3rd form: total 68 hours

Specific Competence Indicators (SCI) and

Sub Competences (SC) Nr. Content Hou Date
rs
SCI SC
Term 1 32
Module I 10
Lesson 1 Meeting Old Friends 2
Spoken 2.3.Reproducing simple sentences and the formulas of Greeting friends.
Interaction politeness used in simple spoken interaction.
Reading 3.1.Recognizing letters, groups of letters and words in Alphabet:
isolation and in context either printed or handwritten. Ex.4p.3
Culture 1.6.Learning a poem, which belongs to the culture of the Ex.3p.2
English-Speaking world.
Lesson 2 A New Classmate 2
Spoken 2.4.Producing simple questions and answers adequate to classmate;
Interaction certain everyday life situations on the basis of spoken Asking and answering personal
models. questions.
Reading 3.5.Identifying simple descriptions of familiar places and Ex.2,3,5p.4-5
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 Skill 1.2.Reading numbers correctly. the first, the second, etc.:
Combinations Ex.6p.5
Lesson 3 These Are Children 2
Spoken 2.4.Producing simple questions and answers adequate to 1.Talking about a visit to the zoo.
Interaction certain everyday life situations on the basis of spoken
models.
Written 4.6.Writing lists of words. Writing a list of wild animals.
Interaction
Integrated Skill 1.1.Identifying words and expressions similar to the words New Vocabulary
Combinations and expressions in the students mother-tongue in simple Ex.3,5p.7
written and oral sentences.
Lesson 4 I Am Your Friend 1
 Listening 1.5.Understanding the general meaning of simple sentences my, your, his, her, its, our, their;
which present peoples possessions. Sentences are Ex.1p.8
pronounced slowly and clearly.
Spoken 2.5.Producing simple isolated sentences to briefly describe Talking about possessions:
Interaction peoples possessions, using simple words and expressions, Ted is my friend. etc:
syntactic structures and grammar forms that have been Ex.1p.8
practiced.
Reading 3.4.Understanding the general meaning of a simple short Ex.3p.9
dialogue.
Written 4.5.Copying certain short texts, using punctuation marks Ex.5p.9
Interaction and capital letters correctly.
Lesson 5 What Is Her Job? 1
Listening 2.3.Reproducing simple sentences and the formulas of Ex.3p.10
politeness used in simple spoken interaction.
Spoken 2.5.Producing simple isolated sentences to briefly describe Talking about jobs:
Interaction people and their professions, using simple words and What are these women?
expressions, syntactic structures and grammar forms that They are teachers.
have been practiced. Ex.2,3,5p.10-11
Reading 3.6.Associating the information from a text with pictures. Ex.1p.10
Lesson 6 Where Is the Map? 1
Listening 1.1.Recognizing sounds and groups of sounds specific to the between, above;
English language, pronounced in isolation and in context.
Spoken 2.4.Producing simple questions and answers about the Talking about location of things:
Interaction location of things on the basis of spoken models. Where is the map?
2.5.Producing simple isolated sentences to briefly describe Its above the desk.
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 with pictures Ex.1,3p.12-13
(home, flat).
Integrated Skill 1.4.Naming and writing parts of the human body correctly. Revising parts of the body studied
Combinations last year.
Lesson 7 Round Up 1
Listening 1.2.Distinguishing in speech words and simple short
sentences containing sounds, patterns of intonation and
other specific phenomena. The words and sentences are
pronounced slowly and clearly.
 1.3.Identifying the intention of communication and the
formulas of politeness used in simple spoken interaction.
Spoken 2.6.Reproducing simple dialogues, poems and songs. Asking and answering personal
Interaction 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 of verbal and Asking and answering personal
non-verbal communication. questions.
Integrated Skill 4.7.Filling out a simple form of personal identification. Completing and answering
Combinations questions.
Module II 7
Lesson 1 Autumn Weather 1
Listening 1.5.Understanding the general meaning of simple sentences beautiful, cloudy, cool, rainy, sunny,
which describe autumn weather. Sentences are pronounced windy, mushroom, season;
slowly and clearly.
