4

th
form: total 68 hours
Specific Competence Indicators (SCI)
and Sub Competences (SC)
Nr. Content
Hours
Date Notes
SCI SC
Term 1

32

Module 1 7
Lesson 1 Back to School 1
Listening 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,
exciting, well;

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

Reading 3.1. Understanding the general meaning of a simple short
message, referred to familiar situations of everyday life.
Ex.4 p.2
Written
Interaction
4.4.Writing a simple short message about ones
summer vacation, using expressions and short
sentences, structures and grammar forms that have
been practiced.
Writing about summer holidays:
Ex.9 p.3

Lesson 2 A Trip to Soroca 1
Spoken
Interaction
2.3Participating in simple dialogues related to summer
holidays and using simple word and expressions that
been practiced.
century, trip, oak, build, take
pictures, travel, etc.
Talking about summer holidays:
Why did you take it? Ex.1,2,3 p.4-
5

Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
Text: A Trip to Soroca:
Ex.4 p.5

familiar world- summer holidays. The text is used as a
source of information and discussion.
3.8.Applying the strategies of receiving a written
message: defining the type of a text; understanding the
general idea of the text; recognizing familiar words and
expressions; using bilingual dictionaries to define
unknown words.
Lesson 3 Lets Share Impressions

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

Reading 3.2. Understanding the meaning of certain words and
phrases in a short authentic text to be aware of the
situation.
3.8.Applying the strategies of receiving a written
message: defining the type of a text; understanding the
general idea of the text; recognizing familiar words and
expressions; indentifying words and expressions similar
to the words and expressions in the students mother-
tongue; defining the meaning of unknown words
through context; employing personal experience to
comprehend the situation; using bilingual dictionaries
to define unknown words.

Ex.1 p.6
Text: Andys Letter:
Ex.2 p.6

Culture 1.5.Learning to follow the norms of writing letters. Ex.2 p.6
Integrated
Skill
Combinations
1.1.Identifying words and expressions similar to the
words and expressions in the students mother-tongue
in simple written and spoken sentences.
New Vocabulary
Lesson 4 An Invitation to the Village 1
Spoken
Interaction
2.2.Producing simple sentences to briefly describe a
visit to friends, to express tastes, preferences, emotions
and the way the students feel.
bottle, calendar, camera,
chocolate, photo album;
Talking about visiting friends:
Shall I help you?
Yes, please, / No, thank you.
Ex.1,2,3 p.8

Reading 3.4.Understanding the general meaning and the main Ex.4 p.9
ideas of a simple text which is referred to the students
familiar world- summer holidays. The text is used as a
source of information and discussion.
3.5. Understanding the meaning of recommendations
and suggestion to be informed and to act appropriately.
Lesson 5 A Weekend in the Village 1
Listening 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
2.2.Producing simple sentences to briefly describe a
visit to friends, to express tastes, preferences, emotions
and the way the students feel.
1.Greeting each other and giving
responses.
Did you have a good trip?
Its good to see you. Etc.
2.Talking about the weekend:
Ex.1,2,3,4 p.10
3.Talking about the fruits, berries
and vegetables that grow in
Moldova: Ex.5 p.11

Reading 3.6.Associating the information from a text with
pictures.
Ex.6 p.11
Culture 1.1.Participating in a familiar communicative situation,
using the norms of verbal and non-verbal
communication.
Greeting each other and giving
responses.

Lesson 6 Andys New Pictures 1
Spoken
Interaction
2.2.Producing simple sentences to briefly describe
peoples hobbies and families.
2.3Participating in simple dialogues and using simple
word and expressions that been practiced.
diary, hobby, nephew, etc.
1.Talking about hobbies:
Ex.1,3 p.12
2.Talking about family relations:
Vicky is Mrs Plops niece.
Ex.4 p.13

Reading 3.6.Associating the information from a text with
pictures.
Ex.2 p.12
Written
Interaction
4.4.Writing a simple short story about Vickys wonderful
weekend, using expressions and short sentences,
structures and grammar forms that have been
practiced.
4.9.Using the strategies of producing written messages.
Writing a story about a weekend:
Ex.6 p.13

