sentences to each other to complete them. Students are going to
revise also the use of adverbs of frequency and their place in the sentences.
Students will also practice making sentences by using different vocabulary learnt in Unit 1.
Production
Then students are going to introduce their friends to the class.
Evaluation
Assignment
Workbook –
Exercise 6,
workbook
Date 25th September DAILY LESSON PLAN

th
Topics
Learning situations
3. Language review1 -in the classroom
4. Students self assessment forms 1
 Communication and expression competence: 1. The student highlights the importance of EDL
The student:
 Talks about daily routines Consolidating module’s components
 Talks about free time activities
 Asks about a job
 Labels job qualities
 Makes suggestions
 Talks about how the local council can improve the local community
 Writes an interview about someone’s job
 Writes an advert for a leisure park
 Writes a blog entry about a typical weekend
Resources and aids
Student’s book, IWB, laptop, video projector,
pictures, notebooks,previous videos from ECLM
competitions.
Lesson organization
PPP (Presentation- Practice-
Production)
INTRODUCTION
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write three key words jobs,spors,animals
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.
xyz
PRACTICE
Practice
The students take turns on fill up activities
Providing useful instructions for each exercise

 The students will match the words and use them to complete the sentences
 The students will complete by underlying the accurate words on ex.2
 The students will complete with the accurate words on ex.3
 The students will circle the right response to complete the sentences on ex.4
 The students will fill up correctly on ex.5
 The students will use correct prepositions on e.x.7
Production
Students will also practice making sentences by using different vocabulary learnt in module 1
PRODUCTION
Lesson 2 Students self assessment forms 1

Presentation .
. Self check 2
Now I can N1 N N N N N
2 3 3 4 4
+ + +

Talk about daily routines

Talk about free time activities

Ask about a job

Label job qualities

Make suggestions

Talk about how the local council can
improve the local community
 Write an interview about someone’s job
 Write an advert for a leisure park
 Write a blog entry about a typical weekend
Practice
For each of the descriptors given the students will have to balance their achievements with that they have been
marked by the teacher.
Concluding .specific tasks given to the students who need improvements in any of the competences of the module
Evaluation
Assignment
Date ……… DAILY LESSON PLAN
Field Languages and English Level III Grade 7 Estimated time 90
communication minutes
Topics1. Myths and legends Learning situations.Back in time
2. Pocahontas
 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: Chief, peace, colonist, settle,
Identifies different historical figures of the past fight, arrest, save, prison, good
Talks about well known historical figures. manner, illness
Reads for specific information.
Gets the meaning of the text.
Describes Pocahontas.
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 1.2. Myths and legends . Pocahontas
 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 They can also give a brief
They will have to guess and text summary to the class.
say what they know about the To begin with I am going to Sum up of the text using the key
topic given give some background words
-What they know information about the people To reflect on the content of
-how are these creatures like in the picture and why they the text students have to
-why are they strange choose the correct word in
are famous.
Then students are going to exercise 3 and complete it.
First of all I am going to ask
look at the picture on page 22 They can also give a brief
students if they can identify and the title and guess what summary to the class.
some of the well known the text is about. What do
historical figures in page 21. you know about Pocahontas
What do you know about and why people call her a
them? Why are they famous? child of peace?
Student start reading the text
aloud to the class and identify
the new vocabulary. Then I
am going to explain to them
all the new words like: chief,
colonist, settle, prison etc.
To continue students are
going to answers some
questions about the text and
choose the right response.
 Post- reading activity

I explain any new words/ phrases or concepts
Activity book .Instructing tasks .


