3rd form: total 68 hours

Specific Competence Indicators (SCI) and

Sub Competences (SC) Nr. Content Hours Date Notes
SCI SC
Term 1 32
Module I 9
Lesson 1 Meeting Old Friends 1
 Spoken 2.3.Reproducing simple sentences and the Greeting friends.
Interaction formulas of politeness used in simple spoken
interaction.
 Reading 3.1.Recognizing letters, groups of letters and Alphabet:
words in isolation and in context either Ex.5p.3
printed or handwritten.
 Culture 1.6.Learning a poem, which belongs to the Ex.2p.2
culture of the English-Speaking world.
Lesson 2 A New Classmate 2
 Spoken 2.4.Producing simple questions and answers classmate;
Interaction adequate to certain everyday life situations on Asking and answering
the basis of spoken models. personal questions.
 Reading 3.5.Identifying simple descriptions of Ex.2,3,5p.4-5
familiar places and everyday actions.
3.7.Reading a simple short familiar text, and
demonstrating comprehension by appropriate
fluency, stress, and intonation
 Culture 1.3.Introducing elements of the educational
systems in English-Speaking countries –
subjects, timetable.
 Integrated 1.2.Reading numbers correctly. the first, the second, etc.:
Skill Ex.6p.5
Combinations
Lesson 3 These Are Children 1
 Spoken 2.4.Producing simple questions and answers 1.Talking about a visit to the
Interaction adequate to certain everyday life situations on zoo.
the basis of spoken models.
 Written 4.6.Writing lists of words. Writing a list of wild animals.
Interaction
 Integrated 1.1.Identifying words and expressions similar New Vocabulary
Skill to the words and expressions in the students’
Combinations mother-tongue in simple written and oral
sentences.
Lesson 4 I Am Your Friend 1
 Listening 1.5.Understanding the general meaning of my, your, his, her, its, our,
simple sentences which present people’s their;
possessions. Sentences are pronounced Ex.1p.8
slowly and clearly.
 Spoken 2.5.Producing simple isolated sentences to Talking about possessions:
Interaction briefly describe people’s possessions, using Ted is my friend. etc:
simple words and expressions, syntactic Ex.1p.8
structures and grammar forms that have been
practiced.
 Reading 3.4.Understanding the general meaning of a Ex.3p.9
simple short dialogue.
 Written 4.5.Copying certain short texts, using Ex.5p.9
Interaction punctuation marks and capital letters
correctly.
Lesson 5 What Is Her Job? 1
 Listening 2.3.Reproducing simple sentences and the Ex.3p.10
formulas of politeness used in simple spoken
interaction.
 Spoken 2.5.Producing simple isolated sentences to Talking about jobs:
Interaction briefly describe people and their professions, What are these women?
using simple words and expressions, syntactic They are teachers.
structures and grammar forms that have been Ex.2,3,4p.10-11
practiced.
 Reading 3.6.Associating the information from a text Ex.1p.10
with pictures.
Lesson 6 Where Are the Balls? 1
 Listening 1.1.Recognizing sounds and groups of sounds between, above;
specific to the English language,
 pronounced in isolation and in context.
 Spoken 2.4.Producing simple questions and answers Talking about location of
Interaction about the location of things on the basis of things:
spoken models. Where is the map?
2.5.Producing simple isolated sentences to It’s above the desk.
briefly describe the location of things and
familiar places, using simple words and
expressions, syntactic structures and grammar
forms that have been practiced.
 Reading 3.6.Associating the information from a text Ex.1,3p.12-13
with pictures (home, flat).
 Integrated 1.4.Naming and writing parts of the human Revising parts of the body
Skill body correctly. studied last year.
Combinations
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 2.6.Reproducing simple dialogues, poems and Asking and answering
Interaction songs. personal questions.
 Reading 3.1.Recognizing letters, groups of letters and
words in isolation and in context either
printed or handwritten.
 Written 4.6.Writing lists of words. Making lists of animals,
Interaction professions.
 Culture 1.1.Identifying and respecting certain norms Asking and answering
of verbal and non-verbal communication. personal questions.
 Integrated 4.7.Filling out a simple form of personal Completing and answering
Skill identification. questions.
Combinations
Initial - Testing the knowledge acquired in the Diagnostic Test-Paper 1
Evaluation course of the previous year.
Module II 10
Lesson 1 Autumn Weather 2
 Listening 1.5.Understanding the general meaning of beautiful, cloudy, cool, rainy,
simple sentences which describe autumn sunny, windy, mushroom,
weather. Sentences are pronounced slowly season;
and clearly.
 Spoken 2.1.Pronouncing sounds and groups of sounds Talking about autumn:
Interaction specific to the English language in isolation What is the weather like
and in words. today?
2.3.Reproducing simple sentences and the It’s windy.
formulas of politeness used in simple spoken Ex.1,2,5p.16
interaction.
2.4.Producing simple questions and answers
about autumn weather on the basis of spoken
models.
 Reading 3.4.Understanding the general meaning of a Ex.3p.17
simple short text.
3.5.Identifying simple descriptions of
seasons.
 Integrated 1.6.Describing autumn in brief.
Skill
Combinations
Lesson 2 In the Garden 2
 Spoken 2.5.Producing simple isolated sentences to basket, cabbage, grapes,
Interaction briefly describe fruits and vegetables, using harvest, pear, spade, help,
simple words and expressions, syntactic pick, work, busy, sure;
structures and grammar forms that have been Talking about fruits and
practiced. vegetables:
I like apples, and I like plums,
too.
Ex.13p.19
 Reading 3.1.Recognizing letters, groups of letters and Ex.2p.19
words in isolation and in context either
 printed or handwritten.
3.4.Understanding the general meaning of a Choosing a title for the text.
simple short text.
3.7.Reading a simple short familiar text, and Control reading of the text.
demonstrating comprehension by appropriate
fluency, stress and intonation.
 Written 4.6.Writing lists of words. Making a list of fruits and
Interaction 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 2.4.Producing simple questions and answers 1.Talking about what people
Interaction about what people do and don’t do on the do and don’t do:
basis of spoken models. What do you do on Sunday?
We play on Sunday.
Ex.1,2,3p.20-21
2.3.Reproducing simple sentences and the
formulas of politeness used in simple spoken fruit, market, vegetable, buy,
interaction. sell;
2.Talking about doing
shopping at the market.
 Written 4.6.Writing lists of words. Making a shopping list.
Interaction
 Culture 1.1.Identifying and respecting certain norms Talking about doing shopping.
of verbal and non-verbal communication.
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 are
pronounced slowly and clearly.
 Spoken 2.5.Producing simple isolated sentences to cola, fries, hamburger, etc.;
Interaction briefly describe breakfast, lunch, dinner and Talking about food:
 supper, using simple words and expressions, I don’t like pizza.
syntactic structures and grammar forms that He doesn’t like pizza.
have been practiced. Ex.1,2,4p.22-23
 Reading 3.4.Understanding the general meaning of a Ex.3p.23
simple short text.
3.5.Identifying simple descriptions of what
people have for breakfast, dinner, and supper.
Lesson 5 I Make Salad 1
 Listening 1.2.Distinguishing in speech words and add, chop, peel, mix, banana,
simple short sentences containing sounds, bowl, knife, orange, sugar;
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly.
 Spoken 2.4.Producing simple questions and answers Talking about cooking:
Interaction about cooking dishes on the basis of spoken What does she do?
models. She makes breakfast.:
2.5.Producing simple isolated sentences to Ex.1,2,5,6p.24-25
briefly describe how to cook dishes, using
simple words and expressions, syntactic
structures and grammar forms that have been
practiced.
 Reading 3.3.Understanding certain directions, Ex.4p.25
suggestions and simple instructions.
3.4.Understanding the general meaning of a
simple short text.
Lesson 6 Afternoon Tea 1
 Spoken 2.4.Producing simple questions and answers Talking about afternoon tea:
Interaction about afternoon tea on the basis of spoken What does he have for....?
models. Ex.3p.27
 Written 4.4.Writing legibly and neatly, respecting
Interaction the rules of writing capital and lower-case
forms of letters, making adequate spaces
between words, and organizing a message on
a page appropriately.
 Culture 1.1.Identifying and respecting certain norms Ex.1p.26
 of verbal and non-verbal communication.
Lesson 7 Round Up 1
 Spoken 2.4.Producing simple questions and answers Talking about food, shopping,
Interaction adequate to certain everyday life situations on and preferences in food.
the basis of spoken models.
2.6.Reproducing simple dialogues, poems and
songs.
 Reading 3.7.Reading a simple short familiar text, and p.28-29
demonstrating comprehension by appropriate
fluency, stress, intonation, sense groups, and
etc.
 Written 4.8.Establishing connections between Writing a dictation
Interaction pronunciation and a written image of a (vocabulary covered in this
familiar word in one simple sentence, and unit).
writing it.
 Culture 1.6.Learning poems, songs and dialogues for
children which belong to the culture of the
English-Speaking world.
 Integrated 1.7.Listening to and singing songs.
Skill
Combinations
Evaluation - Practical application of knowledge and Test-Paper n1 1
skills acquired while studying this unit.
Module III 8
Lesson 1 Houses, Houses, Houses 1
 Listening 1.5.Understanding the general meaning of block of flats, large, quiet,
simple sentences which familiar immediate look for, may;
environment. Sentences are pronounced
slowly and clearly.
 Spoken 2.3.Reproducing simple sentences and the Talking about houses and
Interaction formulas of politeness used in simple spoken possessions:
interaction. There is...
2.5.Producing simple isolated sentences to Is there....? – Yes, there is. /
briefly describe houses, using simple words No, there isn’t.
and expressions, syntactic structures and There are.....
 grammar forms that have been practiced. Are there...?
Ex.1,2,3,5,6p.30-31
 Reading 3.5.Identifying simple descriptions of the Ex.4p.31
students’ homes.
 Written 4.4.Writing legibly and neatly, respecting the Writing about the places the
Interaction rules of writing capital and lower-case forms children live in:
of letters, making adequate spaces between Ex.7p.31
words, and organizing a message on a page
appropriately.
Lesson 2 My Friend’s 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 2.2.Reproducing certain intonation patterns bookcase, computer, curtain,
Interaction and other phenomena specific to the English furniture, shelf, wall;
language.
2.5.Producing simple isolated sentences to Describing a room:
briefly describe rooms and furniture, using There is....
simple words and expressions, syntactic There are....
structures and grammar forms that have been Ex.2,6p.32-33
practiced.
 Reading 3.7.Reading a simple short familiar dialogue, Ex.3p.32
and demonstrating comprehension by
appropriate fluency, stress, intonation, sense Control reading of the
groups, and etc. dialogue.
 Written 4.6.Writing lists of words. Making a list of pieces of
Interaction furniture: Ex.1p.32
Lesson 3 There Is No Place Like Home 1
 Listening 1.5.Understanding the general meaning of
simple sentences which present describe
houses and furniture.
 Spoken 2.4.Producing simple questions and answers chimney, cupboard, hall, roof,
Interaction about the students’ homes on the basis of staircase, wardrobe,
 spoken models. downstairs, upstairs;
Talking about homes:
Is there....?
Are there....? Ex.1,5,7p.35
 Reading 3.2.Recognizing the meaning of punctuation Ex.3,4p.35
marks – a colon, inverted commas and a dash
(used in dialogues).
3.5.Identifying simple descriptions of homes.
 Integrated 1.5.Drawing and presenting a simple plan of a Making a plan of one’s house.
Skill house.
Combinations
Lesson 4 Danny’s House Is Cosy 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 2.4.Producing simple questions and answers Talking about houses and
Interaction about houses on the basis of spoken models. possessions:
Whose house is cosy?
Danny’s house is cosy.
Ex.1,2,5,6,7p.37
 Reading 3.7.Reading a simple short familiar text, and Ex.2p.36:
demonstrating comprehension by appropriate Control reading of the text.
fluency, stress, intonation, sense groups, and
etc.
 Written 4.5.Copying certain short texts, using
Interaction punctuation marks and capital letters
correctly.
Lesson 5 What’s 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 simple
short instructions and directions related to
definite simple situations, formulated directly,
in commonly used language, slowly and
clearly.
 Spoken 2.3.Reproducing simple sentences and the address;
Interaction formulas of politeness used in simple spoken
interaction. Asking about and giving one’s
2.4.Producing simple personal questions and address:
answers on the basis of spoken models. What is your address?
It’s 23 Quiet Street.
 Reading 3.7.Reading a simple short familiar dialogue, Ex.3p.39
and demonstrating comprehension by Control reading of the
appropriate fluency, stress, intonation, sense dialogue.
groups, and etc.
 Written 4.7.Filling out a simple form of personal Ex.7p.39
Interaction identification.
 Integrated 1.2.Reading numbers correctly. twenty, thirty, ...one hundred:
Skill Ex.2p.38
Combinations
Lesson 6 In the Street 1
 Spoken 2.1.Pronouncing sounds and groups of sounds game, lorry, taxi, trolley bus,
Interaction specific to the English language in isolation van; cross the street;
and in words.
2.2.Reproducing certain intonation patterns 1.Talking about what people
and other phenomena specific to the can do:
English language. Can he drive? – Yes, he can. /
2.4.Producing simple questions and answers No, he can’t.
about what people can do on the basis of He can drive.
spoken models. Ex.4,5,6p.41

