Date

Specific
Sub Competences SC
Competence
Indicators

Listening

1.3. Understanding the meaning of simple instructions and

directions related to classroom activities. The instructions and
directions are presented slowly and clearly.

Spoken
2.2. Producing simple sentences to briefly describe summer
Interaction holidays, to express tastes, preferences, emotions and the way
the students feel about their first day at school.
Reading
3.1. Understanding the general meaning of a simple short
message, referred to familiar situations of everyday life.
Written
4.4. Writing a simple short message about one's summer
Interaction vacation, using expressions and short sentences, structures
and grammar forms that have been practiced.
Spoken
2.3. Participating in simple dialogues related to summer
Interaction holidays and using simple words and expressions that have
been practiced.

Topic

Module I
Lesson 1
Back to
School

Lesson 2
A Trip to
Soroca

Reading

3.4. Understanding the general meaning and the main ideas of

a simple text which is referred to the students familiar world
- summer holidays.
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
Spoken
2.2. Producing simple sentences to briefly express tastes,
Let's
Interaction preferences, emotions and the way the students feel.
Share
2.3. Participating in simple dialogues and using simple words
Impressi
and expressions that have been practiced.
ons

Hrs Learning Activities/Evaluation

The activities of
pupils with Special
Educational
Requirements

thought, get back, be glad, fall,

exciting, well;
Talking about the first school
day: Ex.1p.2
Talking about summer holidays:
I played with my friend. Did you
go there? Ex.2,3,7,8p.2
Ex.4p.2

Poem school p. 2

Writing about summer

holidays:
Ex.5,6,9p.3
Bank, cave, entrance, spring,
tower, trip, high, legendary etc.
Talking about summer holidays:Why did you take it?
Ex.1,2,3p.4-5
Text: 'A Trip to Soroca': Ex.4p.5

Vocabulary p.2

Say good
morning, how are
you?
Vocabulary p.2

Bank, cave,
entrance, spring,
tower, trip, high,
legendary
Text: 'A Trip to
Soroca': Ex.4p.5

Patient, miss, share impressions, Vocabulary p.6

show, splendid, Could you help
me?/ Sharing impressions:What
about you? /Could you pass me
the salt? /I miss you. Ex.1,5,6p.7

Reading

3.2. Understanding the meaning of certain words and phrases

in a short authentic text (a dialogue) to be aware of the
situation.
3.8. Applying the strategies of receiving a written message:
defining the type of a text (a letter); understanding the general
idea of the text; recognizing familiar words and expressions;
identifying 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.
1.5. Learning to follow the norms of writing letters.

Ex.2p.6; 3p.7

Integrated
Skill
Combinations
Spoken
Interaction

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

Learning the new

voacabulary p. 6

bottle, calendar, camera,

chocolate, photo album; Talking
about visiting friends:
Shall I help you?
Yes, please, /No, thank you.
Ex.1,2,3p.8

bottle, calendar,
camera, chocolate,
photo album;
Talking about
visiting friends:
Shall I help you?
Yes, please, /No,
thank you.

Reading

3.4. Understanding the general meaning and the main ideas of

a simple text which is referred to the students familiar world
- visiting friends. The text is used as a source of information
and discussion.
3.5. Understanding the meaning of recommendations and
suggestions to be informed and to act appropriately.

Ex.4p.9

Dialogue p.8

Culture

2.2. Producing simple sentences to briefly describe a visit to

friends, to express tastes, preferences, emotions and the way
the students feel.

Ex:3 p.7

Ex.2p.6

Lesson 4
An
Invitation
to the
Village

Lesson 5
1.1. Distinguishing in speech words and simple short
sentences containing sounds, patterns of intonation and other A Weekend
in the
specific phenomena. The words and sentences are
Village
pronounced slowly and clearly.
Spoken
2.1 .Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.2. Producing simple sentences to briefly describe the
students' weekend, to express tastes, preferences, emotions
and the way the students feel.

