ditar big inglish 22.pdf

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my House!
Veprimtaria e të nxënit:
Listening and Speaking
Rezultatet e të nxënit sipas kompetencave kyçe
Rezultatet e të nxënit të kompetencave të fushës sipas temës
mësimore:
- To name furniture and rooms in a house
Fjalët kyçe:
Nouns: bath, bathroom, bed,
bedroom, chair, cooker,
cupboard, dining room, dressing
table, DVD player, fridge,
kitchen, lamp, living room, sink,
sofa, TV
Burimet:
Text book
Lidhja me fushat e tjera ose me temat
ndërkurrikulare:
Metodologjia dhe veprimtaritë e nxënësve
Metodologjia
Lidhja e temës me njohuritë e mëparshme të nxënësve:
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.
Ndërtimi i njohurive të 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 1and say the words.
Activity 3
• When pupils are familiar with the vocabulary, play I 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.
If time do the: Application and Practice Activity on TB.
Vlerësimi:
I will evaluate them, based on her participation.
Detyrat

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my Town!
mësimore:
- To name places in town
Fjalët kyçe:
Nouns: bank, bookshop, bus
stop, cinema, computer shop,
petrol station, post office,
restaurant, shopping centre,
supermarket, train station
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Display a city or town map, a country map and a world map or globe.
• Point out that the city or town map shows roads. If you have a local map, help pupils find your
school. Point out familiar roads and landmarks.
• Point out that the country map shows cities, towns, lakes and rivers. Help pupils find your area
on the map. Point out any other familiar landmarks on the map.
• Point out that the world map or globe shows countries, continents and oceans.
Help pupils find your country on the map.
Activity 1:
Explain the lesson objective – pupils will learn and talk about places in a town.
• Read the directions aloud. Play audio track 2:01. Have pupils listen point to the photo for each
corresponding place and then repeat it.
Activity 2
• Point to the places in Activity 1 and say the name of each place. Have pupils repeat after you.
Randomly say a place and have pupils point to the place you have named.
• Read the directions aloud. Play audio track 2:02. Have pupils listen, point to each place in the
photographs in Activity 1 and say the words.
Activity 3 Play a Game
• When pupils are familiar with the vocabulary, play a game of What’s missing? with the class.
Display the set of flashcards on the board. Point to and read aloud each card and then have pupils
close their eyes. Remove a card and ask them to open their eyes and to identify the missing card.
Say: What’s missing?
Elicit the name of the place for the missing card (for example, cinema). Repeat for other place

names. You may also take away 2–3 cards at a time.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My dream job!
Listening and Speaking!
mësimore:
- To name jobs
Fjalët kyçe:
Nouns: actor, artist, athlete, chef,
dancer, doctor, pilot, singer,
teacher, vet, writer
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Fill a box with hats and other props that indicate different jobs – for example,
an actor’s mask, a chef ’s hat or apron, a toy plane, a paintbrush, a pen or toy computer, a nurse’s
hat, a stethoscope, ballet shoes, trainers, a toy microphone.
• Allow volunteers to take turns pulling a prop from the box. The pupil then acts out the job that
goes with the prop.
Activity 1:
Explain the lesson objective – pupils will name and identify different jobs.
corresponding job and then repeat it.
Activity 2
• Point to the jobs in Activity 1 and say the name of each job. Have pupils repeat after you.
Randomly say a job and have pupils point to the activity you have named.
• Read the directions aloud. Play audio track 2:21. Have pupils listen, point to each job in the
photographs in Activity 1 and say the words.
Activity 3
Play a game.
• When pupils are familiar with the vocabulary, play a game with the whole class by miming a
different job and having pupils point to and read aloud the correct flashcard. Once pupils have
understood the game, ask volunteers to mime a job for the whole class while the others guess.
Vlerësimi:
Detyrat

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My day!
Telling the time!
mësimore:
- To read the hours on a clock
Fjalët kyçe:
one o’clock, two o’clock,
three o’clock, four o’clock, five
o’clock, six o’clock, seven
o’clock, eight o’clock, nine
o’clock, ten o’clock, eleven
o’clock, twelve o’clock
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Practise numbers 1 to 12 with pupils by singing ‘Roll Over’. This is a fun song for pupils to
sing and mime. (Substitute any familiar animal for bears.)
There were twelve bears in the bed and the little one said, ‘Roll over, roll over’.
So they all rolled over and one fell out. There were eleven bears in the bed and the little one said,
‘Roll over, roll over’. So they all rolled over and one fell out.
(Continue counting down until last verse.) There was one bear in the bed and the little one said,
‘Goodnight’!
• Have twelve pupils stand at the front of the room, each holding a number card with a numeral
(1 to 12). As each number is sung, have the pupil hold it up. For ‘roll over’, the pupil with that
number sits down.
Activity 1:
Explain the lesson objective – pupils will learn to read times on a clock.
• Read the directions aloud. Play audio track 2:38. Have pupils listen, point to each clock and then
repeat the time.
Activity 2
• Point to the clocks in Activity 1 and say the time for each clock. Have pupils repeat after you.
Randomly say the times and have pupils point to the clock you have named.
• Read the directions aloud. Play audio track 2:39. Have pupils listen, point to the correct clock in
Activity 1 and then repeat the time.
Activity 3
Play a game.
• When pupils are familiar with the times, play a game with the class as follows:
Show a time on a toy clock (or draw it on the board) and have pupils read the time and form a group