1-vocabulary about myths
2- reading a text
3-comparing people
Evaluation I will evaluate them, based on her participation.
Assignment Workbook –
Field Languages and English Level III Grade VII Estimated time 90
Topics1. Past simple Learning situations. Back in time.
2. Finn MacCool and the Giant’s Causeway
 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
required action
or outside
The student: Watched, played, wanted, liked.
 Practice the Past simple of regular verbs. stopped, walked, didn't watch,
 Practice the Past simple of irregular verbs. did, ate, went, didn't go, saw,
 Talk about past events. was, were
 Make sentences using past simple.
 Identifies the figure of Finn Mac Cool and describe what he looks Powerful, mysterious, cool,
like. bridge, giant, fit together, myth,
 Completes the text about Finn Mac Cool using different words. result, size, boiling lava, place of
 Reads for specific information and get the meaning of the new myth and legends, wonder of
words in the text. nature
 Knows how to narrate a story using techniques learnt.
INTRODUCTION :
Check up on previous knowledge. Past simple tense
WARM UP
Lesson 1. Past tense
Look at the table on page 24 which explains the past simple of regular and irregular verbs.
Can you conjugate a regular verb in past simple in affirmative form.
Instructing grammar.
Theory regular irregular
Tense
Form
Use
Adverbs
After studying the rules of past simple of irregular. verbs I will explain them how to conjugate an irregular
verb in affirmative, interrogative and negative form.
Then in exercise 2 students have to write down the past simple of the verbs below and say which of those verbs
are irregular.
In exercise 3 students are going to pronounce some of the verbs in past simple. Some verbs are pronounced
with -d sound and some others are -t sound.
In exercise 4 they have to read the text and put the verbs in brackets in past simple. They have to say which are
regular and which are irregular.
In order to reflect on the past simple students have to complete exercise 5 page 24.
Lesson 2. Finn MacCool and the Giant’s Causeway
needed.
KWL
say what they know about the To begin with I am going to Sum up of the text using the key
topic given give some background words
-What they know information about the person To reflect on the content of
-how are these creatures like in the picture and why he is the text students have to
-why are they strange choose the correct word in
famous
Then students are going to exercise 2 and complete it.
First of all I am going to ask
look at the picture on page 26 They can also give a brief
students if they can identify
and the title and guess what summary to the class.
some of the well known
the text is about. What do
historical figures in past? Do
you know about Finn
you anything about myths of
MacCool? Have you ever
the past What do you know
heard about it.
about them? Why are they
The student starts reading the
famous?
text aloud to the class and
identifies the new
vocabulary. Then I am going
to explain to them all the new
words like: cool, bridge,
powerful etc.

1-vocabulary about a legend
2- reading a text
3-comparing people
Topics1. Recommending a film Learning situations.Back in time
2. The Maya
 Communication and expression competence: The student recalls past experiences
 consolidates key concepts about past events
required action
or outside
The student: How was your weekend'? I am
 Identifies some types of films. sorry about that? What did you
 Identifies the context of a dialogue. watch'? It was brilliant.
 Listens and read for confirmation.
 Mentions some synonymous phrases. Civilization, ancient, get on well,
 Identifies what Mayas are and where they have lived. astronomy, temple, pyramid, stone
 Reads the text and gets the meaning of the new words in the text. building, statue, ruler, dynasty,
 Answers to some of the questions about Maya text. tragedy
 Uses phrases from the text to complete sentences.
INTRODUCTION :
Check up on previous knowledge. Past tenses
WARM UP
Lesson 1.
Before starting to explain the new lesson 1 will ask students to brainstorm some types of films that they like
to watch: action, honor, adventure, romance
Later students have to listen and repeat some of the expression given in exercise 1 a. Sentence have been taken
from the dialogue and the students have to say what the dialogue is about. They also should translate the
phrases in our language. Then students are going to read the dialogue and answer some of the questions in
exercise 2. While reading I will also explain some of the new words that they might have there: What film did
Bill watch?
In exercise 3 students have to find synonymous phrases which have the same meaning with the phrases given
ex: Did you enjoy your weekend - How was your weekend.
To reflect on today topic students are going to take roles and read the dialogue aloud in pairs to the class. I will
praise those who read it better.
Lesson 2. The Maya

 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.
needed.
KWL
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. They the question in exercise 3
will work in pairs. Collaboration After explaining the task, I
They will have to guess and and reciprocal teaching is the allow students time to write a
say what they know about the key to the success of this few sentences. Various
topic given activity. While reading students students read their sentences
What do you know about the work on new words. After this out to the class.
Mayan civilization? What students are going to start I explain any new words/
else do you want to know reading the text about Mayas. phrases or concepts.
about the Mayas? Write 3 They were an ancient In order to reflect once more
questions. civilization in Southern on the information taken in
Mexico and other parts of the the text students are going to
Central America. complete a short text in
Then while reading the text I exercise 3 with some of the
am going to explain some of word and phrases from
the new words found in the Mayan text.
text like: temple, ancient, Sum up of the text using the key
words
ruler, dynasty etc.
Later I am going to translate
the text into the Albanian
language so that they can
understand what all the text is
about. After this students are
going to answer to some of
the questions about the text
ex: Where was the Mayan
civilization? What were the
Maya people like?
Building questions about the
text