Listening

Reading
Culture

3.6. Associating the information from a text with pictures.

1.1. Participating in a familiar communicative situation, using
the norms of verbal and non-verbal communication.
Spoken
2.2. Producing simple sentences to briefly describe people's
Interaction hobbies and families.
2.3. Participating in simple dialogues and using simple words
and expressions that have been practiced.
Reading

Lesson 6
Andy's
New
Pictures

3.6. Associating the information from a text with pictures.

Written
4.4. Writing a simple short story about Vickys wonderful
Interaction weekend using expressions and short sentences, structures
and grammar forms that have been practiced.
4.9. Using the strategies of producing written messages.
Culture
1.6. Learning about entertainment, and sport in EnglishSpeaking countries.
Round Up
Spoken
2.2. Producing simple sentences to briefly describe hobbies,
Interaction to express tastes, preferences, and emotions.
2.3. Participating in simple dialogues and using simple words
and expressions that have been practiced.
2.6. Applying the strategies of producing spoken messages:
using familiar words and expressions to organize the
discourse.

apricot, bean, beet, cherry,

cucumber, garlic, onion, peach,
pea, pepper;

apricot, bean, beet,

cherry, cucumber,
garlic, onion,
peach, pea, pepper;
1. Greeting each other and giving Greeting each other
responses.
and giving
2.Talking about the weekend:
responses.
Ex.1,2,3,4p.10 3.Talking about
the fruits, berries, and vegetables
that grow in Moldova: Ex.5p.11
Ex.6p.11
Ex.6p.11
Greeting each other and giving
responses.
Diary, hobby, nephew, etc.
Diary, hobby,
1 .Talking about hobbies:
nephew, etc.
Ex,1,3p.12
2.Talking about family relations:
Vicky is Mrs. Plop's niece.
Ex.3,4p.13
Ex.1p.12
Ex.1p.12
Writing a story about a weekend: Vocabulary p.12
Ex.5p.13
Ex.2 p.12
Ex.2p.14
Ex.1p.14

Words from
vocabularies

Written
4.6. Using simple words and expressions, syntactic structures
Interaction 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.
Initial
- Testing the knowledge and skills acquired in the course of
Evaluation the previous year.
Listening

1.4. Identifying the details of a message related to the

students' morning routine. The message is presented clearly.

Ex.7p.15

Diagnostic Test-Paper
Module II
Lesson 1
A Morning
with the
Family

Spoken
2.2. Producing simple sentences to briefly describe the
Interaction students' morning routine.
2.6.Applying the strategies of producing spoken messages
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.
Integrated 1.6. Identifying and explaining the rules of personal hygiene.
Skill
Combinations
Lesson 2
Spoken
2.3. Participating in simple dialogues related to the students
Andy's
Interaction school day and using simple words and expressions that have
School
Day
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.

dishes, slippers, dry, put on, take dishes, slippers,

a shower, wake up;
dry, put on, take a
shower, wake up;
Talking about morning routine:
I/we/they do.....
He/she/does.... Ex.2,7,8p.16-17
Ex.1p.16
Ex.1p.16
Text: In the Morning': Ex.4p.16 Text: In the
Morning': Ex.4p.16
Ex.1p.16

Talking about a school day:

Ex.1p.18
Ex.4p.19

Poem p. 19

Culture

1.7. Learning a poem that belongs to the culture of the

EnglishSpeaking world.
Reading
3.5. Understanding the meaning of recommendations and
suggestions to be informed and to act appropriately.
3.8. Applying the strategies of receiving a written message:
defining the type of a text (a letter); understanding the general
idea of the text; recognizing familiar words and expressions;
identifying 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.
Written
4.6. Using simple words and expressions, syntactic structures
Interaction and simple grammar forms, synonyms and antonyms that
have been studied, and adequate content in a short story about
the students' school day.
Lesson 3
Spoken
2.3. Participating in simple dialogues related to the students
My
School
Interaction school life and school buildings, and using simple words and
expressions that have been practiced.
2.2. Producing simple sentences to briefly describe what the
students must do to know English well.
2.6. Applying the strategies of producing spoken messages:
identifying the situation of communication (interlocutors,
intentions, place and time); 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).
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.

Poem: Sister and Brother':

Ex.8p.19
E x.lp.18
Text: 'Andy's School Day':
E.3p.19

Text: 'Andy's
School Day'

Writing about a school day.

canteen, classroom, gym,

teacher's room;
next to, in, on, behind, near,
between;
1.Talking about school life
and school buildings:
Ex.1,2,3p.20-21
2.Talking about what must
be done to know English
well:
Ex.5p.21

canteen, classroom,
gym, teacher's
room;
next to, in, on,
behind, near,
between;

Ex.4p.21
Control reading of the text.

Control reading of
the dialogue p. 21

Culture

1.8. Learning to cooperate with one's classmates while

studying and playing.

Listening

1.4. Identifying the details of a message related to school

rules. The message is presented clearly.

Spoken
2.1 Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.2. Producing simple sentences to briefly describe school
rules.
Written
4.9. Using the strategies of producing written messages.
Interaction
Culture
1.1 Participating in a familiar communicative situation, using
the norms of verbal and non-verbal communication.
Integrated 1.8. Employing non-verbal means of communication - body
Skill
movements, facial expressions and actions.
Combinations
Spoken
2.2. Producing simple sentences to briefly describe the
Interaction students' favourite subjects.
2.3. Participating in simple dialogues related to school
subjects and using simple words 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.