of that number. For example, show three o’clock and have pupils form groups of three. Those pupils,
who are unable to form a group, must sit out. (Note: for one o’clock, pupils remain single.)
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Favourite Food!
Listening; speaking; game!
mësimore:
- To name and identify different kinds of food
Fjalët kyçe:
Nouns: apples, bananas, burger,
carrots, cheese, mangoes, meat,
oranges, potatoes, sandwiches,
snack, strawberries, tomatoes,
vegetables, yoghurt
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Put the flashcards for apples, bananas, sandwich and yoghurt in a lunch bag or lunchbox. Set a
clock or clock face to the time your class eats lunch.
• Ask: What time is it? (twelve o’ clock) What do we do at twelve o’ clock? (We eat lunch.)
• Hold up your lunch bag and ask: What’s for lunch? One by one, show each flashcard and have
pupils identify it to answer the question.
• Let volunteers take turns choosing four flashcards to put in the lunch bag and telling the class
what they are going to eat lunch. Each time ask: What’s for lunch?
Activity 1:
Explain the lesson objective – pupils will name and identify kinds of food.
corresponding food and then repeat it.
Activity 2
• Point to the photos in Activity 1 and say the name of each food. Have pupils repeat after you.
Randomly say a food word and have pupils point to the food you have named.
• Read the directions aloud. Play audio track 3:02. Have pupils listen, point to each food in the
pictures in Activity 1 and say the words.
Activity 3
Play a game.
• When pupils are familiar with the vocabulary, play a memory game with the whole class as follows:
Sit in a circle and say: I went to the supermarket and bought apples. Show the flashcard for apples
and put it in a bag or basket. Have the class repeat apples after you (or the whole sentence if you
think they can manage it). Then say: I went to market and bought apples and bananas and put the
bananas flashcard in the bag or basket. Have the class remember apples and repeat bananas after
you (or the whole sentence). Continue until you have put several or all of the flashcards into the bag
or basket.

Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Wild Animals!
Listening; speaking; Song (WB exercises)!
mësimore:
- To identify and name wild animals
Fjalët kyçe:
Nouns: cheetah,
crocodile, elephant,
giraffe, hippo, kangaroo,
monkey, parrot,
peacock, polar bear,
snake, zebra
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Tell pupils to each draw a picture of a wild animal. Allow them to draw any animal they think is
wild.
• Display the flashcards. Hold up each flashcard, write the animal’s name in a list on the board
and identify the animal. Have pupils hold up their picture if they drew that animal and repeat the
animal’s name. Count how many pupils drew each animal and write the number by the animal’s
name on the board.
• Identify any other animals pupils drew and add them to the list as well as the number of times it
was drawn.
• Use the list on the board to identify the most popular animal drawn..
Activity 1:
Explain the lesson objective – pupils will identify and name wild animals.
corresponding animal and then repeat it.
Activity 2
• Point to the animals in Activity 1 and say the name of each animal. Have pupils repeat after you.
Randomly say an animal and have pupils point to the animal you have named.
• Read the directions aloud. Play audio track 3:21 and have pupils listen, point to each animal in the
pictures in Activity 1 and say the words.
Activity 3
• When pupils are familiar with the vocabulary, play a game of Charades with the class (see Game
Bank, page T136, for details). Ask a volunteer to mime the movements and/or sounds of a particular
wild animal and have the others guess what it is. Repeat until everyone has had a chance to mime
an animal.

Activity 4:
Explain the lesson objective – pupils will sing a song and then talk about animal actions.
• Read the directions aloud. Display the flashcards and play audio track 3:22.
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 1 and find which animals are
not mentioned in the song.
• Once pupils are familiar with the song, have them practise it using the karaoke version (audio
track 3:23). Or, if you wish, save the karaoke version for use at another time as a fun way to
review the song.
Activity 5:
• Read the directions aloud. Play audio track 3:24. Have pupils look and point
to the corresponding photo in Activity 1.
• Replay the audio. Pause after each sentence and have pupils say whether it is
true or false (they can do this with a partner).
Activity 6:
• Read the directions aloud. Read the speech bubbles aloud 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. Have pupils work in pairs to ask and
answer about what animals they like. Instruct pupils to use the format of the
dialogue, using the sentence frames Do you like … ? Yes, I do. … can … . Have
pupils also answer in the negative, as follows: No, I don’t. … can’t … .
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Fun All Year!
Song- I like July; listening and speaking (WB ex)!
mësimore:
- To name the months of the year
Fjalët kyçe:
Nouns: January,
February, March, April,
May, June, July, August,
September, October,
November, December
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Write the name of each month on an index card. Give each card to a different pupil (or pair or small
group of pupils).
• Have pupils identify the months in order by giving clues, such as: This month starts with ‘J’. It’s got
seven letters. (January) Have the pupil holding the January card stand up and form the start of a line.
Help pupils to say the name, January.
Repeat until all the months have been identified and named in order.
• Once the line of ‘months’ is formed, provide pupils with additional practice in identifying and naming
the months by giving clues, such as: This month starts with ‘J’. It’s between May and July. (June)
Activity 1:
Explain the lesson objective – pupils will name and identify the months of the year.
• Read the directions aloud. Play audio track 3:38 as pupils listen, point to each calendar and then
repeat the name of the month.
Activity 2
• Read the directions aloud. Play audio track 3:39. Have pupils listen, find and point to the correct
calendar and then repeat the name of the month.
Activity 3
Play a game.
• When pupils are familiar with the months of the year, play a game with the class as follows: Have
pupils close their books and form small groups. Give each group a set of word cards (with the name
of a month written on each one) in muddled order; ask them to sort the cards in the correct order of
the months of the year. The group that does it first is the winner!
Activity 4
Explain the lesson objective – pupils will say a chant and talk about favourite months of the year.
• Read the directions aloud and play audio track 3:40. Have pupils follow along quietly. Help pupils to
understand the meaning of new vocabulary (such as holiday) by using simple language and/or
gestures.

