1

SHKOLLA 9-VJECARE
“…………………………. ”

PLANI MESIMOR
LENDA GJUHE E HUAJ ANGLEZE III

VITI SHKOLLOR
2017-2018
Punoi: Miratoi:
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Field: Language and

Communication

Subject: English

Grade: III

2017-2018
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GRADE3
Field: Language and Communication
Subject: English
Grade: III

35 weeks X 3 hours/week = 105 hours

GENERAL TABLE ACCORDING TO THE CURRICULA

TOPICS HRS PERCENTAGE (%)

Communication aspect 60 55%
Language skills 35 35%
Cultural formation 10 10%

a. Revisions 5 13%
b. Tests 3 7%
c. Projects 6 15%
d. Writing Practices (w/p) 8 25%
e. Grammar and Function Practices (gr/fp) 8 25%
f. check point 6 15%
TOTAL 105 100%
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FIELD COMPETENCES

Listening to various texts: Students gain knowledge, learn values and apply the skills acquired through listening to a variety
of passages. They distinguish the information, pitch, rythm, accent of the speaker wich helps them improving their
pronunciation. Students can identify the main idea of the listening passage, story, key phrases, and previous vocabulary and
reflect about them.

Speaking to communicate and learn: Students use correctly standard simple language to communicate preferences. They
pronounce correctly and with the appropriate intonation. Students ask and answer simple questions through pair and group
work.

Reading passages: Students learn to read fluently short passages, songs’ lyrics, poems and comprehend them.

Writing for personal purposes: Students write short sentences showing preferences and use acquired vocabulary and simple
grammatical structures,

The correct use of language: Students in order to write and speak appropriately should gain the language skills, structures
and values of the native language and the foreign languages as well. Students identify the kind of sentences the use in simple
dialogues while asking and answering their peers.

THE MAIN LEARNING RESULTS ACCORDING TO THE KEY COMPETENCES

Communication and expression competence:

 Students know each other and Ss introduce themselves.

 Students revise and practice dialogues for introducing themselves, numbers, alphabet and colours.
 Students are able to utter simple and short sentences including basic vocabulary and grammar.
 Students develop pronunciation paying attention to phonics.
 Students make short sentences and show personal belongings using the pattern “This is my(object)”.
 Students memorize words better through pantomimes.
 Students develop vocabulary on school subjects. Thinking competence:
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 Students understand and remember a story.

 Students identify story’s characters and main events.
 Students explore character and actions using a sequence of related pictures.
 Students enhance listening and thinking skills by paying close attention to visual.

Learning competence:

 Students comprehend through games, role plays.

 Students tell the difference between primary and secondary colours.
 Students present their individual work through poster, drawings made by them.
 Students gather all necessary materials to complete a task, such as a project.
 Students lean and identify objects by using the appropriate grammatical structures.
 Students realize what can be created by different shapes.
 Students describe objects using adjectives in the right order.

Life, entrepreneurship and environment competence:

 Students identify the necessary sources of information (materials, tools etc) and use them in an effective way to make a
poster, task at school and home.
 Students get involve in real life situations and get to know each other.
 Students explore the meaning of the word “camouflage” in the natural world.
 Students get to know some common greetings for Christmas through songs and write a wish letter.
 Students realize what is healthy and unhealthy for them.

Personal competence:

 Students develop vocabulary and make logical connections between pictures and sounds.
 Students bring meaning to what is heard and realize people’s mood.

Civil competence:

 Students learn social values and that cheating is wrong.

 Students discover human values and how a friend should behave.
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Planifikimi sipas cdo periudhe

Tre mujori I pare

3-month teaching plan

September - December 36 classes

Nr Lines Total of classes

1 Communicative Aspect 23 classes - 65%

2 Language Skills 13 classes - 35%

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Tre mujori I pare

N Predicted Class
Module Topic content organization Evaluation Sources Notes
r
1 Introduction What’s smiles First day at knowledge
school practice
2 My alphabet book In the role-play peer ss'
classroom evaluation book/teacher's
3 My alphabet book In the task-based activity task-based ss'book/workb
classroom evaluation ook
4 My alphabet book In the creativity/working formative ss' book/info
classroom in groups evaluation
5 My alphabet book In the brainstorming diagnostic ss' book
classroom evaluation
6 My alphabet book In the knowledge formative extra info
classroom practice evaluation
7 Alphabet review Around group discussions group CD/ss' book
evaluation
8 Starter Starter unit In the knowledge formative ss' book/info
Hello .My ABC classroom practice evaluation
9 Starter Colours /Numbers On the train mindmap task-based ss'
evaluation book/teacher's
10 Starter Letters blend Around task-based activity task-based ss' book/info
evaluation
11 Unit 1 School again Back in the warm-up diagnostic extra info
class conversation evaluation
12 Article At home task-based activity peer ss' book/info
a/an+activity book evaluation
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13 Ready for school At school task-based activity task-based ss' book

