planu la clasa 4

4th form: total 68 hoursSpecific Competence Indicators (SCI) and Sub Competences (SC)Nr.Content HoursDateNotes

SCI SCTerm 1 32

Module 1 7

Lesson 1 Back to School 1

Listening1.3.Understanding the meaning of simple instructions and directions related to classroom activities. The instructions and directions are presented slowly and clearly. 1.1.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.thought, get back, be glad, fall, exciting, well;

Spoken Interaction2.2.Producing simple sentences to briefly describe summer holidays, to express tastes, preferences, emotions and the way the students feel about their first day at school.1.Talking about their first school day:Ex.1 p.22.Talking about summer holidays:I played with my friend.Did you go there? Ex.2,3,7,8 p.2-3

Reading3.1. Understanding the general meaning of a simple short message, referred to familiar situations of everyday life.Ex.4 p.2

Written Interaction4.4.Writing a simple short message about ones summer vacation, using expressions and short sentences, structures and grammar forms that have been practiced.Writing about summer holidays:Ex.9 p.3

Lesson 2A Trip to Soroca1

Spoken Interaction2.3Participating in simple dialogues related to summer holidays and using simple word and expressions that been practiced.century, trip, oak, build, take pictures, travel, etc.Talking about summer holidays:Why did you take it? Ex.1,2,3 p.4-5

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world- summer holidays. The text is used as a source of information and discussion.3.8.Applying the strategies of receiving a written message: defining the type of a text; understanding the general idea of the text; recognizing familiar words and expressions; using bilingual dictionaries to define unknown words.Text: A Trip to Soroca:Ex.4 p.5

Lesson 3Lets Share Impressions

1

Spoken Interaction2.2.Producing simple sentences to briefly express tastes, preferences, emotions and the way the students feel.2.3Participating in simple dialogues and using simple word and expressions that been practiced.miss, share impressions, show, splendid;What about you?Could you pass me the salt?I miss you. Ex.1,5,6 p.7

Reading3.2. Understanding the meaning of certain words and phrases in a short authentic text to be aware of the situation.3.8.Applying the strategies of receiving a written message: defining the type of a text; understanding the general idea of the text; recognizing familiar words and expressions; indentifying words and expressions similar to the words and expressions in the students mother-tongue; defining the meaning of unknown words through context; employing personal experience to comprehend the situation; using bilingual dictionaries to define unknown words.Ex.1 p.6Text: Andys Letter:Ex.2 p.6

Culture1.5.Learning to follow the norms of writing letters.Ex.2 p.6

Integrated Skill Combinations1.1.Identifying words and expressions similar to the words and expressions in the students mother-tongue in simple written and spoken sentences. New Vocabulary

Lesson 4An Invitation to the Village1

Spoken Interaction2.2.Producing simple sentences to briefly describe a visit to friends, to express tastes, preferences, emotions and the way the students feel.bottle, calendar, camera, chocolate, photo album;Talking about visiting friends:Shall I help you?Yes, please, / No, thank you.Ex.1,2,3 p.8

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world- summer holidays. The text is used as a source of information and discussion.3.5. Understanding the meaning of recommendations and suggestion to be informed and to act appropriately.Ex.4 p.9

Lesson 5A Weekend in the Village1

Listening1.1.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.apricot, bean, beet, cherry, cucumber, garlic, onion, peach, pea, pepper;

Spoken Interaction2.2.Producing simple sentences to briefly describe a visit to friends, to express tastes, preferences, emotions and the way the students feel.1.Greeting each other and giving responses.Did you have a good trip?Its good to see you. Etc.2.Talking about the weekend:Ex.1,2,3,4 p.103.Talking about the fruits, berries and vegetables that grow in Moldova: Ex.5 p.11

Reading3.6.Associating the information from a text with pictures.Ex.6 p.11

Culture1.1.Participating in a familiar communicative situation, using the norms of verbal and non-verbal communication.Greeting each other and giving responses.