Spoken 2.1.Pronouncing sounds and groups of sounds specific to the Talking about autumn:
Interaction English language in isolation and in words. What is the weather like today?
2.3.Reproducing simple sentences and the formulas of Its windy.
politeness used in simple spoken interaction. Ex.1,2,5p.16
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 simple short Ex.3p.17
text.
3.5.Identifying simple descriptions of seasons.
Integrated Skill 1.6.Describing autumn in brief.
Combinations
Lesson 2 In the Garden 1
Spoken 2.5.Producing simple isolated sentences to briefly describe basket, cabbage, grapes, harvest,
Interaction fruits and vegetables, using simple words and expressions, pear, spade, help, pick, work, busy,
syntactic structures and grammar forms that have been sure;
practiced. Talking about fruits and vegetables:
I like apples, and I like plums, too.
Ex.1,3p.19
Reading 3.1.Recognizing letters, groups of letters and words in Ex.2p.19
isolation and in context either printed or handwritten.
 3.4.Understanding the general meaning of a simple short
text. Choosing a title for the text.
3.7.Reading a simple short familiar text, and demonstrating
comprehension by appropriate fluency, stress and intonation. Control reading of the text.
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 about what 1.Talking about what people do and
Interaction people do and dont do on the basis of spoken models. dont do:
What do you do on Sunday?
We play on Sunday.
2.3.Reproducing simple sentences and the formulas of Ex.1,2,3p.20-21
politeness used in simple spoken interaction.
fruit, market, vegetable, buy, 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 of verbal and Talking about doing shopping.
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 briefly describe cola, fries, hamburger, etc.;
Interaction breakfast, lunch, dinner and supper, using simple words and Talking about food:
expressions, syntactic structures and grammar forms that I dont like pizza.
have been practiced. He doesnt like pizza.
Ex.1,2,4p.22-23
Reading 3.4.Understanding the general meaning of a simple short Ex.3p.23
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 simple short add, chop, peel, mix, banana, bowl,
sentences containing sounds, patterns of intonation and knife, orange, sugar;
other specific phenomena. The words and sentences are
pronounced slowly and clearly.
Spoken 2.4.Producing simple questions and answers about cooking Talking about cooking:
Interaction dishes on the basis of spoken models. What does she do?
2.5.Producing simple isolated sentences to briefly describe She makes breakfast.:
how to cook dishes, using simple words and expressions, Ex.1,2,5,6p.24-25
syntactic structures and grammar forms that have been
practiced.
Reading 3.3.Understanding certain directions, suggestions and simple Ex.4p.25
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 about afternoon Talking about afternoon tea:
Interaction tea on the basis of spoken models. What does he have for....?
Ex.3,4,7p.27
Written 4.4.Writing legibly and neatly, respecting the rules of
Interaction 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 of verbal and Ex.1p.26
non-verbal communication.
Lesson 7 Round Up 1
Spoken 2.4.Producing simple questions and answers adequate to Talking about food, shopping, and
Interaction certain everyday life situations on the basis of spoken preferences in food.
models.
2.6.Reproducing simple dialogues, poems and songs.
Reading 3.7.Reading a simple short familiar text, and demonstrating p.28-29
comprehension by appropriate fluency, stress, intonation,
sense groups, and etc.
Written 4.8.Establishing connections between pronunciation and a Writing a dictation (vocabulary
Interaction written image of a familiar word in one simple sentence, and covered in this unit).
writing it.
Culture 1.6.Learning poems, songs and dialogues for children which
belong to the culture of the English-Speaking world.
Integrated Skill 1.7.Listening to and singing songs.
 Combinations
Evaluation - Practical application of knowledge and skills acquired Test-Paper n1
while studying this unit.
Module 8
III
Lesson 1 Houses, Houses, Houses 1
Listening 1.5.Understanding the general meaning of simple sentences block of flats, large, quiet, look for,
which familiar immediate environment. Sentences are may;
pronounced slowly and clearly.