• Replay the audio and have pupils chant along. Have them identify which months are mentioned in
the chant.
• Once pupils are familiar with the song, have them practise it using the karaoke version (audio track
3:41). Or, if you wish, save the karaoke version for use at another time as a fun way to review the
chant.
Activity 5
• Read the directions aloud. Play audio track 3:42 and pause after each item so that pupils can write
the correct month of the year in their books.
• Do the first item together as a class and then have pupils continue the activity independently.
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.
• Have pupils work in pairs to ask and answer about their favourite months of the year. Ask
volunteers to say their dialogue aloud for the rest of the class.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Games!
mësimore:
- Identify and name outdoor activities
Fjalët kyçe:
Verbs/Verb Phrases:
climbing trees, doing gymnastics,
flying kites, ice skating, playing
tennis, playing volleyball,
riding my bike, skateboarding
Burimet:
Text book
ndërkurrikulare:
Metodologjia
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 it is.
Activity 1:
Explain the lesson objective – pupils will identify and name outdoor activities.
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.
Vlerësimi:

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Games!
Song and Speaking!
mësimore:
- Identify and name classroom activities.
Fjalët kyçe:
Colouring, counting, cutting,
listening, playing a game, using
the computer, watching a DVD,
writing.
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• 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.
For activity 4
• Read the directions aloud. Play audio track 1:26 and have pupils follow along quietly.
• Ask pupils to read the song silently, look at the images in Activity 1 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.
review the song.
For activity 5
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: I like flying kites.
(Number one.) I like ice skating. (Number six.) Then pair up pupils to ask and answer about the
images in Activity 1.
Prezantimi dhe demostrimi i rezultateve të 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.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my house!
Song and WB Exercises!
mësimore:
- To ask and answer about where things are in the house
- To sing a song
Fjalët kyçe:
bedroom, chair, cooker,
cupboard, dining room, dressing
table, DVD player, fridge,
kitchen, lamp, living room, sink,
sofa, TV behind, in, on, under
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• 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.
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
pupils to understand the meaning of keys by pointing them out in the picture.
• Ask pupils to read the song silently, look at the images in Activity 1 and find which rooms and
furniture are mentioned in the song. (Answers: chair, living
room, bedroom, dining room)
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:
• 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.
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 least one table, chair or sofa. Have pupils count the number of pieces of furniture in
each room and write or draw the number and item – for example, living room: 3 chairs, 1 sofa, 1
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.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my Town!
Maps are great –song; speaking, numbers (WB
exercises)
mësimore:
- To name places in town
- To describe a location on a map
- To sing a song
Fjalët kyçe:
Nouns: bank, bookshop, bus
stop, cinema, computer shop,
petrol station, post office,
restaurant, shopping centre,
supermarket, train station
Verbs: buy, send
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Use the flashcards for this activity. Hold up flashcards randomly and have pupils
say its name aloud. Repeat several times until pupils are able to identify and
name places correctly and quickly.
For activity 4:
Explain the lesson objective – pupils will sing a song and then describe where places are on a
map.
• Read the directions aloud. Play audio track 2:03 and have pupils listen and follow along quietly.
• Ask pupils to read the song silently, look at the images in Activity 1 and find those that are not
mentioned in the song. Ask them to point at each image and say its corresponding number.
review the song.
For activity 5 :
• Read the directions aloud. Play audio track 2:05 and have pupils number the places on the map
as they hear them.
Check the answers as a class.
For activity 6 look at activity 5 Ask and answer:
• Read the directions aloud. Read the speech bubbles aloud while pupils follow in their books.
Have pupils repeat the dialogue and point to the place on the map in Activity 5.
• Choose a pair of volunteers to model the dialogue. Have pupils reverse roles and repeat.
• Have pupils work in pairs to ask and answer about the location of places on

the map in Activity 5. Suggest that they point to each place as they do so.
• Continue the Think Big activity with the other places in Activity 1, writing new vocabulary on
the board as you go. Ask: What can you buy/see at a train station/ bus stop? (train/bus tickets,
trains/buses) What can you do at a post office? (post a letter) What can you do at a bank? (get
money) What can you do at a shopping
centre? (buy clothes/books/toys, eat food, etc)
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My dream Job!
Speaking and writing- Song (WB exercises)
mësimore:
- To say a chant
- To name a dream job
Fjalët kyçe:
Nouns: actor, artist, athlete, chef,
dancer, doctor, pilot, singer,
teacher, vet, writer
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Have each pupil draw and label a picture of their favourite job.
• Have pupils share their pictures with the whole class. As they do, ask them to name the job by
reading aloud the label on their pictures.
For activity 4:
Explain the lesson objective – pupils will say a chant and talk about jobs.
• Replay the audio and have pupils join in the chant. Do this several times.
• Ask pupils to read the chant silently, look at the images in Activity 1 and find which jobs are
mentioned in the song. (Answers: dancer, athlete, teacher, actor, vet, pilot.)
review the chant.
For activity 5 :
• Read the directions aloud. Play audio track 2:24. Pause after each question and answer and have
pupils repeat.
• Replay the audio and complete Item 1 as a class.
• Have pupils complete the rest of the items independently.
For activity 6:
• Give pupils old newspaper, scissors, tape and marker pens, paints or crayons.
Each pupil makes a simple hat, piece of clothing or prop to indicate their dream job, such as a