2.3.Reproducing simple sentences and the Asking the way:

formulas of politeness used in simple spoken Ex.2p.40
interaction.
 Reading 3.2.Recognizing the meaning of punctuation Ex.3p.41
 marks – a colon, inverted commas and a dash
(used in dialogues).
3.7.Reading a simple short familiar dialogue,
and demonstrating comprehension by Control reading of the
appropriate fluency, stress, intonation, sense dialogue.
groups, and etc.
 Written 4.5.Copying certain short texts, using Ex.7p.41
Interaction punctuation marks and capital letters
correctly.
 Culture 1.2.Identifying the main cities of the English- Talking about the main cities
Speaking countries. in English-Speaking countries.
Revising different means of
1.4.Learning about different means of transport studied last year and
transport (a car, a train, a plane, a bike). learning some more new
means of transport.
Lesson 7 Round Up 1
 Spoken 2.5.Producing simple isolated sentences to 1.Talking about houses, rooms
Interaction briefly describe houses, rooms, furniture, and furniture.
addresses, telephone numbers and actions, 2.Asking about and giving
using simple words and expressions, syntactic addresses and telephone
structures and grammar forms that have been numbers.
practiced. 3.Taling about what people
can do.
 Written 4.6.Writing lists of words. Making lists of pieces of
Interaction furniture.
 Culture 1.1.Identifying and respecting certain norms
of verbal and non-verbal communication.
 Integrated 1.2.Reading numbers correctly.
Skill
Combinations
Evaluation Practical application of knowledge and skills Test-Paper n2 1
acquired while studying this unit
Module IV 5
Lesson 1 It’s Winter 1
 Listening 1.3.Identifying the intention of
 communication and the formulas of
politeness used in simple spoken interaction.
 Spoken 2.4.Producing simple questions and answers fall, ice, snow, snowflake,
Interaction about winter on the basis of spoken models. wind, bare, frosty, snowy,
2.5.Producing simple isolated sentences to everywhere;
briefly describe winter, using simple words The days are frosty.
and expressions, syntactic structures and Ex.1,7p.45
grammar forms that have been practiced.
 Reading 3.1.Recognizing letters, groups of letters and Ex.3p.45
words in isolation and in context either
printed or handwritten.
3.7.Reading a simple short familiar dialogue, Control reading of the
and demonstrating comprehension by dialogue.
appropriate fluency, stress, intonation, sense
groups, and etc.
 Culture 1.6.Learning a poem which belongs to the Ex.2p.44
culture of the English-Speaking world.
 Integrated 1.6.Describing seasons in brief. Talking about winter.
Skill
Combinations