Reading

3.1. Understanding the general meaning of a simple short

message, referred to school subjects.
3.7. Reading a simple short familiar text consciously and
fluently, with adequate intonation.

Ex.6p.21
Lesson 4
School
Rules

Ex.2p.22

Ex.2p.22

oversleep, promise, think, late, oversleep, promise,

always, never;
think, late, always,
Talking about school rules: Be never;
helpful. I am sorry. Ex.4,5p.23
Writing five things we usually do
at school: Ex.6p.23

Lesson 5
Whats
Your
Favourite
Subject?

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.2,3,4p.24-25

Art, History,
Mathematics,
Music, PE,
Science, Romanian, Technology;
boring, enjoyable,
interesting, useful,
be fond of, do
sums, paint, minus,
plus, timetable,
tomorrow;

Ex.1,2,p.24
Control reading of the text.

Reading the
dialogue p. 24

Written
4.1. Applying the rules of punctuation while writing sentences
Interaction about favourite school subjects.
4.4. Writing a simple short message about the students'
favourite subjects, using expressions and short sentences,
structures and grammar forms that have been practiced.
Integrated 1.3. Reading numbers correctly.
Skill
Combinations
Lesson 6
Spoken
2.2. Producing simple sentences to briefly describe different
What
Do
Interaction professions, and to express the students preferences
They
Do?
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.
Culture

1.3. Learning a poem for children that belong to the culture of

the English-Speaking world.
Integrated 1.1. Identifying words and expressions similar to the words
Skill
and expressions in the students mother-tongue in simple
Combiwritten and spoken sentences.
nations
Round Up
Spoken
2.2. Producing simple sentences to briefly describe school
Interaction subjects, school rules, and profession.
2.6. Applying the strategies of producing spoken messages.
Reading

3.5. Understanding the meaning of recommendations and

suggestions to be informed and to act appropriately.
4.7. Using elementary logical connectors - or, and, but, so.

Written
Interaction
Evaluation - Practical application of knowledge and skills acquired while
studying this unit.

Writing about favourite

subjects:
Ex.8p.25
Ex.5p.25

artist, baker, musician, tailor, vet,

engineer, pilot, cook, dangerous,
clothes; violin, piano, guitar;
Talking about people's occupations and jobs:
She plays the violin.
Ex.1,2,4,5,6p.27
Ex.3p.27

artist, baker,
musician, tailor,
vet, engineer, pilot,
cook, dangerous,
clothes; violin,
piano, guitar;

New vocabulary

New vocabulary

1 .Talking about school subjects Words from th

and school rules: Ex.1,2p.28
vocabulary of the
2.Talking about different
unit
occupations and jobs: Ex.3p.28

Writing about a school day:

Ex.7p.29
Test-Paper No. 1
Module III

Ex:5 p. 25

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.
Spoken
2.2. Producing simple sentences to briefly describe October
Interaction and Halloween.
2.5. Reproducing a simple dialogue and a poem.
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.
Culture
1.3. Learning about some traditional holidays in EnglishSpeaking countries.
1.7. Learning a poem for children that belong to the culture of
the English-Speaking world.

Lesson 1
It's
October

Talking about October and

Halloween: Light the
candle.Ex,2,4p.30-31 Ex.4,6p.31
Making a pumpkin lantern:
Reading halloween
Ex.5p.31
p.31
Ex.1p.30
Ex.4p.31
Talking about Halloween
Poem: Halloween':
Ex.6p.31
Lesson 2

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.
Spoken
2.2. Producing simple sentences to briefly describe people.
Interaction 2.6 Applying the strategies of producing spoken messages:
identifying the situation of communication (interlocutors,
intentions, place and time); 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).
Reading
3.8. Applying the strategies of receiving a written message.
3.7. Reading a simple short familiar text consciously and
fluently, with adequate intonation.

doorbell, ghost, pumpkin, sweet, doorbell, ghost,

a witch, tonight, be afraid, be
pumpkin, sweet, a
puzzled, dress up; Ex.3p.31
witch, tonight, be
afraid, be puzzled,
dress up

Vicky Is Pretty
pen-friend, cute, curly, hazel,
oval;

pen-friend, cute,
curly, hazel, oval;

Talking about people's appearance:

What does he/she look like?
Ex.3p.33

Ex.4p.33

Ex.4p.33

Spoken
2.2. Producing simple sentences to briefly describe friends.
Interaction

Reading

Written
Interaction
Spoken
Interaction

Reading

Written
Interaction
Integrated
Skill
Combinations

Lesson 3
Good
Friends

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.
4.2. Applying spelling and grammar rules while writing
sentences and short messages.
Lesson 4
2.6. Applying the strategies of producing spoken messages:
Making
identifying the situation of communication (interlocutors,
Invitations
intentions, place and time); 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).
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.
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.
1.1. Identifying words and expressions similar to the words
and expressions in the students mother-tongue in simple
written and spoken sentences.

