Sub-Competences (SC) Nr. Content Hours Date Notes SCI SC Term 1 32 Module I 7 Lesson 1 Back to School 1 Listenin 1.3.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, eciting, well! Spoken Interaction ".".#roducing simple sentences to briefly describe summer holidays, to epress tastes, preferences, emotions and the way the students feel about their first day at school.
1.Talking about their first school day$ %.1p." ".Talking about summer holidays$ I played with my friend. Did you go there? %.",3,7,&p."'3 !eadin 3.1.Understanding the general meaning of a simple short message, referred to familiar situations of everyday life. %.(p." "ritten Interaction (.(.)riting a simple short message about one*s summer vacation, using epressions and short sentences, structures and grammar forms that have been practiced. )riting about summer holidays$ %.+p.3 Lesson 2 # $rip to Soroca 1 Spoken Interaction ".3.#articipating in simple dialogues related to summer holidays and using simple words and epressions that have been practiced. century, trip, oak, build, take pictures, travel, etc. Talking about summer holidays$ Why did you take it? %.1,",3p.(', !eadin 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world - summer holidays. The tet is used as a source of information and discussion. 3.&..pplying the strategies of receiving a written message$ defining the type of a tet! understanding the general idea of the tet! recogni/ing familiar words and epressions! using bilingual dictionaries to define unknown words. Tet$ 0. Trip to 1oroca*$ %.(p., Lesson 3 Let%s Share Impressions 1 Spoken Interaction ".".#roducing simple sentences to briefly epress tastes, preferences, emotions and the way the students feel. ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. miss, share impressions, show, splendid! 1haring impressions$ What about you? Could you pass me the salt? I miss you. %.1,,,2p.7 !eadin 3.".Understanding the meaning of certain words and phrases in a short authentic tet 3a dialogue4 to be aware of the situation. 3.&..pplying the strategies of receiving a written message$ defining the type of a tet 3a letter4! understanding the general idea of the tet! recogni/ing familiar words and epressions! identifying words and epressions similar to the words and epressions in the students* mother' tongue! defining the meaning of unknown words through contet! employing personal %.1p.2 Tet$ 0.ndy*s 5etter*$ %."p.2 eperience to comprehend the situation! using bilingual dictionaries to define unknown words. Culture 1.,.5earning to follow the norms of writing letters. %."p.2 Interated Skill Combinations 1.1.6dentifying words and epressions similar to the words and epressions in the students* mother'tongue in simple written and spoken sentences. 7ew 8ocabulary Lesson 4 #n In&itation to the 'illae 1 Spoken Interaction ".".#roducing simple sentences to briefly describe a visit to friends, to epress 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, / o, thank you. %.1,",3p.& !eadin 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world ' visiting friends. The tet is used as a source of information and discussion. 3.,.Understanding the meaning of recommendations and suggestions to be informed and to act appropriately. %.(p.+ Lesson 5 # "eekend in the 'illae 1 Listenin 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. apricot, bean, beet, cherry, cucumber, garlic, onion, peach, pea, pepper! Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. 1.9reeting each other and giving responses. Did you ha!e a good trip? ".".#roducing simple sentences to briefly describe the students* weekend, to epress tastes, preferences, emotions and the way the students feel. It"s good to see you. et#. ".Talking about the weekend$ %.1,",3,(p.1: 3.Talking about the fruits, berries, and vegetables that grow in ;oldova$ %.,p.11 !eadin 3.2..ssociating the information from a tet with pictures. %.2p.11 Culture 1.1.#articipating in a familiar communicative situation, using the norms of verbal and non' verbal communication. 9reeting each other and giving responses. Lesson 6 #nd(%s Ne) *ictures 1 Spoken Interaction ".".#roducing simple sentences to briefly describe people*s hobbies and families. ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. diary, hobby, nephew, etc. 1.Talking about hobbies$ %,1,3p.1" ".Talking about family relations$ $i#ky is %rs &lop"s nie#e. %.(p.13 !eadin 3.2..ssociating the information from a tet with pictures. %."p.1" "ritten Interaction (.(.)riting a simple short story about 8icky*s wonderful weekend, using epressions and short sentences, structures and grammar forms that have been practiced. (.+.Using the strategies of producing written messages. )riting a story about a weekend$ %.2p.13 Culture 1.2.5earning about entertainment, and sport in %nglish'1peaking countries. %.1p.1" Lesson 7 !ound +p 1 Spoken Interaction ".".