| Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkalla: e dyte Klasa:IV Tema mésimore: Hello! Veprimtaria e 18 nxénit: students introduce themselves; different games ‘Rezultatet e 1é nxénit sipas kompetencave kyge Rezultatet e té nxBnit t8 kompetencave té fushés sipas temés | Fjalét kyce: mésimore: ~ Identify and describe some elements about themselves. - Talk about their themselves. Burimet: Tidhja me fashat e (era ose me femat adérkurrikulare: Text book ‘Metodologjia dhe veprimtarité e nxénésve Lidhja e temés me njohurité e méparshme t# nxénésve: Start your class with the following activity: Introduce me: This activity is a great way to start a class of adult leamers who are not complete beginners. Split them up into pairs and have them take tums asking each other questions. You should have some prompts written down on the board or on a handout, and they should be suitable to their level. For example, beginner-intermediate students should have a list of questions, like: + Where do you live? + What do you do? + Where do you work? © Ete. Ndértimt i njohurive téreja ‘Then continue with the following games: ‘A word book Create a personalized dictionary that each student will keep for the duration of the course. Hand out a few blank sheets of paper to each of your students, as well as a piece of poster board of the same size. The poster board will be the front cover of their dictionary, which they can decorate as they please. The blank sheets of paper will be the pages of their dictionary. They should write down new words in their dictionaries, with a short definition, example, or drawing. Looking to the future - Buried Treasure Here’s another great activity forthe first day of school that will blow your students away on the very last day of class. Create a Treasure Chest. Ask your students to draw pictures of themselves and write something on the back: a description of themselves, their favorite things, what they hope to learn and do in class, etc... Measure each of their heights with a piece of string or yar and label each one with a child's name. If possible, record each of them speaking, briefly stating their names and a litle something about themselves. Get a cardboard box that will hold all of the drawings, pieces of string, and the cassette or disc, seal it with tape, and hide it somewhere in the classroom, or take it home with you, Vierésimi: I will evaluate them, based on her participation. Detyratthe above activities choose one of the following that suits better to your students” needs and Or if you do not Ii level: Find someone who Put the title Find someone who' on a worksheet. Draw a grid (5 squares across and 5 down). In each square put the prompts : hates cats, ikes rap, lives near the school. The prompts will depend on the language structures you wish to practise/use. Elicit the questions students will need to ask before you allow them to circulate and ask each other. + The first person to write a name for someone in each of his categories is the winner. Elicit feedback with students telling you about their findings : Anna has visited the USA, Johann has never been out of Germany, Thomas has travelled by plane. Stick to one theme (family, holidays, hobbies) if you wish. + Adapt this game for younger leamers giving a point for each name filled in each square. Students add up their points when you tell them to stop. Classmate Bingo (absolute beginners) ‘Students choose 6 names of students in their class and put them in a bingo grid. Ask for names around the class. + Students cross off the names mentioned on their bingo card. + The first person to cross off all names on their card is the winner. © Change the theme from names to food and drink I like or my favourite sport and hobbies etc. ‘These are a few of my favourite things (all levels) Use the Julie Andrews song as an introduction, just read the words or sing them if you haven’t got the music. ‘© Put prompts on the board under the word favourite : food, sport, school subject, number, colour or go for more imaginative prompts for more fluent students smell, sound, taste, day of the year, season family friend, style of clothing ete Adapt topic areas to age range and tastes. ‘+ Work through possible questions. Give your replies as an example .and elicit individual replies for students. + Students with more English can be encouraged to justify their choices : I like the winter best because T'm very keen on skiing. © Students interview each other. Extend by asking them to find someone who shares a favourite thing with them, Younger students can illustrate their favourite things or make a collage to describe next lesson. Help with new words for these collages. ‘An alternative is to start the lesson with a collage (cut from magazines) of your favourite things or some objects from home like postcards, photos, personal possessions. Encourage questions from higher levels about your collage/objects. ‘A variation of the above: My Top 5 favourite (places, records, people, weekend activities etc.)Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasa:1V Tema mésimo In My Classroom Veprimtaria e t@ nxénit: fening and game! Rezultatet e té nxénit sipas kompetencave kyge Rezultatet e 1é nxénit 18 kompetencave té fushés sipas temés | Fjalét kyce: mésimore: - Identify and name classroom activities. Colouring, counting, cutting, listening, playing a game, using the computer, watching a DVD, writing. Burimet: ~ Lidhja me fushat e tjera ose me temat aml adérkurrikulare: Text book “Metodologjia dhe veprimtarité e nxénésve Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Enter the classroom and say Hello while waving to students. Have students in pairs and practise introducing themselves to each other. Hello! I’m What's your After this activity have students introduce their partner to the class saying: This is my friend Ndértimi i njohurive té reja For activity 1 ask students to think and share with each other about the things they will do in the classroom this year like: colour, sing, cut, play, learn etc. Then make this activity as a game. Ask pupils to mime what they could do in the classroom, Read the directions to them aloud and then play the recording. Have them listen, look at the photo for each corresponding activity and then say the word, For activity 2 point to the classroom activities in the activity 1 and say the name of each activity. Have them repeat after you. Then play the recording and ask students to point each item from activity | For activity 3 play this miming game as a class. Use flashcards. Show one flashcard at a time and ask students to do the action. In case you do not have flashcards write the action on the board or say it and ask students to mime it Precantimi dhe demostrimi i recultateve t8 arritura For activity 4 ask students to listen to the song carefully anfd follow it on page 5. Play the recording once or twice. Then replay the audio again and have students sing along. You can do this several times. When they get familiar with it have them practise it using karaoke version. If time do activity 5 page 5. Vierésimi: I will evaluate them, based on her participation. Detyrat Exercise 6, workbook page 5.Fusha: Gjuhé dhe komunikim | Lénda: Anglisht | Shkalla:e dyte Klasa:1V Tema mésimore: Veprimtaria e té nxénit: In My Classroom Listening and game! ‘Rezultatet t8 nxénit sipas kompetencave kyge ‘Rezultatet e té nxénit té kompetencave té fushés sipas temés | Fjalét kyce: mésimore: 5 sae Colouring, counting, cutting, - Identify, find, use and name classroom activities. listening, playing a game, using the computer, watching a DVD, writing. Burimet: TLidhja me fushat e tjera ose me temat ndérkurrikulare: Text book Metodologjia dhe veprimtarité e nxénésve Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start the class asking pupils to write as many class items as they can find in their classroom. Kake it like a competition. The winner gets a sticker or a sweet. Ndértimi i njohurive té reja For activity 1 ask students to open their Activity books and look on page 2. Play the recording and ask them to liten to it and number the items they hear. If needed play the recording several times. Then check the exercise a whole class. For activity 2 ask them to look again at the previous activity and based on that activity they have to ciele the correct word. Check the exercise a whole class. Prezantimi dhe demostrimi i recultateve 18 arritura For activity 3 ask pupils to listen to the song carefully and follow it on page 3. Play the recording once or twice. Then ask them to match the pictures with the words in red on the song and write them in the correct place. Vierésimi: | will evaluate them, based on her participation. Detyrat Exercise 4, workbook page 3.