Lesson 6Andys New Pictures1

Spoken Interaction2.2.Producing simple sentences to briefly describe peoples hobbies and families.2.3Participating in simple dialogues and using simple word and expressions that been practiced.diary, hobby, nephew, etc.1.Talking about hobbies:Ex.1,3 p.122.Talking about family relations:Vicky is Mrs Plops niece.Ex.4 p.13

Reading3.6.Associating the information from a text with pictures.Ex.2 p.12

Written Interaction4.4.Writing a simple short story about Vickys wonderful weekend, using expressions and short sentences, structures and grammar forms that have been practiced.4.9.Using the strategies of producing written messages.Writing a story about a weekend:Ex.6 p.13

Culture1.6.Learning about entertainment, and sport in English-Speaking countries.Ex.1 p.12

Lesson 7Round Up1

Spoken Interaction2.2.Producing simple sentences to briefly describe hobbies, to express tastes, preferences, and emotions.2.3Participating in simple dialogues and using simple word and expressions that been practiced.2.6.Applying the strategies of producing spoken messages: using familiar words and expressions to organize the discourse.Ex.2 p.14Ex.1 p.14

Written Interaction 4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, adequate content, while working on the project.4.9.Using the strategies of producing written messages.Ex.7 p.15

Initial Evaluation-Testing the knowledge and skills acquired in the course of the previous year.Diagnostic Test-Paper1

Module II9

Lesson 1A Morning with the Family1

Listening1.4.Identifying the details of a message related to the students morning routine. The message is presented clearly.Dishes, slippers, dry, put on, take a shower, wake up;

Spoken Interaction2.2.Producing simple sentences to briefly describe the students morning routine.2.6.Applying the strategies of producing spoken messages.Talking about morning routine:I/we/they do.He/she/ does.Ex.2,7,8 p.16-17

Reading3.6.Associating the information from a text with pictures.3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students . morning routine. The text is used as a source of information and discussion.Ex.1 p.16Text: In the Morning:Ex.3 p.16

Integrated Skill Combinations1.6.Identifying and explaining the rules of personal hygiene.Ex.1 p.16

Lesson 2Andys School Today1

Spoken Interaction2.3Participating in simple dialogues related to the students school day and using simple word and expressions that been practiced.2.4.Retelling the content of the studied text, using words and phrases that have been practiced.2.2.Producing simple sentences to briefly describe the students school day.2.6.Applying the strategies of producing spoken messages: using familiar words and expressions to organize the discourse; using non-verbal means of communication (gestures and facial expressions).2.5.Reproducing a simple poem.Talking about a school day:Ex.1,4,8 p.18-19Poem: Sister and Brother:

Reading3.5. Understanding the meaning of recommendations and suggestion to be informed and to act appropriately.3.8.Applying the strategies of receiving a written message: defining the type of a text; understanding the general idea of the text; recognizing familiar words and expressions; indentifying words and expressions similar to the words and expressions in the students mother-tongue; defining the meaning of unknown words through context; employing personal experience to comprehend the situation; using bilingual dictionaries to define unknown words.Ex.1 p.18Text: Andys School Day:Ex.3 p.19

Written Interaction 4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, adequate content in a short story about the students school day. Writing about a school day.

Lesson 3 My School1

Spoken Interaction2.3Participating in simple dialogues related to the students school life and school buildings, and using simple word and expressions that been practiced.2.2.Producing simple sentences to briefly describe the students must do to know English.2.6.Applying the strategies of producing spoken messages: identifying the situation of communication; using familiar words and expressions to organize the discourse; respecting the models of discourse;self-correcting in oral interaction; employing the formulas of politeness; using non-verbal means of communication (gestures and facial expressions).canteen, classroom, gym, teachers room; next to, in, on, behind, near, between;1.Talking about school life and school buildings:Ex.1,2,3 p.20-212.Talking about what must be done to know English well:Ex.5 p.21

Reading3.1. Understanding the general meaning of a simple short message, referred to the students school life.3.7.Reading a simple short familiar text consciously and fluently, with adequate intonation.Ex.4 p.21Control reading of the text.

Culture1.8.Learning to cooperate with ones classmates while studying and playing.Ex.6 p.21

Lesson 4 School Rules1

Listening1.4.Identifying the details of a message related to school rules. The message is presented clearly.Ex.2 p.22

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.2.Producing simple sentences to briefly describe school rules.

