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Form III: total 68 hours:
Specif ic Competence I ndicators (SCI ) and
Sub Competences (SC) Nr . Content Hours Date Notes
SCI SC
Term 1 32
Module I 8
Lesson 1 Meeting Old Fr iends 1
Spoken
Interaction
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
Greeting friends.
Reading 3.1.Recognizing letters, groups of letters
and words in isolation and in context either
printed or handwritten.
Alphabet:
Ex.5p.3
Culture 1.6.Learning a poem, which belongs to the
culture of the English-Speaking world.
Ex.2p.2
Lesson 2 A New Classmate 2
SpokenInteraction 2.4.Producing simple questions andanswers adequate to certain everyday life
situations on the basis of spoken models.
classmate;Asking and answering
personal questions.
Reading 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
Ex.2,3,5p.4-5
Culture 1.3.Introducing elements of the
educational systems in English-Speaking
countriessubjects, timetable.
I ntegratedSkill
Combinations
1.2.Reading numbers correctly. the first, the second, etc.:Ex.6p.5
Lesson 3 These Are Chi ldren 1
Spoken
Interaction
2.4.Producing simple questions and
answers adequate to certain everyday life
situations on the basis of spoken models.
1.Talking about a visit to the
zoo.
Written 4.6.Writing lists of words. Writing a list of wild animals.
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Interaction
I ntegrated
Skill
Combinations
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 I Am Your Friend 1
Listening 1.5.Understanding the general meaning ofsimple sentences which present peoples
possessions. Sentences are pronouncedslowly and clearly.
my, your, his, her, its, our,their;
Ex.1p.8
Spoken
Interaction
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.
Talking about possessions:
Ted is my friend. etc:
Ex.1p.8
Reading 3.4.Understanding the general meaning of
a simple short dialogue.
Ex.3p.9
Written
Interaction
4.5.Copying certain short texts, using
punctuation marks and capital letters
correctly.
Ex.5p.9
Lesson 5 What I s Her Job? 1
Listening 2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
Ex.3p.10
Spoken
Interaction
2.5.Producing simple isolated sentences to
briefly describe people and theirprofessions, using simple words and
expressions, syntactic structures andgrammar forms that have been practiced.
Talking about jobs:
What are these women?
They are teachers.
Ex.2,3,4p.10-11
Reading 3.6.Associating the information from a text
with pictures.
Ex.1p.10
Lesson 6 Where Are the Bal ls? 1
Listening 1.1.Recognizing sounds and groups of
sounds specific to the English language,
pronounced in isolation and in context.
between, above;
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Spoken
Interaction
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 andgrammar forms that have been practiced.
Talking about location of
things:
Where is the map?
Its above the desk.
Reading 3.6.Associating the information from a text
with pictures (home, flat).
Ex.1,3p.12-13
I ntegrated
Skill
Combinations
1.4.Naming and writing parts of the human
body correctly.
Revising parts of the body
studied last year.
Lesson 7 Round Up 1
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.
1.3.Identifying the intention of
communication and the formulas of
politeness used in simple spoken
interaction.
Spoken
Interaction
2.6.Reproducing simple dialogues, poems
and songs.
Asking and answering
personal questions.
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. Making lists of animals,
professions.
Culture 1.1.Identifying and respecting certain
norms of verbal and non-verbal
communication.
Asking and answering
personal questions.
I ntegrated
Skill
4.7.Filling out a simple form of personal
identification.
Completing and answering
questions.
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Combinations
Initial
Evaluation
- Testing the knowledge acquired in the
course of the previous year.Diagnostic Test-Paper 1
Module II 8
Lesson 1 Autumn Weather 2
Listening 1.5.Understanding the general meaning of
simple sentences which describe autumnweather. Sentences are pronounced slowly
and clearly.
beautiful, cloudy, cool, rainy,
sunny, windy, mushroom,season;
Spoken
Interaction
2.1.Pronouncing sounds and groups of
sounds specific to the English language in
isolation and in words.
2.3.Reproducing simple sentences and theformulas of politeness used in simple
spoken interaction.