Devoted, friendly, gentle, helpful, may, borrow, take care.

Talking about friends: What is
he/she like? Help yourself.
Ex.1,4,5
Choosing a title for the story:
Ex.2p.34

Devoted, friendly,
gentle, helpful,
may, borrow, take
care.

Ex7 p.35

Ex7 p.35

balloon, biscuit, felt-tip pen,

invitation, paper, scissors, invite,
join;
Talking about preparations for
birthday parties.

balloon, biscuit,
felt-tip pen,
invitation, paper,
scissors, invite,
join;

Ex.1p.36 Ex.3p.37

Diaogue p. 37

Writing an invitation to a
birthday party: Ex.6p.37
New Vocabulary

New Vocabulary

Spoken
2.1 .Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.6. Applying the strategies of producing spoken messages:
identifying the situation of communication (interlocutors,
intentions, place and time); using familiar words and
expressions to organize the discourse, respecting the models
of discourse; self-correcting in oral interaction; using nonverbal means of communication (gestures and facial
expressions).
Reading
3.8. Applying the strategies of receiving a written message.
Written
4.4. Writing simple short sentences about the students plans
Interaction for Sunday, using expressions, structures and grammar forms
that have been practiced.
Spoken
2.6. Applying the strategies of producing spoken messages.
Interaction
Reading

Lesson 5
Andy Is
Going to
Have
Guests

Ex.3p.38
Dialogue p.38
Writing about what one is going Ex:6 p.39
to do on Sunday: Ex.7p.39
Lesson 6
Andy's
Birthday
Party

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.
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 EnglishSpeaking countries.
Round Up
Spoken
2.1 .Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.5. Reproducing simple dialogues.
2.2. Producing simple sentences to briefly describe people.
Written
4.4. Writing a simple short message about a friend, using
Interaction familiar expressions, structures and grammar forms.
4.9. Using the strategies of producing written messages:

Making invitations, accepting

and refusing invitations: guest.
Would you like to come? / I'd
love to come. /
That's a good idea. / What a nice
idea! /
I am going to.....
Ex.1,2p.39

present, toy soldier, treat a friend present, toy soldier,

to;
treat a friend to;
Talking about birthday parties.
Text: Andy's Birthday
Party':'Ex.6p.41

Text: Andy's
Birthday Party'

Giving and receiving presents:

Ex.3p.40
Ex.4p.41
1.Making, accepting, and
Ex: 4 p. 42
refusing invitations: Ex.2p.42
2.Giving and receiving presents:
Ex.3p.42 3.Describing a friend:
Ex.1p.42
Writing about a friend: Ex.8p.43

Culture

identifying the type of a text; respecting writing rules, lexical

norms, spelling, punctuation and grammar rules; using
bilingual and spelling dictionaries to check spelling.
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.
Spoken
2.2. Producing simple sentences to briefly describe past
Interaction actions.

Reading

Test-Paper No. 2
Module IV
Lesson 1
A Letter
from
America

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.
Written
4.1. Applying the rules of punctuation while writing sentences
Interaction 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.
Culture
1. 3. Learning about some traditional holidays in EnglishSpeaking countries.
1.5. Learning to follow the norms of writing letters.
Lesson 2
Spoken
2.2. Producing simple sentences to briefly describe winter,
Wintertime
Interaction winter activities and games, to express preferences and
emotions.
2.3. Participating in simple dialogues, and using simple words
and expressions that have been practiced.
Written
4.4. Writing simple short sentences about familiar activities in
Interaction winter, using expressions, structures and grammar forms that
have been practiced.

corn, hug, kiss, turkey, bad,

good, different, difficult, a lot of;
Talking about America:
Ex.1,2,3p.44

corn, hug, kiss,

turkey, bad, good,
different, difficult,
a lot of;

Ex.1,2p.44

Ex.1,2p.44

Writing about past actions:

Ex.6p.45

Talking about Thanksgiving

Day.
Ex.1p.44
Chilly, severe, glove, parka,
sweater, vest, catch, catch a cold;
Talking about winter activities:
You should/You shouldn't....
Ex.1,2,3,6p.46,47
Writing about winter activities:
Ex.6p.47

Chilly, severe,
glove, parka,
sweater, vest,
catch, catch a cold;

Spoken
2.1 .Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.2. Producing simple sentences to briefly describe the state
of being ill.

