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Form III: total 68 hours:

Specific Competence Indicators (SCI) and


Sub Competences (SC)
SCI
SC

Nr.

Content

Term 1
Module I
Lesson 1
Spoken
Interaction

Reading

Culture

2.3.Reproducing simple sentences and the


formulas of politeness used in simple
spoken interaction.
3.1.Recognizing letters, groups of letters
and words in isolation and in context either
printed or handwritten.
1.6.Learning a poem, which belongs to the
culture of the English-Speaking world.

Spoken
Interaction

Reading

Culture

Integrated
Skill
Combinations

Ex.2p.2

2.4.Producing simple questions and


answers adequate to certain everyday life
situations on the basis of spoken models.
3.5.Identifying simple descriptions of
familiar places and everyday actions.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, and intonation
1.3.Introducing elements of the
educational systems in English-Speaking
countries subjects, timetable.
1.2.Reading numbers correctly.

Spoken
Interaction

2.4.Producing simple questions and


answers adequate to certain everyday life
situations on the basis of spoken models.

A New Classmate
classmate;
Asking and answering
personal questions.
Ex.2,3,5p.4-5

the first, the second, etc.:


Ex.6p.5
Lesson 3

32
8
1

Alphabet:
Ex.5p.3

Lesson 2

Meeting Old Friends


Greeting friends.

Hours

These Are Children


Iregular Plural
Man-men,Childchildreen,woman-women
1.Talking about a visit to the

Date

Notes

zoo.

Written
Interaction
Integrated
Skill
Combinations

4.6.Writing lists of words.

Writing a list of wild animals.

1.1.Identifying words and expressions


similar to the words and expressions in the
students mother-tongue in simple written
and oral sentences.

New Vocabulary

Lesson 4

Listening

Spoken
Interaction

Reading

Written
Interaction

1.5.Understanding the general meaning of


simple sentences which present peoples
possessions. Sentences are pronounced
slowly and clearly.
2.5.Producing simple isolated sentences to
briefly describe peoples possessions,
using simple words and expressions,
syntactic structures and grammar forms
that have been practiced.
3.4.Understanding the general meaning of
a simple short dialogue.
4.5.Copying certain short texts, using
punctuation marks and capital letters
correctly.

Listening

Spoken
Interaction

Reading

Talking about possessions:


Ted is my friend. etc:
Ex.1p.8
Ex.3p.9
Ex.5p.9
Lesson 5

I Am Your Friend
my, your, his, her, its, our,
their;
Ex.1p.8

2.3.Reproducing simple sentences and the


formulas of politeness used in simple
spoken interaction.
2.5.Producing simple isolated sentences to
briefly describe people and their
professions, using simple words and
expressions, syntactic structures and
grammar forms that have been practiced.
3.6.Associating the information from a text
with pictures.

What Is Her Job?


Ex.3p.10

Talking about jobs:


What are these women?
They are teachers.
Ex.2,3,4p.10-11
Ex.1p.10
Lesson 6

Where Is the map?

Listening

Spoken
Interaction

Reading

Integrated
Skill
Combinations

1.1.Recognizing sounds and groups of


sounds specific to the English language,
pronounced in isolation and in context.
2.4.Producing simple questions and
answers about the location of things on
the basis of spoken models.
2.5.Producing simple isolated sentences to
briefly describe the location of things and
familiar places, using simple words and
expressions, syntactic structures and
grammar forms that have been practiced.
3.6.Associating the information from a text
with pictures (home, flat).
1.4.Naming and writing parts of the human
body correctly.

between,
above;near,between,on ,in
Talking about location of
things:
Where is the map?
Its above the desk.

Ex.1,3p.12-13
Revising parts of the body
studied last year.
Lesson 7

Listening

Spoken
Interaction
Reading

Written
Interaction
Culture

1.2.Distinguishing in speech words and


simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
1.3.Identifying the intention of
communication and the formulas of
politeness used in simple spoken
interaction.
2.6.Reproducing simple dialogues, poems
and songs.
3.1.Recognizing letters, groups of letters
and words in isolation and in context either
printed or handwritten.
4.6.Writing lists of words.
1.1.Identifying and respecting certain
norms of verbal and non-verbal

Round Up

Asking and answering


personal questions.

