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MINISTERUL EDUCAIEI AL REPUBLICII MOLDOVA

DIRECIA GENERAL EDUCAIE FLETI


LICEUL TEORETIC ,,Mihai Corlteanu
CATEDRA Limb i comunicare
APROBAT _______________
Lungu Efim, director al liceului
_____________________2015

COORDONAT_________________
Corlteanu Tatiana director-adjunct
__________________________2015

PROIECT DE LUNG DURAT


la limba englez pentru clasa a III a
anul de studii 2015-2016
Profesor Colesnic Mihai, grad didacticProiectul este elaborat conform Curricumului modernizat , 2010
Manual de baz: I. Ignatiuc, L. Aladin, L. Foca, D. Puiu, A. Muntean. Magic English 3, Arc 2012.
Discutat i aprobat la edina catedrei
Proces-verbal nr.___ din ______2015
ef catedr:_____________________

Nr.
Specific Competence Indicators (SCI) and Sub
Competences (SC)

Content

H Date The activities of


s
pupils with
Special
Educational
Needs

SCI

SC

Term I

Spoken Interaction

2.3. Reproducing simple sentences and the formulas of politeness used in simple spoken interaction.

Reading

3.1.Recognizing letters, groups of letters and words in isolation


and in context either printed or handwritten.
1.6.Leaming a poem, which belongs to the culture of the
English-Speaking world.

Culture

Module 1
Lesson 1 Meeting Old Friends
Greeting friends.
Alphabet: Ex.4p.3

Hello, glad to see you,


how are you?, Im fine,
thanks.
Alphabet: Ex.4p.3

Ex.2p.2

Lesson 2 A New Classmate


Spoken In2.4. Producing simple questions and answers adequate to
classmate;Asking and answering
teraction
certain everyday life situations on the basis of spoken models.
personal questions. Vocabulary:
classmate, come in, be back thats
why, together.
Reading
3.5. Identifying simple descriptions of familiar places and
Ex.2,3,p.4
everyday actions.
3.7.Reading a simple short familiar text, and demonstrating
comprehension by appropriate fluency, stress, and intonation
Integrated Skill 1.2. Reading numbers correctly.
The first, the second, etc.: Ex.5,6p.5
Combinations

Vocabulary: classmate,
come in, be back thats
why, together
Ex:2 p.4

The first, the second, the


third

Lesson 3 These Are Children


Spoken Interaction
Written
Interaction

2.4. Producing simple questions and answers adequate to


certain everyday life situations on the basis of spoken
models.
4.6. Writing lists of words.

Integrated
1.1 .Identifying words and expressions similar to the
Skill Combi- words and expressions in the students' mother-tongue in
nations
simple written and oral sentences.

I Talking about a visit to the zoo.


Writing a list of wild animals.
New Vocabulary

Ex: 1 p.6

Lesson 4 I Am Your Friend


Listening
Spoken
Interaction
Reading
Written
Interaction

1.5. Understanding the general meaning of simple


sentences which present people's possessions. Sentences
are pronounced slowly and clearly.
2.5. Producing simple isolated sentences to briefly
describe people's 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.

my, your, his, her, its, our, their;


Ex.1,2 p.8

Ex:1 p.8

Talking about possessions:


Ted is my friend, etc.
Ex.1,2 p.8

I, you, he/she/it, we, you,


they = my,your, his/her/its,
our, your, their

Ex.3p.9

Ex:3 p.8

4.5. Copying certain short texts, using punctuation marks


and capital letters correctly.

Ex.4,5p.9
Lesson 5 What Is Her Job?

Listening

2.3. Reproducing simple sentences and the formulas of


politeness used in simple spoken interaction.

Ex.1,2,3p.10

Ex:1 p.10

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.

Talking about jobs:


What are these women?
They are teachers. Ex.2,3,4p.1011
Ex.1p.10

Vocabulary p.10

Reading

Ex:4 p.11

Lesson 6 Where Is the Map?


Listening
Spoken Interaction

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

between, above;

between, above;

Talking about location of things:


Where is the map? It's above the
desk.

