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
b. Tests 3
c. Portfolio and Project 10
d. Writing Practices (w/p) 8
e. Grammar and Function Practices (gr/fp) 8
f. check point 6
TOTAL 105 100%
KOMPETENCAT Shtator –Dhjetor Janar-Mars Prill- Qershor
1.Te degjuarit e teksteve te Unit 1 2 3
ndryshme Unit 4 5 6 7 Unit 8 9 10

2.Te folurit per te komunikuar dhe Speaking about ....School Speaking about ....Ican Speaking about ....Flying Kites
per te mesuar.

3.Te lexuarit e teksteve letrare dhe Unit 1 2 3 Unit 4 5 6 7 Unit 8 9 10

joletrare.

4.Te shkruarit per qellime personale Writing 1 2 3 Writing4 5 6 7 Writing 8 9 10

dhe funksionale
5.Perdorimi i drejte i gjuhes. Acccros culture of unit s 1 2 3 Acccros culture of unit4 5 6 7 Acccros culture of unit
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.
  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.
 Tre mujori I pare

3-month teaching plan

September - December 39 classes

Nr Lines Total of classes

1 Communicative Aspect 23 classes - 65%

2 Language Skills 13 classes - 35%

 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 a/an+activity At home task-based activity peer ss' book/info
book evaluation
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
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 Let’s sing In the task-based activity task-based ss'
classroom evaluation book/teacher's
36 In the task-based activity paper test ………..
Revision modules 1- classroom
3
37 Test 1
38 Activity book
39 Activity book