Making lists of animals,


professions.
Asking and answering
personal questions.

Integrated
Skill
Combinations
Initial
Evaluation

communication.
4.7.Filling out a simple form of personal
identification.

Completing and answering


questions.

- Testing the knowledge acquired in the


course of the previous year.

Diagnostic Test-Paper
Module II
Lesson 1

Listening

Spoken
Interaction

Reading

Integrated
Skill
Combinations

1.5.Understanding the general meaning of


simple sentences which describe autumn
weather. Sentences are pronounced slowly
and clearly.
2.1.Pronouncing sounds and groups of
sounds specific to the English language in
isolation and in words.
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
2.4.Producing simple questions and
answers about autumn weather on the basis
of spoken models.
3.4.Understanding the general meaning of
a simple short text.
3.5.Identifying simple descriptions of
seasons.
1.6.Describing autumn in brief.

Spoken
Interaction

2.5.Producing simple isolated sentences to


briefly describe fruits and vegetables,
using simple words and expressions,
syntactic structures and grammar forms
that have been practiced.

8
2

Talking about autumn:


What is the weather like
today?
Its windy.
Ex.1,2,5p.16

Ex.3p.17

Lesson 2

Autumn Weather
beautiful, cloudy, cool, rainy,
sunny, windy, mushroom,
season;

In the Garden
basket, cabbage, grapes,
harvest, pear, spade, help,
pick, work, busy, sure;
Talking about fruits and
vegetables:
I like apples, and I like

Reading

Written
Interaction

plums, too.
Ex.13p.19
Ex.2p.19

3.1.Recognizing letters, groups of letters


and words in isolation and in context either
printed or handwritten.
3.4.Understanding the general meaning of
a simple short text.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress and intonation.
4.6.Writing lists of words.

Choosing a title for the text.


Control reading of the text.

Lesson 3

Listening

Spoken
Interaction

1.4.Understanding the meaning of simple


short instructions and directions related to
definite simple situations, formulated
directly, in commonly used language,
slowly and clearly.
2.4.Producing simple questions and
answers about what people do and dont do
on the basis of spoken models.

Written
Interaction
Culture

fruit, market, vegetable, buy,


sell;
2.Talking about doing
shopping at the market.
Making a shopping list.

4.6.Writing lists of words.


1.1.Identifying and respecting certain
norms of verbal and non-verbal
communication.

Talking about doing


shopping.
Lesson 4

Listening

1.5.Understanding the general meaning of

1.Talking about what people


do and dont do:
What do you do on Sunday?
We play on Sunday.
Ex.1,2,3p.20-21

2.3.Reproducing simple sentences and the


formulas of politeness used in simple
spoken interaction.

Making a list of fruits and


vegetables.
At the Market

Lunch at a Snack Bar

Spoken
Interaction

Reading

simple sentences which describe breakfast,


lunch, dinner and supper. Sentences are
pronounced slowly and clearly.
2.5.Producing simple isolated sentences to
briefly describe breakfast, lunch, dinner
and supper, using simple words and
expressions, syntactic structures and
grammar forms that have been practiced.
3.4.Understanding the general meaning of
a simple short text.
3.5.Identifying simple descriptions of what
people have for breakfast, dinner, and
supper.

cola, fries, hamburger, etc.;


Talking about food:
I dont like pizza.
He doesnt like pizza.
Ex.1,2,4p.22-23
Ex.3p.23

Lesson 5

Listening

Spoken
Interaction

Reading

1.2.Distinguishing in speech words and


simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
2.4.Producing simple questions and
answers about cooking dishes on the basis
of spoken models.
2.5.Producing simple isolated sentences to
briefly describe how to cook dishes, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
3.3.Understanding certain directions,
suggestions and simple instructions.
3.4.Understanding the general meaning of
a simple short text.

Spoken
Interaction

2.4.Producing simple questions and


answers about afternoon tea on the basis of
spoken models.

Talking about cooking:


What does she do?
She makes breakfast.:
Ex.1,2,5,6p.24-25

Ex.4p.25

Lesson 6

I Make Salad
add, chop, peel, mix, banana,
bowl, knife, orange, sugar;

Afternoon Tea
Talking about afternoon tea:
What does he have for....?
Ex.3p.27

Written
Interaction

Culture

4.4.Writing legibly and neatly, respecting


the rules of writing capital and lower-case
forms of letters, making adequate spaces
between words, and organizing a message
on a page appropriately.
1.1.Identifying and respecting certain
norms of verbal and non-verbal
communication.