Culture 1.6.Learning about entertainment, and sport in
English-Speaking countries.
Ex.1 p.12
Lesson 7 Round Up 1
Spoken
Interaction
2.2.Producing simple sentences to briefly describe
hobbies, to express tastes, preferences, and emotions.
2.3Participating in simple dialogues and using simple
word and expressions that been practiced.
2.6.Applying the strategies of producing spoken
messages: using familiar words and expressions to
organize the discourse.
Ex.2 p.14
Ex.1 p.14

Written
Interaction
4.6.Using simple words and expressions, syntactic
structures and simple grammar forms, synonyms and
antonyms that have been studied, adequate content,
while working on the project.
4.9.Using the strategies of producing written messages.
Ex.7 p.15
Initial
Evaluation
-Testing the knowledge and skills acquired in the course
of the previous year.
Diagnostic Test-Paper 1
Module II 9
Lesson 1 A Morning with the Family 1
Listening 1.4.Identifying the details of a message related to the
students morning routine. The message is presented
clearly.
Dishes, slippers, dry, put on, take
a shower, wake up;

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

Reading 3.6.Associating the information from a text with
pictures.
3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students .
morning routine. The text is used as a source of
information and discussion.
Ex.1 p.16
Text: In the Morning:
Ex.3 p.16

Integrated
Skill
Combinations
1.6.Identifying and explaining the rules of personal
hygiene.
Ex.1 p.16
Lesson 2 Andys School Today 1
Spoken
Interaction
2.3Participating in simple dialogues related to the
students school day and using simple word and
Talking about a school day:
Ex.1,4,8 p.18-19

expressions that been practiced.
2.4.Retelling the content of the studied text, using
words and phrases that have been practiced.
2.2.Producing simple sentences to briefly describe the
students school day.
2.6.Applying the strategies of producing spoken
messages: using familiar words and expressions to
organize the discourse; using non-verbal means of
communication (gestures and facial expressions).
2.5.Reproducing a simple poem.
Poem: Sister and Brother:
Reading 3.5. Understanding the meaning of recommendations
and suggestion to be informed and to act appropriately.
3.8.Applying the strategies of receiving a written
message: defining the type of a text; understanding the
general idea of the text; recognizing familiar words and
expressions; indentifying words and expressions similar
to the words and expressions in the students mother-
tongue; defining the meaning of unknown words
through context; employing personal experience to
comprehend the situation; using bilingual dictionaries
to define unknown words.
Ex.1 p.18
Text: Andys School Day:
Ex.3 p.19

Written
Interaction
4.6.Using simple words and expressions, syntactic
structures and simple grammar forms, synonyms and
antonyms that have been studied, adequate content in
a short story about the students school day.
Writing about a school day.
Lesson 3 My School 1
Spoken
Interaction
2.3Participating in simple dialogues related to the
students school life and school buildings, and using
simple word and expressions that been practiced.
2.2.Producing simple sentences to briefly describe the
students must do to know English.
2.6.Applying the strategies of producing spoken
messages: identifying the situation of communication;
using familiar words and expressions to organize the
discourse; respecting the models of discourse;
self-correcting in oral interaction; employing the
formulas of politeness; using non-verbal means of
communication (gestures and facial expressions).
canteen, classroom, gym,
teachers room; next to, in, on,
behind, near, between;
1.Talking about school life and
school buildings:
Ex.1,2,3 p.20-21
2.Talking about what must be
done to know English well:
Ex.5 p.21


Reading 3.1. Understanding the general meaning of a simple short
message, referred to the students school life.
3.7.Reading a simple short familiar text consciously and
fluently, with adequate intonation.
Ex.4 p.21
Control reading of the text.

Culture 1.8.Learning to cooperate with ones classmates while
studying and playing.
Ex.6 p.21
Lesson 4 School Rules 1
Listening 1.4.Identifying the details of a message related to
school rules. The message is presented clearly.
Ex.2 p.22
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.2.Producing simple sentences to briefly describe
school rules.