2.4.Producing simple questions and
answers about autumn weather on the basis
of spoken models.
Talking about autumn:
What is the weather like
today?
Its windy.Ex.1,2,5p.16
Reading 3.4.Understanding the general meaning of
a simple short text.
3.5.Identifying simple descriptions of
seasons.
Ex.3p.17
I ntegrated
Skill
Combinations
1.6.Describing autumn in brief.
Lesson 2 I n the Garden 2
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.13p.19
Reading 3.1.Recognizing letters, groups of letters Ex.2p.19
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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.
Choosing a title for the text.
Control reading of the text.
Written
Interaction
4.6.Writing lists of words. Making a list of fruits and
vegetables.
Lesson 3 At the Market 1
Listening 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.
Spoken
Interaction
2.4.Producing simple questions and
answers about what people do and dont
do on the basis of spoken models.
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
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
fruit, market, vegetable, buy,
sell;
2.Talking about doing
shopping at the market.
Written
Interaction
4.6.Writing lists of words. Making a shopping list.
Culture 1.1.Identifying and respecting certainnorms of verbal and non-verbal
communication.
Talking about doingshopping.
Lesson 4 Lunch at a Snack Bar 1
Listening 1.5.Understanding the general meaning of
simple sentences which describe breakfast,
lunch, dinner and supper. Sentences arepronounced slowly and clearly.
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Spoken
Interaction
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.
cola, fries, hamburger, etc.;
Talking about food:
I dont like pizza.
He doesnt like pizza.
Ex.1,2,4p.22-23
Reading 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.
Ex.3p.23
Lesson 5 I Make Salad 1
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.
add, chop, peel, mix, banana,
bowl, knife, orange, sugar;
Spoken
Interaction
2.4.Producing simple questions and
answers about cooking dishes on the basisof spoken models.
2.5.Producing simple isolated sentences tobriefly describe how to cook dishes, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
Talking about cooking:
What does she do?
She makes breakfast.:
Ex.1,2,5,6p.24-25
Reading 3.3.Understanding certain directions,
suggestions and simple instructions.
3.4.Understanding the general meaning of
a simple short text.
Ex.4p.25
Lesson 6 Af ternoon Tea 1
Spoken
Interaction
2.4.Producing simple questions and
answers about afternoon tea on the basis of
spoken models.
Talking about afternoon tea:
What does he have for....?
Ex.3p.27
Written
Interaction
4.4.Writing legibly and neatly, respecting
the rules of writing capital and lower-caseforms of letters, making adequate spaces
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between words, and organizing a message
on a page appropriately.
Culture 1.1.Identifying and respecting certain
norms of verbal and non-verbal
communication.
Ex.1p.26
Lesson 7 Round Up 1
SpokenInteraction
2.4.Producing simple questions andanswers adequate to certain everyday life
situations on the basis of spoken models.2.6.Reproducing simple dialogues, poems
and songs.
Talking about food, shopping,and preferences in food.
Reading 3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.
p.28-29
Written
Interaction
4.8.Establishing connections between
pronunciation and a written image of a
familiar word in one simple sentence, and
writing it.
Writing a dictation
(vocabulary covered in this
unit).
Culture 1.6.Learning poems, songs and dialogues
for children which belong to the culture of
the English-Speaking world.
I ntegrated
Skill
Combinations
1.7.Listening to and singing songs.
Evaluation -Practical application of knowledge andskills acquired while studying this unit.
Test-Paper n1 1
Module III 8Lesson 1 Houses, Houses, Houses 1
Listening 1.5.Understanding the general meaning of
simple sentences which familiar
immediate environment. Sentences are
pronounced slowly and clearly.
block of flats, large, quiet,
look for, may;
Spoken
Interaction
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
Talking about houses and
possessions:
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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.
There is...
Is there....?Yes, there is. /
No, there isnt.
There are.....
Are there...?
Ex.1,2,3,5,6p.30-31
Reading 3.5.Identifying simple descriptions of thestudents homes.
Ex.4p.31
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.
Writing about the places the
children live in:
Ex.7p.31
Lesson 2 My Friends Room 1
Listening 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.