#roducing simple sentences to briefly describe hobbies, to epress tastes, preferences, and emotions. %."p.1( ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. ".2..pplying the strategies of producing spoken messages$ using familiar words and epressions to organi/e the discourse. %.1p.1( "ritten Interaction (.2.Using simple words and epressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, ade<uate content, while working on the pro=ect. (.+.Using the strategies of producing written messages. %.7p.1, Initial Evaluation ' 'esting the knowledge and skills a#(uired in the #ourse of the pre!ious year. ia!nosti" Test#$a%er 1 Module II + Lesson 1 # ,ornin )ith the -amil( 1 Listenin 1.(.6dentifying the details of a message related to the students* morning routine. The message is presented clearly. dishes, slippers, dry, put on, take a shower, wake up! Spoken Interaction ".".#roducing simple sentences to briefly describe the students* morning routine. ".2..pplying the strategies of producing spoken messages Talking about morning routine$ I /we /they do..... )e / she / does.... %.",7,&p.12'17 !eadin 3.2..ssociating the information from a tet with pictures. 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* morning routine. The tet is used as a source of information and discussion. %.1p.12 Tet$ 06n the ;orning*$ %.3p.12 Interated 1.2.6dentifying and eplaining the rules of %.1p.12 Skill Combinations personal hygiene. Lesson 2 #nd(%s School $oda( 1 Spoken Interaction ".3.#articipating in simple dialogues related to the students* school day and using simple words and epressions that have been practiced. ".(.>etelling the content of the studied tet, using words and phrases that have been practiced. ".".#roducing simple sentences to briefly describe the students* school day. ".2..pplying the strategies of producing spoken messages$ using familiar words and epressions to organi/e the discourse! using non'verbal means of communication 3gestures and facial epressions4. ".,.>eproducing a simple poem. Talking about a school day$ %.1p.1& %.(p.1+ %.&p.1+ #oem$ 01ister and ?rother*$ %.&p.1+ !eadin 3.,.Understanding the meaning of recommendations and suggestions to be informed and to act appropriately. 3.&..pplying the strategies of receiving a written message$ defining the type of a tet 3a postcard, an e' mail, a fable, an announcement, a menu4! understanding the general idea of the tet! recogni/ing familiar words and epressions! identifying words and epressions similar to the words and epressions in the students* mother' tongue! defining the meaning of unknown words through contet! employing personal eperience to comprehend the situation! using bilingual dictionaries to define unknown words. %.1p.1& Tet$ 0.ndy*s 1chool Day*$ %.3p.1+ "ritten (.2.Using simple words and epressions, )riting about a school day. Interaction syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, and ade<uate content in a short story about the students* school day. Lesson 3 ,( School 1 Spoken Interaction ".3.#articipating in simple dialogues related to the students* school life and school buildings, and using simple words and epressions that have been practiced. ".".#roducing simple sentences to briefly describe what the students must do to know %nglish well. ".2..pplying the strategies of producing spoken messages$ identifying the situation of communication 3interlocutors, intentions, place and time4! using familiar words and epressions to organi/e the discourse, respecting the models of discourse! self'correcting in oral interaction! employing the formulas of politeness! using non'verbal means of communication 3gestures and facial epressions4. canteen, classroom, gym, teacher*s room! net to, in, on, behind, near, between! 1.Talking about school life and school buildings$ %.1,",3p.":'"1 ".Talking about what must be done to know %nglish well$ %.,p."1 !eadin 3.1.Understanding the general meaning of a simple short message, referred to the students* school life. 3.7.>eading a simple short familiar tet consciously and fluently, with ade<uate intonation. %.(p."1 @ontrol reading of the tet. Culture 1.&.5earning to cooperate with one*s classmates while studying and playing. %.2p."1 Lesson 4 School !ules 1 Listenin 1.(.6dentifying the details of a message related to school rules. The message is presented clearly. %."p."" Spoken ".1.#roducing simple sentences and the oversleep, promise, think, Interaction formulas of politeness used in simple spoken interaction. ".".#roducing simple sentences to briefly describe school rules. late, always, never! Talking about school rules$ *e helpful. I am sorry. %.(,,p."3 !eadin 3.,.Understanding the meaning of recommendations and suggestions to be informed and to act appropriately. 