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

Reading 3.5. Understanding the meaning of recommendations
and suggestion to be informed and to act appropriately.
3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world school rules.
Text: School Rules:
Ex.4 p.23
Text: Sandy Is Late:
Ex.3 p.22

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

Culture 1.1.Participating in a familiar communicative situation,
using the norms of verbal and non-verbal
communication.

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

Lesson 5 Whats Your Favorite Subject? 2
Spoken
Interaction
2.2.Producing simple sentences to briefly describe the
students favourite subjects.
2.3Participating in simple dialogues related to school
subject and using simple word and expressions that
have been practiced.
2.6.Applying the strategies of producing spoken
messages: using familiar words and expressions to
organize the discourse;
self-correcting in oral interaction; employing the
formulas of politeness.
Art, History, Mathematics, music,
PE, Science, Romanian,
Technology; boring, enjoyable,
interesting, useful, be fond of, do
sums, paint, minus, plus,
timetable, tomorrow;
Talking about school subjects:
My favourite subject is .
Ex.2,3,4 p.24-25

Reading 3.1. Understanding the general meaning of a simple short
message, referred to school subject.
3.7.Reading a simple short familiar text consciously and
fluently, with adequate intonation.
Ex.1,2 p.24
Control reading of the text.

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

Integrated
Skill
Combinations
1.3.Reading numbers correctly. Ex.5 p. 25
Lesson 6 What Do They Do?
Spoken
Interaction
2.2.Producing simple sentences to briefly describe
different professions, and to express the students
preferences concerning their profession choices.
2.6.Applying the strategies of producing spoken
messages: using familiar words and expressions to
organize the discourse, respecting the models of
discourse.
Artist, baker, musician, tailor, vet,
engineer, pilot, cook, dangerous,
clothes; violin, piano, guitar;
Talking about peoples
occupations and jobs:
She plays the violin.
Ex.1,2,4,5,6 p.27

Culture 1.7.Learning a poem for children which belongs to the
culture of the English-Speaking world.
Ex.3 p.27
Integrated
Skill
Combinations
1.1.Identifying words and expressions similar to the
words and expressions in the students mother-tongue
in simple written and spoken sentences.
New Vocabulary
Lesson 7 Round Up 2
Spoken
Interaction
2.2.Producing simple sentences to briefly describe
school subjects, school rules, and profession.
2.6.Applying the strategies of producing spoken
messages
1.Talking about school subjects
and school rules: Ex.1,2 p.28
2.Talking about different
occupations and jobs: Ex.3 p.28

Reading 3.5. Understanding the meaning of recommendations
and suggestion to be informed and to act appropriately.


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

Evaluation -Practical application of knowledge and skills acquired
while studying this unit.
Test-Paper No.1 1
Module III 8
Lesson 1 Its October 1
Listening 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.
1.4.Identifying the details of a message. The message is
presented clearly.
doorbell, ghost, pumpkin, sweet,
a witch, tonight, be afraid, be
puzzled, dress up;
Ex.3 p.31

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

Reading 3.5. Understanding the meaning of instructions of how
to make a pumpkin lantern.
3.7.Reading a simple short familiar text consciously and
fluently, with adequate intonation.
3.8.Applying the strategies of receiving a written message.
Making a pumpkin lantern:
Ex.5,4,1 p.30-31

Culture 1.3.Learning about some traditional holidays in English-
Speaking countries.
1.7.Learning a poem for children which belongs to the
culture of the English-Speaking world.
Talking about Halloween
Poem: Halloween:
Ex.6 p.31

Lesson 2 Vicky Is Pretty 1
Listening 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, hazel,
oval;

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

Reading 3.8.Applying the strategies of receiving a written
message.
Ex.4 p.33
Lesson 3 Good Friends 1
Spoken 2.2.Producing simple sentences to briefly describe jigsaw puzzle, lollipop, devoted,
Interaction friends. friendly, gentle, helpful, kind
borrow;
Talking about friends:
What is he / she like? Help
yourself. Ex.1,4,5 p.34-35
Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world friends and friendly relationships. The
text is used as a source of information and discussion.
Choosing a title for the story:
Ex.2 p.34

Written
Interaction
4.2.Applying spelling and grammar rules while writing
sentences and short messages.