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 rooms and furniture, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
bookcase, computer, curtain,
furniture, shelf, wall;
Describing a room:
There is....
There are....
Ex.2,6p.32-33
Reading 3.7.Reading a simple short familiardialogue, and demonstrating
comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Ex.3p.32
Control reading of the
dialogue.
Written
Interaction
4.6.Writing lists of words. Making a list of pieces of
furniture: Ex.1p.32
Lesson 3 There I s No Place Li ke
Home
2
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Listening 1.5.Understanding the general meaning of
simple sentences which present describe
houses and furniture.
Spoken
Interaction
2.4.Producing simple questions and
answers about the students homeson the
basis of spoken models.
chimney, cupboard, hall,
roof, staircase, wardrobe,
downstairs, upstairs;
Talking about homes:Is there....?
Are there....? Ex.1,5,7p.35
Reading 3.2.Recognizing the meaning of
punctuation marksa colon, inverted
commas and a dash (used in dialogues).
3.5.Identifying simple descriptions of
homes.
Ex.3,4p.35
I ntegrated
Skill
Combinations
1.5.Drawing and presenting a simple plan
of a house.
Making a plan of ones
house.
Lesson 4 Dannys House Is Cosy 1
Listening 1.4.Understanding the meaning of simple
short instructions and directions related to
definite simple situations, formulateddirectly, in commonly used language,
slowly and clearly.
Spoken
Interaction
2.4.Producing simple questions andanswers about houses on the basis of
spoken models.
Talking about houses andpossessions:
Whose house is cosy?
Dannys house is cosy.
Ex.1,2,5,6,7p.37
Reading 3.7.Reading a simple short familiar text,
and demonstrating comprehension by
appropriate fluency, stress, intonation,
sense groups, and etc.
Ex.2p.36:
Control reading of the text.
Written
Interaction
4.5.Copying certain short texts, using
punctuation marks and capital letters
correctly.
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Lesson 5 Whats Your Address? 1
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.
1.4.Understanding the meaning of simpleshort instructions and directions related to
definite simple situations, formulated
directly, in commonly used language,
slowly and clearly.
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.
address;
Asking about and giving
onesaddress:
What is your address?
Its 23 Quiet Street.
Reading 3.7.Reading a simple short familiardialogue, and demonstrating
comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Ex.3p.39Control reading of the
dialogue.
Written
Interaction
4.7.Filling out a simple form of personal
identification.
Ex.7p.39
I ntegrated
Skill
Combinations
1.2.Reading numbers correctly. twenty, thirty, ...one
hundred:
Ex.2p.38
Lesson 6 I n the Street 1
SpokenInteraction
2.1.Pronouncing sounds and groups ofsounds 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
game, lorry, taxi, trolley bus,van; cross the street;
1.Talking about what people
can do:
Can he drive?Yes, he can.
/ No, he cant.
He can drive.
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basis of spoken models.
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
Ex.4,5,6p.41
Asking the way:
Ex.2p.40
Reading 3.2.Recognizing the meaning of
punctuation marksa colon, invertedcommas 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.
Ex.3p.41
Control reading of the
dialogue.
Written
Interaction
4.5.Copying certain short texts, using
punctuation marks and capital letters
correctly.
Ex.7p.41
Culture 1.2.Identifying the main cities of the
English-Speaking countries.
1.4.Learning about different means of
transport (a car, a train, a plane, a bike).
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.
Lesson 7 Round Up 1
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 formsthat have been practiced.
1.Talking about houses,
rooms and furniture.
2.Asking about and giving
addresses and telephone
numbers.3.Taling about what peoplecan do.
Written
Interaction
4.6.Writing lists of words. Making lists of pieces of
furniture.
Culture 1.1.Identifying and respecting certainnorms of verbal and non-verbal
communication.
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I ntegrated
Skill
Combinations
1.2.Reading numbers correctly.
Evaluation -Practical application of knowledge and
skills acquired while studying this unit.Test-Paper n2 1
Module IV 4
Lesson 1 Its Winter 1 Listening 1.3.Identifying the intention of
communication and the formulas of
politeness used in simple spoken
interaction.