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world - school rules. Tet$ 01chool >ules*$ %.(p."3 Tet$ 01andy 6s 5ate*$ %.3p."" "ritten Interaction (.+.Using the strategies of producing written messages. )riting five things we usually do at school$ %.2p."3 Culture 1.1.#articipating in a familiar communicative situation, using the norms of verbal and non' verbal communication. Interated Skill Combinations 1.&.%mploying non'verbal means of communication - body movements, facial epressions and actions. Lesson 5 "hat%s .our -a&ourite Sub/ect0 " Spoken Interaction ".".#roducing simple sentences to briefly describe the students* favourite sub=ects. ".3.#articipating in simple dialogues related to school sub=ects and using simple words and epressions that have been practiced. ".2..pplying the strategies of producing spoken messages$ using familiar words and epressions to organi/e the discourse, self'correcting in oral interaction! employing the formulas of politeness. .rt, Aistory, ;athematics, ;usic, #%, 1cience, >omanian, Technology! boring, en=oyable, interesting, useful, be fond of, do sums, paint, minus, plus, timetable, tomorrow! Talking about school sub=ects$ %y fa!ourite sub+e#t is.... %.",3,(p."('", !eadin 3.1.Understanding the general meaning of a simple short message, referred to school %.1,",p."( sub=ects. 3.7.>eading a simple short familiar tet consciously and fluently, with ade<uate intonation. @ontrol reading of the tet. "ritten Interaction (.1..pplying the rules of punctuation while writing sentences about favourite school sub=ects. (.(.)riting a simple short messages about the students* favourite sub=ects, using epressions and short sentences, structures and grammar forms that have been practiced. )riting about favourite sub=ects$ %.&p.", Interated Skill Combinations 1.3.>eading numbers correctly. %.,p.", Lesson 6 "hat Do $he( Do0 1 Spoken Interaction ".".#roducing simple sentences to briefly describe different professions, and to epress the students* preferences concerning their profession choices. ".2..pplying the strategies of producing spoken messages$ using familiar words and epressions to organi/e the discourse, respecting the models of discourse. artist, baker, musician, tailor, vet, engineer, pilot, cook, dangerous, clothes! violin, piano, guitar! Talking about people*s occupations and =obs$ She plays the !iolin. %.1,",(,,,2p."7 Culture 1.7.5earning a poem for children which belongs to the culture of the %nglish'1peaking world. %.3p."7 Interated Skill Combinations 1.1.6dentifying words and epressions similar to the words and epressions in the students* mother'tongue in simple written and spoken sentences. 7ew 8ocabulary Lesson 7 !ound +p " Spoken Interaction ".".#roducing simple sentences to briefly describe school sub=ects, school rules, and profession. ".2..pplying the strategies of producing 1.Talking about school sub=ects and school rules$ %.1,"p."& spoken messages. ".Talking about different occupations and =obs$ %.3p."& !eadin 3.,.Understanding the meaning of recommendations and suggestions to be informed and to act appropriately. "ritten Interaction (.7.Using elementary logical connectors - or, and, but, so. )riting about a school day$ %.7p."+ Evaluation ' &ra#ti#al appli#ation of knowledge and skills a#(uired while studying this unit. Test#$a%er n1 1 Module III & Lesson 1 It%s 1ctober 1 Listenin 1.1.Distinguishing in speech words and simple short sentences containing sounds, patterns of intonation and other specific phenomena. The words and sentences are pronounced slowly and clearly. 1.(.6dentifying the details of a message. The message is presented clearly. doorbell, ghost, pumpkin, sweet, a witch, tonight, be afraid, be pu//led, dress up! %.3p.31 Spoken Interaction ".".#roducing simple sentences to briefly describe Bctober and Aalloween. ".,.>eproducing a simple dialogue and a poem. Talking about Bctober and Aalloween$ ,ight the #andle. %,",(p.3:'31 %.(,2p.31 !eadin 3.,.Understanding the meaning of instructions of how to make a pumpkin lantern. 3.7.>eading a simple short familiar tet consciously and fluently, with ade<uate intonation. 3.&..pplying the strategies of receiving a written message. ;aking a pumpkin lantern$ %.,p.31 %.1p.3: %.(p.31 Culture 1.3.5earning about some traditional holidays in %nglish'1peaking countries. 1.7.5earning a poem for children which belongs to the culture of the %nglish'1peaking Talking about Aalloween #oem$ 0Aalloween*$ world. %.2p.31 Lesson 2 'ick( Is *rett( 1 Listenin 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. pen'friend, cute, curly, ha/el, oval! Spoken Interaction ".".