Ex:4 p.13

Reading

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).

Ex.1,3p.12-13

Ex:1 p.12

Recapitulation, vocabulary,
grammar
Lesson 7 Round Up
Listening

Spoken
Interaction

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.

Reading

3.1 .Recognizing letters, groups of letters and words in


isolation and in context either printed or handwritten.

Written
Interaction

4.6. Writing lists of words.

Integrated
4.7. Filling out a simple form of personal identification.
Skill Combinations

P.14-15 understanding the


conditions.

P.14-15
Understanding the
conditions.

Asking and answering personal


questions.

Say the English alphabet


p.14

Making lists of animals,


professions.

Making lists of animals,


professions.

Completing and answering


questions.
Test analasys
Module
II

Lesson 1 Autumn Weather


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.

beautiful, cloudy, cool, rainy,


sunny, windy, mushroom, season;
Talking about autumn:
What is the weather like today?
It's windy.
Ex.1,2p.16
Ex.3p.17

beautiful, cloudy, cool,


rainy, sunny, windy,
mushroom, season;
What is the weather
like today?
It's windy.

Vocabulary p.16

Ex.5 p.17
Lesson 2 In the Garden

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.

basket, cabbage, grapes, harvest,


pear, spade, help, pick, work,
busy, sure; Talking about fruits
and vegetables: I like apples, and
I like plums, too. Ex.1,3p.18-19

Reading

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

Ex.2 p.19
Choosing a title for the text.
Control reading of the text.

basket, cabbage, grapes,


harvest, pear, spade,
help, pick, work, busy,
sure; Talking about
fruits and vegetables: I
like apples, and I like
plums, too.
Vocabularu p.18

Written
Interaction

4.6. Writing lists of words.

Making a list of fruits and


vegetables.

Saying names of fruits


and vegetables.

Lesson 3 At the Market


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 don't do on the basis of spoken models.
2.3.Reproducing simple sentences and the formulas of
politeness used in simple spoken interaction.

Written
Interaction

4.6. Writing lists of words.

Culture

1.1.Identifying and respecting certain norms of verbal


and non-verbal communication.

Corn, garlic, market, onion,


pepper, quince, water-melon, buy,
sell.

Corn, garlic, market,


onion, pepper, quince,
water-melon, buy, sell.

1 Talking about what people do


and don't do:What do you do on
Sunday?
We play on Sunday. Ex.1,2,3p.2021
fruit, market, vegetable, buy, sell;
2.Talking about doing shopping at
the market.
Making a shopping list.

Corn, garlic, market,


onion, pepper, quince,
water-melon, buy, sell.

Talking about doing shopping.


Lesson 4 Lunch at a Snack Bar

Listening
Spoken Interaction

Reading

1.5. Understanding the general meaning of simple


sentences which describe breakfast, lunch, dinner and
supper. Sentences are pronounced slowly and clearly.
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.
3.4. Understanding the general meaning of a simple
short text.
3.5. Identifying simple descriptions of what people have

Ex:1,2 p.22

Ex:1,2 p.22

Cola, fries, hamburger, etc.


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

I dont like pizza./He


doesnt like pizza.
Cola, fries, hamburger,
hot-dog, juice, lunch
,pizza, sugar,often.
Ex.3p.23

for breakfast, dinner, and supper.


Lesson 5 I Make Salad
Listening

Spoken Interaction

Reading

Written
Interaction

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
cookingdishes 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 beenpracticed.
3.3. Understanding certain directions, suggestions and
simple instructions.
3.4. Understanding the general meaning of a simple
short text.
4.6. Writing lists of words.

add, chop, peel, mix, banana,


bowl, knife, orange, sugar;

add, chop, peel, mix,


banana, bowl, knife,
orange, sugar;

Talking about cooking:


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

add, chop, peel, mix,


banana, bowl, knife,
orange, sugar;

Ex.3p.25

Vocabulary p.24

Ex.7p.25
Lesson 6 Afternoon Tea

Spoken Interaction

2.4. Producing simple questions and answers about afternoon tea on the basis of spoken models.

Written
Interaction

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 afternoon tea:


What does he have for ?
Ex.3p.27
Biscuits, glass, jug, napkin,
sandwich, teapot, tea-spoon
Recapitulation, vocabulary,
grammar

Biscuits, glass, jug,


napkin, sandwich,
teapot, tea-spoon

Lesson 7 Round Up
Spoken Interaction
Reading
Written
Interaction

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.