Spoken 2.3.Reproducing simple sentences and the formulas of Talking about houses and
Interaction politeness used in simple spoken interaction. possessions:
2.5.Producing simple isolated sentences to briefly describe There is...
houses, using simple words and expressions, syntactic Is there....? Yes, there is. / No,
structures and grammar forms that have been practiced. there isnt.
There are.....
Are there...?
Ex.1,5p.30-31
Reading 3.5.Identifying simple descriptions of the students homes. Ex.3p.31
Written 4.4.Writing legibly and neatly, respecting the rules of Writing about the places the
Interaction writing capital and lower-case forms of letters, making children live in:
adequate spaces between words, and organizing a message Ex.6p.31
on a page appropriately.
Lesson 2 My Friends Room 1
Listening 1.4.Understanding the meaning of simple short instructions
and directions related to definite simple situations,
formulated directly, in commonly used language, slowly and
clearly.
Spoken 2.2.Reproducing certain intonation patterns and other bookcase, computer, curtain,
Interaction phenomena specific to the English language. furniture, shelf, wall;
2.5.Producing simple isolated sentences to briefly describe
rooms and furniture, using simple words and expressions, Describing a room:
syntactic structures and grammar forms that have been There is....
practiced. There are....
Ex.2,4p.32-33
Reading 3.7.Reading a simple short familiar dialogue, and Ex.3p.32
demonstrating comprehension by appropriate fluency, stress,
intonation, sense groups, and etc. Control reading of the dialogue.
Written 4.6.Writing lists of words. Making a list of pieces of furniture:
 Interaction 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 about the chimney, cupboard, hall, roof,
Interaction students homes on the basis of spoken models. staircase, wardrobe, downstairs,
upstairs;
Talking about homes:
Is there....?
Are there....? Ex.1,5,6p.35
Reading 3.2.Recognizing the meaning of punctuation marks a Ex.3,4p.35
colon, inverted commas and a dash (used in dialogues).
3.5.Identifying simple descriptions of homes.
Integrated Skill 1.5.Drawing and presenting a simple plan of a house. Making a plan of ones house.
Combinations
Lesson 4 Who Lives in This House? 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 about houses Talking about houses and
Interaction on the basis of spoken models. possessions:
Whose house is cosy?
Dannys house is cosy.
Ex.1,4,6,7p.37
Reading 3.7.Reading a simple short familiar text, and demonstrating Ex.2p.36:
comprehension by appropriate fluency, stress, intonation, Control reading of the text.
sense groups, and etc.
Written 4.5.Copying certain short texts, using punctuation marks
Interaction and capital letters correctly.
Lesson 5 Whats Your Address? 1
Listening 1.2.Distinguishing in speech words and simple short
sentences containing sounds, patterns of intonation and
other specific phenomena. The words and sentences are
pronounced slowly and clearly.
1.4.Understanding the meaning of 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 formulas of address;
Interaction politeness used in simple spoken interaction.
2.4.Producing simple personal questions and answers on the Asking about and giving ones
basis of spoken models. address:
What is your address?
Its 23 Quiet Street.
Reading 3.7.Reading a simple short familiar dialogue, and Ex.4p.39
demonstrating comprehension by appropriate fluency, stress, Control reading of the dialogue.
intonation, sense groups, and etc.
Written 4.7.Filling out a simple form of personal identification. Ex.6p.39
Interaction
Integrated Skill 1.2.Reading numbers correctly. twenty, thirty, ...one hundred:
Combinations Ex.2p.38
Lesson 6 I Can Ride A Bike 1
Spoken 2.1.Pronouncing sounds and groups of sounds specific to the game, lorry, taxi, trolley bus, van;
Interaction English language in isolation and in words. cross the street;
2.2.Reproducing certain intonation patterns and other
phenomena specific to the English language. 1.Talking about what people
2.4.Producing simple questions and answers about what can do:
people can do on the basis of spoken models. Can he drive? Yes, he can. / No,
he cant.
2.3.Reproducing simple sentences and the formulas of He can drive.
politeness used in simple spoken interaction. Ex.1p.40
Reading 3.2.Recognizing the meaning of punctuation marks a Ex.2p.41
colon, inverted commas and a dash (used in dialogues).