dancer’s skirt, a chef ’s hat, an actor’s mask, an artist’s painting, an athlete’s vest, a vet’s animal,
a writer’s book, a singer’s song sheet, a pilot’s hat.
• Have a fashion show in your classroom where each pupil has a turn to walk in front of everyone
wearing his/her job attire. Ask each pupil: What do you want to be? Have them respond: I want to
be a/an … .
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Day!
Song- listening and speaking (WB ex)!
mësimore:
- To identify at what time of day certain activities are done
- To sing a song
Fjalët kyçe:
one o’clock, two o’clock,
three o’clock, four o’clock, five
o’clock, six o’clock, seven
o’clock, eight o’clock, nine
o’clock, ten o’clock, eleven
o’clock, twelve o’clock
Verb phrases: get up,
go out, go to bed, start,
watch TV
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Take the class to a large area where they can run and move around. Play a game of What time is
it, Mr Wolf? as follows: Have the class form a horizontal line on one side and then stand opposite
them. Turn your back to them and have them call out: What time is it, Mr Wolf? Say a time, e.g.:
four o’ clock. Have pupils take four steps towards you (keeping your back turned). Repeat with
different times until pupils are close to you. Then, shout: Lunch time! Chase the class and catch
one pupil. That pupil then has a turn to be Mr Wolf!
For activity 4:
Explain the lesson objective – pupils will sing a song and then talk about at what time of day
certain activities are done.
• Read the directions aloud. Play audio track 2:41 and have pupils follow along quietly. Help
pupils to understand the meaning of new vocabulary by using simple language and gestures.
• Replay the audio. Have pupils sing along and mime the lyrics. Verse 1: get up, get dressed,
brush teeth; Verse 2: start school, eat breakfast, get books; Verse 3: do homework, go out, play;
Verse 4: go to bed, watch TV, read book.
• Play the audio again and have pupils look at the clocks in Activity 1 and find which times are
not mentioned in the song.
review the song.
For activity 5 :

• Review the times of the activities mentioned in the song in Activity 4.
• Read the directions aloud. Play audio track 2:43 and have pupils look at the song in Activity 4
and say yes or no.
• Do the first item together as a class and then have pupils continue the activity by saying yes or
no to a partner.
For activity 6:
• Read the directions aloud. Then have pupils read the text in the speech bubbles aloud.
• Have pairs of pupils randomly point to the clocks in Activity 1 and ask and answer: What time
is it? It’s … o’clock.
• Divide the class into two teams. Ask for a volunteer from each team to come to the front,
bringing with them the clock face they made in the previous lesson. Whisper the same time in
each volunteer’s ear, e.g.: three o’ clock and the volunteers set their clock to the correct time as
quickly as they can and show their team. The first team to call out: Tick, tock. It’s three o’ clock.
wins a point.
The team with the most points wins
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Favourite Food!
Let`s eat lunch – song; speaking, writing (WB
exercises)
mësimore:
- To talk about food
- To sing a song
Fjalët kyçe:
Nouns: apples, bananas, burger,
carrots, cheese, mangoes, meat,
oranges, potatoes, sandwiches,
snack, strawberries, tomatoes,
vegetables, yoghurt
Burimet:
Text book
ndërkurrikulare:
Metodologjia
• Play Pictionary. (See Game Bank, page T136, for details.)
• Divide the class into groups. Provide each group with large sheets of paper and marker pens.
• Have a representative from each group come to the front. Show the representatives a flashcard.
The representatives then go back to their groups and, without speaking, draw the word. Their
teammates try to guess what they are drawing. The teammate who guesses the word comes to the
front and whispers his/her guess: Is it carrots? If correct, he/she becomes the new team
representative. Continue until most pupils have had a chance to draw.
For activity 4:
Explain the lesson objective – pupils will sing a song and talk about food.
• Ask pupils to read the song silently, look at the images in Activity 1 and find which foods are
mentioned in the song.
review the song.
For activity 5 :
• Read the directions aloud. Play audio track 3:05. Ask pupils to point to the food items as they
hear them.
• Replay the audio. Pause after each sentence and have pupils match each child to the correct
food.

• Ask pupils to complete the speech bubbles with the missing words.
For activity 6:
• Ask volunteers to model the dialogue. Have pupils work in pairs to ask and answer about what
food they like. Instruct pupils to use the sentence frames
Do you like … ? Yes, I do. I like … . You may also wish to introduce the answer,
No, I don’t. I don’t like … .
Place the flashcards on the board, picture side up. Write on the board c_ _ _ _ _.
Have pupils spell the word for you (h-e-e-s-e) and fill in the missing letters as they do so.
Continue with all the food vocabulary items.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Hello!
students introduce themselves; different games
mësimore:
- Identify and describe some elements about themselves.
- Talk about their themselves.
Fjalët kyçe:
Burimet:
Text book
ndërkurrikulare:
Metodologjia
Start your class with the following activity:
Introduce me:
This activity is a great way to start a class of adult learners who are not complete beginners. Split
them up into pairs and have them take turns 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?
 Etc.
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 for the 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 if you do not like the above activities choose one of the following that suits better to your students” needs and
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, likes 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 learners 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 etc Adapt topic areas to age range and tastes.
or yarn and label each one with a child's name. If possible, record each of them speaking, briefly
stating their names and a little 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.
Vlerësimi:
Detyrat

 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
I’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: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In My Classroom
Listening and game!
mësimore:
- Identify and name classroom activities.
Fjalët kyçe:
writing.
Burimet:
Text book
ndërkurrikulare:
Metodologjia
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 name?
After this activity have students introduce their partner to the class saying: This is my friend ....
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 1.
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.
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.

Vlerësimi:
Detyrat
Exercise 6, workbook page 5.