Talking about food, shopping, and


preferences in food.

Telling the names of food in


English.

p.28-29

Find the fruits p.29

Writing a dictation (vocabulary


covered in this unit).
Test analasys
Module
III
Lesson 1 Houses, Houses, Houses

Listening
Spoken Interaction

Reading
Written
Interaction

1.5. Understanding the general meaning of simple


sentences which familiar immediate environment.
Sentences are 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.

block of flats, large, quiet, look


for, may;

block of flats, large,


quiet, look for, may;

Talking about houses and


possessions: There is...
Is there 7 - Yes, there is./No, there
isn't.
There are.....
Are there...? Ex.1,2,4,5,6p.30-31
Ex.3p.31

There is...
Is there 7 - Yes, there
is./No, there isn't.
There are.....
Are there...?

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.

Writing about the places the


children live in:
Ex.7p.31

Vocabulary p.30

Lesson 2 My Friend's Room


Listening

Spoken Interaction

Reading

Written
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.
2.2. 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.

Ex:4 p.33

Ex:4 p.33

bookcase, computer, curtain,


furniture, shelf, wall
Describing a room:
There is....
There are....
Ex.2,6p.32-33

bookcase, computer,
curtain, furniture, shelf,
wall
Describing a room:
There is....
There are....

3.7.Reading a simple short familiar dialogue, and


demonstrating comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
3.5. Identifying simple descriptions of the students'
homes.
4.6. Writing lists of words.

Ex.3p.32
Control reading of the dialogue.
Ex.4p.33

Ex:3 p.32

Making a list of pieces of


furniture: Ex.1 p.32
Lesson 3 There Is No Place Like Home

Listening

1, 5.Understanding the general meaning of simple


sentences which present describe houses and furniture.

Ex:1-3 p.34-35

Ex:1-3 p.34-35

Spoken Interaction

2.4. Producing simple questions and answers about the


students' homes on the basis of spoken models.

Reading

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.

chimney, cupboard, hall, roof,


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

chimney, cupboard,
hall, roof, staircase,
wardrobe, downstairs,
upstairs;
Talking about homes:
Is there?/Are there...?
Ex:3 p.35

Integrated
1.5. Drawing and presenting a simple plan of a house.
Skill Combinations

Making a plan of one's house.

Drawing a house

Lesson 4 Who Lives in this house?


Listening

Spoken
Interaction

Reading
Written 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
houses on the basis of spoken models.

Ex:1,2 p.36

Ex:1,2 p.36

Talking about houses and


possessions:Whose house is cosy?
Danny's house is cosy.
Ex.1,2,5,6,7p.37

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.

Ex.2,4 p.36-37
Control reading of the text.

Talking about houses


and possessions:Whose
house is cosy?
Danny's house is cosy.
Cosy, dark, round,
snug, tunnel
Ex:2 p.36

Lesson 5 What's Your Address?


Listening

Spoken Interaction

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.

Ex:1,2,4 p.38,39
What number is the pet shop?
Twenty one.
Twenty, thirty, forty, fifty, sixty,
seventy, eighty, ninety, one
hundred
address;
Asking about and giving one's
address: What is your address?
It's 23 Quiet Street.Ex.1,2 p.38

Ex:1,2,4 p.38,39
What number is the pet
shop?
Twenty one.
Twenty, thirty, forty,
fifty, sixty, seventy,
eighty, ninety, one
hundred
Asking about and
giving one's address:
What is your address?
It's 23 Quiet Street

Reading
Written Interaction

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.

Ex.4p.39
Control reading of the dialogue.