3.7.Reading a simple short familiar dialogue, and
demonstrating comprehension by appropriate fluency, stress,
intonation, sense groups, and etc. Control reading of the dialogue.
Written 4.5.Copying certain short texts, using punctuation marks Ex.3p.41
Interaction and capital letters correctly.
Lesson 7 Round Up 1
Spoken 2.5.Producing simple isolated sentences to briefly describe 1.Talking about houses, rooms and
Interaction houses, rooms, furniture, addresses, telephone numbers and furniture.
actions, using simple words and expressions, syntactic 2.Asking about and giving
structures and grammar forms that have been practiced. addresses and telephone numbers.
3.Taling about what people can do.
 Written 4.6.Writing lists of words. Making lists of pieces of furniture.
Interaction
Culture 1.1.Identifying and respecting certain norms of verbal and
non-verbal communication.
Integrated Skill 1.2.Reading numbers correctly.
Combinations
Evaluation - Practical application of knowledge and skills acquired Test-Paper n2 1
while studying this unit.
Module 6
IV
Lesson 1 Its 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 about winter on fall, ice, snow, snowflake, wind,
Interaction the basis of spoken models. bare, frosty, snowy, everywhere;
2.5.Producing simple isolated sentences to briefly describe The days are frosty.
winter, using simple words and expressions, syntactic Ex.1,7p.45
structures and grammar forms that have been practiced.
Reading 3.1.Recognizing letters, groups of letters and words in Ex.3p.45
isolation and in context either printed or handwritten.
3.7.Reading a simple short familiar dialogue, and
demonstrating comprehension by appropriate fluency, stress, Control reading of the dialogue.
intonation, sense groups, and etc.
Culture 1.6.Learning a poem which belongs to the culture of the Ex.2p.44
English-Speaking world.
Integrated Skill 1.6.Describing seasons in brief. Talking about winter.
Combinations
Lesson 2 Winter Is Fun 2
Spoken 2.4.Producing simple questions and answers about what ground, sledge; blow, make a
Interaction children are doing at the moment of speaking on the basis of snowman, play hockey, throw
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.1,2,4p.47
 Written 4.6.Writing lists of words. Writing a list of childrens
Interaction activities: Ex.6p.47
Culture 1.6.Learning a poem, which belongs to the culture of the Ex.3p.47
English-Speaking world.
Integrated Skill 1.1.Identifying words and expressions similar to the words New Vocabulary
Combinations and expressions in the students mother-tongue in simple
written and oral sentences.
Evaluation - Practical application of knowledge and skills acquired in Winter Term Test-Paper 1
the course of this term.
Lesson 3 Christmas Is Coming 1
Listening 1.2.Distinguishing in speech words and simple short card, carol, decoration, merry lights,
sentences containing sounds, patterns of intonation and paper, party, tinsel, cut, decorate,
other specific phenomena. The words and sentences are prepare;
pronounced slowly and clearly.
Spoken 2.4.Producing simple questions and answers about Talking about Christmas:
Interaction preparations for Christmas on the basis of spoken models. They are not watching TV.
Are they playing?
Ex.1,2,3p.48-49
Reading 3.3.Understanding certain directions, suggestions and simple Making a Christmas card:
instructions. Ex.5p.49
3.7.Reading a simple short familiar text, and demonstrating Ex.4p.49
comprehension by appropriate fluency, stress, intonation, Control reading of the text.
sense groups, and etc.
Integrated Skill 1.8.Employing non-verbal means of communication body
Combinations movements, facial 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 briefly describe angel, bell, candle, candy cane, gift,
Interaction Christmas celebrations, using simple words and expressions, reindeer, star, wreath, bring;
syntactic 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 which belong to Poem: The Snowman:
the culture of the English-Speaking world. Ex.2p.50
Christmas Carols: Ex.5p.51
 36

Term 2
Module 3
IV
Lesson 5 More about Me 1
Spoken 2.3.Reproducing simple sentences and the formulas of calm, happy, hungry, sad, shy,
Interaction politeness used in simple spoken interaction. thirsty, tired;

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

2.6.Reproducing simple dialogues. Ex. 3p.55

Reading 3.7.Reading a simple short familiar poem, and Poem: Birds in Winter:
demonstrating comprehension by appropriate fluency, stress, Ex.2p.55
intonation, sense groups, and etc.