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 people
Topics1. A biography Learning situations. Describing famous people.
2. The biography of a famous Albanian
required action
or outside
The student: President, Farmhouse, lawyer,
 Knows what a biography is and how it is written. honesty, courage, elect, guide,
 Completes the text using some of the phrases and the dates in the civil war, shoot, admire, Lincoln,
textbook guided
 Reads the text and get the meaning of the new words.
 Writes a biography about Queen Victoria.
INTRODUCTION :
WARM UP
Lesson 1.
 Pre- writing activity

Before starting to explain the new lesson I will ask students to study the skills of how to write a biography:
When we write a biography we present the events in chronological order.
 While- writing activity

After studying the table students are going to read a biography of a famous person called: Abraham Lincoln the
first president of the United States. While reading the text students are going to complete it by using some of
the phrases and dates in the text.
I am going also to explain the new words found in the text ex: guide, civil war etc.
After reading the text students are going to put the events in the chronological order and tell their partners
about Abraham Lincoln. Students later are going to hear a biography about queen Victoria
 Post- writing activity

After listening the text about Queen Victoria students are going to take some time and complete the exercise 2
with some of the information they learned about her
Lesson 2. The biography of a famous Albanian
Based on the model perceived on the previous lesson the students will have to write the biography of a famous
Albanian
Step 1.Providing info for different historical features
Step 2 recalling structure and outline of the biography
Step 3.Writing task
Facilitating time after time with useful vocabulary needed

1-vocabulary about historical features
2- writing a biography
3-comparing tasks
Topics1. The Lusca Learning situations. Back in time.
2. Heroes
required action
or outside
The student: Island, underwater, caves.,
 Identifies what The Lusca is and where it lives holes, whales, swimmer, grab,
 Reads the text and gets the meaning of the new words. bottom, octopus, perhaps
 Marks sentences as true or false depending on the text.
 Completes missing words from the text. Promote, curly, buildings, lips,
 Practices some of the vocabulary learnt in Unit by playing some person, hair, face, peace, stone,
games. myth, manner, loyal, needed,
 Reads the clues in the text and find out who the people describe in it trouble, whenever
are.
 Does a quiz and complete sentences.
INTRODUCTION :
WARM UP
Lesson 1. The Lusca
needed.
KWL
First of all I am going to ask To begin with I am going to I invite students to think about
students if they can identify give some background the question in exercise 2.
some of the elements in the information about the people In order to make a summary
given pictures. in the picture . of the text students are going
Before starting to read the Students have a quick look at to complete exercise 4 with
some of the words which are
text I am going to the the text and the title and
students about the previous guess what the text is about.. found in the text. They will
adventure of I Then they start reading the look at the pictures and find
Monstertrackers: Boogey, text about The Lusca. They those words
Candy, Tracker and Phil. first understand what The
Where did they go the Lusca is and where it lives. It
previous time? Do you is a huge see monster which
remember anything about lives in Bahamas. While
their first trip? Where did reading the text I am going to
they go? In Sumatra to find explain to them the new
Orang Pendek. words that are found in it like
island, deep, underwater.
holes etc.
Later they are going to look
at the sentences which are in
exercise 2 and write down if
they are true or false ex: The
Lusca live in an Island. False.
Student are going to read the
text again and find the words
from the text and complete
exercise 3 using those words.
. Building questions about the
text

. After explaining the task, I allow students time to write a few sentences. Various students read their sentences out to
the class. I will explain any new words/ phrases or concepts
Lesson 2 Fun time — Heroes
 Pre- activity
Before starting to complete the exercises of Fun time students are going to revise some of the topics discussed
in Unit 2 like how to recommend a film, adjectives describing appearance, verbs in past simple, prepositions
of movement, Finn MacCool
 While- activity
Students then start completing the exercises of the fun time. First they are going to complete exercise 1 where
they will find the names of some famous people by reading some of the clues given for each of the persons:
She was born in Poland. She was a scientist. She discovered Radium Then students will use some of the
information learnt in unit 2 and they are going to do a quiz ex: Abraham Lincoln was a president. Then
students are going to listen and read a song which is entitled: Heroes. While reading the song I am going to
explain to the students some of the new words found in it.
 Post- activity
To reflect on the song that they read students are going to translate it in Albanian language and
then I am going to ask them some questions about it
1-vocabulary about past events
2-comparing tasks
Topics1. Language review 2 Learning situations. Consolidating module’s
2. Self check 2 components
required action
or outside
The student: Self assessment.
 Talks about historical features balance sheet
 Describes people’s out appearance and character feedback
 Narrates a story
 Recommends a film
 Writes about a queen
 Writes a short text about a hero
 Writes an article about an ancient civilization
 Writes a biography of Queen Victoria