Twenty one.
Twenty, thirty, forty,
fifty, sixty, seventy,
eighty, ninety, one
hundred
Ex:4 p.39

Ex.7p.39
Lesson 6 I Can Ride a Bike

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 the English language.
2.4. Producing simple questions and answers about what
people can do on the basis of spoken models.
2.3. Reproducing simple sentences and the formulas of
politeness used in simple spoken interaction.

Speak, ride a bike, walk a dog,


play basketball, draw, jump the
rope, climb a tree.
Talking about what people can do:
Can he ride a bike?
Yes, he can. /No, he can't.
He can ride a bike.Ex.1,3,4,p.41

Speak, ride a bike, walk


a dog, play basketball,
draw, jump the rope,
climb a tree.
Talking about what
people can do:
Can he ride a bike?
Yes, he can. /No, he
can't.
He can ride a bike.

Reading

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.

Ex.2p.41
Control reading of the dialogue.

Ex.2p.41

Written
Interaction

Ex.5p.41
Lesson 7 Round Up

Recapitulation, vocabulary,
grammar
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.

1 .Talking about houses, rooms


and furniture.
2. Asking about and giving
addresses andtelephone numbers.
3. Talking about what people can
do.
Making lists of pieces of furniture.

Talking about houses,


rooms and furniture.

Module
IV
Lesson 1 It's Winter
Listening

13. Identifying the intention of communication and the


formulas of politeness used in simple spoken interaction.

fall, ice, snow, snowflake, wind,


bare, frosty, snowy, everywhere;
The days are frosty.

fall, ice, snow,


snowflake, wind, bare,
frosty, snowy,
everywhere; The days
are frosty.

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.

fall, ice, snow, snowflake, wind,


bare, frosty, snowy, everywhere;
The days are frosty.
Ex.1,5,6,7p.45

Ex:3 p.45

Ex.3p.45
Control reading of the dialogue.

Ex:2,3 p.44, 45

Reading

Culture

Ex.2p.44

Integrated
1.6. Describing seasons in brief.
Skill Combinations

Talking about winter.

Talking about winter.

Lesson 2 Winter Is Fun


Spoken Interaction

2.4. Producing simple questions and answers about what


children are doing at the moment of speaking on the
basis of spoken models.

ground, sledge; blow, make a


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

Written
Interaction

4.6. Writing lists of words.

Culture

1.6. Learning a poem, that belongs to the culture of the


English-Speaking world.

Writing a list of children's


activities:
Ex.6p.47
Ex.3p.47

Integrated
1.1. Identifying words and expressions similar to the
Skill Combi- words and expressions in the students' mother-tongue in
nations
simple written and oral sentences.

New Vocabulary

ground, sledge; blow,


make a 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

Blow, make a
snowman, play hockey,
ride on a sledge.

Lesson 3 Christmas Is Coming


Listening

Spoken Interaction

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.

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

card, carol, decoration,


merry lights, paper,
party, tinsel, cut,
decorate, prepare;
Are you dancing?
Yes, I am./ No, Im not.
Is she cooking?
Yes, she is/ No, she

isnt.
Reading

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.

Making a Christmas card:


Ex.5p.49
Ex.4p.49
Control reading of the text

Ex.4p.49

Lesson 4 We Wish You a Merry


Christmas!
Listening

1.3. Identifying the intention of communication and the


formulas of politeness used in simple spoken interaction.

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.

angel, bell, candle, candy cane,


gift, reindeer, star, wreath, bring;
Talking about Christmas
celebrations:
Ex.l,2,3 p.50

Culture

1.6.Learning poems and songs for children which belong


to the culture of the English-Speaking world.

Poem: The Snowman': Ex.2p.50


Christmas Carols: Ex.5p.51

angel, bell, candle,


candy cane, gift, reindeer, star, wreath, bring;
Talking about
Christmas celebrations:
Ex.lp.50

Lesson 5 More about Me


Spoken Interaction

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.

Reading

3.4. Understanding the general meaning of a simple


short text.