Lesson 7 Round Up 1
Spoken 2.4.Producing simple questions and answers about how 1.Talking about how people feel.
Interaction people feel on the basis of spoken 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 isolation or in

Interaction familiar words.
4.8.Establishing connections between pronunciation and a
written image of a familiar word in one simple sentence, and Writing a dictation.
writing it.
Integrated Skill 1.7.Listening to and singing songs. Singing songs about winter.
Combinations
Module V 11
Lesson 1 I Have a Happy Family 2
Spoken 2.2.Reproducing certain intonation patterns and other grandparents, manager, strong, with
Interaction phenomena specific to the English language. us;
2.4.Producing simple questions and answers about familiar
people on the basis of spoken models. Talking about family members and
friends:
He is younger.
Ex.1,3,5p.59
Reading 3.4.Understanding the general meaning of a simple short Ex.2p.58
text.
Lesson 2 Happy Birthday 2
Listening 1.2.Distinguishing in speech words and simple short aunt, uncle, cousin, family tree,
sentences containing certain sounds and patterns of present, dear;
intonation. The words and sentences are pronounced slowly
and clearly.
Spoken 2.5.Producing simple isolated sentences to briefly describe Talking about family members and
Interaction family members, using simple words and expressions, friends:
syntactic structures and grammar forms that have been Happy birthday!
practiced. Tim is stronger than Dan.
Ex.1,3,4,5p.60-61
Reading 3.4.Understanding the general meaning of a simple short Ex.2p.60
dialogue.
Written 4.6.Writing lists of words. Making a list of family members.
Interaction
Lesson 3 Whose Jacket Is It? 2
 Spoken 2.4.Producing simple questions and answers about clothes boots, jacket, scarf, sweater,
Interaction 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 with pictures. Ex.3p.63
Written 4.5.Copying certain short texts, using punctuation marks
Interaction and capital letters correctly.
4.8.Establishing connections between pronunciation and a
written image of a familiar word in one simple sentence, and Writing a dictation (articles of
writing it. clothes).
Culture 1.5.Identifying certain articles of clothes.
Integrated Skill 1.1.Identifying words and expressions similar to the words New Vocabulary
Combinations and expressions in the students mother-tongue in simple
written and oral sentences.
Lesson 4 In the Morning 2
Listening 1.5.Understanding the general meaning of simple sentences have breakfast, make ones bed,
which present familiar actions. Sentences are pronounced etc.;
slowly and clearly.

Spoken 2.2.Reproducing certain intonation patterns and other Talking about morning routine:
Interaction phenomena specific to the English language. I make my bed.
2.5.Producing simple isolated sentences to briefly describe I am having lessons now.
morning routine, using simple words and expressions, Ex.2,3,5,7p.64-65
syntactic structures and grammar forms that have been
practiced.
Integrated Skill 1.3.Telling and writing the time correctly. Ex.1p.64
Combinations
Lesson 5 Stay Healthy 1
Listening 1.4.Understanding the meaning of simple short instructions comb his hair, button his coat, etc.;
and directions related to definite simple situations,
formulated directly, in commonly used language, slowly and
clearly.
Spoken 2.5.Producing simple isolated sentences to briefly describe 1.Talking about what people are
Interaction the actions that are going on at the moment of speaking, and doing at the moment of speaking:
to present the actions that are good for children, using Danny is reading....
simple words and expressions, syntactic structures and Ex.1,2p.66
 grammar forms that have been practiced.
2.Talking about what is good for
children:
Its good to.......
Get up early.
Do you get up early?
Yes, I do. / No, I dont.
Ex.3, 4p.67
Culture 1.6.Learning a poem, which belongs to the culture of the Ex.5p.67
English-Speaking world.