Ex.1p.26
Lesson 7

Spoken
Interaction

Reading

Written
Interaction

Culture

Integrated
Skill
Combinations
Evaluation

2.4.Producing simple questions and


answers adequate to certain everyday life
situations on the basis of spoken models.
2.6.Reproducing simple dialogues, poems
and songs.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.
4.8.Establishing connections between
pronunciation and a written image of a
familiar word in one simple sentence, and
writing it.
1.6.Learning poems, songs and dialogues
for children which belong to the culture of
the English-Speaking world.
1.7.Listening to and singing songs.

Listening

Writing a dictation
(vocabulary covered in this
unit).

- Practical application of knowledge and


skills acquired while studying this unit.
1.5.Understanding the general meaning of
simple sentences which familiar
immediate environment. Sentences are

p.28-29

Test-Paper n1
Module III
Lesson 1

Round Up
Talking about food, shopping,
and preferences in food.

Houses, Houses, Houses


block of flats, large, quiet,
look for, may;

1
8
1

Spoken
Interaction

Reading

Written
Interaction

pronounced slowly and clearly.


2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
2.5.Producing simple isolated sentences to
briefly describe houses, using simple
words and expressions, syntactic structures
and grammar forms that have been
practiced.
3.5.Identifying simple descriptions of the
students homes.
4.4.Writing legibly and neatly, respecting
the rules of writing capital and lower-case
forms of letters, making adequate spaces
between words, and organizing a message
on a page appropriately.

Talking about houses and


possessions:
There is...
Is there....? Yes, there is. /
No, there isnt.
There are.....
Are there...?
Ex.1,2,3,5,6p.30-31
Ex.4p.31
Writing about the places the
children live in:
Ex.7p.31
Lesson 2

Listening

Spoken
Interaction

Reading

Written

1.4.Understanding the meaning of simple


short instructions and directions related to
definite simple situations, formulated
directly, in commonly used language,
slowly and clearly.
2.2.Reproducing certain intonation
patterns and other phenomena specific to
the English language.
2.5.Producing simple isolated sentences to
briefly describe rooms and furniture, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
3.7.Reading a simple short familiar
dialogue, and demonstrating
comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
4.6.Writing lists of words.

My Friends Room

bookcase, computer, curtain,


furniture, shelf, wall;
Describing a room:
There is....
There are....
Ex.2,6p.32-33
Ex.3p.32
Control reading of the
dialogue.
Making a list of pieces of

Interaction
Lesson 3

Listening

Spoken
Interaction

Reading

Integrated
Skill
Combinations

1.5.Understanding the general meaning of


simple sentences which present describe
houses and furniture.
2.4.Producing simple questions and
answers about the students homes on the
basis of spoken models.

Making a plan of ones


house.
Lesson 4

Listening

Spoken
Interaction

Reading

3.7.Reading a simple short familiar text,


and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.

Chimney, cupboard, hall,


roof, staircase, wardrobe,
downstairs, upstairs;
Talking about homes:
Is there....?
Are there....? Ex.1,5,7p.35
Ex.3,4p.35

3.2.Recognizing the meaning of


punctuation marks a colon, inverted
commas and a dash (used in dialogues).
3.5.Identifying simple descriptions of
homes.
1.5.Drawing and presenting a simple plan
of a house.

1.4.Understanding the meaning of simple


short instructions and directions related to
definite simple situations, formulated
directly, in commonly used language,
slowly and clearly.
2.4.Producing simple questions and
answers about houses on the basis of
spoken models.

furniture: Ex.1p.32
There Is No Place Like
Home

Dannys House Is Cosy

Talking about houses and


possessions:
Whose house is cosy?
Dannys house is cosy.
Ex.1,2,5,6,7p.37
Ex.2p.36:
Control reading of the text.