INTRODUCTION :
WARM UP
Lesson 1. Language review 2
Presentation .
Providing useful instructions for each exercise

 The students will fill up correctly on ex.1
 The students will circle the right response to complete the sentences on ex.3
 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
Lesson 2 Students self assessment forms 1
Presentation .
. Self check 2
Now I can N1 N N N N N
2 3 3 4 4
+ + +
 Talk about historical features
 Describe people’s out appearance and
character
 Narrate a story
 Recommend a film
 Write about a queen
 Write a short text about a hero
 Write an article about an ancient
civilization
 Write a biography of Queen Victoria
Practice
For each of the descriptors given the students will have to balance their achievements with that they have been
marked by the teacher.
Concluding .specific tasks given to the students who need improvements in any of the competences of the module

2-comparing tasks
Topics1. A world of parties Learning situations. Celebrations
2. Feelings
required action
or outside
The student:
 Predicts the content of the text by just reading the first paragraph. . Celebration, brilliant, prepare,
 Reads the text about Parties and gets the meaning of the new words. nut, gigantic, feast, ancient,
 Answers some of the questions about the text using the vocabulary temple, parade, come alive, live
learnt. music, mask, oval etc
 Forms the past simple form of different verbs.
 Completes the sentences using verbs in past simple. Wonderful, full of, however, wear,
 Identifies different feeling people have. try, prepare, disappointed,
 Asks and expresses opinions about a party they have participated surprised, tired, bored, did you
enjoy it, it was great
INTRODUCTION :
WARM UP
Lesson 1. A world of parties
Presentation
Before starting to read the read the text students are going to read some new vocabulary about festival
celebrations in page 33. Later I will ask them just to read the first paragraph of the text in
page 34 and try to guess what the new text is going to be about?
Production
Students then are going to start reading the text about the World of parties. People love to party and there are
sort of parties all over the world all the time. The author has taken a look at some of the best celebrations
around the world.
While reading the text about those parties I am going to explain to the students some of the new words found
in the text. Ex: celebrations, monkeys, feast, temple etc.
Students then are going to answer some of the questions about the text ex: where did Alan go last
November?
Practice
To reflect on the topic learnt today students are going to mention, some good parties which are celebrated in
Albania
Lesson 2. Feelings
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.
Production
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.
Practice
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 The students take turns on fill up activities
1- A world of parties
2- Feelings
Evaluation I will evaluate each student.
Assignment Exercise 1, workbook 3a.
Topics1. Past continuous Learning situations. Talking about past events
2. Past simple vs past continuous
required action
or outside
The student: Verb (was / were) + verb +
 Forms correctly past continuous tense using the rule learnt. ing, certain time in the past,
 Identifies the uses of past continuous tense. yesterday, last week, while, as ,
 Completes sentences using past continuous. at ten o'clock
 Looks at the picture and forms sentences using past continuous Watched, played, wanted, liked,
 Practices the Past simple form of the verbs and its uses. was playing, were doing, were
 Practices the Past continuous form of the verbs and its uses. sleeping, action starting
 Compares past simple and past continuous form of the verbs. finishing in the past, action
 Completes sentences using the grammar rules. happening at a specific time
INTRODUCTION :
WARM UP
Lesson 1. Past continuous
Presentation Instructing grammar.
Theory Study the table on the following page and read the theory. While reading the theory students will also
give examples of how to form the past continuous and when do we use it.
Tense
Form
Use
Adverbs
Production
Then I am going to teach to the students how to form the past continuous tense: The main rule for forming
verbs in past continuous tense is : was / were + verb + ing .ex. I was speaking, your were speaking etc.
Student then will learn that the past continuous is used for actions which were in progress at a certain time in
the past or for two simultaneous actions in the past. : ex John was watching TV at six o'clock yesterday
evening. I was listening to music while my sister was washing the dishes.
Later I am going to explain what is required in each of the exercises and then ask students to complete them ex
in exercise 2 students will look at the picture and say what was each person doing at 5 o'clock yesterday
afternoon ex: Jenny was eating a sandwich.
Practice To reflect on how to form correctly the past continuous students will have to complete exercise 3
using the verbs in the table.
Lesson 2 Past simple vs past continuous
Presentation Instructing grammar.