Lesson 4 Making Invitations 2
Spoken
Interaction
2.6.Applying the strategies of producing spoken
messages: identifying the situation of communication;
using familiar words and expressions to organize the
discourse; respecting the models of discourse;
self-correcting in oral interaction; employing the
formulas of politeness; using non-verbal means of
communication (gestures and facial expressions).
balloon, biscuit, felt-tip pen,
invitation, paper, scissors, invite,
join;
Talking about preparations for
birthday parties.

Reading 3.3. Understanding the general meaning of a simple
postcard.
3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world birthday preparation. The text is used
as a source of information and discussion.
3.8.Applying the strategies of receiving a written
message: defining the type of a text; (a postcard, an e-
mail, a fable, an announcement, a menu), etc.
Ex.1,3 p.36-37
Written
Interaction
4.9.Using the strategies of producing written messages:
Identifying the type of a text; respecting writing rules,
lexical norms, spelling, punctuation and grammar rules;
using bilingual and spelling dictionaries to check
spelling.
Writing an invitation to a birthday
party:
Ex.6 p.37

Integrated
Skill
Combinations
1.1.Identifying words and expressions similar to the
words and expressions in the students mother-tongue
in simple written and spoken sentences.
New Vocabulary
Lesson 5 Andy Is Going to Have Guests 1
Spoken 2.1.Producing simple sentences and the formulas of Guest
Interaction politeness used in simple spoken interaction.
2.6.Applying the strategies of producing spoken
messages: identifying the situation of communication;
using familiar words and expressions to organize the
discourse; respecting the models of discourse;
self-correcting in oral interaction; employing the
formulas of politeness; using non-verbal means of
communication (gestures and facial expressions).
Making invitations, accepting and
refusing invitations:
Would you like to come?
Id love to come.
Thats a good idea.
What a nice idea!
I am going to.
Ex.1,2 p.39
Reading 3.8.Applying the strategies of receiving a written
message.
Ex.3 p.38
Written
Interaction
4.4.Writing a simple short messages about the
students plans for Sunday, using expressions and short
sentences, structures and grammar forms that have
been practiced.
Writing about what one is going
to do on Sunday:
Ex.7 p.39

Lesson 6 Andys Birthday Party 1
Spoken
Interaction
2.6.Applying the strategies of producing spoken
messages
Present, toy soldier, treat a friend
to;
Talking about birthday parties.

Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world birthday parties. The text is used as a
source of information and discussion.
3.8.Applying the strategies of receiving a written
message.
Text: Andys Birthday Party:
Ex.6 p.41

Culture 1.1.Participating in a familiar communicative situation,
using the norms of verbal and non-verbal
communication.
1.4.Learning about traditional food and dishes in
English-Speaking countries.
Giving and receiving presents:
Ex.3,4 p.40-41

Lesson 7 Round Up 1
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.5.Reproducing simple dialogues.
2.2.Producing simple sentences to briefly describe
people.
1.Making, accepting, and
refusing invitations: Ex.2 p.42
2.Giving and receiving presents:
Ex.3 p.42
3.Describing a friends: Ex.1 p.42

Written
Interaction
4.4.Writing a simple short messages about a friend,
using familiar expressions , structures and grammar
forms.
Writing about a friend:
Ex.8 p.43

4.9.Using the strategies of producing written messages:
Identifying the type of a text; respecting writing rules,
lexical norms, spelling, punctuation and grammar rules;
using bilingual and spelling dictionaries to check
spelling.
Culture 1.5.Learning to follow the norms of writing postcards. Writing a birthday postcard.
Evaluation -Practical application of knowledge and skills acquired
while studying this unit.
Teat-Paper No.2 1
Module IV 6
Lesson1 A Letter from America 1
Spoken
Interaction
2.2.Producing simple sentences to briefly describe past
actions.
corn, hug, kiss, turkey, bad, good,
different, difficult, a lot of;
Talking about America:
Ex.1,2,3 p.44