evaluation
14 The verb ‘to be’ In the creativity/working formative extra info
classroom in groups evaluation
15 Number’s song In the creativity/working formative ss' book/info
classroom in groups evaluation
16 Our world.1. Hello Overseas knowledge task-based ss' book/info
practice evaluation
17 My portfolio 1 In the knowledge self-evaluation ss' book
classroom practice
18 Unit 2 Come and play At grandma’s knowledge self-evaluation ss' book
house practice
19 Whose’s In the woods task-based activity diagnostic ss' book/info
evaluation
20 My lovely toys In the task-based activity formative ss' book/info
classroom evaluation
21 Demonstrative Out and about creativity/working task-based ss'
pronouns in groups evaluation book/teacher's
22 Colour songs In the hospital knowledge peer ss' book/info
practice evaluation
23 CLIL 1 Happy chat Out and about task-based activity diagnostic ss'
evaluation book/teacher's
24 My portfolio 2 Out and about task-based activity task-based ss' book/info
evaluation
25 Story time 1 The rainbow throwback creativity/working diagnostic extra info
in groups evaluation
26 Check point 1 In the knowledge diagnostic ss' book/info
classroom practice evaluation
27 My green passport In the creativity/working task-based ss'
Project 1 A classroom in groups evaluation book/teacher's
28 Fun time In the knowledge self-evaluation ss'
Unit 3 classroom practice book/teacher's
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29 Numbers 11/20 In the creativity/working summary ss'

classroom in groups evaluation book/teacher's
30 My family At home creativity/working formative extra info
in groups evaluation
31 Possessive Overseas task-based activity diagnostic ss' book/info
adjectives evaluation
32 Birthday card In the task-based activity formative ss' book/info
classroom evaluation
33 My portfolio 3 In the task-based activity task-based ss' book/info
classroom evaluation
34 Round up 1 In the knowledge peer ss' book/info
classroom practice evaluation
35 Portfolio assessment In the task-based activity task-based ss'
classroom evaluation book/teacher's
36 In the task-based activity paper test ………..
First term test classroom
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FIELD COMPETENCES

Listening to various texts: Students gain knowledge, learn values and apply the skills acquired through listening to a variety
of passages. They distinguish the information, pitch, rythm, accent of the speaker wich helps them improving their
pronunciation. Students can identify the main idea of the listening passage, story, key phrases, and previous vocabulary and
reflect about them.

Speaking to communicate and learn: Students use correctly standard simple language to communicate preferences. They
pronounce correctly and with the appropriate intonation. Students ask and answer simple questions through pair and group
work.

Reading passages: Students learn to read fluently short passages, songs’ lyrics, poems and comprehend them.

Writing for personal purposes: Students write short sentences showing preferences and use acquired vocabulary and simple
grammatical structures,

The correct use of language: Students in order to write and speak appropriately should gain the language skills, structures
and values of the native language and the foreign languages as well. Students identify the kind of sentences the use in simple
dialogues while asking and answering their peers.

THE MAIN LEARNING RESULTS ACCORDING TO THE KEY COMPETENCES

Communication and expression competence:

 Students know each other and Ss introduce themselves.

 Students revise and practice dialogues for introducing themselves, numbers, alphabet and colours.
 Students are able to utter simple and short sentences including basic vocabulary and grammar.
 Students develop pronunciation paying attention to phonics.
 Students make short sentences and show personal belongings using the pattern “This is my(object)”.
 Students memorize words better through pantomimes.
 Students develop vocabulary on school subjects. Thinking competence:
 Students understand and remember a story.
 Students identify story’s characters and main events.
 Students explore character and actions using a sequence of related pictures.
 11

 Students enhance listening and thinking skills by paying close attention to visual.

Learning competence:

 Students comprehend through games, role plays.

 Students tell the difference between primary and secondary colours.
 Students present their individual work through poster, drawings made by them.
 Students gather all necessary materials to complete a task, such as a project.
 Students lean and identify objects by using the appropriate grammatical structures.
 Students realize what can be created by different shapes.
 Students describe objects using adjectives in the right order.

Life, entrepreneurship and environment competence:

 Students identify the necessary sources of information (materials, tools etc) and use them in an effective way to make a
poster, task at school and home.
 Students get involve in real life situations and get to know each other.
 Students explore the meaning of the word “camouflage” in the natural world.
 Students get to know some common greetings for Christmas through songs and write a wish letter.
 Students realize what is healthy and unhealthy for them.

Personal competence:

 Students develop vocabulary and make logical connections between pictures and sounds.
 Students bring meaning to what is heard and realize people’s mood.