Written
Interaction

4.5.Copying certain short texts, using


punctuation marks and capital letters
correctly.
Lesson 5

Listening

Spoken
Interaction

Reading

Written
Interaction
Integrated
Skill
Combinations

1.2.Distinguishing in speech words and


simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
1.4.Understanding the meaning of simple
short instructions and directions related to
definite simple situations, formulated
directly, in commonly used language,
slowly and clearly.
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
2.4.Producing simple personal questions
and answers on the basis of spoken
models.
3.7.Reading a simple short familiar
dialogue, and demonstrating
comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
4.7.Filling out a simple form of personal
identification.
1.2.Reading numbers correctly.

Spoken
Interaction

2.1.Pronouncing sounds and groups of


sounds specific to the English language in
isolation and in words.
2.2.Reproducing certain intonation
patterns and other phenomena specific to

address;
Asking about and giving
ones address:
What is your address?
Its 23 Quiet Street.
Ex.3p.39
Control reading of the
dialogue.
Ex.7p.39
twenty, thirty, ...one hundred:
Ex.2p.38
Lesson 6

Whats Your Address?

In the Street
game, lorry, taxi, trolley bus,
van; cross the street;
1.Talking about what people
can do:

Reading

Written
Interaction

Culture

the English language.


2.4.Producing simple questions and
answers about what people can do on the
basis of spoken models.

Can he drive? Yes, he


can. / No, he cant.
He can drive.
Ex.4,5,6p.41

2.3.Reproducing simple sentences and the


formulas of politeness used in simple
spoken interaction.
3.2.Recognizing the meaning of
punctuation marks a colon, inverted
commas and a dash (used in dialogues).
3.7.Reading a simple short familiar
dialogue, and demonstrating
comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
4.5.Copying certain short texts, using
punctuation marks and capital letters
correctly.
1.2.Identifying the main cities of the
English-Speaking countries.

Asking the way:


Ex.2p.40
Ex.3p.41

Control reading of the


dialogue.
Ex.7p.41

1.4.Learning about different means of


transport (a car, a train, a plane, a bike).
Lesson 7

Spoken
Interaction

2.5.Producing simple isolated sentences to


briefly describe houses, rooms, furniture,
addresses, telephone numbers and actions,
using simple words and expressions,
syntactic structures and grammar forms
that have been practiced.

Written
Interaction

4.6.Writing lists of words.

Talking about the main cities


in English-Speaking
countries.
Revising different means of
transport studied last year
and learning some more new
means of transport.
Round Up
1.Talking about houses,
rooms and furniture.
2.Asking about and giving
addresses and telephone
numbers.
3.Taling about what people
can do.
Making lists of pieces of
furniture.

Culture

Integrated
Skill
Combinations
Evaluation

1.1.Identifying and respecting certain


norms of verbal and non-verbal
communication.
1.2.Reading numbers correctly.

- Practical application of knowledge and


skills acquired while studying this unit.

Test-Paper n2
Module IV
Lesson 1

Listening

Spoken
Interaction

Reading

Culture

Integrated
Skill
Combinations

Spoken

1.3.Identifying the intention of


communication and the formulas of
politeness used in simple spoken
interaction.
2.4.Producing simple questions and
answers about winter on the basis of
spoken models.
2.5.Producing simple isolated sentences to
briefly describe winter, using simple words
and expressions, syntactic structures and
grammar forms that have been practiced.
3.1.Recognizing letters, groups of letters
and words in isolation and in context either
printed or handwritten.
3.7.Reading a simple short familiar
dialogue, and demonstrating
comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
1.6.Learning a poem which belongs to the
culture of the English-Speaking world.
1.6.Describing seasons in brief.

4
1

fall, ice, snow, snowflake,


wind, bare, frosty, snowy,
everywhere;
The days are frosty.
Ex.1,7p.45
Ex.3p.45
Control reading of the
dialogue.
Ex.2p.44
Talking about winter.

Lesson 2
2.4.Producing simple questions and

Its Winter

Winter Is Fun
ground, sledge; blow, make a

Interaction

answers about what children are doing at


the moment of speaking on the basis of
spoken models.

Written
Interaction
Culture

4.6.Writing lists of words.

Integrated
Skill
Combinations

Evaluation

snowman, play hockey,


throw snowballs, skate, ski;
Talking about the winter
games the children are
playing at the moment of
speaking:
I am skiing,
They are skating.
Ex.1,2,4,5p.47
Writing a list of childrens
activities: Ex.6p.47
Ex.3p.47

1.6.Learning a poem, which belongs to the


culture of the English-Speaking world.
1.1.Identifying words and expressions
similar to the words and expressions in the
students mother-tongue in simple written
and oral sentences.
- Practical application of knowledge and
skills acquired in the course of this term.