Reading 3.1. Understanding the general meaning of a simple short
message, referred to familiar situations of everyday life.
3.8.Applying the strategies of receiving a written
message.
Ex.1,2 p.44
Written
Interaction
4.1.Applying the rules of punctuation while writing
sentences and short messages.
4.6.Using simple words and expressions, syntactic
structures and simple grammar forms, synonyms and
antonyms that have been studied, while writing about
past actions.
Writing about past actions:
Ex.6 p.45

Culture 1.3.Learning about some traditional holidays in English-
Speaking countries.
1.5.Learning to follow the norms of writing postcards.
Talking about Thanksgiving Day.
Ex.1 p.44

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

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

Lesson 3 Sandy Is Sick 2
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.2.Producing simple sentences to briefly describe the
state of being ill.
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced.
Cough, sneeze, medicine, running
nose, sore throat, sick, miserable,
unhappy, weak;
Talking about being ill:
Whats up?
Ex.4,6 p.49

Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world. The text is used as a source of
information and discussion.
3.5. Understanding the meaning of recommendations
to act appropriately.
Ex.1,2,3 p.48
Evaluation -Practical application of knowledge and skills acquired in
the course of this term.
Winter Term Test-Paper 1
Lesson 4 Merry Christmas 1
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.2.Producing simple sentences to briefly describe
Christmas, express tastes, preferences, emotions and
the way the students feel about it.
birth, mantelpiece, tradition,
sleigh, religious, fill, pull;
Talking about Christmas:
I wish you a Merry Christmas.
The same to you. Ex.1 p.50

Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world. The text is used as a source of
information and discussion.
Ex.2 p.50
Written
Interaction
4.5.Writing a simple short postcard according to a
model.
Ex.6 p.51
Culture 1.1.Participating in a familiar communicative situation,
using the norms of verbal and non-verbal
communication.
1.3.Learning about some traditional holidays in English-
Speaking countries.
1.5.Learning to follow the norms of writing postcards.
Talking about Christmas
Celebrations in England and in
the USU.
Writing a Christmas card:
Ex.6 p.51

Integrated
Skill
Combinations
1.7.Listening to and singing songs. Listening to and singing Christmas
Carols.

Lesson 5 Plans for Winter Vacation 1
Listening 1.5.Understanding the general meaning and identifying
the details of a simple dialogue which is referred to the
Rucksack, soap, track-suit,
trainers, toothbrush, tooth-paste,

students familiar world winter vacation. The dialogue
is pronounced slowly and clearly.
towel;
Ex.1 p.52
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.2.Producing simple sentences to briefly describe
winter vacation.
Talking about winter vacation:
Can I help you?
Yes, please / No, thank you.
Ex.3,4,5 p.52-53

Reading 3.8.Applying the strategies of receiving a written
message.
Ex.5 p.53
Written
Interaction
4.9.Using the strategies of producing written messages. Writing a story about visiting a
place: Ex.8 p.53

Term 2
36
Module IV 3
Lesson 6 Favourite Sport 2
Listening 1.4.Identifying the details of a message related to
definite situations from everyday life. The message is
presented clearly.
bob-sleigh, cable car,
competitions, slier, sport, sports-
man, be proud of;

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

Reading 3.8.Applying the strategies of receiving a written
message.
Ex.2 p.54
Written
Interaction
4.6.Using simple words and expressions, syntactic
structures and simple grammar forms, synonyms and
antonyms that have been studied, adequate content in
sentences about sport.
Ex.7 p.55
Culture 1.6.Learning about sport in English-Speaking countries

Talking about sport in English-
Speaking countries

Lesson 7 Round Up 1
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.6.Applying the strategies of producing spoken
messages.
Ex.2 p.56
Talking about things children
should do to get a present from
Father Christmas: Ex.1