Spoken
Interaction
2.4.Producing simple questions and
answers about winter on the basis of
spoken models.
2.5.Producing simple isolated sentences tobriefly describe winter, using simple words
and expressions, syntactic structures and
grammar forms that have been practiced.
fall, ice, snow, snowflake,
wind, bare, frosty, snowy,
everywhere;
The days are frosty.Ex.1,7p.45
Reading 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.
Ex.3p.45
Control reading of the
dialogue.
Culture 1.6.Learning a poem which belongs to the
culture of the English-Speaking world.
Ex.2p.44
I ntegratedSkill
Combinations
1.6.Describing seasons in brief. Talking about winter.
Lesson 2 Winter Is Fun 1
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
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Lesson 4 We Wish You a Merr y
Christmas!
1
Listening 1.3.Identifying the intention of
communication and the formulas of
politeness used in simple spoken
interaction.
SpokenInteraction
2.5.Producing simple isolated sentences tobriefly 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, candycane, gift, reindeer, star,
wreath, bring;
Talking about Christmas
celebrations:
Ex.1p.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
Term 2 36
Module IV 3
Lesson 5 More about Me 1
Spoken
Interaction
2.3.Reproducing simple sentences and the
formulas of politeness used in simple
spoken interaction.
2.4.Producing simple personal questionsand answers on the basis of spoken
models.
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 presentingpersonal information:
Ex.2,3p.52
Reading 3.4.Understanding the general meaning of
a simple short text.
Ex.6,7p.53
Lesson 6 Bir ds I n Winter 1
Spoken
Interaction
2.5.Producing simple isolated sentences to
briefly describe the life of birds and
bird table, crumb, deep,
inside, outside, be sorry,
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animals in winter, using simple words and
expressions, syntactic structures and
grammar forms that have been practiced.
2.6.Reproducing simple dialogues.
need:
Talking about birds and
animals in winter:
How does the bird feel?
Ex.1p.54
Ex. 3p.55 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
Lesson 7 Round Up 1
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 marksa colon, inverted
commas and a dash (used in dialogues).3.6.Associating the information from a text
with pictures.
Written
Interaction
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.
Writing a dictation.
I ntegrated
SkillCombinations
1.7.Listening to and singing songs. Singing songs about winter.
Module V 11
Lesson 1 I Have a Happy Family 2
Spoken
Interaction
2.2.Reproducing certain intonation
patterns and other phenomena specific to
the English language.
2.4.Producing simple questions and
grandparents, manager,
strong, with us;
Talking about family
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answers about familiar people on the basis
of spoken models.
members and friends:
He is younger.
Ex.1,3,5p.59
Reading 3.4.Understanding the general meaning of
a simple short text.
Ex.2p.58
Lesson 2 Happy Birthday 2
Listening 1.2.Distinguishing in speech words andsimple short sentences containing certain
sounds and patterns of intonation. Thewords and sentences are pronounced
slowly and clearly.
aunt, uncle, cousin, familytree, present, dear;
Spoken
Interaction
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.
Talking about family
members and friends:
Happy birthday!
Tim is stronger than Dan.
Ex.1,3,4,5p.60-61
Reading 3.4.Understanding the general meaning of
a simple short dialogue.
Ex.2p.60
Written
Interaction
4.6.Writing lists of words. Making a list of family
members.
Lesson 3 Whose Jacket Is I t? 2
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 longest scarf.Ex.1,3p.63
Reading 3.6.Associating the information from a textwith 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 a dictation (articles
of clothes).
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writing it.
Culture 1.5.Identifying certain articles of clothes.
I ntegrated
Skill
Combinations
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 In the Morning 2 Listening 1.5.Understanding the general meaning of
simple sentences which present familiar
actions. Sentences are pronounced slowly
and clearly.
have breakfast, make ones
bed, etc.;
Spoken
Interaction
2.2.Reproducing certain intonation
patterns and other phenomena specific to
the English language.
2.5.Producing simple isolated sentences tobriefly describe morning routine, using
simple words and expressions, syntactic
structures and grammar forms that havebeen practiced.
Talking about morning
routine:
I make my bed.
