SECOND PERIOD PLANNING /Elona Kafexhiu

January-March
FIELD: Languages and Communication
Subject: English XII (FOCUS 4)
First period - 22 hours

The student: Key Competences Learning Outcomes

• takes part in group discussions and gives his/her own arguments supporting them with explanations and evidence
• uses the grammatical and lexical rules correctly when writing essays and reports
• explains in detalis the steps to be followed in solving a problem encountered in class or in school and presents them to his/her mates
• identifies and makes use of different sources of information while doing homework or designing a project
• applies the previous learnt knowledge in dealing with the new language information or when participating in a debate
• monitors his/her own learning process by doing self assessment and also setting goals for the future, corrects his/her own mistakes
• takes the iniciative in organising cross curricular activities in class and school showing commitment in meeting all the deadlines
• makes proper decisions having to do with his/her health, diet in everyday life and school activities
• demonstrates values by respecting the opinion of others and helps in conflict resolutions showing maturity and tolerance
• respects and values the cultures and traditions of other countries and people
• uses his/her European Language Portfolio to document his/her work and plan his/her learning
• uses IT skills in presenting his/her project work
• uses his/her IT skills to improve the learning process, and to cooperate with other people in order to learn effectively

Subject Competences Learning Outcomes

The student:
• talks about education and different kinds of students
• talks about their families, present and past habits and describes ceremonies
• describes cities and talks about city life recognizing and using common collocations
• speculates about photos and answers related questions and tells a personal story about a memorable day out
• uses a variety of forms to talk about the future and a range of different quantifiers correctly
• identifies and uses different types of relative clauses
• suggests, agrees to and objects to a course of action
• understands the main points in short monologues and specific details in a talk and distinguishes between facts and opinions
• understands the structure of a text and finds specific detail in a text
• writes a report that summarises information from a meeting
• writes an article that attracts and holds the rerader`s attention
• uses a range of formal language when arguing for and agains an issue
No Topics Topics per hour Learning situations Methodologies & Assessment Resources
students activities
2 It takes 1. Workbook exercises
all sorts 2. Project
 Group work  observation  Student book
 Pair work  assessing answers  workbook
8 hours 
1. A storytelling  Brainstorming  assessing group picture
competition  Questions and work dictionary
answers  assessing home  CD
3. Speaking language Teacher tells students that  Gap filling work  Internet
practice they will have a storytelling  Matching exercises  using checklists  Digital
platform
4. Use of English competition. Students in  Games  Posters,
groups tell stories and  Questionnaire  self-assessment photos
5. Self-check decide on the best one to be  Think-pair-share
6. Exploring Technical shared with the whole class.  Dialogues  peer-assessment
Vocabulary Then they decide on the best  Role play
story told. They have to  Open ended
decide on a set of criteria to questions
be used for deciding on the
best story.

3 A Place 1. The youthful Cities Index- 1. My ideal place to

to live vocabulary live  group work  observation  student book
2. Grammar- future forms Students in groups
_______________________ discuss on their  pair work  assessing  workbook
22 answers
favourite city to live and
hours 3. Listening (Multiple give arguments why.
choice) & reading (Life on Then they decide to  brainstorming  picture
Board the International create their ideal dream  assessing group dictionary
Space Station) city. They discuss and  questions and work
4. Workbook exercises decide on answers  CD
_______________________ 10 main characteristics  assessing home
5. Grammar- quantifiers that the city should work
6. Speaking (Organizing a have. They are  gap filling  Internet
place to live) & WB encouraged to prepare
 using checklist
exercises posters or drawing to  matching  Digital
_______________________ present their cities. exercises platform
7. Writing- argumentative
essay 2. Independent  self- assessment
8. Language in focus Teacher presents students  games  Posters,
(Determoners) with a situation where they photos
_______________________ have to take different roles:  think-pair-  ELP
9. Focus review In a family of 5-6 persons share
10. Portfolio (grandparents; parents;
_______________________ children) one of the
11. London-vocabulary children wants to study  dialogues
12. Speaking language abroad. Some members are
practice in favour, some are not.  role play
_______________________ Discuss and come to a
13. Use of English decision after giving
14. Revision arguments and supporting  open ended
_______________________ your arguments with facts question
15. Portfolio and evidence.  exercises
16. Test 2  test