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Games!
Story- Listening and speaking!
-To read unit language in context
-To read for understanding and enjoyment
-To read and draw conclusions
Fjalët kyçe:
Verb Phrases: playing
football, playing
volleyball, skateboarding
Burimet:
Text book, Activity Book, etc.
ndërkurrikulare:
Metodologjia
• 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 basic
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.
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.
• 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.
Vlerësimi:

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my House!
Story- Listening and speaking!
- To read unit language in context
- To read for understanding and enjoyment
- To read and draw conclusions
Fjalët kyçe:
Nouns: aunt, bed, bedroom,
cousins, kitchen, living room,
TV, uncle
Burimet:
ndërkurrikulare:
Metodologjia
• 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.
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.
• Have pupils work out the answers in pairs or small groups and then ask volunteers to share their
answers with the whole class. (Answers: uncle, aunt, cousin)
• Listen for correct pronunciation, appropriate intonation and correct language use.
• Assign Activity Book page 24 and direct pupils to digital activities.
Vlerësimi:

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my Town!
Story- Listening and reading!
- To identify details in a story
Fjalët kyçe:
Nouns: bank, bookshop,
computer shop,
restaurant, wallet
Burimet:
ndërkurrikulare:
Metodologjia
• Have each pupil make four flashcards on index cards for the following: a book, a plate of food,
a computer game and money. Have pupils fold a sheet of paper into four sections. Have them
label the sections restaurant, bookshop, computer shop and bank.
• Have pairs take turns sorting the flashcards onto the section of the paper that names the place
where they would buy (or get) the item. Once all are sorted, have pupils say for each item: I buy
(a book) at a (bookshop).
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 tell you
what they see. Ask: Who do you think these two people are? (Jenny and her dad) Where are they
in Frame 1? (at home) Where are they in the rest of the story? (at the shopping centre) Have
pupils find the map of the shopping centre in the pictures. Explain that this story is about
Jenny and her dad who go to the shopping centre.
• Read the directions aloud. Draw attention to the question: Where are Jenny and her dad? Play
For activity 8:
• Read the directions and each sentence aloud. Have pupils repeat the sentences.
Model completing the first item. Explain that each sentence gives a clue as to what completes it.
Point out that Dad wants to buy a book. Have pupils circle book. Help pupils understand that
book is a clue that he will shop at a bookshop.
• Have pupils circle the clue word in each sentence and then complete the activity.
Vlerësimi:

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My dream Job!
Story- Listening and reading!
-To identify story details
Fjalët kyçe:
Nouns: singer, writer,
dancer, chef
Burimet:
ndërkurrikulare:
Metodologjia
• Play Pictionary to review occupations, using the flashcards. (See Game Bank, page T136, for
details.)
• Divide the class into groups. Provide each group with large sheets of drawing paper and marker
pens.
• Have a representative from each group come to the front. Show the representatives a flashcard.
Make sure everyone understands what the card says. The representatives then go back to their
groups and, without speaking, draw the word. Their teammates try to guess what they are
drawing. The teammate who guesses the word comes to the front and whispers his/her guess: Is it
a chef? If correct, he/she becomes the new team representative. Show the new representative the
next flashcard and continue the game.
• Play continues until most pupils have had a chance to draw.
For activity 7:
• Read the story title aloud. Have pupils repeat it. Remind pupils what Dream Job means. For
example, say: My dream football team has ([name 3 or 4 top players]) on it. That team would be the best!
Ask pupils what a dream job is (an ideal job for someone).
• Have pupils look at the story pictures and identify where the children are (at school). Have them
identify what kinds of jobs the children and their teacher are talking about (a singer, a writer, a dancer
and a chef). Explain that that this story is about pupils at school talking about their dream jobs with
their teacher.
• Read the directions aloud. Draw attention to the question: What does Jamie like doing? Play audio
track 2:26. Have pupils listen and read along silently.
• Assign the roles of the teacher, Jenny, Dan, Maria and Jamie. Have pupils read their character’s
dialogue aloud. Repeat in groups of five so that every pupil has a turn to read aloud a character’s
words.

Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Day!
Story – Max`s Day- Listening and reading!
- To put story events in sequence
Fjalët kyçe:
two o’clock, four o’clock,
seven o’clock
go out, go to bed, watch TV
Burimet:
ndërkurrikulare:
Metodologjia
• Teach pupils the rhyme ‘Hickory, Dickory, Dock’.
Hickory, dickory, dock. The mouse runs up the clock. The clock strikes one. The mouse runs
down.
Hickory, dickory, dock.
• Display a picture of a grandfather clock to help pupils understand how the mouse could run up
and down the clock. Explain that the clock strikes each hour, once at one o’ clock, twice at two o’
clock, etc. Have pupils draw a mouse running up or down a grandfather clock.
For activity 7:
then talk about when they sleep.
• Read the story title aloud. Have pupils repeat it. Explain that that this story is about Jenny and
her mum in their home. Jenny is asking her mum questions about their cat, Max. Have them look
at the story frames tell what they see. Ask, for example: Who’s this? (Jenny) And who’s this? (her
mum) What is it? (A cat) What time is it? (It’s eight o’clock) Also help pupils name the room the
characters are in and any furniture they recognise.
• Read the directions aloud. Draw attention to the question: When does Max wake up? Play audio
• Demonstrate the meaning of the expressions sounds boring and sounds great. First, write boring
and great on the board. Then hold up several pieces of typewritten paper and say: This is a list of
all the people who go to your school. I’m going to read the list of names now. OK? Ready?
Pretend to start reading names, then stop and say: This is boring. Next, hold up a comic book or
appealing magazine and say: I’m going to read you a good story. OK? Point to the word boring:
A long list of names? That sounds boring. A good story? That sounds great!
21st
Communication Activity:

• Have pairs each take a turn asking each other the questions. Have them draw or write the times
in their notebooks. Have them calculate the number of hours they sleep, too.
• Ask volunteers to share their answers with the rest of the class. Point out the importance for a
7–8 year old to get enough sleep each night (about 10–11 hours).
Vlerësimi:
I will evaluate them, based on their participation.
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Favourite Food!
Story –Listening and reading!
- To recognise story details
- To relate text to pupils’ own lives
Fjalët kyçe:
Nouns: apples, bananas,
fruit, mangoes, pie,
snack
Burimet:
ndërkurrikulare:
Metodologjia
• Ask pupils what snack they like to have. For example, say: Do you like yoghurt? Have those
pupils, who like yoghurt, raise their hands. Record their responses in the form of tally marks on
the board. Repeat for two or three other kinds of snack (for example, apples, oranges,
sandwiches).
• Point to each snack and have pupils vote for their favourite one. Have pupils talk about the most
popular snacks using the sentence frames I like … . I don’t like … .Ndërtimi i njohurive të reja
For activity 7:
• Read the story title aloud. Have pupils repeat it. Have them look at the story frames and tell
what they see. Ask: Who are these three people? (Jamie, Dan and Jamie’s dad) Help them name
the room where the characters are and describe furniture or objects they recognise in it.
Explain that in this story, Jamie’s dad is offering the two boys a snack.
• Remind pupils about the concept of groups or categories. Write the word fruit on the board and
underline it. Elicit names of fruit from the pupils and write a few on the board under the heading.
Say: Fruit is the name of a group/category of food. Elicit from volunteers other categories of
food, such as vegetables.
• Read the directions aloud. Draw attention to the question: Does Dan like apples? Play audio
21st
• Have pupils discuss the questions about fruit in pairs or small groups. Ask volunteers to share
their responses with the whole class afterwards. Encourage pupils to think about what they have
learnt in the unit so far, as well as their prior knowledge. (Possible answers for other dishes you
can make with fruit include fruit salad, fruit cakes and other kinds of fruit pies.)

Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Wild Animals!
Story –Listening, reading, Speaking and writing!
To read unit language in context
To read for understanding and enjoyment
To identify story details
To read and draw conclusions
Fjalët kyçe:
Nouns: monkeys, hippos
Verbs: climb trees
Burimet:
ndërkurrikulare:
Metodologjia
• Display the flashcards. Then play a guessing game with pupils about the animals. For clues,
describe things each animal can do. For example: This animal can climb trees and jump. (a
monkey) This animal can swim and chase other animals. (a crocodile) This animal can fly. (a
parrot) Use gestures to help pupils understand the meaning of unknown words. Accept all
reasonable answers pupils provide for each clue.
For activity 7:
what they see. Ask: Who are these two people? (Jamie and Jenny) Where are they? (the zoo)
How do you know? (There is a sign. There are wild animals.) Explain that that this story is about
the two twins who are visiting a zoo. They are talking about which animals they like.
• Help pupils understand the expression like I can (see Frame 6). Invite a volunteer to the front of
the classroom. Say: Listen. Clap your hands using an interesting rhythm. Say: Can you clap like I
can? The volunteer claps his/her hands. Say: (Billy) can clap like I can. We clap alike.
Repeat with another activity, such as snapping your fingers or whistling.
• Read the directions aloud. Draw attention to the question: What animals does Jamie like? Play
For activity 8:
• Read the directions aloud. Remind pupils that can’t is a contraction for cannot.
Write the contraction on the board, for support.
• Read each statement twice, once with can and once with can’t. Have pupils repeat. Model how
to answer the first item. Ask: Can monkeys climb trees? (yes)
Show pupils how they should circle can.
• Have pupils continue the activity independently.

21st
• Have pupils discuss the questions about animal actions in pairs or small
groups. Ask volunteers to share their responses with the whole class
afterwards. Encourage pupils to think about what they have learnt in the unit
so far, as well as their prior knowledge. (Possible answers: Crocodiles can swim,
run and eat fish. Elephants can’t swim, fly or climb trees.)
Application and practice Activity:
• Divide pupils into groups to play Question Chain. (See Game Bank, page
T137, for details.) Have pupils sit in a circle. Select one of the groups to model the game. Start
the game by asking the first pupil: What’s your favourite zoo animal? The first pupil answers: I
like (cheetahs) best. The first pupil then turns and asks the question to the next pupil. Continue
around the group until all pupils have answered the question.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Fun All Year!
Story –Fun in august - Listening and reading!
Fjalët kyçe:
Nouns: January,
September, October,
November, December
Adverbs of frequency:
always, never
Burimet:
ndërkurrikulare:
Metodologjia
• Play a game that reviews the months of the year. Divide the class into two teams. Have one
pupil from each team come to the front. Give each pupil one die. Say: Roll! Both pupils roll the
dice in a designated area.
• Pupils use the total on the dice to name a month. For example: 5 + 5 = 10, October. Pupils may
consult their teammates for help.
• The team that says the correct month first scores one point. Play continues until every member
of a team has had a turn rolling the dice.
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.
what they see. Say, for example: Look at Frame 1. Who’s in the picture? (Jenny, Jamie and Dan)
Look at Frame 2. What is Dan thinking about? (winter) Explain that this story is about Jenny,
Dan and Jamie talking about their favourite months of the year.
• Read the directions aloud. Draw attention to the question: When is Jamie’s birthday? Play
21st
• Have pairs each take a turn to tell each other their sentences. Ask volunteers
to say their sentences for the rest of the class, too.
Vlerësimi:

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In My Classroom
Listening and game!
mësimore:
- Identify, find, use and name classroom activities.
Fjalët kyçe:
writing.
Burimet:
Text book
ndërkurrikulare:
Metodologjia
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.
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 circle the correct word. Check the exercise a whole class.
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.
Vlerësimi:
Detyrat
Exercise 4, workbook page 3.