I am having lessons now.Ex.2,3,5,7p.64-65
I ntegrated
Skill
Combinations
1.3.Telling and writing the time correctly. Ex.1p.64
Lesson 5 Stay Healthy 1
Listening 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.
comb his hair, button his
coat, etc.;
Spoken
Interaction
2.5.Producing simple isolated sentences tobriefly describe the actions that are going
on at the moment of speaking, and to
present the actions that are good for
children, using simple words and
expressions, syntactic structures and
grammar forms that have been practiced.
1.Talking about what peopleare doing at the moment of
speaking:
Danny is reading....
Ex.1,2p.66
2.Talking about what is good
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for children:
Its good to.......
Get up early.
Do you get up early?
Yes, I do. / No, I dont.
Ex.3, 4p.67
Culture 1.6.Learning a poem, which belongs to theculture of the English-Speaking world.
Ex.5p.67
Lesson 6 Cleanin g Day 1
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 havebeen practiced.
Talking about cleaning the
room:
I dont....but....
Ex.2,4p.69
Reading 3.4.Understanding the general meaning of
a simple short text.
Text: Jobs at Home:
Ex.3p.69
Lesson 7 Round Up 1
Listening 1.5.Understanding the general meaning of
simple sentences which present people,
animals, objects and familiar immediateenvironment. Sentences are pronounced
slowly and clearly.
SpokenInteraction 2.5.Producing simple isolated sentences tobriefly describe familiar actions, using
simple words and expressions, syntactic
structures and grammar forms that have
been practiced.
Talking about cleaning theroom.
Reading 3.6.Associating the information from a text
with pictures.
I ntegrated 1.2.Reading numbers correctly. the first, the second, etc.
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Skill
Combinations
Evaluation -Practical application of knowledge and
skills acquired while studying this unit.Test-Paper n3 1
Module VI 11
Lesson 1 I t Was Cold in Win ter 2
Listening 1.1.Recognizing sounds and groups ofsounds 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.
snowdrop, year, melt, last;
Spoken
Interaction
2.4.Producing simple questions and
answers about past actions on the basis of
spoken models.
Talking about the past:
I was at home yesterday.
They were at home
yesterday.
Ex.4,5,6p.73 Reading 3.6.Associating the information from a text
with pictures.
Ex.5p.73
Lesson 2 Was Tim at the Cir cus? 2
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:
Was Tim at the circus?
Yes, he was. / No, wasnt
Ex.2,3,4,5p.74-75 Reading 3.6.Associating the information from a 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 a dictation.
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writing it.
Lesson 3 They Worked in the Garden
Yesterday
2
Listening 1.2.Distinguishing in speech words and
simple short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences arepronounced slowly and clearly.
leaf, seed, dry, brush, cook,
plant, rake, turn the soil,
work;
Spoken
Interaction
2.2.Reproducing certain intonationpatterns and other phenomena specific to
the English language.2.4.Producing simple questions and
answers about past actions on the basis of
spoken models.
Talking about what peopledid in the garden:
I washed.I didnt wash.
Did you wash?Yes, I did. /
No, I didnt.
Ex.1,2,4,5p.77
Reading 3.5.Identifying simple descriptions of
familiar everyday actions.
Text: A Busy Saturday:
Ex.3p.77
Lesson 4 We Went Shoppin gYesterday
2
Spoken
Interaction
2.4.Producing simple questions and
answers about shopping on the basis of
spoken models.
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
Reading3.4.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.
Ex.1,3,5p.79
Ex.5p.79:
Text: The Selfish Giant
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Culture 1.6.Learning a dialogue for children which
belongs to the culture of the English-
Speaking world.
Lesson 5 Angela Wrote a Letter 1
Spoken
Interaction
2.4.Producing simple questions and
answers about the past on the basis of
spoken models.
cotton, glasses, letter, ribbon,
T-shirt, wool;
Talking about the past:She wrote. She didnt write.
Ex.1,2,3,5p.81
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.
Text: The Selfish Giant:
Ex.6p.81Control reading of the text.
Written
Interaction
4.6.Writing lists of words. Making a list of irregular
verbs.