Theory Look at the table on page the following page which explains the past simple and the past continous
form and their uses in the past. What differences do you notice?
Tense Past simple vs past continuous

Form
Use
Adverbs
First of all I will
Production
After studying the rules of past simple and past continuous I will give two verbs which students have to
conjugate in those two form and see if they have understood them.
Ex: I played, you played... Did I play? Did you play? I didn't play.
I was playing, you were playing .......etc.
I am going to explain in simple words the difference between the past simple and past continuous: Past simple
is an action which started and finished in the past while Past continuous is an action happening at a specific
time in the past . In exercise 6 they are going put the verbs in brackets into the correct form: past simple or past
continuous.
In exercise 7 they will read the text again and put the verbs in past simple or past continuous
Practice
In order to reflect on the past simple and past continuous students are going to complete exercise 9 page 25
textbook.
1-vocabulary about myths and legends
2- reading a text
3-comparing tasks
Assignment Workbook – Exercise 4, workbook.

Topics1. The Disneyland dream Learning situations. Back in time.
2. Narrating past events
required action
or outside
The student: Believe my eyes, fairytale,
 Introduces key vocabulary related to the topic through the pictures. . greet, guest, cowboy, ride,
 Reads the text about Disneyland and gets the meaning of the new haunted house, roller coaster,
words. . speed, hold your breath,
 Answers some of the questions related to the text using some of the exhausted Sights, crab, shady,
vocabulary learnt. wet season, race, breed, cliff,
 Identifies two of the most amazing sights d in the text. crossing, tunnel, protect,
 Uses different adjectives in the text to describe those two Sights migrations, nest, feed, algae,
 Reads the text and gets the meaning of the new words. decrease, hunting
 Completes the text using different words.
INTRODUCTION :
WARM UP
Lesson 1. The Disneyland dream
needed.
KWL
say what they know about the After this students are going Sum up of the text using the key
topic given to learn some new facts words
Look at the pictures on page about Disney Land. Penny In order to reflect once more
38. Which of the following Burns was one of the on the information taken in
things can you see in the luckiest girl because she won the text students are going to
picture? Have you ever seen a family trip to Disneyland tell their I partners five things
the Disneyland in TV? Where together with her family. In that they learnt today about
is it in Europe? What can you this text she is describing the Disneyland. are going to
do there? experience that she had mention, some good parties
while she was there. It was which are celebrated in
her first trip and she couldn't Albania.
believe her eyes. It was a
colorful place full of cartoon
characters like Peter Pan,
Pinocchio etc. The room was
very comfortable etc. While
reading the text I am going
to explain to the students
some of the new words
found there like: Western,
guest, incredible etc.
Than students are going to
complete some sentences
using those words learnt
from the text.

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. Narrating past events
Presentation
Brainstorming: Identify some of the most beautiful sights that you know and write them to the blackboard.
What are some of those world wonders and do you know anything about them?
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: Red Crabs, Christmas Island in Australia and Lake Nakuru's Pink Flamingos, in
Kenya. . These are two of the amazing sights that the students are going to learn 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 Red Crabs which is situated in Australia about 2600 m from Western
Australia and about 120 million bright red crabs live there. Then they will learn about Lake Nakuru which is
home to lots of Pink Flamingos. While reading the text they are going to complete it with some of the words
they have in the checklist.
Practice
In order to reflect on the two texts students are going answer some questions I am going to ask them about
those two places: Where is Lake Nakuru
1-vocabulary about experiences
2-using past continuous tense
3-sum up of a story
Topics1. Writing. When I was … Learning situations. Narrating a story
2. Wet Festivals
required action
or outside
The student:
 Reads of cohesion and coherence. Travel, excited, legend, journey,
 Reads the text carefully and puts the story into the correct order. misty, edge, wonder, move from
 Gets the meaning of some of the new words in the text. side to side, step back, in horror,
 Answers some of the questions about the text. log etc.
INTRODUCTION :
Check up on previous knowledge. Past experiences
WARM UP
Lesson 1 Writing. When I was …

Look at the pictures of this story in the text book. Can you guess what happened in this story?
Where were the people? What were they doing? What happened?

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...
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?
Lesson 2. Wet Festivals
 Pre- reading activity
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.
needed.
KWL
say what they know about the After this students are going Sum up of the text using the key
topic given to read two text which are words
related to a festival in Canada To reflect on the two texts
and Belgium. The first that the students read they are
festival is held every October going to answer to some of
in Windsor, Canada and the questions i will ask them
ex: Where is Windsor
people organize a giant
Pumpkin contest held
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.