#roducing simple sentences to briefly describe people. ".2..pplying the strategies of producing spoken messages$ identifying the situation of communication 3interlocutors, intentions, place and time4! using familiar words and epressions to organi/e the discourse, respecting the models of discourse! self'correcting in oral interaction! employing the formulas of politeness! using non'verbal means of communication 3gestures and facial epressions4. Talking about people*s appearance$ What does he / she look like? %.3p.33 !eadin 3.&..pplying the strategies of receiving a written message. %.(p.33 Lesson 3 2ood -riends 1 Spoken Interaction ".".#roducing simple sentences to briefly describe friends. =igsaw pu//le, lollipop, devoted, friendly, gentle, helpful, kind, borrow! Talking about friends$ What is he / she like? )elp yourself. %.1,(,,p.3('3, !eadin 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world - friends and friendly relationships. The tet is used as a source of information and discussion. @hoosing a title for the story$ %."p.3( "ritten (."..pplying spelling and grammar rules while Interaction writing sentences and short messages. Lesson 4 ,akin In&itations " Spoken Interaction ".2..pplying the strategies of producing spoken messages$ identifying the situation of communication 3interlocutors, intentions, place and time4! using familiar words and epressions to organi/e the discourse, respecting the models of discourse! self'correcting in oral interaction! employing the formulas of politeness! using non'verbal means of communication 3gestures and facial epressions4. balloon, biscuit, felt'tip pen, invitation, paper, scissors, invite, =oin! Talking about preparations for birthday parties. !eadin 3.3.Understanding the general meaning of a simple postcard. 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world - birthday preparation. The tet is used as a source of information and discussion. 3.&..pplying the strategies of receiving a written message$ defining the type of a tet 3a postcard, an e' mail, a fable, an announcement, a menu4, etc. %.1p.32 %.3p.37 "ritten Interaction (.+.Using the strategies of producing written messages$ identifying the type of a tet! respecting writing rules, leical norms, spelling, punctuation and grammar rules! using bilingual and spelling dictionaries to check spelling. )riting an invitation to a birthday party$ %.2p.37 Interated Skill Combinations 1.1.6dentifying words and epressions similar to the words and epressions in the students* mother'tongue in simple written and spoken sentences. 7ew 8ocabulary Lesson 5 #nd( Is 2oin to Ha&e 2uests 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".2..pplying the strategies of producing spoken messages$ identifying the situation of communication 3interlocutors, intentions, place and time4! using familiar words and epressions to organi/e the discourse, respecting the models of discourse! self'correcting in oral interaction! using non' verbal means of communication 3gestures and facial epressions4. guest! ;aking invitations, accepting and refusing invitations$ Would you like to #ome? I"d lo!e to #ome. 'hat"s a good idea. What a ni#e idea- I am going to... %.1,"p.3+ !eadin 3.&..pplying the strategies of receiving a written message. %.3p.3& "ritten Interaction (.(.)riting simple short sentences about the students* plans for 1unday, using epressions, structures and grammar forms that have been practiced. )riting about what one is going to do on 1unday$ %.7p.3+ Lesson 6 #nd(%s Birthda( *art( 1 Spoken Interaction ".2..pplying the strategies of producing spoken messages. present, toy soldier, treat a friend to! Talking about birthday parties. !eadin 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world - birthday parties. The tet is used as a source of information and discussion. 3.&..pplying the strategies of receiving a written message. Tet$ 0.ndy*s ?irthday #arty*$*%.2p.(1 Culture 1.1.#articipating in a familiar communicative situation, using the norms of verbal and non' verbal communication. 1.(.5earning about traditional food and dishes 9iving and receiving presents$ %.3p.(: in %nglish'1peaking countries. %.(p.(1 Lesson 7 !ound +p 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".,.>eproducing simple dialogues. ".".#roducing simple sentences to briefly describe people. 1.;aking, accepting, and refusing invitations$ %."p.(" ".9iving and receiving presents$ %.3p.(" 3.Describing a friend$ %.1p.(" "ritten Interaction (.(.)riting a simple short message about a friend, using familiar epressions, structures and grammar forms. (.+.Using the strategies of producing written messages$ identifying the type of a tet! respecting writing rules, leical norms, spelling, punctuation and grammar rules! using bilingual and spelling dictionaries to check spelling. )riting about a friend$ %.&p.