Oversleep, promise, think, late, always, never;Talking about school rules:Be helpful. I am sorry.Ex.4,5 p.23

Reading3.5. Understanding the meaning of recommendations and suggestion to be informed and to act appropriately.3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world school rules.Text: School Rules:Ex.4 p.23Text: Sandy Is Late: Ex.3 p.22

Written Interaction4.9.Using the strategies of producing written messages.Writing five things we usually do at school:Ex.6 p.23

Culture1.1.Participating in a familiar communicative situation, using the norms of verbal and non-verbal communication.

Integrated Skill Combinations1.8.Employing non-verbal means of communication body movements, facial expressions and actions.

Lesson 5Whats Your Favorite Subject?2

Spoken Interaction2.2.Producing simple sentences to briefly describe the students favourite subjects.2.3Participating in simple dialogues related to school subject and using simple word and expressions that have been practiced.2.6.Applying the strategies of producing spoken messages: using familiar words and expressions to organize the discourse; self-correcting in oral interaction; employing the formulas of politeness.Art, History, Mathematics, music, PE, Science, Romanian, Technology; boring, enjoyable, interesting, useful, be fond of, do sums, paint, minus, plus, timetable, tomorrow;Talking about school subjects:My favourite subject is .Ex.2,3,4 p.24-25

Reading3.1. Understanding the general meaning of a simple short message, referred to school subject.3.7.Reading a simple short familiar text consciously and fluently, with adequate intonation.Ex.1,2 p.24Control reading of the text.

Written Interaction4.1.Applying the rules of punctuation while writing sentences about favourute school subjects,4.4.Writing a simple short messages about the students favourite subjects, using expressions and short sentences, structures and grammar forms that have been practiced.Writing about favourite subjects:Ex.8 p.25

Integrated Skill Combinations1.3.Reading numbers correctly.Ex.5 p. 25

Lesson 6What Do They Do?

Spoken Interaction2.2.Producing simple sentences to briefly describe different professions, and to express the students preferences concerning their profession choices.2.6.Applying the strategies of producing spoken messages: using familiar words and expressions to organize the discourse, respecting the models of discourse.Artist, baker, musician, tailor, vet, engineer, pilot, cook, dangerous, clothes; violin, piano, guitar;Talking about peoples occupations and jobs:She plays the violin.Ex.1,2,4,5,6 p.27

Culture1.7.Learning a poem for children which belongs to the culture of the English-Speaking world.Ex.3 p.27


Lesson 7Round Up2

Spoken Interaction2.2.Producing simple sentences to briefly describe school subjects, school rules, and profession. 2.6.Applying the strategies of producing spoken messages1.Talking about school subjects and school rules: Ex.1,2 p.282.Talking about different occupations and jobs: Ex.3 p.28

Reading3.5. Understanding the meaning of recommendations and suggestion to be informed and to act appropriately.

Written Interaction4.7.Using elementary logical connectors or, and, but, so.Writing about a school day:Ex.7 p.29

Evaluation-Practical application of knowledge and skills acquired while studying this unit.Test-Paper No.11

Module III8

Lesson 1Its October1

Listening1.1.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.Identifying the details of a message. The message is presented clearly.doorbell, ghost, pumpkin, sweet, a witch, tonight, be afraid, be puzzled, dress up;Ex.3 p.31

Spoken Interaction2.2.Producing simple sentences to briefly describe October and Halloween. 2.5.Reproducing a simple dialogue and a poem.Talking about October and Halloween:Ex.2,4,6 p.30-31

Reading3.5. Understanding the meaning of instructions of how to make a pumpkin lantern.3.7.Reading a simple short familiar text consciously and fluently, with adequate intonation.3.8.Applying the strategies of receiving a written message.Making a pumpkin lantern:Ex.5,4,1 p.30-31

Culture1.3.Learning about some traditional holidays in English-Speaking countries.1.7.Learning a poem for children which belongs to the culture of the English-Speaking world.Talking about HalloweenPoem: Halloween:Ex.6 p.31

Lesson 2Vicky Is Pretty1

Listening1.1.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.pen-friend, cute, curly, hazel, oval;