Written
Interaction
4.4.Writing a simple short message about winter
activities, using expressions , structures and grammar
forms that have been practiced.
4.9.Using the strategies of producing written messages:

respecting writing rules, lexical norms, spelling,
punctuation and grammar rules; using bilingual and
spelling dictionaries to check spelling.
Culture 1.8.Learning to cooperate with ones classmates while
studying and playing.
Writing about favourite winter
activities:
Ex.8 p.57

Module V 10
Lesson 1 Andys Town 1
Listening 1.1.Distinguishing in speech words and simple short
sentences containing certain sounds and patterns of
intonation sounds, patterns of intonation.
block of flats, building, center,
church, mail, behind, main;

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

Reading 3.1. Understanding the general meaning of a simple short
message, referred to the students familiar environment.
3.7.Reading a simple short familiar text fluently, with
adequate intonation.
Ex.4 p.59
Control reading of the text.

Written
Interaction
4.4.Writing a simple short message about the
students neighbor-hood, using expressions , structures
and grammar forms that have been practiced.
Ex.7 p.59
Integrated
Skill
Combinations
1.2.Presenting a simple plan of a district. Making a plan of ones neighbor-
hood.

Lesson 2 The Magic World of Books 2
Listening 1.5.Understanding the general meaning and identifying
the details of a simple dialogue which is referred to the
students familiar world books. The dialogue is
pronounced slowly and clearly.
adventure, fairytale, story,
famous;
Ex.2 p.60

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

Reading 3.1. Understanding the general meaning of a simple short
message, referred to familiar situations of everyday life.


Ex.3 p.60
Lesson 3 Much and Many 2
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced
Learning to use how much and
how many:
He / she has many / much.:
Ex.4,5,6,7 p.63

Reading 3.7.Reading a simple short fairy tale consciously and
fluently, with adequate intonation.
3.8.Applying the strategies of receiving a written
message.
Ex.1 p.62
Control reading of the tale.

Culture 1.2.Studying famous fairy tales. Fairy tale: Old Apple- Seed John
Lesson 4 At the Post Office 1
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced.
2.6.Applying the strategies of producing spoken
messages: identifying the situation of communication;
using familiar words and expressions to organize the
discourse; respecting the models of discourse;
self-correcting in oral interaction; employing the
formulas of politeness; using non-verbal means of
communication (gestures and facial expressions).
envelope, magazine, newspaper,
poster, telegram, stick;
Talking about the post office:
How much is it?
Id like
Ex.5,8 p.65

Reading 3.7.Reading a simple short fairy tale consciously and
fluently, with adequate intonation.
Ex.3 p.64
Control reading of the dialogue.

Lesson 5 Shopping 1
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced
flour, salt, shopping list;
Talking about shopping:
How much flour would you like?
Ex.3 p.66

Reading 3.1. Understanding the general meaning of a simple short
message, referred to the students familiar environment.
Text: Shopping:
Ex.2 p.66

Lesson 6 A Surprise for Mummy 2
Spoken
Interaction
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced
pan, pancake, surprise, drop, fry,
oil, little few, everything;
Learning to use little and few:
There is little milk.
There are few apples.

Reading 3.1. Understanding the general meaning of a simple short EX.1 p.68
message, referred to the students familiar environment.
3.5. Understanding the meaning of recommendations
to act appropriately.
Making a pancake:
Ex.6 p.69
Lesson 7 Round Up 1
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
2.2.Producing simple sentences to briefly describe the
students neighbourhood.
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced
1.Making dialogues in a shop:
Ex.2 p.70
2.Talking about ones
neighbourhood:
Ex.1,3 p.70

Culture 1.8.Learning to cooperate with ones classmates while
studying and playing.
Drawing a poster invitation to
ones village, town or city:
Ex.6p.71

Evaluation -Practical application of knowledge and skills acquired
while studying this unit.
Test-Paper No.3 1
Module VI 9
Lesson 1 Spring Is Coming 1
Listening 1.4.Identifying the details of a message related to
spring. The message is presented clearly.
air, earth, nest, colourful, damp,
delicious, fresh, tiny, become
alive;
Text: Spring Is Coming:
Ex.4 p.72

Reading 3.1. Understanding the general meaning of a simple short
message, referred to spring.
3.7.Reading a simple short familiar text consciously and
fluently, with adequate intonation.
Text: Spring Is Coming:
Ex.5,6 p.73
Control reading of the text.