Lesson 6 Cleaning Day 1
Listening 1.2.Distinguishing in speech words and simple short clean, put away, take the rubbish
sentences containing sounds, patterns of intonation and away, tidy, wash up, water the
other specific phenomena. The words and sentences are flowers, vacuum cleaner;
pronounced slowly and clearly.
Spoken 2.5.Producing simple isolated sentences to briefly describe Talking about cleaning the room:
Interaction familiar actions, using simple words and expressions, I dont....but....
syntactic structures and grammar forms that have been Ex.2,4p.69
practiced.
Reading 3.4.Understanding the general meaning of a simple short Text: Jobs at Home:
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 briefly describe Talking about cleaning the room.
Interaction familiar actions, using simple words and expressions,
syntactic structures and grammar forms that have been
practiced.
Reading 3.6.Associating the information from a text with pictures.
Integrated Skill 1.2.Reading numbers correctly. the first, the second, etc.
Combinations
Evaluation - Practical application of knowledge and skills acquired Test-Paper n3 1
while studying this unit.
M 11
o
 d
u
l
e

V
I
Lesson 1 It Was Cold in Winter 2
Listening 1.1.Recognizing sounds and groups of sounds specific snowdrop, year, melt, last;
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 about past Talking about the past:
Interaction actions on the basis of spoken models. I was at home yesterday.
They were at home yesterday.
Ex.4,5,6p.73
Reading 3.6.Associating the information from a text with Ex.5p.73
pictures.
Lesson 2 Was Tim at the Circus? 2
Spoken 2.5.Producing simple isolated sentences to briefly circus, concert, library, museum,
Interaction describe people, objects, animals and familiar places, ring, theatre, zoo;
using simple words and expressions, syntactic
structures and grammar forms that have been practiced. Asking about the past:
Was Tim at the circus?
Yes, he was. / No, wasnt
Ex.2,3,4,5p.74-75
Reading 3.6.Associating the information from a text with Ex.1p.74
pictures.
Written 4.2.Reproducing symbols of phonetic script.
Interaction 4.8.Establishing connections between pronunciation
and a written image of a familiar word in one simple Writing a dictation.
sentence, and writing it.
Lesson 3 They Worked in the Garden 2
 Yesterday
Listening 1.2.Distinguishing in speech words and simple short leaf, seed, dry, brush, cook,
sentences containing sounds, patterns of intonation and plant, rake, turn the soil, work;
other specific phenomena. The words and sentences are
pronounced slowly and clearly.
Spoken 2.2.Reproducing certain intonation patterns and other Talking about what people did in
Interaction phenomena specific to the English language. the garden:
2.4.Producing simple questions and answers about past I washed.
actions on the basis of spoken models. I didnt wash.
Did you wash? Yes, I did. / No,
I didnt.
Ex.1,2,4,5p.77
Reading 3.5.Identifying simple descriptions of familiar Text: A Busy Saturday:
everyday actions. Ex.3p.77
Lesson 4 We Went Shopping Yesterday 2
Spoken 2.4.Producing simple questions and answers about hair, silk, toyshop, go shopping,
Interaction shopping on the basis of spoken models. made of, fair;

Talking about shopping in the

past:
I went. I didnt go.
Did you go?
Ex.2,4p.78-79
Reading 3.4.Understanding the general meaning of a simple Ex.1,3,5p.79
short text.
3.5.Identifying simple descriptions of past actions.
3.7.Reading a simple short familiar text, and
demonstrating comprehension by appropriate fluency, Ex.5p.79:
stress, intonation, sense groups, and etc. Text: The Selfish Giant
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 about the cotton, glasses, letter, ribbon, T-
Interaction past on the basis of spoken models. shirt, wool;
Talking about the past:
 She wrote. She didnt write.
Ex.1,2,3,5p.81
Reading 3.4.Understanding the general meaning of a simple Text: The Selfish Giant:
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 verbs.