Civil competence:

 Students learn social values and that cheating is wrong.

Students discover human values and how a friend should behave

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Analytical plan

3-month teaching plan

January - March 36 classes

Nr Lines Total of classes

1 Communicative Aspect 23 classes - 65%

2 Language Skills 13 classes - 35%

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Tre mujori I dyte

N Predicted Class
Module Topic content organization Evaluation Sources Notes
r
1 Unit 4 A nice bed Overseas task-based activity task-based ss'
evaluation book/teacher
's
2 Plurals Around the knowledge diagnostic extra info
aqua park practice evaluation
3 My house In the knowledge task-based ss'
classroom practice evaluation book/teacher
's
4 Preposition in/on/at In the kitchen knowledge self-evaluation extra info
practice
Let’s sing
5 Overseas creativity/working
in groups
self-evaluation
……..
6 CLIL 2 Living and not At work task-based activity task-based ss'
living evaluation book/teacher
's
7 Portfolio 4 In the task-based activity formative ss' book
classroom evaluation
8 Story time 2 Twin klinka In the gym creativity/working diagnostic ss'
in groups evaluation book/teacher
's
9 Check point 2 In the creativity/working peer ss'
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classroom in groups evaluation book/teacher

's
10 Project My green passport In the task-based activity diagnostic ss'
B classroom evaluation book/teacher
's
11 I can In the play task-based activity task-based extra info
groung evaluation
12 Abilities Around the creativity/working diagnostic ss'
house in groups evaluation book/teacher
's
13 What can you do In the creativity/working diagnostic ss' book
classroom in groups evaluation
14 Plural of In the knowledge task-based ss' book
irregular nouns classroom practice evaluation
15 Unit 5 The can song In the knowledge self-evaluation extra info
classroom practice
16 Our world 5 Around the knowledge self-evaluation extra info
world practice
17 Portfolio 5 In the creativity/working diagnostic ss' book
classroom in groups evaluation
18 Unit 6 It’s a monster In the task-based activity formative ss' book
classroom evaluation
19 Have/has got In the jungle creativity/working diagnostic ss'
in groups evaluation book/teacher
's
20 On the farm In the farm task-based activity peer ss'
evaluation book/teacher
's
21 Farm animals In the farm knowledge task-based ss'
practice evaluation book/teacher
's
22 Let’s sing Animal’s world task-based activity diagnostic ss'
evaluation book/teacher
 15

's
23 CLIL How many legs? In the Math’s task-based activity formative extra info
class evaluation
24 My portfolio 6 In the creativity/working task-based ss' book
classroom in groups evaluation
25 Story time The monster on the Up the hill creativity/working diagnostic ss' book
hill in groups evaluation
26 Check point 3 In the creativity/working task-based ss' book
classroom in groups evaluation
27 Unit 7 It’s snowing Around the knowledge formative ss' book
school practice evaluation
28 Present continuous In the knowledge formative extra info
classroom practice evaluation
29 I’m wearing Fashion world task-based activity formative ss'
evaluation book/teacher
's
30 Clothes Fashion world task-based activity diagnostic ss'
evaluation book/teacher
's
31 Let’s sing Throwback creativity/working formative ss' book
in groups evaluation
32 Our world 7 Around the task-based activity task-based ss'
world evaluation book/teacher
's
33 My portfolio 7 In the creativity/working diagnostic ss' book
classroom in groups evaluation
34 Round up 2 In the task-based activity formative ss'
classroom evaluation book/teacher
's
35 Portfolio Cyber world task-based activity formative extra info
assessment evaluation
36 Second term test In the
classroom
task-based activity formative
evaluation
…….
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3-month teaching plan

April - June 33 classes

Nr Lines Total of classes

14 classes -
1 Communicative Aspect 40%

12 classes -
2 Language Skills 35%

7 classes -
3 Cultural formation 25%
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FIELD COMPETENCES

Listening to various texts: Students gain knowledge, learn values and apply the skills acquired through listening to a variety
of passages. They distinguish the information, pitch, rythm, accent of the speaker wich helps them improving their
pronunciation. Students can identify the main idea of the listening passage, story, key phrases, and previous vocabulary and
reflect about them.

Speaking to communicate and learn: Students use correctly standard simple language to communicate preferences. They
pronounce correctly and with the appropriate intonation. Students ask and answer simple questions through pair and group
work.

Reading passages: Students learn to read fluently short passages, songs’ lyrics, poems and comprehend them.

Writing for personal purposes: Students write short sentences showing preferences and use acquired vocabulary and simple
grammatical structures,

The correct use of language: Students in order to write and speak appropriately should gain the language skills, structures
and values of the native language and the foreign languages as well. Students identify the kind of sentences the use in simple
dialogues while asking and answering their peers.