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
Asking for and presenting
personal information:
Ex.2,3p.52
Ex.6,7p,53

calm, happy, hungry,


sad, shy, thirsty, tired;
Talking about how
people feel:
How do you feel?
Are you sometimes
sad?
Ex:7 p.53

Lesson 6 Birds In Winter


Spoken Interaction

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.

bird table, crumb, deep, inside,


outside, be sorry, need:
Talking about birds and animals in
winter:How does the bird feel?
Ex.1p.54, Ex.3p.55

bird table, crumb, deep,


inside, outside, be sorry,
need:
Talking about birds and
animals in winter:How
does the bird feel?

Reading

3.7.Reading a simple short familiar poem, and


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

Poem: Birds in Winter': Ex.2p.55

Poem: Birds in
Winter': Ex.2p.55

Lesson 7 Round Up
Recapitulation
Spoken
Interaction

2.4. Producing simple questions and answers about how


people feel on the basis of spoken models.

1 .Talking about how people feel.


2. Talking about Christmas.

Reading

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.

Ex: 6 p.53

Written
Interaction

Writing a dictation.

Test analasys
Module
V

1 .Talking about how


people feel. 2. Talking
about Christmas.
Vocabulary p.54

Lesson 1 A Happy Family


Spoken
Interaction

2.2. Reproducing certain intonation patterns and other


phenomena specific to the English language.
2.4. Producing simple questions and answers about how
people feel on the basis of spoken models.

Grandparents, manager, strong,


with us;
Talking about family members
and friends:He is younger.
Ex.1,3,5 p.58-59

Grandparents, manager,
strong, with us;
Talking about family
members and
friends:He is younger.

Reading

3.4. Understanding the general meaning of a simple


short text.

Ex.2p.58

Grandparents, manager,
fat, strong, thin, clean

Lesson 2 Grandmas Birthday


Listening

Spoken Interaction
Reading

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.

aunt, uncle, cousin, family tree,


present, dear;
ex:2 p.60

aunt, uncle, cousin,


family tree, present,
dear;

Talking about family members


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

aunt, uncle, cousin,


family tree, present,
dear;
aunt, uncle, cousin,
family tree, present,
dear;
ex:5 p.61

Written
Interaction

4.6. Writing lists of words.

Making a list of family members.


Lesson 3 Whose Jacket Is It?

Spoken Interaction

2.4. Producing simple questions and answers about


clothes on the basis of spoken models.

boots, jacket, scarf, sweater,


trainers, cheeky, nobody;
Talking about clothes:The long
esscarf.Ex.1 p.63

boots, jacket, scarf,


sweater, trainers,
cheeky, nobody;

Reading

3.6. Associating the information from a text with


pictures.

Ex.3p.63

Written
Interaction

4.5. Copying certain short texts, using punctuation marks


and capital letters correctly.
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.

Writing a dictation (articles of


clothes).

Culture

Integrated
1.1 .Identifying words and expressions similar to the
Skill Combi- words and expressions in the students mother-tongue in
nations
simple written and oral sentences.

boots, jacket, scarf,


sweater, trainers,
cheeky, nobody;

Ex:3 p.63
New Vocabulary

New Vocabulary

Lesson 4 In the Morning


Listening
Spoken Interaction

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.

Integrated
Skill Combinations
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 and intonation

have breakfast, make one's bed,


etc.;

have breakfast, make


one's bed, etc.;

Talking about morning routine:


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

have breakfast, make


one's bed, etc.; I make
my bed.
I am having lessons
now.

Ex.1p.64
Ex.4p.65

Ex:4 p.65

Lesson 5 Stay Healthy


Listening

Spoken Interaction

Culture

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 morning routine, using simple words and
expressions, syntactic structures and grammar forms that
have been practiced.

comb his hair, button his coat,


etc.;
ex:5 p.67

comb his hair, button


his coat,

1. Talking about what people are


doing at the moment of speaking:
Danny is readingEx.1,2 p.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.3,4 p.67

comb his hair, button


his coat,

1.6. Learning a poem, that belongs to the culture of the


English-Speaking world.