Written
Interaction
4.6.Using simple words and expressions, syntactic
structures and simple grammar forms, synonyms and
antonyms that have been studied, adequate content in
a short message bout spring.
4.7.Using elementary logical connectors or, and, but,
so.
Describing spring.
Lesson 2 Springtime 1
Listening 1.4.Identifying the details of a message related to
spring. The message is presented clearly.
drop of blood, fairy, petal, heavy,
appear, attack, fight;
Ex.1 p.74

Spoken
Interaction
2.2.Producing simple sentences to briefly describe the
students familiar environment.
Hide-and-seek, hopscotch, leap
frog, tag;

Talking about childrens games:
Do you like to play? Ex.4,5 p.75
Lesson 3 Vicky Learns about Great Britain 2
Listening 1.2.Identifying the intention of communication and the
formulas of politeness used in spoken interaction.
1.5.Understanding the general meaning and identifying
the details of a simple dialogue which is referred to the
students personal information and familiar world . The
dialogue is pronounced slowly and clearly.
Ex.1 p.76
Spoken
Interaction
2.2.Producing simple sentences to briefly describe an
English-Speaking country.
Talking about Great Britain:
Is London in England or in
Scotland? Its in England.

Reading 3.1. Understanding the general meaning of a simple short
message, referred to Great Britain.
Ex.2,3 p.76
Lesson 4 The Sights of London 1
Listening 1.2.Identifying the intention of communication and the
formulas of politeness used in spoken interaction.
Ex.1 p.78
Spoken
Interaction
2.3.Participating in simple dialogues and using simple
word and expressions that have been practiced.
Talking about the city the
students would like to visit:
Ex.6 p.79

Reading 3.1. Understanding the general meaning of a simple short
message, referred to London.
3.3. Understanding the general meaning of a simple
postcard.
Ex.5 p.79
Written
Interaction
4.2.Applying spelling and grammar rules while writing
sentences and short messages.
Writing sentences about places of
interest in London:
Ex.7 p.79

Lesson 5 The Animal World 2
Listening 1.1.Distinguishing in speech words and simple short
sentences containing sounds and patterns of intonation
and other specific phenomena. The words and sentences
are pronounced slowly and clearly.
1.4.Identifying the details of a message related to
animals. The message is presented clearly.
neck, stripe, tail, domestic, wild,
etc.;
Ex.2 p.80

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

Reading 3.4.Understanding the general meaning and the main Text: At the Zoo:
ideas of a simple text which is referred to the students
familiar world-animals. The text is used as a source of
information and discussion.
3.7.Reading a simple short familiar text consciously and
fluently, with adequate intonation.
EX.3 p.80
Control reading of the text.
Integrated
Skill
Combinations
1.4.Identifying and describe domestic and wild animals
in brief.

Lesson 6 Which Animals Is More
Intelligent
1
Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
familiar world-animals. The text is used as a source of
information and discussion.
Ex.1 p.82
Written
Interaction
4.4.Writing a simple short message sentences about
animals, using expressions , structures and grammar
forms that have been practiced.
bigger, more playful; the most
playful;

Integrated
Skill
Combinations
1.4.Identifying and describe domestic and wild animals
in brief.