Lesson 3
Sandy Is
Sick

2.3. Participating in simple dialogues and using simple words

and expressions that have been practiced.
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.
Lesson 4
Spoken
2.1 .Producing simple sentences and the formulas of
Merry
Interaction politeness used in simple spoken interaction.
Christmas
2.2. Producing simple sentences to briefly describe
Christmas, express tastes, preferences, emotions and the way
the students feel about it.
Reading

3.4. Understanding the general meaning and the main ideas of

a simple dialogue which is referred to the students familiar
world -Christmas celebration. The dialogue is used as a
source of information and discussion.
4.5. Writing a simple short postcard according to a model.

Written
Interaction
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 EnglishSpeaking countries.
1 .5. Learning to follow the norms of writing postcards.
Integrated 1.7. Listening to and singing songs.
Skill
Combinations

cough, sneeze, medicine, running

nose, sore throat, sick, miserable,
unhappy, weak;
Talking about being ill:
What's up?
Ex.4,6p.49
Ex.2,3p.48 Ex.1p.48

cough, sneeze,
medicine, running
nose, sore throat,
sick, miserable,
unhappy, weak

Ex: 3 p. 48

birth, mantelpiece, tradition,

sleigh, religious, fill, pull;
Talking about Christmas: / wish
you a Merry Christmas. The
same to you.
Ex.1p.50
Ex.2p.50

birth, mantelpiece,
tradition, sleigh,
religious, fill, pull;

Ex.6p.51

Ex.6p.51

Talking about Christmas

Celebrations in England and in
the USA.
Writing a Christmas card:
Ex.6p.51
Listening to and singing
Christmas Carols.

Ex.2p.50

Listening to and
singing Christmas
Carols.

Listening

1.5. Understanding the general meaning and identifying the

details of a simple dialogue which is referred to the students
familiar world - winter vacation The dialogue is pronounced
slowly and clearly.
Spoken
2.1. Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.2. Producing simple sentences to briefly describe winter
vacation.
Reading
3.8. Applying the strategies of receiving a written message.
Written
4.9. Using the strategies of producing written messages.
Interaction
Listening 1.4. Identifying the details of a message related to definite
situations from everyday life. The message is presented
clearly.

Lesson 5
Plans for
Winter
Vacation

Lesson 6
Favourite
Sports

Spoken

2.3. Participating in simple dialogues about sport, and using

simple words and expressions that have been practiced.
2.6. Applying the strategies of producing spoken messages.
Reading
3.8. Applying the strategies of receiving a written message.
Written
4.3. Respecting the rules of organizing a message on a page
Interaction depending on the type of this message.
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.
Culture
1.6. Learning about sport in English-Speaking countries.
Spoken
2.1 Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.6. Applying the strategies of producing spoken messages.

rucksack, soap, track-suit,

trainers, toothbrush, toothpaste,
towel; Ex.1p.52
Talking about winter vacation:
Can I help you?
Yes, please/No, thank you.
Ex.3,4,5p.52-53
Ex.5p.53
Writing a story about visiting a
place: Ex.8p.53
bob-sleigh, cable car, competition, slier, sport, sportsman,
be proud of;

rucksack, soap,
track-suit, trainers,
toothbrush, toothpaste,

Ex.5p.53

bob-sleigh, cable
car, competition,
slier, sport, sportsman, be proud of;

Talking about sports:

Ex.1,5,6,7p.55
Ex.2p.54
Ex.7p.55

Round Up

Talking about sport in EnglishSpeaking countries

Ex.2p.56; Talking about things
children should do to get a
present from Father Christmas:
Ex.1p.56

Ex.2p.54

Ex: 7 p.57

Written
4.4. Writing a simple short message about favourite winter
Interaction activities, using familiar expressions and short sentences,
structures and grammar forms.
4.9. Using the strategies of producing written messages:
respecting writing rules, lexical norms, spelling and
punctuation and grammar rules; using bilingual and spelling
dictionaries to check spelling.
Culture
1.8. Learning to cooperate with one's classmates while
studying and playing.
Listening

1.1. Distinguishing in speech words and simple short

sentences containing certain sounds and patterns of
intonation.