Spoken Interaction2.2.Producing simple sentences to briefly describe people.2.6.Applying the strategies of producing spoken messages: identifying the situation of communication; using familiar words and expressions to organize the discourse; respecting the models of discourse;self-correcting in oral interaction; employing the formulas of politeness; using non-verbal means of communication (gestures and facial expressions).Talking about peoples appearance:What does he / she look like?Ex.3 p.33

Reading3.8.Applying the strategies of receiving a written message.Ex.4 p.33

Lesson 3Good Friends1

Spoken Interaction2.2.Producing simple sentences to briefly describe friends.jigsaw puzzle, lollipop, devoted, friendly, gentle, helpful, kind borrow;Talking about friends:What is he / she like? Help yourself. Ex.1,4,5 p.34-35

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world friends and friendly relationships. The text is used as a source of information and discussion.Choosing a title for the story:Ex.2 p.34

Written Interaction4.2.Applying spelling and grammar rules while writing sentences and short messages.

Lesson 4Making Invitations2

Spoken Interaction2.6.Applying the strategies of producing spoken messages: identifying the situation of communication; using familiar words and expressions to organize the discourse; respecting the models of discourse;self-correcting in oral interaction; employing the formulas of politeness; using non-verbal means of communication (gestures and facial expressions).balloon, biscuit, felt-tip pen, invitation, paper, scissors, invite, join;Talking about preparations for birthday parties.

Reading3.3. Understanding the general meaning of a simple postcard.3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world birthday preparation. The text is used as a source of information and discussion.3.8.Applying the strategies of receiving a written message: defining the type of a text; (a postcard, an e-mail, a fable, an announcement, a menu), etc.Ex.1,3 p.36-37

Written Interaction4.9.Using the strategies of producing written messages:Identifying the type of a text; respecting writing rules, lexical norms, spelling, punctuation and grammar rules; using bilingual and spelling dictionaries to check spelling.Writing an invitation to a birthday party:Ex.6 p.37


Lesson 5Andy Is Going to Have Guests1

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.6.Applying the strategies of producing spoken messages: identifying the situation of communication; using familiar words and expressions to organize the discourse; respecting the models of discourse;self-correcting in oral interaction; employing the formulas of politeness; using non-verbal means of communication (gestures and facial expressions).GuestMaking invitations, accepting and refusing invitations:Would you like to come?Id love to come.Thats a good idea. What a nice idea!I am going to.Ex.1,2 p.39


Written Interaction4.4.Writing a simple short messages about the students plans for Sunday, using expressions and short sentences, structures and grammar forms that have been practiced.Writing about what one is going to do on Sunday:Ex.7 p.39

Lesson 6Andys Birthday Party1

Spoken Interaction2.6.Applying the strategies of producing spoken messagesPresent, toy soldier, treat a friend to;Talking about birthday parties.

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world birthday parties. The text is used as a source of information and discussion.3.8.Applying the strategies of receiving a written message.Text: Andys Birthday Party:Ex.6 p.41

Culture1.1.Participating in a familiar communicative situation, using the norms of verbal and non-verbal communication.1.4.Learning about traditional food and dishes in English-Speaking countries.Giving and receiving presents: Ex.3,4 p.40-41

Lesson 7 Round Up1

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.5.Reproducing simple dialogues.2.2.Producing simple sentences to briefly describe people.1.Making, accepting, andrefusing invitations: Ex.2 p.422.Giving and receiving presents: Ex.3 p.423.Describing a friends: Ex.1 p.42

Written Interaction4.4.Writing a simple short messages about a friend, using familiar expressions , structures and grammar forms.4.9.Using the strategies of producing written messages:Identifying the type of a text; respecting writing rules, lexical norms, spelling, punctuation and grammar rules; using bilingual and spelling dictionaries to check spelling.Writing about a friend:Ex.8 p.43

Culture1.5.Learning to follow the norms of writing postcards.Writing a birthday postcard.