(3 Culture 1.,.5earning to follow the norms of writing postcards. )riting a birthday postcard. Evaluation ' &ra#ti#al appli#ation of knowledge and skills a#(uired while studying this unit. Test#$a%er n2 1 Module IV 2 Lesson 1 # Letter from #merica 1 Spoken Interaction ".".#roducing simple sentences to briefly describe past actions. corn, hug, kiss, turkey, bad, good, different, difficult, a lot of! Talking about .merica$ %.1,",3p.(( !eadin 3.1.Understanding the general meaning of a simple short message, referred to familiar situations of everyday life. 3.&..pplying the strategies of receiving a written message. %.1,"p.(( "ritten (.1..pplying the rules of punctuation while )riting about past actions$ Interaction writing sentences and short messages. (.2.Using simple words and epressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, while writing about past actions. %.2p.(, Culture 1.3.5earning about some traditional holidays in %nglish'1peaking countries. 1.,.5earning to follow the norms of writing letters. Talking about Thanksgiving Day. %.1p.(( Lesson 2 "intertime 1 Spoken Interaction ".".#roducing simple sentences to briefly describe winter, winter activities and games, to epress preferences and emotions. ".3.#articipating in simple dialogues, and using simple words and epressions that have been practiced. chilly, severe, glove, parka, sweater, vest, catch, catch a cold! Talking about winter activities$ You should...... You shouldn"t.... %.1,",3,2p.(2,(7 "ritten Interaction (.(.)riting simple short sentences about familiar activities in winter, using epressions, structures and grammar forms that have been practiced. )riting about winter activities$ %.2p.(7 Lesson 3 Sand( Is Sick " Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".".#roducing simple sentences to briefly describe the state of being ill. ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. cough, snee/e, medicine, running nose, sore throat, sick, miserable, unhappy, weak! Talking about being ill$ What"s up? %.(,2p.(+ &eadin! 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world The tet is used as a source of information and discussion. %.",3p.(& 3.,.Understanding the meaning of recommendations to act appropriately. %.1p.(& Evaluation ' &ra#ti#al appli#ation of knowledge and skills a#(uired in the #ourse of this term. 'inter Term Test#$a%er 1 Lesson 4 ,err( Christmas 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".".#roducing simple sentences to briefly describe @hristmas, epress tastes, preferences, emotions and the way the students feel about it. birth, mantelpiece, tradition, sleigh, religious, fill, pull! Talking about @hristmas$ I wish you a %erry Christmas. 'he same to you. %.1p.,: !eadin 3.(.Understanding the general meaning and the main ideas of a simple dialogue which is referred to the students* familiar world - @hristmas celebration. The dialogue is used as a source of information and discussion. %."p.,: "ritten Interaction (.,.)riting a simple short postcard according to a model. %.2p.,1 Culture 1.1.#articipating in a familiar communicative situation, using the norms of verbal and non' verbal communication. 1.3.5earning about some traditional holidays in %nglish'1peaking countries. 1.,.5earning to follow the norms of writing postcards. Talking about @hristmas @elebrations in %ngland and in the U1.. )riting a @hristmas card$ %.2p.,1 Interated Skill Combinations 1.7.5istening to and singing songs. 5istening to and singing @hristmas @arols. Lesson 5 *lans for "inter 'acation 1 Listenin 1.,.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 rucksack, soap, track'suit, trainers, toothbrush, toothpaste, towel! slowly and clearly. %.1p.," Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".".#roducing simple sentences to briefly describe winter vacation. Talking about winter vacation$ Can I help you? Yes, please / o, thank you. %.3,(,,p.,"',3 !eadin 3.&..pplying the strategies of receiving a written message. %.,p.,3 "ritten Interaction (.+.Using the strategies of producing written messages. )riting a story about visiting a place$ %.&p.,3 Term 2 36 Module IV 3 Lesson 6 -a&ourite Sports " Listenin 1.(.6dentifying the details of a message related to definite situations from everyday life. The message is presented clearly. bob'sleigh, cable car, competition, slier, sport, sportsman, be proud of! Spoken Interaction ".3.#articipating in simple dialogues about sport, and using simple words and epressions that have been practiced. ".2..pplying the strategies of producing spoken messages. Talking about sports$ %.1,,,2,7p.,, !eadin 3.&..pplying the strategies of receiving a written message. %."p.,( "ritten Interaction (.3.