Spoken
2.2. Producing simple sentences to briefly describe the
Interaction students' familiar environment.
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.
Written
4.4. Writing simple short sentences about the students'
Interaction neighborhood, using expressions, structures and grammar
forms that have been practiced.
Integrated 1.2. Presenting a simple plan of a district.
Skill
Combinati
ons
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.
Spoken
2.2. Producing simple sentences to briefly describe
Interaction preferences in books.
2.3. Participating in simple dialogues related to books, and

Ex.7,8p.57

Writing about favourite winter

activities: Ex.8p.57
Module V
Lesson 1
Andys
Town

block of flats, building, center,

church, mail, behind, main;

block of flats,
building, center,
church, mail,
behind, main;

Talking about one's native town:

Ex.8p.59
Ex.4p.59
Ex.4p.59
Control reading of the text.
Ex.7p.59
Making a plan of one's
neighbourhood.
Lesson 2
The Magic
World of
Books

adventure, fairy tale, story,

famous;
Ex.2p.60
Talking about books: I have
some books.
I don't have any books. Do you

adventure, fairy
tale, story, famous;

using simple words and expressions that have been practiced.

2.5. Reproducing simple poems.

have any books? It's a pity.

Ex.1,7p.60-61

Culture

1.7. Learning a poem for children that belong to the culture of

the English-Speaking world.

Reading

3.1. Understanding the general meaning of a simple short

message, referred to familiar situations of everyday life.

Poem: Whole Duty of Children: Poem: Whole

Ex.5p.61
Duty of Children
Poem: Book-Manners':
Ex.8p.61
Ex.3p.60
Poem: BookManners'

Lesson 3
Spoken
2.1 Producing simple sentences and the formulas of
Much
and
Interaction politeness used in simple spoken interaction.
Many
2.3. Participating in simple dialogues and using simple words
and expressions that have been practiced.
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.
Culture
1.2. Studying famous fairy tales.
Lesson 4
Spoken
2.1 .Producing simple sentences and the formulas of
At
the Post
Interaction politeness used in simple spoken interaction.
Office
2.3. Participating in simple dialogues and using simple words
and expressions that have been practiced.
2.6. Applying the strategies of producing spoken messages:
identifying the situation of communication; self-correcting in
oral interaction; employing the formulas of politeness; using
non-verbal means of communication (gestures and facial
expressions).
Reading
3.7. Reading a simple short familiar dialogue consciously and
fluently, with adequate intonation.
Lesson 5
Spoken
2.1 .Producing simple sentences and the formulas of
Shopping
Interaction politeness used in simple spoken interaction.
2.3. Participating in simple dialogues and using simple words
and expressions that have been practiced.

Learning to use how much and

how many:
He/she has many/much.....:
Ex.4,5,6,7p.63
Ex.1p.62
Control reading of the tale.

Learning to use
how much and how
many
Ex.1p.62

Fairy tale: Old Apple-Seed John' Fairy tale: Old

Apple-Seed John'
envelope, magazine, newspaper, envelope,
poster, telegram, stick;
magazine, newsTalking about the post office:
paper, poster,
How much is it? I'd like...
telegram, stick;
Ex.5,8p.65

Ex.3p.64
Control reading of the dialogue.
flour, salt, shopping list; Talking
about shopping:
How much flour would you like?
Ex.3p.66

Ex.3p.64
flour, salt,
shopping list;
Talking about
shopping:

Reading

3.1. Understanding the general meaning of a simple short

message, referred to familiar situations of everyday life.
Spoken
2.3. Participating in simple dialogues and using simple words Lesson 6
A Surprise
Interaction and expressions that have been practiced.

Text: Shopping':
Ex.2p.66
Pan, pancake, surprise, drop, fry,
oil, little, few, everything;
Learning to use little and few.
There is little milk. There are few
apples.

Reading

Ex.1p.68
Making a pancake:
Ex.6p.69

for
Mummy

3.1. Understanding the general meaning of a simple short

message, referred to familiar situations of everyday life. 3.5.
Understanding the meaning of recommendations to act appropriately.
Round Up
Spoken
2.1 Producing simple sentences and the formulas of
Interaction politeness used in simple spoken interaction.
2.2. Producing simple sentences to briefly describe the
students' neighborhood.
2.3. Participating in simple dialogues, using simple words and
expressions that have been practiced.
Culture
1.8. Learning to cooperate with one's classmates while
studying and playing.
Evaluation - Practical application of knowledge and skills acquired while
studying this unit.
Listening

Reading

Test

Module VI
1.4. Identifying the details of a message related to spring. The Lesson 1
Spring Is
message is presented clearly.
Coming

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.