New Vocabulary

Lesson 3

Listening

Spoken
Interaction

Reading

1.2.Distinguishing in speech words and


simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
2.4.Producing simple questions and
answers about preparations for Christmas
on the basis of spoken models.
3.3.Understanding certain directions,
suggestions and simple instructions.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.

Winter Term Test-Paper

Christmas Is Coming
card, carol, decoration, merry
lights, paper, party, tinsel,
cut, decorate, prepare;

Talking about Christmas:


They are not watching TV.
Are they playing?
Ex.1,2,3p.48-49
Making a Christmas card:
Ex.5p.49
Ex.4p.49
Control reading of the text.

Integrated
Skill
Combinations

1.8.Employing non-verbal means of


communication body movements, facial
expressions and actions.
Lesson 4

Listening

Spoken
Interaction

Culture

1.3.Identifying the intention of


communication and the formulas of
politeness used in simple spoken
interaction.
2.5.Producing simple isolated sentences to
briefly describe Christmas celebrations,
using simple words and expressions,
syntactic structures and grammar forms
that have been practiced.
2.6.Reproducing simple poems and songs.
1.6.Learning poems and songs for children
which belong to the culture of the EnglishSpeaking world.

We Wish You a Merry


Christmas!

angel, bell, candle, candy


cane, gift, reindeer, star,
wreath, bring;
Talking about Christmas
celebrations:
Ex.1p.50
Poem: The Snowman:
Ex.2p.50
Christmas Carols: Ex.5p.51

Term 2
Module IV
Lesson 5

Spoken
Interaction

2.3.Reproducing simple sentences and the


formulas of politeness used in simple
spoken interaction.

More about Me
calm, happy, hungry, sad,
shy, thirsty, tired;
Talking about how people
feel:
How do you feel?
Are you sometimes sad?
Ex.4,8p.52-53

Reading

2.4.Producing simple personal questions


and answers on the basis of spoken
models.
3.4.Understanding the general meaning of
a simple short text.

Asking for and presenting


personal information:
Ex.2,3p.52
Ex.6,7p.53

36
3
1

Lesson 6

Spoken
Interaction

Reading

2.5.Producing simple isolated sentences to


briefly describe the life of birds and
animals in winter, using simple words and
expressions, syntactic structures and
grammar forms that have been practiced.

2.6.Reproducing simple dialogues.


3.7.Reading a simple short familiar poem,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.

Spoken
Interaction

Reading

Written
Interaction

Integrated
Skill
Combinations

2.4.Producing simple questions and


answers about how people feel on the basis
of spoken models.
3.2.Recognizing the meaning of
punctuation marks a colon, inverted
commas and a dash (used in dialogues).
3.6.Associating the information from a text
with pictures.
4.1.Reproducing letters, groups of letters
in isolation or in familiar words.
4.8.Establishing connections between
pronunciation and a written image of a
familiar word in one simple sentence, and
writing it.
1.7.Listening to and singing songs.

Spoken

2.2.Reproducing certain intonation

Round Up
1.Talking about how people
feel.
2.Talking about Christmas.

Writing a dictation.
Singing songs about winter.

Module V
Lesson 1

Ex. 3p.55
Poem: Birds in Winter:
Ex.2p.55
Lesson 7

Birds In Winter
bird table, crumb, deep,
inside, outside, be sorry,
need:
Talking about birds and
animals in winter:
How does the bird feel?
Ex.1p.54

I Have a Happy Family


grandparents, manager,

11
2

Interaction

Reading

patterns and other phenomena specific to


the English language.
2.4.Producing simple questions and
answers about familiar people on the basis
of spoken models.

strong, with us;


Talking about family
members and friends:
He is younger.
Ex.1,3,5p.59
Ex.2p.58

3.4.Understanding the general meaning of


a simple short text.
Lesson 2

Listening

Spoken
Interaction

Reading

Written
Interaction

1.2.Distinguishing in speech words and


simple short sentences containing certain
sounds and patterns of intonation. The
words and sentences are pronounced
slowly and clearly.
2.5.Producing simple isolated sentences to
briefly describe family members, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
3.4.Understanding the general meaning of
a simple short dialogue.
4.6.Writing lists of words.