>especting the rules of organi/ing a message on a page depending on the type of this message. (.2.Using simple words and epressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, ade<uate content in sentences about sport. %.7p.,, Culture 1.2.5earning about sport in %nglish'1peaking countries. Talking about sport in %nglish'1peaking countries Lesson 7 !ound +p 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".2..pplying the strategies of producing spoken messages. %."p.,2 Talking about things children should do to get a present from Cather @hristmas$ %.1 "ritten Interaction (.(.)riting a simple short message about favourite winter activities, using familiar epressions and short sentences, structures and grammar forms. (.+.Using the strategies of producing written messages$ respecting writing rules, leical norms, spelling, punctuation and grammar rules! using bilingual and spelling dictionaries to check spelling. Culture 1.&.5earning to cooperate with one*s classmates while studying and playing. )riting about favourite winter activities$ %.&p.,7 Module V 1: Lesson 1 #nd(%s $o)n 1 Listenin 1.1.Distinguishing in speech words and simple short sentences containing certain sounds and patterns of intonation. block of flats, building, center, church, mail, behind, main! Spoken Interaction ".".#roducing simple sentences to briefly describe the students* familiar environment. Talking about one*s native town$ %.&p.,+ !eadin 3.1.Understanding the general meaning of a simple short message, referred to the students* familiar environment. 3.7.>eading a simple short familiar tet fluently, with ade<uate intonation. %.(p.,+ @ontrol reading of the tet. "ritten Interaction (.(.)riting simple short sentences about the students* neighbourhood, using epressions, %.7p.,+ structures and grammar forms that have been practiced. Interated Skill Combinations 1.".#resenting a simple plan of a district. ;aking a plan of one*s neighbourhood. Lesson 2 $he ,aic "orld of Books " Listenin 1.,.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the students* familiar world ' books. The dialogue is pronounced slowly and clearly. adventure, fairy tale, story, famous! %."p.2: Spoken Interaction ".".#roducing simple sentences to briefly describe preferences in books. ".3.#articipating in simple dialogues related to books, and using simple words and epressions that have been practiced. ".,.>eproducing simple poems. Talking about books$ I ha!e some books. I don"t ha!e any books. Do you ha!e any books? It"s a pity. %.1,7p.2:'21 #oem$ 0)hole Duty of @hildren*$ %.,p.21 #oem$ 0?ook';anners*$ %.&p.21 !eadin 3.1.Understanding the general meaning of a simple short message, referred to familiar situations of everyday life. %.3p.2: Lesson 3 ,uch and ,an( " Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. 5earning to use how much and how many$ )e / she has many / mu#h...../ %.(,,,2,7p.23 !eadin 3.7.>eading a simple short fairy tale consciously and fluently, with ade<uate intonation. %.1p.2" @ontrol reading of the tale. 3.&..pplying the strategies of receiving a written message. Culture 1.".1tudying famous fairy tales. Cairy tale$ 0Bld .pple' 1eed Dohn* Lesson 4 #t the *ost 1ffice 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. ".2..pplying the strategies of producing spoken messages$ identifying the situation of communication! self'correcting in oral interaction! employing the formulas of politeness! using non'verbal means of communication 3gestures and facial epressions4. envelope, maga/ine, newspaper, poster, telegram, stick! Talking about the post office$ )ow mu#h is it? I"d like.../ %.,,&p.2, !eadin 3.7.>eading a simple short familiar dialogue consciously and fluently, with ade<uate intonation. %.3p.2( @ontrol reading of the dialogue. Lesson 5 Shoppin 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. flour, salt, shopping list! Talking about shopping$ )ow mu#h flour would you like? %.3p.22 !eadin 3.1.Understanding the general meaning of a simple short message, referred to familiar situations of everyday life. Tet$ 01hopping*$ %."p.22 Lesson 6 # Surprise for ,umm( " Spoken Interaction ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. pan, pancake, surprise, drop, fry, oil, little, few, everything! 5earning to use little and few$ 'here is little milk. 'here are few apples. !eadin 3.1.Understanding the general meaning of a simple short message, referred to familiar situations of everyday life. 3.,.Understanding the meaning of recommendations to act appropriately. %.1p.2& ;aking a pancake$ %.2p.2+ Lesson 7 !ound +p 1 Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. ".".#roducing simple sentences to briefly describe the students* neighbourhood. ".3.#articipating in simple dialogues, using simple words and epressions that have been practiced. 1.;aking dialogues in a shop$ %."p.7: ".Talking about one*s neighbourhood$ %.1,3p.7: Culture 1.