Evaluation-Practical application of knowledge and skills acquired while studying this unit.Teat-Paper No.21

Module IV6

Lesson1A Letter from America1

Spoken Interaction2.2.Producing simple sentences to briefly describe past actions.corn, hug, kiss, turkey, bad, good, different, difficult, a lot of;Talking about America:Ex.1,2,3 p.44

Reading3.1. Understanding the general meaning of a simple short message, referred to familiar situations of everyday life.3.8.Applying the strategies of receiving a written message.Ex.1,2 p.44

Written Interaction4.1.Applying the rules of punctuation while writing sentences and short messages.4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, while writing about past actions.Writing about past actions:Ex.6 p.45

Culture1.3.Learning about some traditional holidays in English-Speaking countries.1.5.Learning to follow the norms of writing postcards.Talking about Thanksgiving Day.Ex.1 p.44

Lesson 2Wintertime1

Spoken Interaction2.2.Producing simple sentences to briefly describe, winter activities and games, to express preferences and emotions.2.3Participating in simple dialogues and using simple word and expressions that have been practiced.chilly, severe, glove, parka, sweater, vest, catch, catch a cold;Talking about winter activities:You should.You shouldntEx.1,2,3,6 p.46-47

Written Interaction4.4.Writing a simple short messages about familiar activities in winter, using expressions , structures and grammar forms that have been practiced.Writing about winter activities:Ex.6 p.47

Lesson 3Sandy Is Sick2

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.2.Producing simple sentences to briefly describe the state of being ill.2.3.Participating in simple dialogues and using simple word and expressions that have been practiced.Cough, sneeze, medicine, running nose, sore throat, sick, miserable, unhappy, weak;Talking about being ill:Whats up?Ex.4,6 p.49

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world. The text is used as a source of information and discussion.3.5. Understanding the meaning of recommendations to act appropriately.Ex.1,2,3 p.48

Evaluation-Practical application of knowledge and skills acquired in the course of this term.Winter Term Test-Paper 1

Lesson 4Merry Christmas1

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.2.Producing simple sentences to briefly describe Christmas, express tastes, preferences, emotions and the way the students feel about it.birth, mantelpiece, tradition, sleigh, religious, fill, pull;Talking about Christmas:I wish you a Merry Christmas.The same to you. Ex.1 p.50

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world. The text is used as a source of information and discussion.Ex.2 p.50

Written Interaction4.5.Writing a simple short postcard according to a model.Ex.6 p.51

Culture1.1.Participating in a familiar communicative situation, using the norms of verbal and non-verbal communication.1.3.Learning about some traditional holidays in English-Speaking countries.1.5.Learning to follow the norms of writing postcards.Talking about Christmas Celebrations in England and in the USU.Writing a Christmas card:Ex.6 p.51

Integrated Skill Combinations1.7.Listening to and singing songs.Listening to and singing Christmas Carols.

Lesson 5Plans for Winter Vacation1

Listening1.5.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the students familiar world winter vacation. The dialogue is pronounced slowly and clearly.Rucksack, soap, track-suit, trainers, toothbrush, tooth-paste, towel;Ex.1 p.52

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.2.Producing simple sentences to briefly describe winter vacation.Talking about winter vacation:Can I help you?Yes, please / No, thank you.Ex.3,4,5 p.52-53


Written Interaction4.9.Using the strategies of producing written messages.Writing a story about visiting a place: Ex.8 p.53

Term 236

Module IV3

Lesson 6Favourite Sport2

Listening1.4.Identifying the details of a message related to definite situations from everyday life. The message is presented clearly.bob-sleigh, cable car, competitions, slier, sport, sports-man, be proud of;

Spoken Interaction2.3.Participating in simple dialogues and using simple word and expressions that have been practiced.2.6.Applying the strategies of producing spoken messages.Talking about sports:Ex.1,5,6,7 p.55


Written Interaction4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, adequate content in sentences about sport.Ex.7 p.55

Culture1.6.Learning about sport in English-Speaking countries

Talking about sport in English-Speaking countries

Lesson 7Round Up1

2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.6.Applying the strategies of producing spoken messages.Ex.2 p.56Talking about things children should do to get a present from Father Christmas: Ex.1

Written Interaction4.4.Writing a simple short message about winter activities, using expressions , structures and grammar forms that have been practiced.4.9.Using the strategies of producing written messages:respecting writing rules, lexical norms, spelling, punctuation and grammar rules; using bilingual and spelling dictionaries to check spelling.