Spoken
Interaction

Reading

Written
Interaction

2.4.Producing simple questions and


answers about clothes on the basis of
spoken models.

3.6.Associating the information from a text


with pictures.
4.5.Copying certain short texts, using
punctuation marks and capital letters
correctly.

Talking about family


members and friends:
Happy birthday!
Tim is stronger than Dan.
Ex.1,3,4,5p.60-61
Ex.2p.60

Lesson 3

Happy Birthday
aunt, uncle, cousin, family
tree, present, dear;

Making a list of family


members.
Whose Jacket Is It?
boots, jacket, scarf, sweater,
trainers, cheeky, nobody;
Talking about clothes:
The longest scarf.
Ex.1,3p.63
Ex.3p.63

Culture
Integrated
Skill
Combinations

Listening

Spoken
Interaction

Integrated
Skill
Combinations

Listening

Spoken
Interaction

4.8.Establishing connections between


pronunciation and a written image of a
familiar word in one simple sentence, and
writing it.
1.5.Identifying certain articles of clothes.
1.1.Identifying words and expressions
similar to the words and expressions in the
students mother-tongue in simple written
and oral sentences.

Writing a dictation (articles


of clothes).

New Vocabulary

Lesson 4
1.5.Understanding the general meaning of
simple sentences which present familiar
actions. Sentences are pronounced slowly
and clearly.
2.2.Reproducing certain intonation
patterns and other phenomena specific to
the English language.
2.5.Producing simple isolated sentences to
briefly describe morning routine, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
1.3.Telling and writing the time correctly.

Talking about morning


routine:
I make my bed.
I am having lessons now.
Ex.2,3,5,7p.64-65

Ex.1p.64

Lesson 5
1.4.Understanding the meaning of simple
short instructions and directions related to
definite simple situations, formulated
directly, in commonly used language,
slowly and clearly.
2.5.Producing simple isolated sentences to
briefly describe the actions that are going
on at the moment of speaking, and to
present the actions that are good for

In the Morning
have breakfast, make ones
bed, etc.;

Stay Healthy
comb his hair, button his
coat, etc.;

1.Talking about what people


are doing at the moment of
speaking:
Danny is reading....

children, using simple words and


expressions, syntactic structures and
grammar forms that have been practiced.

Culture

1.6.Learning a poem, which belongs to the


culture of the English-Speaking world.

Listening

Spoken
Interaction

Reading

1.2.Distinguishing in speech words and


simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
2.5.Producing simple isolated sentences to
briefly describe familiar actions, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
3.4.Understanding the general meaning of
a simple short text.

Ex.1,2p.66
2.Talking about what is good
for children:
Its good to.......
Get up early.
Do you get up early?
Yes, I do. / No, I dont.
Ex.3, 4p.67
Ex.5p.67
Lesson 6

Listening

Spoken
Interaction

1.5.Understanding the general meaning of


simple sentences which present people,
animals, objects and familiar immediate
environment. Sentences are pronounced
slowly and clearly.
2.5.Producing simple isolated sentences to
briefly describe familiar actions, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.

Talking about cleaning the


room:
I dont....but....
Ex.2,4p.69

Lesson 7

Cleaning Day
clean, put away, take the
rubbish away, tidy, wash up,
water the flowers, vacuum
cleaner;

Text: Jobs at Home:


Ex.3p.69
Round Up

Talking about cleaning the


room.

Reading

Integrated
Skill
Combinations
Evaluation

3.6.Associating the information from a text


with pictures.
1.2.Reading numbers correctly.

the first, the second, etc.

- Practical application of knowledge and


skills acquired while studying this unit.

Test-Paper n3
Module VI
Lesson 1

Listening

Spoken
Interaction

Reading

1.1.Recognizing sounds and groups of


sounds specific to the English language,
pronounced in isolation and in context.
1.5.Understanding the general meaning of
simple sentences which present past
actions. Sentences are pronounced slowly
and clearly.
2.4.Producing simple questions and
answers about past actions on the basis of
spoken models.

Spoken
Interaction

3.6.Associating the information from a text


with pictures.