Ex.5p.67
Lesson 6 Cleaning Day

Listening

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.

clean, put away, take the rubbish


away, tidy, wash up, water the
flowers, vacuum cleaner;

Spoken Interaction

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 don't....but....
Ex.2,4p.69

Reading

3.4. Understanding the general meaning of a simple


short text.

Text: 'Jobs at Home': Ex.3p.69

clean, put away, take


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

Recapitulation
Lesson 7 Round Up
Listening

Spoken Interaction
Reading

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.
3.6. Associating the information from a text with
pictures.

Talking about cleaning the room.

Cleaning the room


vocabulary
Ex:3 p.69

Integrated
1.2. Reading numbers correctly.
Skill Combinations

the first, the second, etc.


Test analasys
Module
VI
Lesson 1 It Was Cold in Winter

Listening

Spoken Interaction

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.

snowdrop, year, melt, last;

snowdrop, year, melt,


last;

Talking about the past:


I was at home yesterday.
They were at home yesterday.

snowdrop, year, melt,


last;

Ex.4,5,6p.73
Reading

3.6. Associating the information from a text with


pictures.

Ex.3p.73

Written
Interaction

4.6. Writing lists of words.

Making a list f spring words and a


list of winter words.

Ex:2 p.62

Lesson 2 Was Tim at the Circus?


Spoken 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.

circus, concert, library, museum,


ring, theatre, zoo;
Asking about the past:
WasTim at the circus?
Yes, he was./No, wasn't.
Ex.2,3,4,5p.74-75

Reading

3.6. Associating the Information from d text with


pictures.

Ex.1p.74

Written
Interaction

4.2. Reproducing symbols of phonetic script.


4.8.Establishing connections between pronunciation and
a written image of a familiar word in one simple
sentence, and writing it.
1.6. Learning a poem, that belongs to the culture of the
English-Speaking world.

Writing a dictation.

Culture

circus, concert, library,


museum, ring, theatre,
zoo;
Asking about the past:
WasTim at the circus?
Yes, he was./No, wasn't.
Ex.2,3,4,5p.74-75
circus, concert, library,
museum, ring, theatre,
zoo;

Ex.6p.75
Lesson 3 They Worked in the Garden
Yesterday

Listening

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.

leaf, seed, dry, brush, cook, plant,


rake, turn the soil, work;

leaf, seed, dry, brush,


cook, plant, rake, turn
the soil, work;

Spoken Interaction

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.

Reading

3.5. Identifying simple descriptions of familiar everyday


actions.

Talking about what people did in


the garden:I washed. I didn't
wash.
Did you wash? - Yes, I did. /No, I
didn't.
Ex.1,2,4,5p.76-77
Text: A Busy Saturday':
Ex.3p.77

leaf, seed, dry, brush,


cook, plant, rake, turn
the soil, work;

leaf, seed, dry, brush,


cook, plant, rake, turn
the soil, work;
ex:1 p.76

Lesson 4 We Went Shopping Yesterday


Spoken Interaction

2.4. Producing simple questions and answers about


shopping on the basis of spoken models.

Reading

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

hair, silk, toyshop, go shopping,


made of, fair;
Talking about shopping in the
past:
I went. I didn't go./Did you go?
Ex.2,3p.78-79
Ex.1,4,p.79
Ex.5p.79:
Text: The Selfish Giant'

hair, silk, toyshop, go


shopping, made of, fair;

hair, silk, toyshop, go


shopping, made of, fair;
ex:1 p.78

Lesson 5 Angela Wrote a Letter


Spoken Interaction

2.4. Producing simple questions and answers about the


past 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.

cotton, glasses, letter, ribbon, Tshirt, wool;


Talking about the past:
She wrote. She didn't write.
Ex.1,2,3 p.80-81
Ex.4p.81
Text: The Selfish Giant':
Ex.6p.81
Control reading of the text.

cotton, glasses, letter,


ribbon, T-shirt, wool;

cotton, glasses, letter,


ribbon, T-shirt, wool;
ex: 1 p.80

Written
Interaction

4.6. Writing lists of words.

Making a list of irregular verbs.