Lesson 2 Winter Is Fun 1

 Spoken 2.4.Producing simple questions and answers ground, sledge; blow, make a
Interaction about what children are doing at the moment snowman, play hockey, throw
of speaking on the basis of spoken models. snowballs, skate, ski;
Talking about the winter
games the children are playing
at the moment of speaking:
I am skiing,
They are skating.
Ex.1,2,4,5p.47
 Written 4.6.Writing lists of words. Writing a list of children’s
Interaction activities: Ex.6p.47
 Culture 1.6.Learning a poem, which belongs to the Ex.3p.47
culture of the English-Speaking world.
 Integrated 1.1.Identifying words and expressions similar New Vocabulary
Skill to the words and expressions in the students’
Combinations mother-tongue in simple written and oral
sentences.
Evaluation Practical application of knowledge and skills Winter Term Test-Paper 1
acquired in the course of this ter
Lesson 3 Christmas Is Coming 1
 Listening 1.2.Distinguishing in speech words and card, carol, decoration, merry
simple short sentences containing sounds, lights, paper, party, tinsel, cut,
patterns of intonation and other specific decorate, prepare;
phenomena. The words and sentences are
pronounced slowly and clearly.
 Spoken 2.4.Producing simple questions and answers Talking about Christmas:
Interaction about preparations for Christmas on the basis They are not watching TV.
of spoken models. Are they playing?
Ex.1,2,3p.48-49
 Reading 3.3.Understanding certain directions, Making a Christmas card:
suggestions and simple instructions. Ex.5p.49
3.7.Reading a simple short familiar text, and Ex.4p.49
demonstrating comprehension by appropriate Control reading of the text.
fluency, stress, intonation, sense groups, and
etc.
 Integrated 1.8.Employing non-verbal means of
Skill communication – body movements, facial
Combinations expressions and actions.
Lesson 4 We Wish You a Merry 1
Christmas!
 Listening 1.3.Identifying the intention of
communication and the formulas of
politeness used in simple spoken interaction.
 Spoken 2.5.Producing simple isolated sentences to angel, bell, candle, candy
Interaction briefly describe Christmas celebrations, using cane, gift, reindeer, star,
simple words and expressions, syntactic wreath, bring;
structures and grammar forms that have been Talking about Christmas
practiced. celebrations:
2.6.Reproducing simple poems and songs. Ex.1p.50
 Culture 1.6.Learning poems and songs for children Poem: ‘The Snowman’:
which belong to the culture of the English- Ex.2p.50
Speaking world. Christmas Carols: Ex.5p.51
Term 2 36
Module IV 3
Lesson 5 More about Me 1
 Spoken 2.3.Reproducing simple sentences and the calm, happy, hungry, sad, shy,
Interaction formulas of politeness used in simple spoken thirsty, tired;
interaction.
Talking about how people
feel:
How do you feel?
Are you sometimes sad?
Ex.4,8p.52-53

2.4.Producing simple personal questions and Asking for and presenting

answers on the basis of spoken models. personal information:
Ex.2,3p.52
 Reading 3.4.Understanding the general meaning of a Ex.6,7p.53
simple short text.
Lesson 6 Birds In Winter 1
 Spoken 2.5.Producing simple isolated sentences to bird table, crumb, deep, inside,
Interaction briefly describe the life of birds and animals outside, be sorry, need:
in winter, using simple words and Talking about birds and
expressions, syntactic structures and grammar animals in winter:
forms that have been practiced. How does the bird feel?
Ex.1p.54

Ex. 3p.55
2.6.Reproducing simple dialogues.
 Reading 3.7.Reading a simple short familiar poem, Poem: ‘Birds in Winter’:
and demonstrating comprehension by Ex.2p.55
appropriate fluency, stress, intonation, sense
groups, and etc.
Lesson 7 Round Up 1
 Spoken 2.4.Producing simple questions and answers 1.Talking about how people
Interaction about how people feel on the basis of spoken feel.
models. 2.Talking about Christmas.
 Reading 3.2.Recognizing the meaning of punctuation
marks – a colon, inverted commas and a dash
(used in dialogues).
3.6.Associating the information from a text
with pictures.
 Written 4.1.Reproducing letters, groups of letters in
Interaction isolation or in familiar words.
4.8.Establishing connections between
pronunciation and a written image of a Writing a dictation.
familiar word in one simple sentence, and
writing it.
 Integrated 1.7.Listening to and singing songs. Singing songs about winter.
Skill
Combinations