&.5earning to cooperate with one*s classmates while studying and playing. Drawing a poster invitation to one*s village, town or city$ %.2p.71 Evaluation ' &ra#ti#al appli#ation of knowledge and skills a#(uired while studying this unit. Test#$a%er n3 1 Module VI + Lesson 1 Sprin Is Comin 1 Listenin 1.(.6dentifying the details of a message related to spring. The message is presented clearly. air, earth, nest, colourful, damp, delicious, fresh, tiny, become alive! Tet$ 01pring 6s @oming*$ %.(p.7" !eadin 3.1.Understanding the general meaning of a simple short message, referred to spring. 3.7.>eading a simple short familiar tet consciously and fluently, with ade<uate intonation. Tet$ 01pring 6s @oming*$ %.,,2p.73 @ontrol reading of the tet. "ritten Interaction (.2.Using simple words and epressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, ade<uate content in a short message bout spring.. (.7.Using elementary logical connectors - or, and, but, so. Describing spring. Lesson 2 Sprintime 1 Listenin 1.(.6dentifying the details of a legend. The legend is presented clearly. drop of blood, fairy, petal, heavy, appear, attack, fight! %.1p.7( Spoken Interaction ".".#roducing simple sentences to briefly describe the students* favourite games. hide'and'seek, hopscotch, leap frog, tag! Talking about children*s games$ Do you like to play...? %.(,,p.7, Lesson 3 'ick( Learns about 2reat Britain " Listenin 1.".6dentifying the intention of communication and the formulas of politeness used in spoken interaction. 1.,.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. %.1p.72 Spoken Interaction ".".#roducing simple sentences to briefly describe an %nglish'1peaking country. Talking about 9reat ?ritain$ Is ,ondon in 0ngland or in S#otland? 1 It"s in 0ngland. !eadin 3.1.Understanding the general meaning of a simple short message, referred to 9reat ?ritain. %.",3p.72 Lesson 4 $he Sihts of London 1 Listenin 1.".6dentifying the intention of communication and the formulas of politeness used in spoken interaction. %.1p.7& Spoken Interaction ".3.#articipating in simple dialogues and using simple words and epressions that have been practiced. Talking about the city the students would like to visit$ %.2p.7+ !eadin 3.1.Understanding the general meaning of simple short messages, referred to 5ondon. 3.3.Understanding the general meaning of a simple postcard. %.,p.7+ "ritten Interaction (."..pplying spelling and grammar rules while writing sentences and short messages. )riting sentences about places of interest in 5ondon$ %.7p.7+ Lesson 5 $he #nimal "orld " Listenin 1.1.Distinguishing in speech words and simple short sentences containing sounds, patterns of intonation and other specific phenomena. The words and sentences are pronounced slowly and clearly. 1.(.6dentifying the details of a message related to animals. The message is presented clearly. neck, stripe, tail, domestic, wild, etc.! %."p.&: Spoken Interaction ".".#roducing simple sentences to briefly describe animals, epress tastes, preferences, emotions and the way the students feel. !eadin 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* familiar world - animals. The tet is used as a source of information and discussion. 3.7.>eading a simple short familiar tet consciously and fluently, with ade<uate intonation. Tet$ 0.t the Eoo*$ %.3p.&: @ontrol reading of the tet. Interated Skill Combinations 1.(.6dentifying and describing domestic and wild animals in brief. Lesson 6 "hich #nimal Is ,ore Intellient 1 !eadin 3.(.Understanding the general meaning and the main ideas in a simple tet which is referred to the students* familiar world - animals. The tet is used as a source of information and discussion. %.1p.&" "ritten Interaction (.(.)riting simple short sentences about animals, using epressions, structures and grammar forms that have been practiced. %.1p.&" bigger, more playful2 the biggest2 the most playful2 Interated Skill Combinations 1.(.6dentifying and describing domestic and wild animals in brief. Lesson 7 !ound +p 1 Spoken Interaction ".".#roducing simple sentences to briefly describe animals. 1.Talking about spring weather$ %.1p.&( ".Taking about children*s games$ %."p.&( 3.Describing animals$ %.3p.&( "ritten Interaction (.2.Using simple words and epressions, syntactic structures and simple grammar forms, synonyms and antonyms that have been studied, ade<uate content in a description of favourite animals. (.+.Using the strategies of producing written messages$ identifying the type of a tet! respecting writing rules, leical norms, spelling, punctuation and grammar rules! using bilingual and spelling dictionaries to check spelling! Describing favourite animals$ %.&p.&, Culture 1.&.5earning to cooperate with one*s classmates while studying and playing. %.&p.&, Evaluation ' &ra#ti#al appli#ation of knowledge and skills Test#$a%er n4 1 a#(uired while studying this unit. Module VII + Lesson 1 'al $alks about the +S# " Listenin 1.,.