Reading

Written
Interaction

2.5.Producing simple isolated sentences to


briefly describe people, objects, animals
and familiar places, using simple words
and expressions, syntactic structures and
grammar forms that have been practiced.
3.6.Associating the information from a text
with pictures.
4.2.Reproducing symbols of phonetic
script.

11
2

Talking about the past:


I was at home yesterday.
They were at home
yesterday.
Ex.4,5,6p.73
Ex.5p.73
Lesson 2

It Was Cold in Winter


snowdrop, year, melt, last;

Was Tim at the Circus?


circus, concert, library,
museum, ring, theatre, zoo;
Asking about the past:
Was Tim at the circus?
Yes, he was. / No, wasnt
Ex.2,3,4,5p.74-75
Ex.1p.74

4.8.Establishing connections between


pronunciation and a written image of a
familiar word in one simple sentence, and
writing it.

Writing a dictation.

Lesson 3

Listening

Spoken
Interaction

Reading

1.2.Distinguishing in speech words and


simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
2.2.Reproducing certain intonation
patterns and other phenomena specific to
the English language.
2.4.Producing simple questions and
answers about past actions on the basis of
spoken models.
3.5.Identifying simple descriptions of
familiar everyday actions.
Lesson 4

Spoken
Interaction

Reading

2.4.Producing simple questions and


answers about shopping on the basis of
spoken models.

3.4.Understanding the general meaning of


a simple short text.
3.5.Identifying simple descriptions of past
actions.
3.7.Reading a simple short familiar text,

They Worked in the Garden


Yesterday
leaf, seed, dry, brush, cook,
plant, rake, turn the soil,
work;
Talking about what people
did in the garden:
I washed.
I didnt wash.
Did you wash? Yes, I did. /
No, I didnt.
Ex.1,2,4,5p.77
Text: A Busy Saturday:
Ex.3p.77
We Went Shopping
Yesterday
hair, silk, toyshop, go
shopping, made of, fair;
Talking about shopping in
the past:
I went. I didnt go.
Did you go?
Ex.2,4p.78-79
Ex.1,3,5p.79

Ex.5p.79:

and demonstrating comprehension by


appropriate fluency, stress, intonation,
sense groups, and etc.
1.6.Learning a dialogue for children which
belongs to the culture of the EnglishSpeaking world.

Culture

Spoken
Interaction

2.4.Producing simple questions and


answers about the past on the basis of
spoken models.

Reading

Written
Interaction

3.4.Understanding the general meaning of


a simple short text.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.
4.6.Writing lists of words.

Text: The Selfish Giant

Lesson 5

Lesson 6

Spoken
Interaction

2.4.Producing simple questions and


answers about picnics on the basis of
spoken models.

Reading

3.4.Understanding the general meaning of


a simple short text.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.
1.6.Learning a poem for children which

Culture

Angela Wrote a Letter


cotton, glasses, letter, ribbon,
T-shirt, wool;
Talking about the past:
She wrote. She didnt write.
Ex.1,2,3,5p.81
Text: The Selfish Giant:
Ex.6p.81
Control reading of the text.

Making a list of irregular


verbs.
A Picnic in the Country
blossom, branch, forest,
grass, river, sandwich, sky,
go on / for a picnic;
Asking about the past:
Did they go for / on a
picnic?
Ex.1,4p.82-83
Ex.3p.83
Text: The Selfish Giant:
Ex.5p.83
Control reading of the text.
Poem: Six Honest Serving

belongs to the culture of the EnglishSpeaking world.

Men:
Ex.2p.82
Lesson 7

Listening

Spoken
Interaction

Reading

Written
Interaction

Culture

Evaluation

1.5.Understanding the general meaning of


simple sentences which present past
actions. Sentences are pronounced slowly
and clearly.
2.5.Producing simple isolated sentences to
briefly describe past actions, using simple
words and expressions, syntactic structures
and grammar forms that have been
practiced.
3.4.Understanding the general meaning of
a simple short text.
4.4.Writing legibly and neatly, respecting
the rules of writing capital and lower-case
forms of letters, making adequate spaces
between words, and organizing a message
on a page appropriately.
1.6.Learning poems, songs and dialogues
for children which belong to the culture of
the English-Speaking world.
- Practical application of knowledge and
skills acquired while studying this unit.