Culture1.8.Learning to cooperate with ones classmates while studying and playing.Writing about favourite winter activities:Ex.8 p.57

Module V10

Lesson 1Andys Town1

Listening1.1.Distinguishing in speech words and simple short sentences containing certain sounds and patterns of intonation sounds, patterns of intonation.block of flats, building, center, church, mail, behind, main;

Spoken Interaction2.2.Producing simple sentences to briefly describe the students familiar environment.Talking about ones native town:Ex.8 p.59

Reading3.1. Understanding the general meaning of a simple short message, referred to the students familiar environment. 3.7.Reading a simple short familiar text fluently, with adequate intonation.Ex.4 p.59Control reading of the text.

Written Interaction4.4.Writing a simple short message about the students neighbor-hood, using expressions , structures and grammar forms that have been practiced.Ex.7 p.59

Integrated Skill Combinations1.2.Presenting a simple plan of a district.Making a plan of ones neighbor-hood.

Lesson 2 The Magic World of Books2

Listening1.5.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the students familiar world books. The dialogue is pronounced slowly and clearly.adventure, fairytale, story, famous;Ex.2 p.60

Spoken Interaction2.2.Producing simple sentences to briefly describe preferences in books.2.3.Participating in simple dialogues related to books, and using simple word and expressions that have been practiced.2.5.Reproducing simple poems.Talking about books:I have some books. I dont have any books?Its a pity.Ex.1,7 p.60-61Poem: Whole Duty of Children: Ex.5 p.61Poem: Book-Manners: Ex.8 p.61

Reading3.1. Understanding the general meaning of a simple short message, referred to familiar situations of everyday life.

Ex.3 p.60

Lesson 3 Much and Many2

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.3.Participating in simple dialogues and using simple word and expressions that have been practicedLearning to use how much and how many:He / she has many / much.:Ex.4,5,6,7 p.63

Reading3.7.Reading a simple short fairy tale consciously and fluently, with adequate intonation.3.8.Applying the strategies of receiving a written message.Ex.1 p.62Control reading of the tale.

Culture1.2.Studying famous fairy tales.Fairy tale: Old Apple- Seed John

Lesson 4At the Post Office1

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.3.Participating in simple dialogues and using simple word and expressions that have been practiced.2.6.Applying the strategies of producing spoken messages: identifying the situation of communication; using familiar words and expressions to organize the discourse; respecting the models of discourse;self-correcting in oral interaction; employing the formulas of politeness; using non-verbal means of communication (gestures and facial expressions).envelope, magazine, newspaper, poster, telegram, stick;Talking about the post office:How much is it?Id likeEx.5,8 p.65

Reading3.7.Reading a simple short fairy tale consciously and fluently, with adequate intonation.Ex.3 p.64Control reading of the dialogue.

Lesson 5Shopping1

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.3.Participating in simple dialogues and using simple word and expressions that have been practicedflour, salt, shopping list;Talking about shopping:How much flour would you like?Ex.3 p.66

Reading3.1. Understanding the general meaning of a simple short message, referred to the students familiar environment. Text: Shopping:Ex.2 p.66

Lesson 6A Surprise for Mummy2

Spoken Interaction2.3.Participating in simple dialogues and using simple word and expressions that have been practicedpan, pancake, surprise, drop, fry, oil, little few, everything;Learning to use little and few:There is little milk.There are few apples.

Reading3.1. Understanding the general meaning of a simple short message, referred to the students familiar environment.3.5. Understanding the meaning of recommendations to act appropriately.EX.1 p.68Making a pancake:Ex.6 p.69

Lesson 7Round Up1

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.2.2.Producing simple sentences to briefly describe the students neighbourhood.2.3.Participating in simple dialogues and using simple word and expressions that have been practiced 1.Making dialogues in a shop:Ex.2 p.702.Talking about ones neighbourhood:Ex.1,3 p.70

Culture1.8.Learning to cooperate with ones classmates while studying and playing.Drawing a poster invitation to ones village, town or city: Ex.6p.71


Module VI9

Lesson 1Spring Is Coming1

Listening1.4.Identifying the details of a message related to spring. The message is presented clearly.air, earth, nest, colourful, damp, delicious, fresh, tiny, become alive;Text: Spring Is Coming:Ex.4 p.72

Reading3.1. Understanding the general meaning of a simple short message, referred to spring. 3.7.Reading a simple short familiar text consciously and fluently, with adequate intonation.Text: Spring Is Coming:Ex.5,6 p.73Control reading of the text.