{ Fusha: Gjuhé dhe komunikim | Lénda: Anglisht | Shkallaze dyte Klasa:1V Tema mésimore: Veprimtaria e t8 nxénit: Story Listening and Reading! ‘Rezultatet e t8 nxénit sipas kompetencave kyge ‘Rezultatet e té nxénit t kompetencave té fushés sipas temés | Fjalét kyce: mésimore: ~ Read unit language in context - Read for understanding and enjoyment - Read and draw conclusions Cutting paper, gluing pictures, using the computer, writing on the board. ‘Burimet: Lidhja me fushat e fjera ose me temat adérkurrikulare: Text book ‘Metodologjia dhe veprimtarit® e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme t8 nxénésve: ‘Ask students to bring from home or show them several different comic books comic strips. Tell them that the story is told in frames and that speech bubbles show who is talking and what the characters are saying. ‘Ask students to look through these books and comic strips and tell to the class which of them interest them most and why. Ndértimi i njohurive té reja For activity 7 ask students to look at the story on pages 6 and 7. Read the title aloud and ask them: Who is the story about? Ask them to read and listen carefully to the story and answer the question: How many Marias are there?Then play the recording, ‘Ask them the question about how many Marias are there in the story. Check understanding. Prezantimi dhe demostrimi i recultateve t€ arritura For activity 4 ask pupils to look at the story and match each piture with the sentences, Ask them to complete the activity indipendetly and then review the answers as a class. Vlerésimi: I will evaluate them, based on her participation, Detyrat Think Big page 7.Fusha: Gjuhé dhe komunikim | Lénda: Anglisht | Shkalla:e dyte Klasa:lV Tema mésimore: Veprimtaria e t@ nxénit: In My Classroom Listening and game! ‘Rezultatet e t€ nxénit sipas kompetencave kyge ‘Rezultatet e 1 nxénit té kompetencave té fushés sipas temés | Fjalét kyce: mésimore: - Identify, find, use and name classroom activities. Colouring, counting, cutting, listening, playing a game, using the computer, watching aDVD, writing. Burimet: Lidhja me fushat e Gera ose me temat adérkurrikulare: Text book Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia ~ Lidhja e temés me njohurité e méparshme té nxénésve: Start the class asking pupils to work in pairs and read the story of Maria in activity 5 page 4 in the activity book. Ask them to read them aloud several times and learn it by heart. Then ask them to act it out. If they ‘want they can come and act it out in front of the class. Néértimi i njohurive té reja ‘Then go over the story of maria again with them and after checking that they have comprehended and understood the story ask them to complete the sentences I~ 3 of this exercise, Prezantimi dhe demostrimi i rezultateve t@ arritura ‘Then ask them to look at Think Big Section and look at the words there and read the words and circle what do | they like doing and explain in L1 why do they like it. Vierésimi: Iwill evaluate them, based on her participation. DetyratFusha: Gjuhé dhe komunikim | Lénda: Anglisht | Shkallaze dyte | Klasa:IV Tema mésimore: Veprimtaria e té nxénit: Language in action! Listening and writing! guage 2 Rezultatet ¢ 8 nxénit sipas Kompetencave hye ‘Rezultatet e té nxénit t& kompetencave t@ fushés sipas temés | Fjalét hyce: mésimore: "Use the present continuous tense. Colouring a picture, counting, cutting, listening, playing a game, using the computer, watching a DVD, writing his name. Burimet: TLidhja me fashat e jera ose me temat ndSekurrikulare: Text book, Class CDs, Metodologjia dhe veprimtarité e nxnésve Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start the class walking around and ask: What do we do here? Elicit activities that are done in different places in the classroom, such as: We use the computer ot We listen to a | story. Help pupils with unknown words as needed. Ndértimi i njohurive té reja ‘Then move to exercise 9 and first explain to students the lesson objective. +Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. + Read the directions aloud. Play audio track 1:10. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. + Read the questions and answers aloud again, Point out that the words What's, ‘She's and They're are contractions, made up of the word pairs What is, She is and They are respectively. Elicit from the class what two words make up the contraction He’s (He is). + Have pupils practise the target language in pairs, using the alternative language provided in the coloured blocks at the top of the box. For example: What's she doing? (She’s counting.) What are they doing? (They’te colouring.) Prezantimi dhe demostrimi i recultateve té arritura ‘Then move to exercise 10. Read the directions aloud. Explain to pupils that they should look at each picture and then complete the questions and answers with the missing words. | Complete the first item as a class. Have pupils complete the rest of the activity independently, Vierésimi: 1 will evaluate them, based on her participation Detyrat WB Exercises,Fusha: Gjuhé dhe komunikim l Lénda: Anglisht Shkallaze dyte Klasa:1V Tema mésimore: Language in action! | Peprimaaria e€ nxdni: Speaking and writing! ‘Rezultatet e 18 nxénit sipas kompetencave hye Recultatet ¢ t nxénit 8 kompetencave t@ fushés sipas temés | Fjalét kyce: ‘mésimore: use the present continuous tense © practise unit language in context ‘* use How many in questions use There's and There are in answers Listening to the story, reading a story, using the computers, writing numbers, Burimet: Lidhja me fushat e (jera ose me temat ndérkurrikulare: Text book, Class CDs, Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohuri e méparshme té nxénésve: Start the class displaying magazine photos of children doing different things. Point to each picture and ask: What's he/she doing? Prompt pupils to answer using the sentence frame: He’s/She's... Repeat with pictures that show more than one person. Model: What are they doing? They're ... Néertimi i njohurive t reja ‘Then move to exercise 11 and first explain to students the lesson objective. + Help pupils find the Unit 1 stickers at the back of the Pupil’s Book. Tell them they will listen to the audio and place stickers in the correct places on the picture based on what they hear. + Read the directions aloud. Play audio track 1:12. Model Item 1, showing pupils how to place the correct sticker on the picture (gir! writing numbers on the board). Continue playing the audio repeating it as necessary and have pupils complete the sticking part of the activity independently. On exercise 12 read the directions aloud, Read aloud the dialogue while pupils follow in their books. Ask two volunteers to read aloud the dialogue too. + Explain to pupils that they should look at their completed picture (with stickers) in Activity 11 and then make their own questions and answers, using the example as a guide. Model one or two more possible questions and answers. For example: How many blackboards are there? (There are wo blackboards,) How many teachers are there? (There’s one teacher.) Prezantimi dhe demostrimi i rezultateve té arritura Then move to exercise 13. Read the directions aloud, Explain to pupils that they should draw their own pictures of children and/or objects in the classroom. Elicit a few examples, e.g.: There's one computer. There are four desks. Vierésimi: | will evaluate them, based on their participation, Deiyrat WB Exercises.Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasa:TV Tema mésimore: CLIL Veprimtaria e té nxénit: Maths and writing! Rezultatet e 1é nxénit sipas kompetencave kyce Rezultatet e té nxénit 8 kompetencave t@ fushés sipas temés | Fjalét kyce: mésimore: © identify and name numbers 11-100 ‘© use the maths vocabulary plus, minus and equals ‘© calculate simple equations plus, minus, equals Burimet: Lidhja me fushat e Gera ose me temat ndérkurrikulare: ‘Text book, Class CDs, ‘Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start the class having two pairs of pupils stand in front of the board. Use the pupils to create ‘living ‘equations’. Write a plus (+) sign on the board between the two pairs. Write an equals () sign to the right of the two pairs. As you point to the two pairs of pupils, say: Two plus two equals four. Have pupils repeat after you. Arrange pupils to make other simple equations and elicit new sentences from the class. Ndértimi i njohurive t8 reja ‘Then move to exercise 14 and first explain to students the lesson objective. Pupils will identify numbers 11—100, use the words plus, minus and equals in simple equations and make a ‘Maths’ poster, Point out that plus, minus and equals are terms they are using in their Maths lessons. + Read the directions aloud. Play audio track 1:13 and have pupils follow the numbers in theit books. Play the audio again while pupils listen and repeat. On Exercise 15 read the directions aloud. Tell pupils they will hear sentences about adding and subtracting things such as apples and pencils. Play audio track 1:14 and have pupils trace each symbol in the box as they hear it. Do the first item together as a class. Explain that pupils should circle the correct symbol and then calculate the answers and write the missing numbers in the gap. Continue playing the audio and have pupils complete the activity independently. Read the directions of exercise 16 aloud. Read aloud each pair or numbers while pupils follow in their books. + Play audio track 1:15 and have pupils circle each number they hear. Do the first item together as a class. Continue playing the audio and have pupils complete the activity independently. Prezantimi dhe demostrimi i recultateve té arritura ‘Then move to exercise 17. Read the directions aloud. Then read each sum aloud (without while pupils follow in their books. For example, say: Number one. Three plus seven equals ... Number five. Eight minus two equals ing the answer)= Do the first item together as a class. Pupils then complete the activity independently or in pairs. + Play audio track 1:16 and have pupils check their answers. Vierésimi: I will evaluate them, based on their participation. Detyrat WB Exercises.Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte | Klasa:IV Tema mésimore: Veprimtaria e té nxénit: cLIL Project Rezultatet e té nxénit sipas Kompetencave kyge Rezultatet e té nxénit t@ kompetencave té fushés sipas temas | Fjalét kyce: mésimore: © Make a poster Burimet: Text book, Class CDs, Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Encourage pupils to work in pairs and ask you how to say words in English. Be sure they know the following expression: How do you say ... in English? Ndértimi i njohurive t@ reja ‘Then move to exercise 18 where pupils have to make a Maths poster and then present it to the class. + Read the directions aloud. Have pupils look at the example of a ‘Maths’ poster in their book and read the boy’s speech bubble aloud while they follow in their books. + Have pupils make their own posters independently, in pairs or in small groups. ‘They may draw pictures or cut out pictures from old magazines, catalogues or newspapers. They should label their posters as well, following the example. Prezantimi dhe demostrimi i recultateve t8 arritura Have pupils present their posters to the rest of the class. Vierésimi: will evaluate them, based on their participation. Detyrat WB Exercises.Fusha: Gjubé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasailv Tema mésimore: Veprimtaria e 18 nxénit: Values Take turns, Listening, Speaking ‘Rezultatet e 1é nxénit sipas kompetencave kyce Recultatet e 18 nxénit t8 kompetencave t@ fushés sipas temés | Fjalét kyce: ‘mésimore: ‘© Leam the value of taking tums © Practise listening + Practise speaking Burimet: Lidija me fushat e era ose me temat ndérkurrikulare: Text book, Class CDs, Metodologjia dhe veprimtarité e nxénésve “Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: + Invite two volunteers to mime being thirsty and wanting to drink from a drinking fountain at the same time, + First, have the volunteers try to use the fountain at the same time. Then ask the class what the two pupils could do. Lead the class to conclude that the volunteers can each take a turn, Ndértimi i njohurive té reja Then move to exercise 12 and explain to students the lesson objective. + Read the s aloud. Play audio track 1:17 and have pupils point to each picture as itis mentioned in the story. + Play the audio again and have pupils number the pictures in order. On exercise 20 ask pupils to take turns, ask and answer and do the actions. + Read the directions aloud. Have pairs of pupils take turns saying the text in the speech bubbles. + After pupils have practised the dialogue, have them role play what happens when the boy and the gir! take turns using the computer. + Have pupils continue the activity in pairs, role playing different sceries using the pictures as prompts. Ask pairs to volunteer to role play a scene for the rest of the class. Prezantimi dhe demostrimi i recultateve t8 arritura + Have each pupil draw a simple picture showing a time when they took turns with someone at school or outside of school. Instruct them to make speech bubbles for the characters. + Provide a list of possible sentences pupils can use to write their dialogue: May I... ? Yes. Let's take turns. Thanks. You're welcome. + Let each pupil share his or her drawing with the class. Vierésimi: 1 will evaluate them, based on their participation. Detyrat WB ExerFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte | Klasa:IV | Tema mésimore: Veprimtaria e té nxénit: Speaking, WB Phonics Rezultatet et nxénit sipas kompetencave hye ‘Recultatet et nxénit 1é Kompetencave té fushés sipas temés | Fjalet kyge: mésimore: ‘© Identify and say the letters and sound th individually and as a part of words. Burimet: Lidhja me fushat e tjera ose me temat ndérkurrikulare: Text book, Class CDs, Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: + Write a few simple English words starting with t, h and ¢h on the board, e, Read each word aloud and ask the class to repeat. + Write the headings 1, h and ch on the board and ask a volunteer to come up and point to a word that starts with ¢. Rewrite the word under the correct heading. Repeat with different volunteers until all the words have been written under their correct starting sound. + Say aloud each sound //,/h/ and /th/. Draw pupils’ attention to how the sound /ti/ is made up of two different letters and how it forms its own sound. Ndértimi i njohurive té reja ‘Then move to exercise 21 and explain to students the lesson objective. + Read the directions aloud. Play audio track 1:18 and have pupils listen and point to each sound as it is said. Have pupils repeat. On exercise 22 ask pupils to listen and find and then say. : ten, tin, hat, hot, thin, that. + Read the directions aloud. Play audio track 1:19 and have pupils listen, find and point to each word and its corresponding picture as itis said. Have pupils repeat each word. Move to exercise 23 where students have to listen and blend the sounds. + Read the directions aloud. Play audio track 1:20 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item. + Replay the audio and have pupils repeat the activity. Prezantimi dhe demostrimi i rezultateve té arritura On exercise 24 Underline th and th. Then listen and chant. + Read the directions aloud. Read aloud the chant while pupils follow in their books. Find the first word with th together (There) and have pupils underline it. Do the same for the first word with th (three). Then have pupils continue finding and underlining the other words with th and th independently. + Play audio track 1:21 and have pupils listen. Replay several times and encourage them to join in. For some more extra pactise do Activity Book activities. Vierésimi: I will evaluate them, based on their participation. Detyrat WB Exercises.Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkalla:e dyte | Klasa:IV Tema mésimor Veprimtaria e té nxénit: Review Rezultatet e 18 nxénit sipas kompetencave kyce Rezultatet e té nxénit t@ kompetencave té fushés sipas temés | Fjalet hye: mésimore: + Pupils can talk about classroom activities + Pupils can compare and contrast pictures Burimet: Lidhja me fushat e tjera ose me temat ndérkurrikulare: Text book, Class CDs, Metodologjia dhe veprimtarité e nxénésve Metodologjia Lidhja e temés me njohuri méparshme 18 nxénésve: Play a game with pupils. Begin by writing these target phrases on the board: counting, cutting, colouring, gluing, listening, playing a game, using the computer, watching a DVD, writing. + Provide A3 paper or use a whiteboard and marker pens. The first player picks a flashcard and draws a picture of someone doing the activity that’s on the card, Pupils guess what the picture shows, using the phrases on the board. The pupil who guesses correctly gets to choose a card and draw the next picture. Continue playing until everyone has had a chance to draw a picture. Ndértimi i njohurive té reja ‘Then move to exercise 25 and ask pupils to listen, find and say Picture 1 or 2. + Read the directions aloud. Have two volunteers read the text in the speech bubbles aloud. Explain that pupils will listen to the audio and say whether the statement refers to Picture | or Picture 2. They will then ask and answer questions about the classroom activities people are doing in the two pictures. Play audio track 1:23 and have pupils say Picture 1 or Picture 2. Do the first item together as a class and then have pupils continue the activity independently in pairs. On exercise 26 ask pupils to look and write. | + Read the directions aloud. Explain that pupils have to complete the sentences using He 's, She's or They're with the correct verb in the present continuous. Complete Item 1 together with pupils. + Have pupils complete the rest of the activity independently. Prezantimi dhe demostrimi i rezultateve té arritura On exercise 27 ask pupils to count and write using There’s and There are, + Read the directions aloud, Explain that pupils have to count the objects in each picture and then complete the sentence using There's or There are. Do Item 1 together and then have pupils complete the activity independently. Vierésimi: I will evaluate them, based on their participation. Detyrat WB Exercises.Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallace dyte | Klasa:lV Tema mésimore: Veprimtaria e té nxénit: My Games! Listening and Speaking ‘Rezultatet e té nxénit sipas Kompetencave kyce Rezultatet e té nxénit t@ kompetencave té fushés sipas temés | Fjalét kyce: miésimore: : - Identify and name outdoor activities pvexbe ere Eanes: tennis, playing volleyball, riding my bike, skateboarding Burimet: Lidhja me fushate tjera ose me temat ndérkurrikulare: Text book Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: | Take pupils for a walk outdoors or show them pictures of outdoor activities. ‘Ask: What do you like to doing outdoors? Have volunteers mime their favourite outdoor activity and see if other pupils can guess what itis, Ndértimi i njohurive té reja Then continue with the following activities: Activity 1: Explain the lesson objective ~ pupils will identify and name outdoor activities. | ¢ Read the directions aloud. Play audio track 1:24. Have pupils listen point to the photo for each corresponding activity and then repeat it. Activity 2 + Point to the outdoors activities in Activity 1 and say the name of each activity. Have pupils repeat after you. Randomly say an outdoor activity and have pupils point to the activity you have named. + Read the directions aloud. Play audio track 1:25. Have pupils listen, point to each outdoor activity in the photographs in Activity 1 and say the words. Activity 3 + When pupils are familiar with the vocabulary, play Charades (see Game Bank, page T136, for