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Games!
Writing and WB exercises
-To read unit language in context
-To read and draw conclusions
Fjalët kyçe:
Verb Phrases: playing
football, playing
volleyball, skateboarding
Burimet:
ndërkurrikulare:
Metodologjia
Start your class asking students to remember the story they listened and read last time. Allow any
comments in L1 and what do they think of the story.
For activity 8 on page 19:
• Read the directions aloud. Next, point to the picture in Item 1. Say: Point to this boy in the
story. Then ask: What does he like doing? Playing football? (yes)
Riding his bike? (no) Demonstrate for pupils how to circle the correct answer in their books.
• Have pupils complete the activity 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: I like sharing. I
like playing with my friends.
• Assign Activity Book page 14 and direct pupils to digital activities.
If time move to WB exercises.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my house!
Writing and WB exercises.
- To read and draw conclusions
Fjalët kyçe:
Nouns: aunt, bed, bedroom,
cousins, kitchen, living room,
TV, uncle
Burimet:
ndërkurrikulare:
Metodologjia
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.
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.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my Town!
Speaking and Writing!
- To identify details in a story
Fjalët kyçe:
Nouns: bank, bookshop,
computer shop,
restaurant, wallet
Burimet:
ndërkurrikulare:
Metodologjia
Pair pupils and have them ask each other the questions. At the end of the
discussion, have volunteers share their responses to the questions with the
whole class. Encourage them to respond in English.
Problem solving:
• Discuss the story’s ending. Explain that this story has got problems and solutions to it. Lead pupils
to identify the first problem (where to buy a book). Discuss with them how the characters solved the
problem. (They looked at a map and found a bookshop.) Continue with each problem in the story.
Ask pupils to find the thought bubbles in the story. Have them identify the objects in each
thought bubble and ask why the characters might be thinking about those objects. After pupils
have read the story, ask them if their predictions were correct.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My dream Job!
Speaking and Writing (WB exercises).
-To identify story details
Fjalët kyçe:
Nouns: singer, writer,
dancer, chef
Burimet:
ndërkurrikulare:
Metodologjia
Start your with activity 8:
• Read the directions aloud. Then read the statements with the blanks and have pupils repeat.
Model completing the first item. Ask: Where’s Jenny? (Pupils point to Jenny in Frame 1.) Say:
Look at Jenny’s answer. What does she want to be? (a singer) Pupils write the answer and
continue independently.
For activity 21st Communication:
• Have pairs read the story. Then have each pick their favourite job in the story and have them
share with their partner. Remind pupils to tell why it’s their favourite job. Also have them share
their dream job and give a reason for it.
• Together with pupils, brainstorm a list of jobs in your school – for example: teacher,
headmaster/headmistress, secretary, caretaker, nurse and cook/chef.
• Have pupils work together on a mural of your school that shows people working at each of
these jobs. Have pupils label each pictured person.
• Display the mural in your classroom and let pupils use it as a vocabulary resource.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Day!
Speaking - telling a story (WB ex)!
- To put story events in sequence
Fjalët kyçe:
two o’clock, four o’clock,
seven o’clock
go out, go to bed, watch TV
Burimet:
ndërkurrikulare:
Metodologjia
For activity 8:
• Read the directions aloud. As a group, identify what Max does first (he gets up). Ask a
volunteer to say what Max does next (he eats).
• Together with pupils, make a list of five activities that make up their typical day at school – for
example: start school, do reading and writing, eat lunch and play outside, do Math s and
English, finish home.
• Write a sentence for each activity on a strip of paper and distribute the strips to pupils in
random order. Each pupil must stand up, read the sentence and work with classmates to organise
themselves in the order of the activities.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Favourite Food!
Speaking - (WB ex)!
- To recognise story details
- To relate text to pupils’ own lives
Fjalët kyçe:
Nouns: apples, bananas,
fruit, mangoes, pie,
snack
Burimet:
ndërkurrikulare:
Metodologjia
For activity 8:
Read the directions aloud. Complete the first item with the class and then have pupils continue
the activity independently.
• Make a poster of a chart with four columns. Write the colour words yellow, orange, red and
purple at the top of the columns.
• Have pupils name fruits and tell you which column to list them in. If needed, provide pictures
from food magazines of different fruits, such as bananas, mangoes, apples, pineapples,
strawberries, lemons, grapes, watermelons, oranges and other fruits pupils are familiar with.
Remind pupils to use this expression if they don’t know how to say a word in English: How do
you say … in English?
• Display the chart throughout the unit and have pupils add to it as they learn the names of
additional fruits.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Wild Animals!
Language in action- Can!
mësimore:
- To ask and answer questions using the verbs can/can’t
Fjalët kyçe:
Nouns: cheetah,
crocodile, giraffe,
kangaroo, peacock,
snake, zebra
Verbs: climb trees, fly,
jump, run, see, swim
Burimet:
Text book, Activity book, board, markers etc.
ndërkurrikulare:
Metodologjia
• Play Pictionary with pupils (see Game Bank, page T136, for details), using the animal
flashcards. Be sure to display the cards and identify the all the animals before play begins.
• Playing in teams, have the first player from each team draw the same animal simultaneously to
see whose team can guess it first. The first team to guess correctly gets a point. Play continues
until every pupil has had a turn drawing.
For activity 9:
Explain the lesson objective – pupils will make up questions and answers using the verbs
can/can’t in questions and answers.
• 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 3:27. Have pupils and follow along in their books.
Pause after each completed sentence so that pupils can repeat what they hear. Explain that can’t
is a contraction for cannot.
• 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:
Can a crocodile swim? (Yes, it can.) Can giraffes fly? (No, they can’t.)
For activity 10:
• Read the directions aloud. Explain to pupils that they should look at the pictures and then
complete the questions and answers. For Item 4, they should draw a picture and make up the
question and answer.
• Do the first item together as a class and then have pupils complete the activity independently,
assisting as needed.