1 .Making dialogues in a
shop: Ex.2p.70
2.Talking about one's
neighborhood: Ex.1,3p.70

Text: Shopping':
Ex.2p.66
Learning to use
little and few.
Pan, pancake,
surprise, drop, fry,
oil, little, few,
everything;
Voacbulary p.68

Ex:6 p.71

Drawing a poster invitation to

one's village, town or city:
Ex.6p.71
Written Test-Paper
air, earth, nest, colourful, damp,
delicious, fresh, tiny, become
alive;
Text: 'Spring Is Coming':
Ex.4p.72
Text: Spring Is Coming':
Ex.5,6p.73
Control reading of the text.

air, earth, nest,

colourful, damp,
delicious, fresh,
tiny, become alive;
Text: Spring Is
Coming':

Written
4.6. Using simple words and expressions, syntactic structures
Interaction 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.
Lesson 2
Listening 1.2. Identifying the details of a legend. The legend is
Springtime
presented clearly.
Spoken
2.2. Producing simple sentences to briefly describe the
Interaction students' favourite games.

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.
Spoken
2.2. Producing simple sentences to briefly describe an
Interaction English-Speaking country.
Reading
Listening

3.1. Understanding the general meaning of a simple short

message, referred to Great Britain.
1.2. Identifying the intention of communication and the
formulas of politeness used in spoken interaction.

Spoken
2.3. Participating in simple dialogues and using simple words
Interaction and expressions that have been practiced.

Lesson 3
Vicky
Learns
about
Great
Britain

Lesson 4
The Sights
of London

Describing spring.

drop of blood, fairy, petal, heavy, drop of blood,

appear, attack, fight; Ex.1p.74
fairy, petal, heavy,
appear, attack,
fight
hide-and-seek, hopscotch,
hide-and-seek,
leapfrog, tag; Talking about
hopscotch,
children's games:
leapfrog, tag;
Do you like to play...?
Talking about
Ex.4,5p.75
children's games:
Ex.1p.76

Ex.1p.76

Talking about Great Britain: Is

London in England or in
Scotland? - It's in England.
Ex.2,3p.76

Vocabulary p. 76

Ex.1p.78
Talking about the city the
students would like to visit:
Ex.6p.79

Reading

3.1. Understanding the general meaning of simple short

messages, referred to London.
3.3. Understanding the general meaning of a simple postcard.
Written
4.2. Applying spelling and grammar rules while writing
Interaction sentences and short messages.
Lesson 5
Listening 1.1. Distinguishing in speech words and simple short
The
Animal
sentences containing sounds, patterns of intonation and other
World
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.
Spoken
2.2. Producing simple sentences to briefly describe animals;
Interaction express tastes, preferences, emotions and the way the students
feel.
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.
3.7. Reading a simple short familiar text consciously and
fluently, with adequate intonation.
Integrated 1.4. Identifying and describing domestic and wild animals in
Skill
brief.
Combinations
Reading
3.4. Understanding the general meaning and the main ideas in Lesson 6
Which
a simple text which is referred to the students familiar world
Animal
Is
- animals. The text is used as a source of information and
More
discussion.

Ex.5p.79

Ex.5p.79

Writing sentences about places

of interest in London: Ex.7p.79
neck, stripe, tail, domestic,
wild, etc.;
Ex.2p.80

neck, stripe, tail,

domestic,
wild

Written
4.4. Writing simple short sentences about animals, using
Interaction expressions, structures and grammar forms that have been
practiced.

Ex.1p.82
bigger, more
bigger, more playful; the biggest; playful; the
the most playful;
biggest; the most
playful;

Speak about the animal world

Text: At the Zoo': Ex.3p.80
Control reading of the text.

Text: At the Zoo':

Ex.3p.80

Ex5,7p.81

Ex.1p.82

Intelligent

Integrated 1.4. Identifying and describing domestic and wild animals in

Skill
brief.
Combinations
Spoken
2.2. Producing simple sentences to briefly describe animals.
Interaction

Ex.1,2,6 p.82-83

Round Up

Written
4.9.Using the strategies of producing written messages:
Interaction 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
1.8. Learning to cooperate with one's classmates while
studying and playing.