Module V 12
Lesson 1 I Have a Happy Family 2
 Spoken 2.2.Reproducing certain intonation patterns grandparents, manager, strong,
Interaction and other phenomena specific to the English with us;
language.
2.4.Producing simple questions and answers Talking about family members
about familiar people on the basis of spoken and friends:
models. He is younger.
Ex.1,3,5p.59
 Reading 3.4.Understanding the general meaning of a Ex.2p.58
simple short text.
Lesson 2 Happy Birthday 2
 Listening 1.2.Distinguishing in speech words and aunt, uncle, cousin, family
simple short sentences containing certain tree, present, dear;
sounds and patterns of intonation. The words
and sentences are pronounced slowly and
clearly.
 Spoken 2.5.Producing simple isolated sentences to Talking about family members
Interaction briefly describe family members, using and friends:
simple words and expressions, syntactic Happy birthday!
structures and grammar forms that have been Tim is stronger than Dan.
practiced. Ex.1,3,4,5p.60-61
 Reading 3.4.Understanding the general meaning of a Ex.2p.60
simple short dialogue.
 Written 4.6.Writing lists of words. Making a list of family
Interaction members.
Lesson 3 Whose Jacket Is It? 2
 Spoken 2.4.Producing simple questions and answers boots, jacket, scarf, sweater,
Interaction about clothes on the basis of spoken models. trainers, cheeky, nobody;

Talking about clothes:

The longest scarf.
Ex.1,3p.63
 Reading 3.6.Associating the information from a text Ex.3p.63
with pictures.
 Written 4.5.Copying certain short texts, using
Interaction punctuation marks and capital letters
correctly.
4.8.Establishing connections between Writing a dictation (articles of
pronunciation and a written image of a clothes).
familiar word in one simple sentence, and
writing it.
 Culture 1.5.Identifying certain articles of clothes.
 Integrated 1.1.Identifying words and expressions similar New Vocabulary
Skill to the words and expressions in the students’
Combinations mother-tongue in simple written and oral
sentences.
Lesson 4 In the Morning 2
 Listening 1.5.Understanding the general meaning of have breakfast, make one’s
simple sentences which present familiar bed, etc.;
actions. Sentences are pronounced slowly and
clearly.
 Spoken 2.2.Reproducing certain intonation patterns Talking about morning
Interaction and other phenomena specific to the English routine:
language. I make my bed.
2.5.Producing simple isolated sentences to I am having lessons now.
briefly describe morning routine, using Ex.2,3,5,7p.64-65
simple words and expressions, syntactic
structures and grammar forms that have been
practiced.
 Integrated 1.3.Telling and writing the time correctly. Ex.1p.64
Skill
Combinations
Lesson 5 Stay Healthy 1
 Listening 1.4.Understanding the meaning of simple comb his hair, button his coat,
short instructions and directions related to etc.;
definite simple situations, formulated directly,
in commonly used language, slowly and
clearly.
 Spoken 2.5.Producing simple isolated sentences to 1.Talking about what people
Interaction briefly describe the actions that are going on are doing at the moment of
at the moment of speaking, and to present the speaking:
actions that are good for children, using Danny is reading....
simple words and expressions, syntactic Ex.1,2p.66
structures and grammar forms that have been
practiced. 2.Talking about what is good
for children:
It’s good to.......
Get up early.
 Do you get up early?
Yes, I do. / No, I don’t.
Ex.3, 4p.67
 Culture 1.6.Learning a poem, which belongs to the Ex.5p.67
culture of the English-Speaking world.
Lesson 6 Cleaning Day 1
 Listening 1.2.Distinguishing in speech words and clean, put away, take the
simple short sentences containing sounds, rubbish away, tidy, wash up,
patterns of intonation and other specific water the flowers, vacuum
phenomena. The words and sentences are cleaner;
pronounced slowly and clearly.
 Spoken 2.5.Producing simple isolated sentences to Talking about cleaning the
Interaction briefly describe familiar actions, using room:
simple words and expressions, syntactic I don’t....but....
structures and grammar forms that have been Ex.2,4p.69
practiced.
 Reading 3.4.Understanding the general meaning of a Text: ’Jobs at Home’:
simple short text. 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 immediate
environment. Sentences are pronounced
slowly and clearly.
 Spoken 2.5.Producing simple isolated sentences to Talking about cleaning the
Interaction briefly describe familiar actions, using simple room.
words and expressions, syntactic structures
and grammar forms that have been practiced.
 Reading 3.6.Associating the information from a text
with pictures.
 Integrated 1.2.Reading numbers correctly. the first, the second, etc.
Skill
Combinations
Evaluation - Practical application of knowledge and Test-Paper n3 1
skills acquired while studying this unit.
 Module VI 12
Lesson 1 It Was Cold in Winter 2
 Listening 1.1.Recognizing sounds and groups of sounds snowdrop, year, melt, last;
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.
 Spoken 2.4.Producing simple questions and answers Talking about the past:
Interaction about past actions on the basis of I was at home yesterday.
spoken models. They were at home yesterday.
Ex.4,5,6p.73
 Reading 3.6.Associating the information from a text Ex.5p.73
with pictures.
Lesson 2 Was Tim at the Circus? 2
 Spoken 2.5.Producing simple isolated sentences to circus, concert, library,
Interaction briefly describe people, objects, animals and museum, ring, theatre, zoo;
familiar places, using simple words and
expressions, syntactic structures and grammar Asking about the past:
forms that have been practiced. Was Tim at the circus?
Yes, he was. / No, wasn’t
Ex.2,3,4,5p.74-75
 Reading 3.6.Associating the information from a text Ex.1p.74
with pictures.
 Written 4.2.Reproducing symbols of phonetic script.
Interaction 4.8.Establishing connections between
pronunciation and a written image of a Writing a dictation.
familiar word in one simple sentence, and
writing it.
Lesson 3 They Worked in the Garden 2
Yesterday
 Listening 1.2.Distinguishing in speech words and leaf, seed, dry, brush, cook,
simple short sentences containing sounds, plant, rake, turn the soil, work;
patterns of intonation and other specific
phenomena. The words and sentences are
 pronounced slowly and clearly.
 Spoken 2.2.Reproducing certain intonation patterns Talking about what people did
Interaction and other phenomena specific to the English in the garden:
language. I washed.
2.4.Producing simple questions and answers I didn’t wash.
about past actions on the basis of spoken Did you wash? – Yes, I did. /
models. No, I didn’t.
Ex.1,2,4,5p.77