Lesson 6 A Picni c in the Countr y 1
Spoken
Interaction
2.4.Producing simple questions and
answers about picnics on the basis of
spoken models.
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
Reading 3.4.Understanding the general meaning of
a simple short text.
3.7.Reading a simple short familiar text,
and demonstrating comprehension byappropriate fluency, stress, intonation,
sense groups, and etc.
Ex.3p.83
Text: The Selfish Giant:
Ex.5p.83Control reading of the text.
Culture 1.6.Learning a poem for children which
belongs to the culture of the English-
Speaking world.
Poem: Six Honest Serving
Men:
Ex.2p.82
Lesson 7 Round Up 1
Listening 1.5.Understanding the general meaning of
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simple sentences which present past
actions. Sentences are pronounced slowly
and clearly.
Spoken
Interaction
2.5.Producing simple isolated sentences to
briefly describe past actions, using simple
words and expressions, syntactic structures
and grammar forms that have beenpracticed.
Talking about what people
did in the past.
Reading 3.4.Understanding the general meaning of
a simple short text.
Text: The Selfish Giant:
p.85
Written
Interaction
4.4.Writing legibly and neatly, respectingthe rules of writing capital and lower-case
forms of letters, making adequate spaces
between words, and organizing a message
on a page appropriately.
Culture 1.6.Learning poems, songs and dialogues
for children which belong to the culture of
the English-Speaking world.Evaluation -Practical application of knowledge and
skills acquired while studying this unit.Test-Paper n4 1
Module VII 9
Lesson 1 I Li ve in M oldova 1
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 structuresand 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
Lesson 2 Welcome to Chiinu 1
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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 theformulas 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 I get to...?
You can get there by....
Ex.2p.88
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 marksa colon,
inverted commas and a dash (used in
dialogues).
4.6.Writing lists of words (objects, actions
and familiar activities).Lesson 3 At the Puppet Show 1
Spoken
Interaction
2.4.Producing simple questions andanswers 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.
box-office, ticket, visit;
Talking about past actions:
Where did you go?
Ex.3,4p.91
Reading 3.5.Identifying simple descriptions offamiliar places.
Ex.2p.90
I ntegrated
Skill
Combinations
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.
Final Evaluation -Practical application of knowledge and
skills acquired in the course of this
academic year.
Final Test-Paper 1
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Lesson 4 Plans for the Summer
Vacation
1
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, usingsimple words and expressions, syntactic
structures and grammar forms that have
been practiced.
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
Reading 3.4.Understanding the general meaning of
a simple short text.
Ex.3p.93
Written
Interaction
4.2.Reproducing symbols of phonetic
script.
4.6.Writing lists of words.
Lesson 5 Summertime 1
Listening 1.5.Understanding the general meaning of
simple sentences which present futureaction. Sentences are pronounced slowly
and clearly.
Spoken
Interaction
2.4.Producing simple questions and
answers about future actions on the basisof spoken models.
Asking about the future:
Will you go there?What will you do there?
Ex.2,4,5,6p.95
Lesson 6 Our Engli sh I s Better 1
Spoken
Interaction
2.4.Producing simple questions and
answers adequate to certain everyday life
situations on the basis of spoken models.
Talking about what children
like and dislike:
Ex.2,3p.97
Reading 3.7.Reading a simple short familiar text,and demonstrating comprehension by
appropriate fluency, stress, intonation
Ex.1p.96Control reading of the text.
Lesson 7 Round Up 1
Listening 1.5.Understanding the general meaning of
simple sentences which present the
studentsfamiliar immediate environment.
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Spoken
Interaction
2.4.Producing simple questions and
answers places of interest in Chiinu on
the basis of spoken models.
End-of-
the-Book
Round Up 1
Spoken
Interaction
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.
Talking about seasons,
clothes, houses, furniture,past and future actions.
Reading 3.6.Associating the information from a text
with pictures.
Culture 1.5.Identifying certain articles of clothes.
I ntegrated
Skill
Combinations
1.5.Drawing and presenting a simple planof a house.
1.6.Describing seasons in brief.