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the U1.. The dialogue is pronounced slowly and clearly. bend, bridge, gate, hill, stay, wonder, crooked, immense, sharp, steep, etend, impress! %."p.&2 Spoken Interaction ".".#roducing simple sentences to briefly describe the U1.. Talking about places of interest in the U1.$ It"s far from.... It"s far away..... %.7p.&7 !eadin 3.1.Understanding the general meaning of simple short messages. 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the U1.. The tet is used as a source of information and discussion. %.1p.&2 %.3p.&2 Lesson 2 ,other%s Da( " Listenin 1.,.Understanding the general meaning and identifying the details of a simple dialogue which is referred to ;other*s Day. carnation, elegance, hymn, olive'green, readiness, talent! %.1p.&& Spoken Interaction ".".#roducing simple sentences to briefly describe familiar actions. Talking about ;other*s Day$ %.2p.&+ !eadin 3.(.Understanding the general meaning and the main ideas of a simple dialogue which is referred to ;other*s Day. The tet is used as a source of information and discussion. %."p.&& "ritten Interaction (.3.>especting the rules of organi/ing a message on a page depending on the type of this message. (.,.)riting a simple short postcard according to a model. ;aking a special card for one*s mother$ %.&p.&+ Culture 1.3.5earning about some traditional holidays in %nglish'1peaking countries. Talking about ;other*s Day. Interated Skill Combinations 1.,.6dentifying and eplaining how the students feel. Lesson 3 $he Stans #re *lannin a *icnic 1 Listenin 1.,.Understanding the general meaning and identifying the details of a simple dialogue which is referred to the students* familiar actions. chicken, admire, traditional, whatever! %.1p.+: Spoken Interaction ".".#roducing simple sentences to briefly describe a picnic. Talking about picnics$ %.,,2p.+1 !eadin 3.(.Understanding the general meaning and the main ideas of a simple dialogue which is referred to the way people organi/e their picnics. The dialogue is used as a source of information and discussion. %."p.+: Lesson 4 #re .ou !ead( for -un0 1 Listenin 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. 1.(.6dentifying the details of a message related the weather in ;ay. The message is presented clearly. ?utterfly, meadow, fly, still, instead! Talking about ;ay weather$ %.1p.+" !eadin 3.2..ssociating the information from a tet with pictures. (.+.Using the strategies of producing written messages$ identifying the type of a tet! respecting writing rules, leical norms, spelling, punctuation and grammar rules! using bilingual and spelling dictionaries to check spelling. %.2p.+3 )riting a story$ %.7p.+3 Lesson 5 Holida(s and .ou 1 Listenin 1.2.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! %.1p.+( Spoken Interaction ".".#roducing simple sentences to briefly describe summer holidays in a camp. ".3.#articipating in simple dialogues related to summer holidays, and using simple words and epressions that have been practiced. Talking about summer holidays$ %.3,(,,p.+, !eadin 3.(.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.>eading a simple short familiar dialogue consciously and fluently, with ade<uate intonation. %."p.+( @ontrol reading of the dialogue. Lesson 6 "hat a Dream3 1 Spoken Interaction ".".#roducing simple sentences to briefly describe plans for summer holidays. Talking about summer holidays. !eadin 3.(.Understanding the general meaning and the main ideas of a simple tet which is referred to the students* summer holidays. Tet$ 0)hat a Dream*$ %."p.+2 Lesson 7 !ound +p 1 Spoken Interaction ".".#roducing simple sentences to briefly describe winter and summer holidays. ".3.#articipating in simple dialogues, and using simple words and familiar epressions. Talking about summer and winter holidays$ %.3p.+& "ritten Interaction (."..pplying spelling and grammar rules while writing sentences and short messages. %.&p.++ Final Evaluation 3 &ra#ti#al appli#ation of knowledge and skills a#(uired in the #ourse of this a#ademi# year. Final Test#$a%er 1 End#o(# !ound +p " the#)oo* Spoken Interaction ".1.#roducing simple sentences and the formulas of politeness used in simple spoken interaction. %."p.1:: Culture 1.1.#articipating in a familiar communicative situation, using the norms of verbal and non' verbal communication. 1.2.5earning about education, entertainment, and sport in %nglish'1peaking countries. Talking about education, sport, and entertainment in %nglish'1peaking countries. Interated Skill Combinations 1.7.5istening to and singing songs. 1inging songs in %nglish.
Lesson Plan (Day 1) Theme: World of Knowledge Topic: Fun With Shapes Focus: Listening and Speaking Content Standard(s) : 1.1 by The End of The 6-Year Primary