 Reading 3.5.Identifying simple descriptions of familiar Text: ‘A Busy Saturday’:
everyday actions. Ex.3p.77
Lesson 4 We Went Shopping Yesterday 2
 Spoken 2.4.Producing simple questions and answers hair, silk, toyshop, go
Interaction about shopping on the basis of spoken shopping, made of, fair;
models.
Talking about shopping in the
past:
I went. I didn’t go.
Did you go?
Ex.2,4p.78-79
 Reading 3.4.Understanding the general meaning of a Ex.1,3,5p.79
simple short text.
3.5.Identifying simple descriptions of past
actions.
3.7.Reading a simple short familiar text, and Ex.5p.79:
demonstrating comprehension by appropriate Text: ‘The Selfish Giant’
fluency, stress, intonation, sense groups, and
etc.
 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 2.4.Producing simple questions and answers cotton, glasses, letter, ribbon,
Interaction about the past on the basis of spoken models. T-shirt, wool;
Talking about the past:
She wrote. She didn’t write.
 Ex.1,2,3,5p.81
 Reading 3.4.Understanding the general meaning of a Text: ‘The Selfish Giant’:
simple short text. Ex.6p.81
3.7.Reading a simple short familiar text, and Control reading of the text.
demonstrating comprehension by appropriate
fluency, stress, intonation, sense groups, and
etc.
 Written 4.6.Writing lists of words. Making a list of irregular
Interaction verbs.
Lesson 6 A Picnic in the Country 1
 Spoken 2.4.Producing simple questions and answers blossom, branch, forest, grass,
Interaction about picnics on the basis of spoken models. 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 Ex.3p.83
simple short text.
3.7.Reading a simple short familiar text, and Text: ‘The Selfish Giant’:
demonstrating comprehension by appropriate Ex.5p.83
fluency, stress, intonation, sense groups, and Control reading of the text.
etc.
 Culture 1.6.Learning a poem for children which Poem: ‘Six Honest Serving
belongs to the culture of the English- Men’:
Speaking world. Ex.2p.82
Lesson 7 Round Up 1
 Listening 1.5.Understanding the general meaning of
simple sentences which present past actions.
Sentences are pronounced slowly and clearly.
 Spoken 2.5.Producing simple isolated sentences to Talking about what people did
Interaction briefly describe past actions, using simple in the past.
words and expressions, syntactic structures
and grammar forms that have been practiced.
 Reading 3.4.Understanding the general meaning of a Text: ‘The Selfish Giant’:
simple short text. p.85
 Written 4.4.Writing legibly and neatly, respecting the
Interaction 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 Test-Paper n4 1
skills acquired while studying this unit.
Module 9
VII
Lesson 1 I Live in Moldova 1
 Spoken 2.2.Reproducing certain intonation patterns bunch, country, fortress, horn
Interaction and other phenomena specific to the English of plenty, key, landscape,
language. monastery, native land,
2.5.Producing simple isolated sentences to golden;
briefly describe Moldova, using simple words Talking about Moldova:
and expressions, syntactic structures and What country are you from?
grammar forms that have been practiced. Where do you live?
Ex.1p.86
 Reading 3.7.Reading a simple short familiar text, and Ex.2,3p.86
demonstrating comprehension by appropriate
fluency, stress, intonation, sense groups, and
etc.
Lesson 2 Welcome to Chişinǎu 1
 Spoken 2.5.Producing simple isolated sentences to alley, capital, palace, place of
Interaction briefly describe familiar places, using simple interest, puppet show, statue,
words and expressions, syntactic structures writer, enjoy;
and grammar forms that have been practiced. Talking about places of
interest in Moldova:
2.3.Reproducing simple sentences and the Ex.4p.89
formulas of politeness used in simple spoken
interaction. 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 Text: ‘Welcome to Chişinǎu’:
simple short text. Ex.3p.89
 Written 4.3.Writing punctuation marks – a colon,
Interaction 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 2.4.Producing simple questions and answers box-office, ticket, visit;
Interaction about past actions on the basis of spoken
models. Talking about past actions:
2.5.Producing simple isolated sentences to Where did you go?
briefly describe past actions, using simple Ex.3,4p.91
words, syntactic structures and grammar
forms that have been practiced.
 Reading 3.5.Identifying simple descriptions of familiar Ex.2p.90
places.
 Integrated 1.1.Identifying words and expressions similar New Vocabulary.
Skill to the words and expressions in the students’
Combinations mother-tongue in simple written and oral
sentences.
Final Evaluation - Practical application of knowledge and Final Test-Paper 1
skills acquired in the course of this academic
year.
Lesson 4 Plans for the Summer 1
Vacation
 Spoken 2.2.Reproducing certain intonation patterns mountain, postcard, seaside,
Interaction and other phenomena specific to the English summer camp, go hiking,
language. spend, in the country, next;
2.5.Producing simple isolated sentences to
briefly describe plans for the future, using Talking about the future:
simple words and expressions, syntactic I will go to the seaside.
structures and grammar forms that have been He won’t go to the seaside.
 practiced. Ex.1,2,4,5,6p.92-93
 Reading 3.4.Understanding the general meaning of a Ex.3p.93
simple short text.