1.Talking about spring weather: Ex: 6 p.85

Ex.1 p.84
2.Taking about children's games:
Ex.2p.84
3.Describing animals: Ex.3p.84
Describing favourite animals:
Ex.8p.85
Ex.8p.85

Module VII

Listening

Lesson 1
1.5. Understanding the general meaning and identifying the
Val
Talks
details of a simple dialogue which is referred to the USA. The
about the
dialogue is pronounced slowly and clearly.
USA

Spoken
2.2. Producing simple sentences to briefly describe the USA.
Interaction
Reading
Listening

3.4. Understanding the general meaning and the main ideas of

a simple text which is referred to the USA. The text is used as
a source of information and discussion.
Lesson 2
1.5. Understanding the general meaning and identifying the
Mother's
details of a simple dialogue which is referred to Mother's
Day
Day.

bend, bridge, gate, hill, stay,

wonder, crooked, immense,
sharp, steep, extend, impress;
Ex.2p.86

bend, bridge, gate,

hill, stay, wonder,
crooked, immense,
sharp, steep,
extend, impress;

Talking about places of interest

in the USA:
It's far from.... It's far away...,.
Ex.7p.87
Ex.1p.86
Ex.3p.86
carnation, elegance, hymn, olive- carnation,
green, readiness, talent;
elegance, hymn,
Ex.1p.88
olive-green,
readiness, talent;

Spoken In- 2.2. Producing simple sentences to briefly describe familiar

teraction actions.
Reading
3.4. Understanding the general meaning and the main ideas of
a simple dialogue which is referred to Mother's Day. The text
is used as a source of information and discussion.
Written
4.3. Respecting the rules of organizing a message on a page
Interaction depending on the type of this message.
4.5. Writing a simple short postcard according to a model.
Culture
1.3 Learning about some traditional holidays in EnglishSpeaking countries.
Lesson 3
Listening 1.5. Understanding the general meaning and identifying the
The
Stans
details of a simple dialogue which is referred to the students
are
familiar actions.

Talking about Mother's Day:

Ex.6p.89
Ex.2p.88

chicken, admire, traditional,

whatever; Ex.1 p.90

chicken, admire,
traditional,
whatever

Spoken
2.2. Producing simple sentences to briefly describe a picnic.
Interaction
Reading
3.4. Understanding the general meaning and the main ideas of
a simple dialogue which is referred to the way people
organize their picnics. The dialogue is used as a source of
information and discussion.
Lesson 4
Listening 1.1. Distinguishing in speech words and simple short
Are You
sentences containing sounds, patterns of intonation and other
Ready
for
specific phenomena. The words and sentences are
Fun?
pronounced slowly and clearly.
1.4. Identifying the details of a message related the weather in
May. The message is presented clearly.
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.

Talking about picnics:

Ex.5,6p.91
Ex.2p.90

Introductory some,
any
Ex.2p.90

Butterfly, meadow, fly, still,

instead;
Talking about May weather:
Ex.1p.92

Butterfly, meadow,
fly, still, instead;

Ex.6p.93 Writing a story:

Ex.7p.93

Vocabulary p. 92

Making a special card for one's

mother: Ex.8p.89

Ex.2p.88
Ex:4 p. 89

Talking about Mother's Day.

Planning a
Picnic

Listening

1.6. Understanding the general meaning of a telephone

conversation related to the students everyday life. The
conversation is pronounced slowly and clearly.

Spoken
2.2. Producing simple sentences to briefly describe summer
Interaction holidays in a camp.
2.3. Participating in simple dialogues related to summer
holidays, and using simple words and expressions that have
been practiced
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.
Spoken
2.2. Producing simple sentences to briefly describe plans for
Interaction summer holidays.
Reading
Spoken
Interaction
Written
Interaction
Final
Evaluation
Spoken Interaction

Lesson 5
Holidays
and You

roller skates, straw hat, sunglasses, swimming-costume, go

hiking; Ex.1p.94

roller skates, straw

hat, sun-glasses,
swimmingcostume, go
hiking;

Talking about summer

holidays:
Ex.3,4,5p.95
Ex.2p.94
Ex.2p.94
Control reading of the dialogue.

Lesson 6
What a
Dream!

3.4. Understanding the general meaning and the main ideas of

a simple text which is referred to the students summer
holidays.
2.2. Producing simple sentences to briefly describe winter and Round Up
summer holidays.
2.3. Participating in simple dialogues, and using simple words
and familiar expressions.
4.2. Applying spelling and grammar rules while writing
sentences and short messages.
- Practical application of knowledge and skills acquired in the
course of this academic year.
Round Up
2.1. Producing simple sentences and the formulas of
End-of-thepoliteness used in simple spoken interaction.
Book

Talking about summer holidays.

Text: What a Dream':
Ex.2p.96

Text: What a
Dream':
Ex.2p.96

Talking about summer and

winter holidays: Ex.3p.98
Ex.8p.99

Ex: 5 p. 99

Final Test-Paper
Ex.2p.100

Vocabulary from
the whole book

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

Talking about education, sport,

and entertainment in EnglishSpeaking countries.
Singing songs in English.