Written Interaction4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, adequate content in a short message bout spring.4.7.Using elementary logical connectors or, and, but,so.Describing spring.

Lesson 2Springtime1

Listening1.4.Identifying the details of a message related to spring. The message is presented clearly.drop of blood, fairy, petal, heavy, appear, attack, fight;Ex.1 p.74

Spoken Interaction2.2.Producing simple sentences to briefly describe the students familiar environment.Hide-and-seek, hopscotch, leap frog, tag;Talking about childrens games:Do you like to play? Ex.4,5 p.75

Lesson 3Vicky Learns about Great Britain2

Listening1.2.Identifying the intention of communication and the formulas of politeness used in spoken interaction.1.5.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the students personal information and familiar world . The dialogue is pronounced slowly and clearly.Ex.1 p.76

Spoken Interaction2.2.Producing simple sentences to briefly describe an English-Speaking country.Talking about Great Britain:Is London in England or in Scotland? Its in England.

Reading3.1. Understanding the general meaning of a simple short message, referred to Great Britain.Ex.2,3 p.76

Lesson 4The Sights of London1

Listening1.2.Identifying the intention of communication and the formulas of politeness used in spoken interaction.Ex.1 p.78

Spoken Interaction2.3.Participating in simple dialogues and using simple word and expressions that have been practiced.Talking about the city the students would like to visit:Ex.6 p.79

Reading3.1. Understanding the general meaning of a simple short message, referred to London.3.3. Understanding the general meaning of a simple postcard.Ex.5 p.79

Written Interaction4.2.Applying spelling and grammar rules while writing sentences and short messages.Writing sentences about places of interest in London:Ex.7 p.79

Lesson 5The Animal World2

Listening1.1.Distinguishing in speech words and simple short sentences containing sounds and patterns of intonation and other specific phenomena. The words and sentences are pronounced slowly and clearly.1.4.Identifying the details of a message related to animals. The message is presented clearly.neck, stripe, tail, domestic, wild, etc.;Ex.2 p.80

Spoken Interaction2.2.Producing simple sentences to briefly describe animals, express tastes, preferences, emotions and the way the students feel.

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world-animals. The text is used as a source of information and discussion.3.7.Reading a simple short familiar text consciously and fluently, with adequate intonation.Text: At the Zoo:EX.3 p.80Control reading of the text.

Integrated Skill Combinations1.4.Identifying and describe domestic and wild animals in brief.

Lesson 6Which Animals Is More Intelligent1

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students familiar world-animals. The text is used as a source of information and discussion.Ex.1 p.82

Written Interaction4.4.Writing a simple short message sentences about animals, using expressions , structures and grammar forms that have been practiced.bigger, more playful; the most playful;

Integrated Skill Combinations1.4.Identifying and describe domestic and wild animals in brief.

Lesson 7Round Up1

Spoken Interaction2.2.Producing simple sentences to briefly describe animals.1.Talking about spring weather: Ex.1 p.842.Talking about childrens games: Ex.2 p.843.Describing animals: Ex.3 p.84

Written Interaction4.6.Using simple words and expressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, adequate content in a description of favourite animals.4.9.Using the strategies of producing written messages:Identifying the type of a text; respecting writing rules, lexical norms, spelling, punctuation and grammar rules; using bilingual and spelling dictionaries to check spelling.Describing favourite animals:Ex.8 p.85

Culture1.8.Learning to cooperate with ones classmates while studying and playing.Ex.8 p.85


Module VII9

Lesson 1Val Talks about the USA2

Listening1.5.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the USA. The dialogue is pronounced slowly and clearly.bend, bridge, gate, hill, stay,Wonder, crooked, immense, steep, extend, impress;Ex.2 p.86