 Written 4.2.Reproducing symbols of phonetic script.

Interaction 4.6.Writing lists of words.
Lesson 5 Summertime 1
 Listening 1.5.Understanding the general meaning of
simple sentences which present future action.
Sentences are pronounced slowly and clearly.
 Spoken 2.4.Producing simple questions and answers Asking about the future:
Interaction about future actions on the basis of spoken Will you go there?
models. What will you do there?
Ex.2,4,5,6p.95
Lesson 6 Our English Is Better 1
 Spoken 2.4.Producing simple questions and answers Talking about what children
Interaction adequate to certain everyday life situations on like and dislike:
the basis of spoken models. Ex.2,3p.97
 Reading 3.7.Reading a simple short familiar text, and Ex.1p.96
demonstrating comprehension by appropriate Control reading of the text.
fluency, stress, intonation
Lesson 7 Round Up 1
 Listening 1.5.Understanding the general meaning of
simple sentences which present the students’
familiar immediate environment.
 Spoken 2.4.Producing simple questions and answers
Interaction places of interest in Chişinǎu on the basis of
spoken models.

End-of- Round Up 1
the-Book
 Spoken 2.5.Producing simple isolated sentences to
Interaction 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.

 Integrated 1.5.Drawing and presenting a simple plan of a

Skill house.
Combinations 1.6.Describing seasons in brief.