Interaction
Lesson 6 A Picnic in the Country 1
Spoken 2.4.Producing simple questions and answers about blossom, branch, forest, grass,
Interaction 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 simple Ex.3p.83
short text.
3.7.Reading a simple short familiar text, and Text: The Selfish Giant:
demonstrating comprehension by appropriate fluency, Ex.5p.83
stress, intonation, sense groups, and etc. Control reading of the text.
Culture 1.6.Learning a poem for children which belongs to the Poem: Six Honest Serving
culture of the English-Speaking world. Men:
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 briefly Talking about what people did in
Interaction describe past actions, using simple words and the past.
expressions, syntactic structures and grammar forms
that have been practiced.
Reading 3.4.Understanding the general meaning of a simple Text: The Selfish Giant:
short text. p.85
Written 4.4.Writing legibly and neatly, respecting the rules of
 Interaction writing capital and lower-case forms of letters, making
adequate spaces between words, and organizing a
message on a page appropriately.
Culture 1.6.Learning poems, songs and dialogues for children
which belong to the culture of the English-Speaking
world.
Evaluation - Practical application of knowledge and skills Test-Paper n4 1
acquired while studying this unit.
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Lesson 1 I Live in Moldova 1
Spoken 2.2.Reproducing certain intonation patterns and other bunch, country, fortress, horn of
Interaction phenomena specific to the English language. plenty, key, landscape,
2.5.Producing simple isolated sentences to briefly monastery, native land, golden;
describe Moldova, using simple words and expressions, Talking about Moldova:
syntactic structures and grammar forms that have been What country are you from?
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 Chiinu 1
Spoken 2.5.Producing simple isolated sentences to briefly alley, capital, palace, place of
Interaction describe familiar places, using simple words and interest, puppet show, statue,
expressions, syntactic structures and grammar forms writer, enjoy;
that have been practiced. Talking about places of interest
in Moldova:
 2.3.Reproducing simple sentences and the formulas of Ex.4p.89
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 simple Text: Welcome to Chiinu:
short text. Ex.3p.89
Written 4.3.Writing punctuation marks a colon, inverted
Interaction 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 about past box-office, ticket, visit;
Interaction actions on the basis of spoken models.
2.5.Producing simple isolated sentences to briefly Talking about past actions:
describe past actions, using simple words, syntactic Where did you go?
structures and grammar forms that have been practiced. Ex.3,4p.91
Reading 3.5.Identifying simple descriptions of familiar places. Ex.2p.90
Integrated 1.1.Identifying words and expressions similar to the New Vocabulary.
Skill words and expressions in the students mother-tongue
Combinations in simple written and oral sentences.
Final Evaluation - Practical application of knowledge and skills Final Test-Paper 1
acquired in the course of this academic year.
Lesson 4 Plans for the Summer Vacation 1
Spoken 2.2.Reproducing certain intonation patterns and other mountain, postcard, seaside,
Interaction phenomena specific to the English language. summer camp, go hiking, spend,
2.5.Producing simple isolated sentences to briefly in the country, next;
describe plans for the future, using simple words and
expressions, syntactic structures and grammar forms Talking about the future:
that have been practiced. I will go to the seaside.
He wont go to the seaside.
Ex.1,2,4,5,6p.92-93
Reading 3.4.Understanding the general meaning of a simple Ex.3p.93
 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 about Asking about the future:
Interaction future actions on the basis of spoken models. Will you go there?
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 adequate Talking about what children like
Interaction to certain everyday life situations on the basis of and dislike:
spoken models. Ex.2,3p.97
Reading 3.7.Reading a simple short familiar text, and Ex.1p.96
demonstrating comprehension by appropriate fluency, Control reading of the text.
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 places of
Interaction interest in Chiinu on the basis of spoken models.
End-of- Round Up 1
the-Book
Spoken 2.5.Producing simple isolated sentences to briefly Talking about seasons, clothes,
Interaction describe seasons, people, objects, animals and familiar houses, furniture, past and future
places, using simple words and expressions, syntactic actions.
structures and grammar forms that have been practiced.
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 house.
Skill 1.6.Describing seasons in brief.
Combinations