details.) Use the flashcards and have the first player draw a card and mime the activity. Have pupils guess what the player is doing, Play until each pupil has had a chance to lead the game. Vlerésimi: 1 will evaluate them, based on her participation. Detrrat WB Exercises c=Fusha: Gjuhé dhe komunikim | Lénda: Anglisht ‘Shkallaze dyte Klasa:lV Tema mésimore: Veprimtaria e té nxénit: My Games! | Song and Speaking! | Rezultatet e té nxénit sipas kompetencave kyce Rezultatet e 18 nxénit té kompetencave 8 fushés sipas temés | Fjalét kyge:Colouring, counting, cutting, ‘mésimore: -cteni . ; rdentify and name clessroom activities. listening, playing a game, using the computer, watching a DVD, writing. Burimet: Text book Lidhja me fushat e (jera ose me femat ndérkurrikulare: Metodologiia dhe veprimtarité e uxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme t@ nxénésve: Start your class with the following warm up activity: + Display the flashcards. Point to an activity randomly on the flashcards and have pupils pick up and read aloud the corresponding flashcard. Repeat several times until pupils are able to identify and name outdoor activities correctly. Ndértimi i njohurive té reja | For activity 4 + Read the directions aloud. Play audio track 1:26 and have pupils follow along quietly + Replay the audio and have pupils sing along. Do this several times. + Ask pupils to read the song silently, look at the images in Activity I and find those that are not mentioned in the song. Ask them to point at each image and say its corresponding number. Do this as a whole class first and then in pairs. + Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 1:27). Or, ‘you wish, save the karaoke version for use at another time as a fun way to review the song. Read the directions aloud. Play audio track 1:28 and tick the two activities that they hear in the dialogue. Do this as a class. | For activity 6 | + Read the directions aloud. Read aloud the speech bubbles while pupils follow in their books. Have pupils repeat the dialogue and point to corresponding image in Activity 1. * Choose a pair of volunteers to model the dialogue. Have pupils reverse roles and repeat. + Repeat the activity with the whole class using examples. Say: J like flying kites. (Number one.) Ilike ice skating. (Number six.) Then pair up pupils to ask and answer about the images in Activity 1 Precantimi dhe demostrimi i rezultateve t@ arritura Play Charades. (See Game Bank, page T136, for details.) Write on index cards the phrases from Activity 1 Have pupils guess what the activities the players are miming, using a complete sentence that begins with She's or He's, Play until most pupils have had a chance to lead the game. Vierésimi: | I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht ]Shkalla:e dyte | Klasa:IV Tema mésimore: Veprimtaria e 1@ nxéni My Games! Story- Listening and speaking! Rezultatet e 18 nxénit sipas kompetencave kyse ‘Rezultatet e 18 nxénit 18 kompetencave té fushés sipas temés | Fjalét kyce: -To read unit language in context -To read for understanding and enjoyment -To read and draw conclusions ‘Verb Phrases: playing football, playing volleyball, skateboarding Burimet: Lidbja me fushat e fjera ose me temat ndérkurrikulare: Text book, Acti Book, etc. | Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Plan some outdoor activities for your class. For example, divide pupils into small teams to play mini volleyball matches or divide them into pairs to play mini tennis. Improvise with basie equipment such as a rope tied between two trees for a volleyball net or use small bats and soft balls for tennis. Pupils can also try out basic gymnastic movements on the grass or on a mat such as somersaults, cartwheels or handstands. | Have pupils rotate through the activities in groups. If going outside is not an option, distribute the sports equipment (or pictures of sports equipment) and encourage a class discussion about how they can be used. Ndértimi i njohurive t8 reja For activity 7 Explain the lesson objective — pupils will listen to and read a story, answer questions about it and discuss ideas related to it Read the story title aloud. Have pupils repeat it. Have them look at the story frames and identify where the children are (a playground) and what kinds of activities the children are doing (playing football and volleyball and skateboarding). + Read the directions aloud. Draw attention to the question: What does Jenny like doing? Play audio track 1:30. Have pupils listen and read along silently. Prezantimi dhe demostrimi i rezultateve té arritura | + Have pupils make puppets by decorating paper plates with faces using marker pens or crayons, coloured paper and fabric or wool scraps. + Have each pupil hold his/her puppet and ask it: What do you like/love doing? Then have the pupil answer for the puppet. + Have pupils practise the exchange in pairs or small groups. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte | Klasa:TV Tema mésimore: My Games! Veprimtaria ¢ t@ nxénit Writing and WB exercises ‘Rezultatet ¢ té nxénit sipas kompetencave kyge ‘Rezultatet e té nxénit t kompetencave té fushés sipas temés ~To read unit language in context ~To read for understanding and enjoyment ~To read and draw conclusions Fjalet hye: Verb Phrases: playing football, playing volleyball, skateboarding | Burimet: ‘Text book, Activity Book, etc. idhja me fushat e Gera ose me temat ndérkurrikulare: ‘Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: comments in L1 and what do they think of the story. Ndértimi i njohurive té reja For activity 8 on page 19: ‘Then ask: What does he like doing? Playing football? (yes) + Have pupils complete the Prezantimi dhe demostrimi i recultateve 18 arritura Start your class asking students to remember the story they listened and read last time. Allow any + Read the directions aloud. Next, point to the picture in Item 1. Say: Point to this boy in the story. Riding his bike? (no) Demonstrate for pupils how to circle the correct answer in their books. tivity independently, assisting them as needed, + Pair pupils and have them ask each other the questions. Allow time for pairs to discuss. At the end of the discussion, have volunteers share their responses to the questions with the whole class. Help them to give simple reasons for the third question in English. For example: J like sharing. I like playing with ‘my friends. + Assign Activity Book page 14 and direct pupils to digital activities. Iftime move to WB exercises. Vierésimi: | [will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte | Klasa:1V Tema mésimore: My Games! Veprimtaria e té nxénit: Language in Action questions and prepositions of place! Rezultatet et nxénit sipas Kompetencave hye ‘Rezultatet e t& nxénit t& kompetencave té fushés sipas temés | Fjalét kyce:Verbs/Verb Phrases: mésimore: climbing trees, doing gymnastics, flying kites, ~To ask and answer questions with like/ love plus a verb in _ | ice skating, playing | the tennis, playing volleyball, riding my bike, continuous tense skateboarding Burimet: Lidhja me fushate tjera ose me temat 7 Text book, Activity book, board, markers etc. adérkurrikulare: Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Display the flashcards at the front of the room. Have pupils take tums pointing to a card and saying what they like/love doing. + Prompt the pupil to say and complete the sentence / like/love ... Then have that pupil ask another volunteer: What do ‘you like/love doing? Continue until every pupil has had a chance both to ask and answer the question. Neertimat i njohurive t8 reja For activity 9: + Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. + Read the directions aloud, Play audio track 1:31. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. + Read the questions and answers aloud again. Have pupils choral-read the questions and answers in the language blocks, Point out that the verb does is used with singular he/she and do is used with plural they in the questions. Point out that likes/loves is used with singular he/she and like/love is used with plural they in the responses. + Have pupils practise the target language in pairs, using the alternative language provided in the coloured blocks at the top of the box. For examp! What does he like doing? (He likes playing tennis.) What do they love doing? (They love riding their bikes.) For activity 10 + Read the directions aloud. Explain to pupils that they should look at each picture and then complete the questions and answers with the missing words. | Complete the first item as a class. | + Have pupils complete the rest of the activity independently Prezantimi dhe demostrimi i rezultateve t8 arritura + Have pupils draw pictures of something they like doing and something they love doing. Invite pairs to come to the front of the room with their pictures. Point to one of the pupils and model: What does she love doing? Have the class repeat. + Then have the other pupil point to his or her partner and respond: He/She likes/ loves .... If pupils present an activity that is not a key vocabulary item, assist with vocabulary and language. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht ‘Shkallaze dyte Tema mésimore: | Veprimtaria e t@ nxénit: My Games! Speaking; Writing (WB exercises) ‘Rezultatet e té nxénit sipas kompetencave hye Rezultatet e 18 nxénit 1é kompetencave té fushés sipas temés | Fjalét kyce: mésimore: -To practise unit language in context, To ask and answer questions with like/ love plus a verb in the continuous tense Verbs/Verb Phrases: climbing trees, doing gymnastics, flying kites, ice skating, playing tennis, playing volleyball, riding my bike, skateboarding Burimetz Tidhja me fushat e Gera ose me temat ndévkurrikulare: Text book, Activity book, board, markers ete. ‘Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme t& nxénésve: Start your class with the following warm up activity: Write various names of celebrities on the board. Have pupils pretend they are interviewing a friend or an agent of acelebrity. One pupil should be the interviewer while the other is the friend/agent. Have the ‘interviewer’ ask: What does he/she like/love doing? Prompt the ‘friend’ to answer: He/She likes loves (singing). Repeat for each pupil. Ndértimi i njohurive t8 reja For activity 11 page 21: + Help pupils find the Unit 2 stickers at the back of the Pupil’s Book. Tell them they will listen to the audio and place stickers in the correct places on the picture based on what they hear. + Read the directions aloud. Play audio track 1:33. Continue playing the audio repeating it as necessary and have pupils complete the ticking part ofthe activity independently. + Read the directions aloud. Read aloud the dialogue while pupils follow in their books. Ask two volunteers to read aloud the dialogue too, + Explain to pupils that they should look at their completed picture (with stickers) in Activity 11 and then make up their own questions and answers, using the example as a guide. Model one or two more possible questions and answers. For example: What does he like doing? (He loves playing football.) + Have pupils do the activity in pairs, assisting as needed. Prezantimi dhe demostrimi i recultateve té arritura For activity 13: + Read the directions aloud. Explain to pupils that they should draw their own pictures of something they love doing in the park. Elicit a few examples of activities one could draw and possible sentences. For example: [ love ice skating. Iftime do Workbook activities and the following Application and Practice Activity: Application and Practice Activity + Have pupils find out which activities their classmates like to do. On a piece of A3 paper, pupils list down 3-4 activities such as playing tennis, skateboarding, doing gymnastics and riding my bike, Along the top of the paper, pupils write the names of four classmates. + Have the pupil ask a classmate: What do you like/love doing? and then read the possible choices aloud. Thepupil ticks the activity the classmate Tikes. + Invite pupils to present their findings to the class. Help them use their data to make sentences such as /sabella likes riding a bike. Vierésimi: I will evaluate them, based on her participation. Detyrat WB Exercises{ Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasa:IV, Tema mésimore: My Games! Veprimtaria e té nxénit: Content Connection Rezultatet et nxénit sipas kompetencave kyge Rezultatet e 18 nxénit 8 kompetencave té fushés sipas temas | Fjalét kyce: mésimore: -To read, say and write two-digit numbers -To read and talk about movement, bones and muscles in the bones, feet, hands, jump, kick, muscles, throw body Burimet: Text book, Activity book, board, markers ete. Tidlija me Tashat eGjera ose me femat ndérkurrkulare: Metodologiia dhe veprimtarité e nxénésve “Metodologji - Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Have pupils sit ina circle and tell them they are going to take tums counting from 0 to 70. + Tell pupils that those with even numbers will clap and count. If pupil claps/doesn’t clap out of turn, or says the wrong number, he or she sits out until only one pupil remains. + Every time pupils complete the number sequence, have them increase the speed at which they are counting, Ndértimi i njohurive 18 reja For activity 14 page 22: Explain the lesson objective — pupils will read and talk about movement, bones and muscles in the body. They will also make a ‘Body’ poster. + Read the directions aloud. Play audio track 1:34 and have pupils follow the numbers in their books. Play the audio again while pupils listen and repeat, For activity 15: + Read the directions aloud, Play audio track 1:35 and have pupils read along silently. Replay the audio and pause after each sentence containing a gap so that pupils can complete it. For activity 16: + Read the directions aloud. Read aloud each sentence with both possible answers while pupils follow in their books. + Do the first item together as a class and then have pupils complete the acti Prezantimi dhe demostrimi i recultateve 8 arritura For activity 17: Play a game. + Read the directions aloud. Then read aloud the words in the text box and the dialogue while pupils follow in their books. + Model one or two more dialogues, using words from the box. For example: We kick with our hands. (False. We throw with our hands.) We skip with our feet. (True.) + Have pupils complete the activity in pairs. independently. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komui Lénda: Anglisht Shkallaze dyte | Klasa:IV Tema mésimore: Veprimtaria e té nxénit: My Games! Project (Body poster) Rezultatet 18 nxénit sipas kompetencave kyce ‘Recultatel té nxénit té kompetencave t8 fushés sipas temés | Fjalét kyce: mésimore: "To make a poster bones, feet, hands, jump, kick, muscles, throw Burimet: Lidhja me fushat e ijera ose me temat ndérkurrikulare: Text book, Activity book, board, markers etc. Metodologjia dhe veprimtarité e nxEnésve | Metodotogjia Lidhja e temés me njohurité e méparshme té ver Start your class telling your students that they have to prepare a poster: Make a Body poster. Then present it to the class. + Read the directions aloud. Have pupils look at the example of a ‘Body’ poster in their book. Read aloud the gir!’s speech bubble while they follow in their books. Model or elicit one or two other sentences which the girl could say about her poster. For example: We kick with our feet. When we kick, we use 13 muscles. + Have pupils make their own posters independently, in pairs or in small groups. They may draw pictures or cut out pictures from old magazines, catalogues or newspapers. They should label their posters as well, following the example. | Vlerésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shikallace dyte Tema mésimore: Veprimtaria ¢ 1 nxénit: My Games! Values —Be tidy- Phonics Rezultatel et nxinit sipas kompetencave kyce | Rezultatet e té nxénit té kompetencave 18 fushés sipas temés | Fjalét kyce: miésimore: To discuss playground safety -To relate content to pupils’ own lives skateboard, swing, seesaw, slide Burimet: Text book, Activity book, board, markers etc. ida me fshate Gera ose me mat ndérkurrikulare: ‘Metodologiia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Write rules for playground safety on paper strips and place them in a plastic cup. Have pupils take turns selecting a paper strip from the cup and reading the rule aloud. Naértimi i njohurive t@ reja For activity 19 page 24: + Read the words aloud and have pupils repeat. Have them point to the picture that shows each piece of equipment as you read each word. + Read the directions aloud. Play audio track 1:37 and have pupils point to each picture as they hear them. + Play the audio again and have pupils write the numbers, For activity 20: + Read the directions aloud. Play audio track 1:38 and have pupils follow along silently. + Replay the audio and do Item 1 together. Have pupils complete the rest of the writing part of the activity independently. + Ask two voluitteers to read aloud the dialogue in the speech-bubbles. Have other pairs take turns to model the other dialogues in the activity (by referring to their completed sentences). Have pupils continue practising the dialogues in pairs. Prezantimi dhe demostrimi i recultateve t8 arritura Communication + Read aloud the questions as pupils follow in their books. Discuss the questions as a class. The pupils may simply say, for example: Yes. J always slide with my feet in front of me. Discuss the importance of playing safely in the playground and get pupils to think of specific safety rules applying to their particular school playground. (This may be done in pupils’ first language with a few simple words or expressions repeated in English.) Application and Practice Activity + Reuse the paper strips with safety rules written on them from the Warm-Up. + Pair up pupils and have them choose a paper strip and then pretend either to follow or not follow that particular rule, + Ask volunteers from the class to indicate verbally or using gestures whether a rule was followed. If the rule was not followed, ask volunteers to restate the rule as they are able. Vlerésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte | Rasetv Tema mésimor Veprimtaria e t@ nxénit: My Games! Phonics and writing (WB exercises) ‘Rezultatet e #2 nxénit sipas kompetencave kyge ‘Rezultatet e té nxénit 18 kompetencave té fushés sipas temés | Fjalét kyce: mésimore: To identify and say the letters and sound ng and nk individually and as part of words Burimet: Lidhja me fushat e tjera ose me temat ndérkurrikulare: Text book, Activity book, board, markers etc. Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité méparshme té nxénésve: Start your class with the following warm up activity: + Ask pupils to listen carefully to the ends of some words as you say them. Tell pupils to clap if the word ends with the /ng/ sound. For example, say: king, ball, cat, ring, man, sing, map, bang, wing. + Repeat for the /nk/ sound. This time, tell pupils to clap if the word ends with the Ink/ sound. For example, say: pink, tall, cap, bat, sink, bank, bat, ran, thank, ink, Ndértimi i njohurive t8 reja For activity 21: + Read the directions aloud. Play atidio track 1:39 and have pupils listen and point to each sound as Have pupils repeat. For activity 22: + Read the directions aloud. Play audio track 1:40 and have pupils listen, find and point to each word and its corresponding picture as itis said. Have pupils repeat each word. Precantimi dhe demostrimi i rezultateve té arritura For activity 23: + Read the directions aloud. Play audio track 1:41 and have pu out and blended on the audio. Have them repeat after each item, | + Replay the audio and have pupils repeat the activity. | For activity 24: + Read the directions aloud. Read aloud the chant while pupils follow in their books. Find the first word with ng together (sing) and have pupils underline it. Repeat for the first word with nk (thank). Have pupils continue finding and underlining the other words with ng and nk independently. + Play audio track 1:42 and have pupils listen. Replay several times and encourage them to join in. said. sten and point to each item a | Vlerésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim Lénda: Anglisht | Shkalla:e dyte Klasa:1V Tema mésimore: My Games! Veprimtaria e té nxénit: Review Memory Game ‘Rezultatet e té nxénit sipas kompetencave kyge ‘Rezultatet ¢ té nxénit t8 kompetencave té fushés sipas | Fyalét kyce: temés mésimore: -Pupils can describe outdoor activities can say what people like doing -Pupils can use the correct form of like/love with the Ist, 2nd or 3% person subject Pupils can read about movement, bones and muscles ‘Burimet: Text book, Activity book, board, markers etc. __ | Lidhja me fushat e fjera ose me temat idérkurrikuls Metodologjia dhe veprimtarité e nxénésve Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Set ten common objects, e.g. pencil, coin, ball, crayon or scissors on a tray and cover them with a towel. Uncover the tray and let pupils study it for one minute. Then cover the tray again. + Have pupils close their eyes and take one object off the tray. Have pupils open their eyes an missing object. + Repeat the activity so that as many pupils as possible get a chance to participate. Ndértimi i njohurive té reja For activity 25 page 26: + Use the flashcards to review the key vocabulary. + Divide the class into groups of three players. Walk pupils through the directions step by step, starting with Pupil 1 in the illustration, + Have the groups play one round of the game. + Then have the groups play two more times, each time beginning with a different pupil so that everyone has a tum remembering three activities. For activity 26: Explain the lesson objective — pupils will review the language they leat in this unit and assess their progress so far. + Read the directions aloud and have pupils complete the sentences. As needed, help with grammar or spelling. For activity 27: + Read the directions aloud. Ask pupils to complete Item 1 about their favourite outdoor acti them to ask their friends what they love doingoutdoors and write the answer for Item 2. Prezantimi dhe demostrimi i recultateve té arritura For activity 28: + Read the directions aloud. Review the answer choices for Item 1. Have pupils work independently to complete the activity. Iftime work with WB activities and Application and Practice Activity TB page T27. ity. Then tell Vlerésimi: will evaluate them, based on her participation, Deiyrat WB Exercises| Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasa:TV_ Tema mésimore: | Veprimtaria e té nxénit: In my House! Listening and Speaking ‘Rezultatet e té nxénit sipas kompetencave kyce ‘Rezuliatet 18 nxénit té kompetencave 18 fushés sipas temés | Fjalét kyce: mésimore: 7 = To name furniture and rooms in a house Nouns: bat, bathroom, bed, bedroom, chair, cooker, cupboard, dining room, dressing table, DVD player, fridge, kitchen, lamp, living room, sink, sofa, TV Burimet: Lidhja me fushat e tjera ose me temat ndérkurrikulare: Text book Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Take pupils for a walk around the classroom. Point out pieces of furniture, name them and have pupils repeat. For example, say: chair, table, cupboard, TV, DVD player, sink, lamp. Ndértimi i njohurive té reja Then continue with the following activities: Activity 1: Explain the lesson objective — pupils will name and identify furniture and rooms in a house. + Read the directions aloud. Play audio track 1:44. Have pupils listen, point to the photo for each corresponding item and then repeat it Activity 2 + Point to the furniture and rooms in Activity 1 and say the name of each item. Have pupils repeat after you. Randomly say the name of an item and have pupils point to the item you have named. + Read the directions aloud. Play audio track 1:45. Have pupils listen, point to each room and piece of furniture in the photographs in Activity land say the words, Activity 3 + When pupils are familiar with the vocabulary, play J Spy with the class. Say, for example: I spy with my little eye something beginning with b... (bedroom) Use the flashcards to help pupils guess and to practise naming key vocabulary words. Once pupils are familiar with the game, let them take turns to think of something and have the rest of the class guess. Iftime do the: Application and Practice Activity on TB. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasa:IV Tema mésimore: Veprimtaria e t@ nxénit: In my house! Song and WB Exercises! ‘Rezultatet ¢ té nxénit sipas kompetencave kyce ‘Rezultatet e té nxénit t€ kompetencave 18 fushés sipas temés | Fjalét kyce: mésimore: : ~ To ask and answer about where things are in the house _| Nouns: bath, bathroom, bed, bedroom, chair, cooker, cupboard, dining room, ~ To sing a song dressing table, DVD player, fridge, kitchen, lamp, living room, sink, sofa, TV behind, in, on, under Burimet: J Lidhja me fushat e(jera ose me femat ndérkurrikulare: Text book Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia ~ Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Have each pupil draw and label a picture of their favourite room in their home. + Invite volunteers to share their pictures. As they do, ask them to name the room and to point to and read aloud the labels on their pictures. Ndértimi i njohurive t8 reja For activity 4: | Explain the lesson objective — pupils will sing a song and talk about where things are in a house. + Read the directions aloud. Play audio track 1:46 and have pupils follow along quietly. Help put understand the meaning of keys by pointing them out in the picture. + Replay the audio and have pupils sing along. Do this several times. + Ask pupils to read the song silently, look at the images in Activity | and find which rooms and furniture are mentioned in the song. (Answers: chair, living room, bedroom, dining room) + Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 1:47). r, if you wish, save the karaoke version for use at another time as a fun way to review the song. For activity 5: + Read the directions aloud. Play audio track 1:48 and have pupils look at the pictures in Activity 1 and say yes or no. * Do the first item together as a class and then have pupils continue the activity with a partner. For activity 6: * Read the directions aloud. Read aloud the speech bubbles while pupils follow in their books. Have pupils repeat the dialogue and point to corresponding image in Activity 1 + Ask volunteers to model the dialogue using more examples. For example: Where's the sink? (It's in the kitchen.) Where's the table? (It's behind the sofa.) Then have pupils work in pairs to ask and answer about the images in Activity 1. Prezantimi dhe demostrimi i recultateve t@ arritura Application and Practice Activity + Have pupils divide a piece of A3 paper into four sections and label each section with a room that has atTeast one table, chair or sofa. Have pupils count the number of pi draw the number and item — for example, living room: 3 chairs, 1 sofa, I table. * Then call out the name of a room and one of the household items (for example: living room and chair) and have volunteers tell how many of that item they have in that room And work with WB Exercises. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte ] Klasa:Iv l Tema mésimore: Veprimtaria e 18 nxénit: In my House! Story- Listening and speaking! y | peaking! ‘Rezultatet e 18 nxénit sipas kompetencave kyce Rezultatet e té nxénit t@ kompetencave t@ fushés sipas temés | Fjalét kyce: = To read unit language in context ~ To read for understanding and enjoyment = To read and draw conclusions Nouns: aunt, bed, bedroom, cousins, kitchen, living room, TV, uncle ‘Burimet: Tidhja me fushat e Gera ose me temat ndérkurrikulare: Text book, Activity Book, ete, Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Draw a simple family tree on the board that begins with mum, dad, brother (Tony), brother (Jamie) and sister (Jenny). Add the mum’s parents (grandma and grandad). Then add a sister for mum and write: aunt. Continue adding the twins’ uncle and cousins to the family tree. + Point to each person on the family tree. Demonstrate how pupils can ask you questions: Who's he/she? Who are they? Say the name of each person and have pupils repeat. Use this activity to introduce new family terms, namely aunt, uncle and cousins. For example, say: This is Jenny and Jamie's aunt. He's Jenny and Jamie's uncle. They are Jenny and Jamie's cousins. Ndértimi i njohurive té reja For activity 7: + Have pupils look at each story frame and describe what they see. Help them name the rooms the characters are in and name any furniture they recognise. + Read the story title aloud. Have pupils repeat it, Point to each character. Explain that this is about the boy, Jamie, telling his friend, Dan, that his aunt, uncle and cousins are visiting his home. + Read the directions aloud. Draw attention to the question: How many cousins has Jamie got? Play audio track 1:50. Have pupils listen and read along silently. | Prezantimi dhe demostrimi i recultateve t@ arritura + Have pupils work out the answers in pairs or small groups and then ask volunteers to share their answers with the whole class. (Answers: unele, aunt, cousin) + Listen for correct pronunciation, appropriate intonation and correct language use. + Assign Activity Book page 24 and direct pupils to digital activities. Vierésimi: 1 will evaluate them, based on her participation, Detyrat WB ExercisesFusha: Gjuhé dhe komunikim Lénda: Anglisht Shkalla:e dyte Klasa:1V Tema mésimore: Veprimtaria e t@ nxénits In my house! Writing and WB exercises. Rezultatet et nxénit sipas kompetencave kyce ‘Rezultatet e té nxénit ® Kompetencave té fushés sipas temés | Fjalet kyge: ~ To read unit language in context ~ To read for understanding and enjoyment - To read and draw conclusions ‘Nouns: aunt, bed, bedroom, cousins, Kitchen, living room, TV, uncle ‘Burimet: Lidhja me fushat e tjera ose me temat ndérkurrikulare: Text book, Activity Book, etc. Metodologjia dhe veprimtarité e nxénésve Metodologjia Lidhja ¢ temés me njohurité e méparshme té nxénésve: Start your class asking students to remember the story they listened and read last time. Allow any comments in L and what do they think of the story. Ndértimi i njohurive t8 reja For activity 8 on page 31: + Read the directions aloud. Help pupils identify the story characters pictured in each item. + Read the words in the box aloud. + Have pupils complete the activity independently, assisting them as needed. Prezantimi dhe demostrimi i recultateve t@ arritura ‘Application and Practice Activity: + Have pupils draw and label their own simple family trees modelled on the one you created for the Warm-Up activity. Where possible, have them include the following relatives: mum, dad, brother, sister, grandma, grandad, aunt, uncle, cousin(s) + Call on a volunteer and ask questions about his or her family tree. Ask: Who's he/she? Who are they? | Then have pupils work in pairs to talk about their family trees. If time move to WB exercises. Vlerésimi: I will evaluate them, based on her participation, Deiyrat WB Exercises| Fusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte Klasa:IV Tema mésimore: In my Housel Veprimtaria e 18 nxéni Action questi anguage in s and prepositions of place! ‘Rezultatet e t2 nxénit sipas kompetencave kyce ‘Rezultatet e t8 nxénit té kompetencave té fushés sipas temés | Fjalét kyce: bassin Nouns: bath, bathroom, bed, chairs, - To ask questions using Where’s and Where are? Nee - To use the contractions it's and they re cooker, keys, kitchen, lamp, li sofa, table, TV Prepositions: behind, in front of, next to Burimet: ~~ | Lidija me fushat e tjera ose me temat adérkurrikulare: Text book, Activity book, board, markers ete. 1 ‘Metodologjia dhe veprimtarit® e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Have pupils review the prepositions in, on, under and behind by having them place a pencil in different places. For example, say: Put the pencil in your book. Put the pencil on your desk. Put the pencil under your chair. Put the pencil behind you. Introduce the meaning of between, in front of and next 10 in the same way. | Ndértimi i njohurive té reja For activity 9: + Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. + Read the directions aloud. Play audio track 1:51. Have pupils listen and follow along in their books Pause after each completed sentence so that pupils can repeat what they hear. + Read the questions and answers aloud again. Have pupils choral-read the questions and answers in the language blocks. Point out that Where's and it’s are contractions for Where is and It is and are used when asking and answering about one thing. Point out that Where are and There are used for asking and answering about more than one. They're is a contraction for They are + Have pupils practise the target language in pairs, using the alternative language provided in the coloured blocks at the top of the box. For example: Where's the cooker? (It's in the kitchen.) Where are the keys? (They're under the bed.) For activity 10: + Help pupils to understand the meaning of each preposition by using the pictures in the box. Have pupils point to each picture and repeat each preposition after you. + Demonstrate these further by pointing to different objects around the classroom. Say, for example: Where's the chair? (It's next to the table.) Where's the DVD player? (It’s between the TV and the cupboard) + Read the directions aloud. Explain to pupils that they should look at the picture and then complete the questions and answers with the missing word: + Have pupils complete the rest of the activity independently, Prezantimi dhe demostrimi i recultateve té arritura Application and Practice Activity + Have pupils play a game. Have Pupil | leave the room. Have Pupil 2 hide a flashcard of a key word in the classroom. Make sure all the other pupils know where itis. + Have Pupil | return to the room look around and ask: Where's the (sink)? Led by Pupil 2, the other pupils‘answer by using temperature. If Pupil | is far from the hidden flashcard, the pupils say: You're cold. As Pupil 1 walks closer, pupils say: You're getting warmer. When Pupil | is near the card, pupils say: You're hot! + When Pupil | is ‘hot’, he/she asks: Where's the (sink)? Pupil 2 gives clues to direct Pupil 1 find it, e.g.: It’s under the book on Tom's desk. + Once the card is found, Pupil I hides it and another pupil hunts. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte ‘Tema mésimore: Veprimtaria e té nxénit: In my House! | Speaking; Writing (WB exercises) ‘Rezultatet e #8 nxénit sipas kompetencave kyce ‘Rezultatet et nxénit t@ kompetencave t& fushés sipas temés | Fjalet kyce: mésimore: To practise unit language in context ‘Nouns: bath, bathroom, bed, books, cat, “To use the possessive s chair, glasses, kitchen, living room, phone, shoes, sofa, table, TV Prepositions: in, next to, on, under | Burimet: Lidhja me fushat e tjera ose me temat ndérkurrikulare: Text book, Activity book, board, markers etc. | Metodologjia dhe veprimtarité e uxnésve ‘Metodologjia Lidhja e temés me njohurité e méparshme t& nxénésve: Start your class with the following warm up activity: + Have pupils stand in groups of four. Write the words keys, glasses, phone and shoes on index cards. Make asset of cards for each group. Distribute one card to each pupil. Tell pupils to listen and to move as the | sentence describes. Say: The keys are between the glasses and the phone. The pupil holding ‘keys’ should move between the pupil holding ‘glasses’ and the pupil holding ‘phone’. Once pupils have moved to the correct position, ask: Where are the keys? Prompt pupils to answer: They're between the glasses and the phone, Continue using different words and prepositions. Repeat until everyone has had a chance to move at least once. Ndértimi i njohurive t reja For activity 11 page 3: + Help pupils find the Unit 3 stickers at the back of the Pupil’s Book. Tell them they will listen to the audio and place stickers in the correct places on the picture based on what they hear. + Have pupils identify and name the rooms and furniture they see in each picture. Ask questions that reinforce key vocabulary and position words such as: Where's the sofa? (It’s in the living room between the lamp and the table.) + Read the directions aloud. Play audio track 1:52. Continue playing the audio repeating it as necessary and have pupils complete the sticking part of the activity independently. Prezantimi dhe demostrimi i recultateve t€ arritura For activity 1. + Read the directions aloud. Explain to pupils that they should draw a picture ofa phone somewhere in the dining room. Elicit a few examples of where one could draw the phone and possible sentences. For example: It's on the table or It’s under the chair. Vlerésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkalla:e dyte KlasailV. Tema mésimore: Veprimtaria e té nxénit: Content Connection - Social Sciences (WB 1 In my House! _ exercises) ‘Rezultatet e 18 nxénit sipas kompetencave kyce ‘Rezultatet e 18 nxénit té kompetencave té fushés sipas temés | Fjalet hye: mésimore: cars, glasses, jacket, ~ To classify and talk about objects as new and old keys, new, phone, old, skates Burimet: Text book, Activity book, board, markers etc. ida me Tasha era ore me femat ndérkurrikulare: Metodologjia dhe veprimtarité e nxénésve Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity + Display photos of old and new cars from the internet. Explain that old describes something that was used a Jong time ago and new describes something that is used today. + Give each pupil two sheets of paper. Have them crumple one sheet and then smooth it back out so it looks wrinkled and used. Have them write old in large letters on the wrinkled sheet, Have them carefully write new in large letters on the other sheet, keeping it from becoming torn. + Point to a photo of a car and ask: Js this old or new? Have pupils respond by holding up the appropriate sheet of paper. Continue