THE MAIN LEARNING RESULTS ACCORDING TO THE KEY COMPETENCES

Communication and expression competence:

 Students know each other and Ss introduce themselves.

 Students revise and practice dialogues for introducing themselves, numbers, alphabet and colours.
 Students are able to utter simple and short sentences including basic vocabulary and grammar.
 Students develop pronunciation paying attention to phonics.
 Students make short sentences and show personal belongings using the pattern “This is my(object)”.
 Students memorize words better through pantomimes.
 Students develop vocabulary on school subjects. Thinking competence:
 Students understand and remember a story.
 Students identify story’s characters and main events.
 Students explore character and actions using a sequence of related pictures.
 18

 Students enhance listening and thinking skills by paying close attention to visual.

Learning competence:

 Students comprehend through games, role plays.

 Students tell the difference between primary and secondary colours.
 Students present their individual work through poster, drawings made by them.
 Students gather all necessary materials to complete a task, such as a project.
 Students lean and identify objects by using the appropriate grammatical structures.
 Students realize what can be created by different shapes.
 Students describe objects using adjectives in the right order.

Life, entrepreneurship and environment competence:

 Students identify the necessary sources of information (materials, tools etc) and use them in an effective way to make a
poster, task at school and home.
 Students get involve in real life situations and get to know each other.
 Students explore the meaning of the word “camouflage” in the natural world.
 Students get to know some common greetings for Christmas through songs and write a wish letter.
 Students realize what is healthy and unhealthy for them.

Personal competence:

 Students develop vocabulary and make logical connections between pictures and sounds.
 Students bring meaning to what is heard and realize people’s mood.

Civil competence:

 Students learn social values and that cheating is wrong.

Students discover human values and how a friend should behave

 19

Tre mujori I trete

N Predicted Class
Module Topic content organization Evaluation Sources Notes
r
1 Unit 8 Flying kites In the park task-based activity diagnostic ss'
evaluation book/teacher
's
2 Present In the task-based activity diagnostic ss'
continuous/ classroom evaluation book/teacher
Negatives form 's
3 Dear diary In the knowledge task-based ss' book
classroom practice evaluation
4 Writing to a friend In the task-based activity diagnostic ss' book
classroom evaluation
5 Let’s sing Overseas creativity/working task-based ss' book
in groups evaluation
6 CLIL A tree for all Art class knowledge self-evaluation ss' book
seasons practice
7 Portfolio 8 In the knowledge self-evaluation extra info
classroom practice
8 Story time Pennies from the In the woods task-based activity formative extra info
sky evaluation
9 Checkpoint 3 In the creativity/working diagnostic ss'
classroom in groups evaluation book/teacher
's
10 My green passport In the task-based activity formative extra info
Project C classroom evaluation
11 Time to eat At a party creativity/working diagnostic ss'
Unit 9 in groups evaluation book/teacher
's
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12 Likes/dislikes In and about creativity/working peer ss'

in groups evaluation book/teacher
's
13 Can you get some Overseas task-based activity task-based ss'
evaluation book/teacher
's
14 Make a shopping At the market task-based activity diagnostic ss'
list evaluation book/teacher
's
15 Let’s sing Around creativity/working task-based ss' book
in groups evaluation
16 Our world 9 In the creativity/working diagnostic ss' book
classroom in groups evaluation
17 Portfolio 9 In the knowledge task-based ss' book
classroom practice evaluation
18 Round up In the knowledge self-evaluation ss' book
classroom practice
19 Unit 10 Everyday In the knowledge self-evaluation extra info
classroom practice
20 Present Around task-based activity formative extra info
simple/routines evaluation
21 My favourite day At home task-based activity diagnostic ss'
evaluation book/teacher
's
22 Present In the task-based activity formative ss' book
simple/negative classroom evaluation
23 Let’s sing Around creativity/working diagnostic ss'
in groups evaluation book/teacher
's
24 CLIL By day and by At the science task-based activity peer ss'
night class evaluation book/teacher
's
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25 My portfolio 10 In the creativity/working diagnostic ss'

classroom in groups evaluation book/teacher
's
26 The lazy girl On stage creativity/working diagnostic ss'
in groups evaluation book/teacher
's
27 Final role play On stage task-based activity task-based ss' book
evaluation
28 My first dossier In the creativity/working diagnostic ss' book
classroom in groups evaluation
29 My green passport In the creativity/working task-based ss' book
classroom in groups evaluation
30 My green passport In the knowledge self-evaluation ss' book
classroom practice
31 Round up In the knowledge self-evaluation ss' book
classroom practice
32 Portfolio task-based activity formative extra info
assessment evaluation
33 Third term test knowledge
practice
formative
evaluation
…….
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