Lesson 7 Round Up 1
Spoken
Interaction
2.2.Producing simple sentences to briefly describe
animals.
1.Talking about spring weather:
Ex.1 p.84
2.Talking about childrens games:
Ex.2 p.84
3.Describing animals: Ex.3 p.84

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

Culture 1.8.Learning to cooperate with ones classmates while
studying and playing.
Ex.8 p.85
Evaluation -Practical application of knowledge and skills acquired
while studying this unit.
Test-Paper No.4 1
Module VII 9
Lesson 1 Val Talks about the USA 2
Listening 1.5.Understanding the general meaning and identifying
the details of a simple dialogue which is referred to the
USA. The dialogue is pronounced slowly and clearly.
bend, bridge, gate, hill, stay,
Wonder, crooked, immense,
steep, extend, impress;
Ex.2 p.86

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

Reading 3.1. Understanding the general meaning of a simple short
message.
3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the SUA. The
text is used as a source of information and discussion.
Ex.1,3 p.86
Lesson 2 Mothers Day 2
Listening 1.5.Understanding the general meaning and identifying
the details of a simple dialogue which is referred to the
Mothers Day.
carnation, elegance, hymn, olive-
green, readiness, talent;
Ex.1 p.88

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

Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to Mothers Day.
The text is used as a source of information and
discussion.
Ex.2 p.88
Written
Interaction
4.3.Respecting the rules of organizing a message on a
page depending on the type of this message.
4.5.Writing a simple short postcard according to a
model.
Making a special card for ones
mother:
Ex.8 p.89

Culture 1.3.Learning about some traditional holidays in English-
Speaking countries.
Talking about Mothers Day.
Integrated
Skill
Combinations
1.5.Identifying and explaining how the students feel.
Lesson3
Listening 1.5.Understanding the general meaning and identifying
the details of a simple dialogue which is referred to the
students familiar actions.
chicken, admire, traditional,
whatever;
Ex.1 p.90

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

Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the way
people organize their picnics. The dialogue is used as a
source of information and discussion.
Ex.2 p.90
Lesson 4 Are You Ready for Fun? 1
Listening 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.
1.4.Identifying the details of a message related the
weather in May. The message is presented clearly.
Butterfly, meadow, fly, still,
instead;
Talking about May weather:
Ex.1 p.92

Reading 3.6.Associating the information from a text with
pictures.
4.9.Using the strategies of producing written messages:
Identifying the type of a text; respecting writing rules,
lexical norms, spelling, punctuation and grammar rules;
using bilingual and spelling dictionaries to check spelling
Ex.6 p.93
Writing a story:
Ex.7 p.93

Lesson 5 Holidays and You 1
Listening 1.6. Understanding the general meaning of a telephone
conversation related to the students everyday life. The
conversation is pronounced slowly and clearly.
roller skates, straw hat, sun-
glasses, swimming-costume, go
hiking;
Ex.1 p.94

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

Reading 3.4.Understanding the general meaning and the main
ideas of a simple dialogue which is referred to the
students familiar world-summer holidays and camps..
The dialogue is used as a source of information and
discussion.
3.7.Reading a simple short familiar dialogue consciously
and fluently, with adequate intonation.
Ex.2 p.94
Control reading of the dialogue.

Lesson 6 What a Dream 1
Spoken 2.2.Producing simple sentences to briefly describe Talking about summer holidays.
Interaction plans for summer holidays.
Reading 3.4.Understanding the general meaning and the main
ideas of a simple text which is referred to the students
summer holidays.
Text: What a Dream:
Ex.2 p.96

Lesson 7 Round Up 1
Spoken
Interaction
2.2.Producing simple sentences to briefly describe
winter and summer holidays.
2.3.Participating in simple dialogues, and using simple
word and familiar expressions.
Talking about summer and winter
holidays:
Ex.3 p.98

Written
Interaction
4.2.Applying spelling and grammar rules while writing
sentences and short messages.
Ex.8 p.99
Final
Evaluation
-Practical application of knowledge and skills acquired in
the course of this academic year.
Final Test-Paper 1
End-of-
the-book
Round Up 2
Spoken
Interaction
2.1.Producing simple sentences and the formulas of
politeness used in simple spoken interaction.
Ex.2 p.100
Culture 1.1.Participating in a familiar communicative situation,
using the norms of verbal and non-verbal
communication.
1.6.Learning about education, entertainment, and sport
in English-Speaking countries
Talking about education, sport,
and entertainment in English-
Speaking countries.

Integrated
Skill
Combinations
1.7.Listening to and singing songs. Singing songs in English.