• Play a variation of 20 Questions with the class as follows: Think of an animal and have pupils
guess what it is by asking questions, e.g.: Can it fly? (No, it can’t.)
Can it swim? (No, it can’t.) Can it run? (Yes, it can.) Is it a cheetah? (Yes, it is!)
• Tell pupils that they can only ask questions using the sentence frame, Can it … ? and they can
only answer questions using the sentence frames, Yes, it can. or
No, it can’t. Tell pupils that they have to guess each animal in 5 questions.
• Play the game until everyone has had a chance to think of an animal and have others guess what
it is. (The game can be played in small groups once you have demonstrated it to the class.)
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Fun All Year!
Speaking - telling a story (WB ex)!
Fjalët kyçe:
Nouns: January,
September, October,
November, December
Adverbs of frequency:
always, never
Burimet:
ndërkurrikulare:
Metodologjia
For activity 8:
Look at the story. Circle.
• Read the directions aloud. Have pupils look back in the story in Activity 7 to find Jenny’s favourite
month. Have pupils circle December.
• Have pupils complete the activity independently.
• Play a game of Question Chain. (See Game Bank, page T137, for details.) Have pupils sit in a circle.
Ask the first pupil: When’s your birthday? The first pupil answers with the birthday month and then
turns and asks the question of the next pupil. Go around the circle.
• Then change the question to: What do you eat on your birthday?
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
Story
Listening and Reading!
mësimore:
- Read unit language in context
- Read for understanding and enjoyment
- Read and draw conclusions
Fjalët kyçe:
Cutting paper, gluing pictures,
using the computer, writing on
the board.
Burimet:
Text book
ndërkurrikulare:
Metodologjia
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.
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.
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.
Vlerësimi:
Detyrat
Think Big page 7.

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My Games!
Language in Action questions and prepositions
of place!
mësimore:
-To ask and answer questions with like/ love plus a verb in
the
continuous tense
Fjalët kyçe:
Verbs/Verb Phrases:
climbing trees, doing gymnastics,
flying kites, ice skating, playing
tennis, playing volleyball, riding
my bike, skateboarding
Burimet:
ndërkurrikulare:
Metodologjia
• Display the flashcards at the front of the room. Have pupils take turns pointing to a card and
saying what they like/love doing.
• Prompt the pupil to say and complete the sentence I 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.
For activity 9:
• 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.
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.

• 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.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my House!
Language in Action questions and prepositions of
place!
mësimore:
- To ask questions using Where’s and Where are?
- To use the contractions it’s and they’re
Fjalët kyçe:
chairs, cooker, keys, kitchen,
lamp, living room, sofa, table,
TV Prepositions: between,
behind, in front of, next to
Burimet:
ndërkurrikulare:
Metodologjia
• 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 to in the same way.
For activity 9:
• 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.
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 words.
• Have pupils complete the rest of the activity independently.

• Have pupils play a game. Have Pupil 1 leave the room. Have Pupil 2 hide a flashcard of a key
word in the classroom. Make sure all the other pupils know where it is.
• Have Pupil 1 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 1 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 1 is
near the card, pupils say: You’re hot!
• When Pupil 1 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 1 hides it and another pupil hunts.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
In my Town!
Language in Action- simple present tense!
mësimore:
- To use the phrases want to and wants to
Fjalët kyçe:
Nouns: bank, bus stop,
post office
Verbs: buy, send
Burimet:
ndërkurrikulare:
Metodologjia
• Make word cards with cinema, petrol station, restaurant, train station, bus stop, post office,
bookshop, computer shop, supermarket, watch a film, buy petrol, eat lunch, catch a train, catch a
bus, send a letter, buy a book, buy a computer and buy food. Mix up cards and distribute one card
to each pupil. Instruct pupils to move around the room and find their match.
For activity 9:
Explain the lesson objective – pupils will make up sentences using the phrases want to and wants
to.
• Read the sentences aloud again. Have pupils choral-read the sentences in the language blocks.
too. Explain that we use want to when the subject is I/We/
You/They; we use wants to when the subject is He/She.
I want to eat lunch. He wants to go to the bank.
For activity 10:
• Read the directions aloud. Explain to pupils that they should complete the sentences. Do the
first item as a class.
• Have pupils complete the rest of the activity independently, assisting as needed.
• Play a memory game with the class in small group. Demonstrate by saying:
I want to buy a (book). Point to Pupil 1 and have him or her point to you and say: He/She wants
to buy a book. I want to buy a (computer game). Point to Pupil

2, who then points to you and Pupil 1 in turn, repeating what you both want to buy and then
adding what he/she wants to buy. Encourage them to think of an object that has not been named
by a previous player. Continue until everyone in the group has had a turn.
Vlerësimi:
Detyrat
WB Exercises

Fusha: Gjuhë
dhe
komunikim
Lënda:
Anglisht
Shkalla:
e dyte
Klasa:
IV
Tema mësimore:
My dream Job!
Language in action- questions do/does!
mësimore:
- To use the verbs do/ does and the verb phrases want to be/
wants to be
Fjalët kyçe:
Nouns: artist, athlete, chef,
dancer, doctor, pilot, teacher
Burimet:
ndërkurrikulare:
Metodologjia
• Ask pupils to think about what they would like to eat for their next meal. Have pupils draw
themselves with a thought bubble over their heads. Then have them draw a picture of what they
would like to eat.
• Ask each pupil: What do you want to eat? Have pupils respond: I want to eat … .
Explain that they are thinking about what might happen in the future. It is something that might
or might not happen.
For activity 9:
Explain the lesson objective – pupils will use the verbs do/does and the phrases want to be/wants
to be to ask and answer questions about what people want to be.
• Read the sentences aloud again. Have pupils choral-read the sentences in the language blocks.
Point out that the verb do is used with you and does is used with he/she in the questions. Point out
that want to be is used with I and wants to be is used with he/she.
coloured blocks at the top of the box. For example: What do you want to be? I want to be a pilot.
What does he want to be? He wants to be a chef.
For activity 10:
• Read the directions aloud. Explain to pupils that they should look at the pictures in the thought
bubbles and then write the answers. For the last item, they should draw their own picture and
write the answer.
• Have pupils complete the activity independently, assisting as needed.
• Have each pupil divide a sheet of drawing paper in half. Have pupils label one side I want to be

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