Lesson 6 A Picnic in the Country

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 belongs to the
culture of the English-Speaking world.

Culture

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.

blossom, branch, forest,


grass, river, sandwich,
sky, go on / for a picnic;

blossom, branch, forest,


grass, river, sandwich,
sky, go on / for a picnic;
ex:1 p.82

Poem: Six Honest Serving Men':


Ex.2p.82
Recapitulation
Lesson 7 Round Up

Listening
Spoken Interaction
Reading

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.

Talking about what people did in


the past.

Vocabulary p.82

Text: The Selfish Giant': p.85

The selfish Giant part 4


p. 85

Written
Interaction

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.
Test analasys
Module
VII
Lesson 1 I Live in Moldova

Spoken Interaction

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.

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

Reading

3.7.Reading a simple short familiar text, and


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

Ex.2,3p.86

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 p.86

Lesson 2 Welcome to Chiinu


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.

alley, capital, palace, place of


interest, puppet show, statue,
writer, enjoy; Talking about places
of interest in Moldova: Ex.4p.89
Asking for directions: How can 1
get to...? You can get there by...
Ex.2p.88

alley, capital, palace,


place of interest, puppet
show, statue, writer,
enjoy;

Reading

3.4. Understanding the general meaning of a simple


short text.

Text: Welcome to Chiinu':


Ex.3p.89

Written
Interaction

4.3. Writing punctuation marks - a colon, inverted


commasand a dash (used in dialogues).
4.6. Writing lists of words (objects, actions and familiar
activities).

Ex:5 p.89

alley, capital, palace,


place of interest, puppet
show, statue, writer,
enjoy;
ex:3 p.89

Lesson 3 At the puppet show


Spoken Interaction

Reading

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.

Integrated
1.1. Identifying words and expressions similar to the
Skill Combi- words and expressions in the students mother-tongue in
nations
simple written and oral sentences.

box-office, ticket, visit;


Talking about past actions:
Where did you go?
Ex.3,4p.91

Vocabulary p.90

Ex.2p.90

Ex:2 p.90

New Vocabulary.
Lesson 4 Plans for the Summer Vacation

Spoken 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.

Reading

3.4. Understanding the general meaning of a simple


short text.

mountain, postcard, seaside,


summer camp, go hiking, spend,
in the country, next;Talking about
the future:
I will go to the seaside/
He won't go to the seaside.
Ex.1,2,4,5,6p.92-93
Ex.3p.93

Ex:1 p.92

Ex:4 p.93

Written
Interaction

4.2. Reproducing symbols of phonetic script.


4.6.Writing lists of words.

Ex:5 p.93
Lesson 5 Summertime

Listening
Spoken Interaction

Spoken Interaction
Reading

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.

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

Ex:1 p.94
Asking about the future: Will you
go there? What will you do there?
Ex.2,4,5,6p.95
Lesson 6 Our English Is Better

Ex:1 p.94
Ex:5 p.95

Talking about what children like


and dislike: " Ex.1,2,3p.97

Ex:3 p.97

Ex.1p.96
Control reading of the text.

Ex:1 p.96

Recapitulation

Lesson 7 Round Up
Listening
Spoken
Interaction

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.

Ex:1 p.96

Ex:1 p.96

Ex:3 p.97
Write the past forms of: buy,
write, get, go, eat, wash, play.
Test analasys

Ex:3 p.97

Spoken Interaction
Reading
Culture

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.

Integrated
1.5. Drawing and presenting a simple plan of a house.
Skill Combi- 1.6. Describing seasons in brief.
nations

End-of- Round Up
theBook
Talking about seasons, clothes,
houses, furniture, past and future
actions.
Ex:1 p.96

Talking about seasons,


clothes, houses,
furniture, past and
future actions.
Ex:1 p.96

Name the places of interest in


Chisinau

Name the places of


interest in Chisinau

Drawing a beautiful summer place

Drawing a beautiful
summer place

Test analasys