with each photo. Ndértimi i njohurive té reja For activity 13 page 34: + Read the directions aloud. Play audio track 1:53 and have pupils point to each picture in their books. Play the audio again while pupils listen and repeat. For acti 14: + Point to each object and say its name: you. + Read the directions aloud. Play audio track 1:54 and have pupils point to each object and read along silently. For activity 1 + Read the ns aloud. Explain that pupils must label each image old or new and then match each image with its opposite. + Do the first item together as a class and then have pupils complete the activity independently. Prezantimi dhe demostrimi i recultateve (8 arritura For activity 16: Play a game. + Read the aloud. Then read the dialogue aloud while pupils follow in their books. + Model one or two more dialogues. For example: This bath is old. (Number 4) These are old boots. (c) + Have pupils complete the activity in pairs. Iftime work with WB Exercises. ike, jacket, skates. Have pupils look at the pictures and repeat after Vierésimi: | will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim [tate ‘Anglisht ‘Shkallaze dyte Klasa:IV. Tema mésimore: Veprimtaria e té nxénit: In my House! ELP & Project Rezultatet e 8 nxénit sipas Kompetencave kyce ‘Rezultatet ¢ nxénit 18 kompetencave t8 fushés sipas temés | Fjalet kyce: ‘mésimore: . cars, glasses, jacket, po musk = poser keys, new, phone, old, skates Burimet: Tia me Tusa e era ose me femat nndérkurrikulare: Text book, Activity book, board, markers etc. Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class telling your students that they have to prepare a poster: Make a New and Old poster. Then present it to the class. + Read the directions aloud. Have pupils look at the example of a ‘New’ and ‘Old’ poster in their book. Read the boy’s speech bubble aloud while they follow in their books. Model or elicit one or two other sentences which the boy could say about his poster. For example: This is an old phone. This is a new car. + Have pupils make their own posters independently, in pairs or in small groups. They may draw pictures or cut out pictures from old magazines, catalogues or newspapers. They should label their posters as well, following the example, Vierésimi: I will evaluate them, based on her participation, Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht | Shkallaze dyte Klasa:1V Tema mésimore: In my House! Veprimtaria e é nxénit: Values ~Be tidy- Phonics Rezultatet ¢ té nxénit sipas kompetencave kyge ‘Rezultatet e té nxénit 2 kompetencave té fushés sipas temés | Fjalét kyce: mésimore: ~ To learn the value of being tidy = To relate content to pupils’ own lives sink, toy box, washing machine ‘Burimet: Tidhja me fushat e Gera ose me temat ndérkurrikulare: Text book, Activity book, board, markers etc. ‘Metodologjia dhe veprimtarité e nxénésve ‘Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Review with pupils your classroom rules for keeping the room tidy. List the rules on the board. + Explain that these rules help keep the classroom orderly so that teachers and pupils can find what they need. Ndértimi i njohurive 18 reja For activity 18 page 36: + Have pupils echo-read the words in the box at the top of the page. Have pupils point to the picture that shows each item as you read each word. * Read the s aloud. Play audio track 1:55 and have pupils follow along silently. + Have pupils complete the sentences independently. + Replay the audio and have pupils repeat each item. For activity 19: + Review with pupils the three ways the people in Act pupils ways in which they keep their homes tidy. Prompt them to finish the sentence frames: I put my... in the + Have pairs of pupils take turns acting out ways they keep their home tidy while their partner guesses what they are doing. For activity 20: + Read the directions aloud. Play audio track 1:57 and have pupils listen and point to each sound as itis said. Have pupils repeat. Prezantimi dhe demostrimi i rezultateve té arritura For activity 21 ‘Read the directions aloud. Play audio track 1:58 and have pupils listen, find and point to each word and its corresponding picture as it is said, Have pupils repeat each word. For activity 22: + Read the directions aloud. Play audio track 1:59 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item, + Replay the audio and have pupils repeat the activity. For activity 23: + Read the directions aloud. Read the chant aloud while pupils follow in their books. Find the first word with oo together (look) and have pupils underline it. Do the same for the first word with 00 (good). Then ity 18 work to keep their homes tidy. Discuss withhhave pupils continue finding and underlining the other words with oo and oo independently. + Play audio track 1:60 and have pupils listen. Replay several times and encourage them to join in. Vierésimi: I will evaluate them, based on her participation. Detyrat WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht Shkallaze dyte KlasalV Tema mésimore: Veprimtaria ¢ té nxénit: In my House! Review (WB exercises) ‘Rezultatet e t8 nxénit sipas kompetencave kyce Rezultatet e t nxénit té kompetencave té fushés sipas temés | Fjalét kyge: mésimore: Pupils can tell the location of objects Burimet: Lidhja me fushat e fjera ose me temat ndérkurrikulare: Text book, Activity book, board, markers etc. | Metodologjia dhe veprimtarit8 e nxénésve Metodologjia | Lidhja e temés me njohurité e méparshme t8 nxénésve: Start your class with the following warm up activity: + Play Spy using objects in the classroom. (See Game Bank, page T136, for details.) Have Player | choose a known classroom object and describe the object by telling where it is located. Model: J spy something that's on my desk. It’s between the scissors and the books. A pupil answers: It’s the ‘computer! + The pupil who correctly guesses the object is the next player to give clues. Ndértimi i njohurive té reja For activity 24 page 38: + Have pupils choral-read the names of the six objects pictured on the page. + Review the directions and have pupils draw a line from an object to a different room. Instruct them to draw the line to a particular place in the room; for example, on a piece of furniture, next to something, or between two things. | For activity 25: + Read the dialogue in the speech bubbles aloud. Then have volunteers take tums reading it, + Read the directions aloud. Instruct pairs to ask questions about each other’s rooms in Activity 24 For activity 26: + Read the directions aloud and have pupils complete the sentences. Prezantimi dhe demostrimi i rezultateve té arritura For activity 27: + Review the words in the box by reading them aloud. + Have pupils work independently to complete the activity. Iftime work with WB activities and Application and Practice Activity TB page T9. Vierésimi: | Iwill evaluate them, based on her participation. Deiyrat ‘WB ExercisesFusha: Gjuhé dhe komunikim | Lénda: Anglisht ] Shkallaze dyte Tema mésimore: In my House! Veprimtaria e té nxénit ‘Rezultatet e 8 nxénit sipas kompetencave kyce ‘Rezultatet e té nxénit 1é kompetencave 18 fushés sipas temés | Fjalét kyce: ‘mésimore: ~To self-assess comfort with target skills and key language for Units 1-3 Burimet: Lidhja me fushat e (jera ose me temat ndérkurrikulare: Text book, Activity book, board, markers etc. Metodologjia dhe veprimtarité e nxEnésve Metodologjia Lidhja e temés me njohurité e méparshme té nxénésve: Start your class with the following warm up activity: + Have pupils play I Spy to review key vocabulary from Units 1-3, (See Game Bank, page T136, for details.) Model: I spy something white, Is it the computer? No. Is it the poster? No. Is it the cupboard? Yes! Ndértimi i njohurive té reja For activity 1: + Read the directions aloud. Have pupils point to the face icons at the top of the page as you read the | descriptions aloud. Then have pupils repeat after you, using intonation and facial expressions to mime the meanings. + Have pupils use a coloured pencil or marker pen to complete the exercise. (They will then choose a different colour when they review this exercise at the end of the Checkpoint.) For activity 2: + Part A: Read the directions aloud. Have pupils preview the picture. Ask: What do you see in this picture? (Answers include pupils, teacher, chairs, marker pens, football, skates, desks) + Invite volunteers to read the words in the box aloud. Ask them to tell or show what each word means. Then read the names in the dialogue aloud. Invite volunteers to read the dialogue aloud, saying ‘blank’ for each missing word. + Play audio track 1:62 and have pupils listen and write the words they hear in the gaps. + Part B: Read the directions aloud. Ask volunteers to ead the text in the speech bubbles aloud. Then have partners ask and answer questions about the picture in Part A. Model asking and answering questions: What's he doing? He's writing. + Part C: Read the directions aloud. Have pupils complete the activity together as a class. For activity 3: + Read the directions aloud and have them cut out the cards on page 139. Prezantimi dhe demostrimi i recultateve 8 arritura For activity 4: + Part A: Read the directions aloud. Ask volunteers to read the words in the box and then the dialogue aloud saying ‘blank’ for each missing word. + Complete the first item as a class. Have pupils look at Pictures | and 2. Ask: What do you see in both of these pictures? (a pupil colouring) + Play audio track 1:63 and have pupils listen and write the words they hear in the gaps.