Spoken Interaction2.2.Producing simple sentences to briefly describe USA.Talking about places of interest in USA:Its far from.Its far away Ex.7 p.87

Reading3.1. Understanding the general meaning of a simple short message.3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the SUA. The text is used as a source of information and discussion.Ex.1,3 p.86

Lesson 2Mothers Day2

Listening1.5.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the Mothers Day.carnation, elegance, hymn, olive-green, readiness, talent;Ex.1 p.88

Spoken Interaction2.2.Producing simple sentences to briefly describe familiar actions..Talking about Mothers Day:Ex.6 p.89

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to Mothers Day. The text is used as a source of information and discussion.Ex.2 p.88

Written Interaction4.3.Respecting the rules of organizing a message on a page depending on the type of this message.4.5.Writing a simple short postcard according to a model.Making a special card for ones mother:Ex.8 p.89

Culture1.3.Learning about some traditional holidays in English-Speaking countries.Talking about Mothers Day.

Integrated Skill Combinations1.5.Identifying and explaining how the students feel.

Lesson3

Listening1.5.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the students familiar actions.chicken, admire, traditional, whatever;Ex.1 p.90

Spoken Interaction2.2.Producing simple sentences to briefly describe a picnic.Talking about picnics:Ex.5,6 p.91

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the way people organize their picnics. The dialogue is used as a source of information and discussion.Ex.2 p.90

Lesson 4Are You Ready for Fun?1

Listening1.1.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.Identifying the details of a message related the weather in May. The message is presented clearly.Butterfly, meadow, fly, still, instead;Talking about May weather:Ex.1 p.92

Reading3.6.Associating the information from a text with pictures.4.9.Using the strategies of producing written messages:Identifying the type of a text; respecting writing rules, lexical norms, spelling, punctuation and grammar rules; using bilingual and spelling dictionaries to check spellingEx.6 p.93Writing a story:Ex.7 p.93

Lesson 5Holidays and You1

Listening1.6. Understanding the general meaning of a telephone conversation related to the students everyday life. The conversation is pronounced slowly and clearly.roller skates, straw hat, sun-glasses, swimming-costume, go hiking;Ex.1 p.94

Spoken Interaction2.2.Producing simple sentences to briefly describe summer holidays in a camp.2.3.Participating in simple dialogues related to summer holidays, and using simple word and expressions that have been practiced.Talking about summer holidays:Ex.3,4,5 p.95

Reading3.4.Understanding the general meaning and the main ideas of a simple dialogue which is referred to the students familiar world-summer holidays and camps.. The dialogue is used as a source of information and discussion.3.7.Reading a simple short familiar dialogue consciously and fluently, with adequate intonation.Ex.2 p.94Control reading of the dialogue.

Lesson 6What a Dream1

Spoken Interaction2.2.Producing simple sentences to briefly describe plans for summer holidays.Talking about summer holidays.

Reading3.4.Understanding the general meaning and the main ideas of a simple text which is referred to the students summer holidays.Text: What a Dream:Ex.2 p.96

Lesson 7Round Up1

Spoken Interaction2.2.Producing simple sentences to briefly describe winter and summer holidays.2.3.Participating in simple dialogues, and using simple word and familiar expressions.Talking about summer and winter holidays:Ex.3 p.98

Written Interaction4.2.Applying spelling and grammar rules while writing sentences and short messages.Ex.8 p.99

Final Evaluation-Practical application of knowledge and skills acquired in the course of this academic year.Final Test-Paper 1

End-of-the-bookRound Up2

Spoken Interaction2.1.Producing simple sentences and the formulas of politeness used in simple spoken interaction.Ex.2 p.100

Culture1.1.Participating in a familiar communicative situation, using the norms of verbal and non-verbalcommunication.1.6.Learning about education, entertainment, and sport in English-Speaking countriesTalking about education, sport, and entertainment in English- Speaking countries.

Integrated Skill Combinations1.7.Listening to and singing songs.Singing songs in English.

planu la clasa 4

Documents

simple text

simple sentences

expressions indentifying

simple short sentences

simple short message

simple dialogues

simple word

meaning of unknown words