Spoken
Interaction

Reading

2.2.Reproducing certain intonation


patterns and other phenomena specific to
the English language.
2.5.Producing simple isolated sentences to
briefly describe Moldova, using simple
words and expressions, syntactic structures
and grammar forms that have been
practiced.
3.7.Reading a simple short familiar text,

Talking about what people


did in the past.

Text: The Selfish Giant:


p.85

Test-Paper n4
Module VII
Lesson 1

Round Up

I Live in Moldova
bunch, country, fortress, horn
of plenty, key, landscape,
monastery, native land,
golden;
Talking about Moldova:
What country are you from?
Where do you live?
Ex.1p.86
Ex.2,3p.86

1
9
1

and demonstrating comprehension by


appropriate fluency, stress, intonation,
sense groups, and etc.
Lesson 2

Spoken
Interaction

2.5.Producing simple isolated sentences to


briefly describe familiar places, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.

Reading

Written
Interaction

Spoken
Interaction

3.4.Understanding the general meaning of


a simple short text.
4.3.Writing punctuation marks a colon,
inverted commas and a dash (used in
dialogues).
4.6.Writing lists of words (objects, actions
and familiar activities).

Reading

Integrated
Skill
Combinations

2.4.Producing simple questions and


answers about past actions on the basis of
spoken models.
2.5.Producing simple isolated sentences to
briefly describe past actions, using simple
words, syntactic structures and grammar
forms that have been practiced.
3.5.Identifying simple descriptions of
familiar places.
1.1.Identifying words and expressions
similar to the words and expressions in the
students mother-tongue in simple written

Asking for directions:


How can I get to...?
You can get there by....
Ex.2p.88
Text: Welcome to Chiinu:
Ex.3p.89

Lesson 3

Welcome to Chiinu
alley, capital, palace, place of
interest, puppet show, statue,
writer, enjoy;
Talking about places of
interest in Moldova:
Ex.4p.89

At the Puppet Show


box-office, ticket, visit;
Talking about past actions:
Where did you go?
Ex.3,4p.91
Ex.2p.90
New Vocabulary.

Final Evaluation

and oral sentences.


- Practical application of knowledge and
skills acquired in the course of this
academic year.
Lesson 4

Spoken
Interaction

Reading

Written
Interaction

2.2.Reproducing certain intonation


patterns and other phenomena specific to
the English language.
2.5.Producing simple isolated sentences to
briefly describe plans for the future, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
3.4.Understanding the general meaning of
a simple short text.
4.2.Reproducing symbols of phonetic
script.
4.6.Writing lists of words.

Listening

Spoken
Interaction

1.5.Understanding the general meaning of


simple sentences which present future
action. Sentences are pronounced slowly
and clearly.
2.4.Producing simple questions and
answers about future actions on the basis
of spoken models.
Lesson 6

Spoken
Interaction

Reading

2.4.Producing simple questions and


answers adequate to certain everyday life
situations on the basis of spoken models.
3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation

Plans for the Summer


Vacation
mountain, postcard, seaside,
summer camp, go hiking,
spend, in the country, next;

Talking about the future:


I will go to the seaside.
He wont go to the seaside.
Ex.1,2,4,5,6p.92-93
Ex.3p.93

Lesson 5

Final Test-Paper

Summertime

Asking about the future:


Will you go there?
What will you do there?
Ex.2,4,5,6p.95
Our English Is Better
Talking about what children
like and dislike:
Ex.2,3p.97
Ex.1p.96
Control reading of the text.

Listening

Spoken
Interaction

Spoken
Interaction

Reading

Culture
Integrated
Skill
Combinations

Lesson 7

Round Up

End-ofthe-Book

Round Up

1.5.Understanding the general meaning of


simple sentences which present the
students familiar immediate environment.
2.4.Producing simple questions and
answers places of interest in Chiinu on
the basis of spoken models.
2.5.Producing simple isolated sentences to
briefly describe seasons, people, objects,
animals and familiar places, using simple
words and expressions, syntactic structures
and grammar forms that have been
practiced.
3.6.Associating the information from a text
with pictures.
1.5.Identifying certain articles of clothes.
1.5.Drawing and presenting a simple plan
of a house.
1.6.Describing seasons in brief.

Talking about seasons,


clothes, houses, furniture,
past and future actions.