1-vocabulary about festivals
2-using past tenses
3-writing about a festival
Assignment Workbook – Exercise 2, page 41, textbook.
Field Languages and English Level II Grade V Estimated time 90
Topics1. A story Learning situations. Travelling .
2. Project 1.1.Our environment
required action
or outside
Learning outcomes related to the topic Key words
The student: Travel, excited, legend, journey,
 Reads of cohesion and coherence. misty, edge, wonder, move from
 Reads the text carefully and puts the story into the correct order. side to side, step back, in horror,
 Gets the meaning of some of the new words in the text. log etc.
 Answers some of the questions about the text.
subjects : Native Language.Science
INTRODUCTION :
WARM UP
Lesson 1 A story
Look at the pictures of this story in the text book. Can you guess what happened in this story?
Where were the people? What were they doing? What happened?

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...
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?
Lesson 2. Project 1.1.Our environment
First lesson 45 min.
Presentation of the project and sharing groups
Purpose: To acquaint pupils with the theme of the project and to define tasks .
Results of learning referring to the key competences:
Communication and expression competence.
-Ability to understand and interpret environmental facts or opinions in oral form.
Digital competence:
-Critical use of information technology for work.
-Basic skills in ICT
Results of learning field competences referring to the topic:

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

 understands critically how to analyze and utilize relevant info from online media.
Methods : brainstorming , discussion network , organizational chart , research , interview , work groups .
Tools: tables , chalk , white sheets , worksheets , colorful cartons , scissors , glue , wire , toys for the model .
Development of the class :
First step
Present views of green environment , polluted environment , environment at risk of extinction
Which is the damage people cause to nature?
Do you remember other places , other phenomena ? Which ones have you worried ?
Second step
Through a brainstorming bring all information and write the information gathered in the table and categorize .
Third step
Divided into working groups and assign pupils who lead the group .
For each member of the group assignments .
1 . Geography group. 2 . Monitors group. 3 . Biologists group.
4 . Air monitoring group 5 . Literature group. 6 . Architects group.
Task
Pupils express their opinions on who will perform the work , use the materials and ways to use resources to collect
materials
Find materials according to their groups.
2-using past tenses
3-consolidating module’s vocabulary
Topics1. Portfolio assessment 1 Learning situations. Consolidating
2. First term test
 Communication and expression competence: The student consolidates term’s components
required action
or outside
The student:
 Talks about daily routines
 Talks about free time activities
 Asks about a job
 Labels job qualities
 Makes suggestions
 Talks about how the local council can improve the local community
 Writes an interview about someone’s job
 Writes an advert for a leisure park
 Writes a blog entry about a typical weekend
 Talks about historical features
 Describes people’s out appearance and character
 Narrates a story
 Recommends a film
 Writes about a queen
 Writes a short text about a hero
 Writes an article about an ancient civilization
 Writes a biography of Queen Victoria
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

Spark 2.1 BLERINA SPARK 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Spark 2.1 BLERINA SPARK 2

Uploaded by

Copyright:

Available Formats

Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

Learning outcomes related to the topic Key words:

Date September 25 th DAILY LESSON PLAN

Field Subject Level Grade Estimated time

Learning outcomes according to the key competences

Field Subject Level Grade Estimated time

Field Subject Level Grade Estimated time

Field Subject Level Grade Estimated time

Field Subject Level Grade Estimated time

Providing useful instructions for each exercise

Lesson 2 Students self assessment forms 1

 Post- reading activity

Activity book .Instructing tasks .

Consolidating knowledge in the end of the class

Evaluation I will evaluate them, based on her participation.

 Post- reading activity

Lesson 2. The Maya

 Post- reading activity

Evaluation I will evaluate them, based on her participation.

 Pre- writing activity

 While- writing activity

 Post- writing activity

Consolidating knowledge in the end of the class

Evaluation I will evaluate them, based on her participation.

 Post- reading activity

Resources and aidsStudent’s book, IWB, laptop,

Providing useful instructions for each exercise

The students take turns on fill up activities

Presentation Instructing grammar.

Tense Past simple vs past continuous

Evaluation I will evaluate them, based on her participation.

Assignment Workbook – Exercise 4, workbook.

 Post- reading activity

Lesson 1 Writing. When I was …

 Pre- writing activity

 While- writing activity

 Post- writing activity

 Post- reading activity

 While- writing activity

 Post- writing activity

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

-Critical use of information technology for work.

-Basic skills in ICT

Results of learning field competences referring to the topic:

- Finds information on the Internet

 uses social media to communicate

Lesson 1 Portfolio assessment 1

Lesson 2 First term test

The students take turns on fill up activities

You might also like