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Nr. Content Hours/ CES

Specific Competence Indicators (SCI) and Sub Competences (SC)
Date
SCI SC

Term I
Module 1
Lesson 1 Meeting Old Friends
Spoken Interaction 2.3. Reproducing simple sentences and the formulas of po- Greeting friends.
liteness used in simple spoken interaction.
Reading 3.1 .Recognizing letters, groups of letters and words in isola- Alphabet: Ex.4p.3
tion and in context either printed or handwritten.
Culture 1.6ieaming a poem, which belongs to the culture of the Ex.2p.2
English-Speaking world.
Lesson 2 A New Classmate
Spoken Interaction 2.4. Producing simple questions and answers adequate to classmate;
certain everyday life situations on the basis of spoken mod- Asking and answering personal
els. questions.
Reading 3.5. Identifying simple descriptions of familiar places and Ex.2,3,p.4
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.
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Integrated Skill Combi- 1.2. Reading numbers correctly. The first, the second, etc.: Ex.5,6p.5
nations
Lesson 3 These Are Children

Spoken Interaction 2.4. Producing simple questions and answers adequate I Talking about a visit to the zoo.
to certain everyday life situations on the basis of
spoken models.
Written Interaction 4.6. Writing lists of words. Writing a list of wild animals.

Integrated Skill Combi- 1.1 .Identifying words and expressions similar to the New Vocabulary
nations words and expressions in the students' mother-tongue in
simple written and oral sentences.
Lesson 4 I Am Your Friend

Listening 1.5. Understanding the general meaning of simple my, your, his, her, its, our, their;
sentences which present people's possessions. Ex.1p.8
Sentences are pronounced slowly and clearly.
Spoken Interaction 2.5. Producing simple isolated sentences to briefly Talking about possessions:
describe people's possessions, using simple words and Ted is my friend, etc.
expressions, syntactic structures and grammar forms Ex.1,2 p.8
that have been practiced.
Reading 3.4. Understanding the general meaning of a simple Ex.3p.9
short dialogue.

Written Interaction 4.5. Copying certain short texts, using punctuation Ex.4,5p.9
marks and capital letters correctly.

Lesson 5 What Is Her Job?

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Listening 2.3. Reproducing simple sentences and the formulas of Ex.3p.10

politeness used in simple spoken interaction.

Spoken Interaction 2.5. Producing simple isolated sentences to briefly Talking about jobs:
describe people and their professions, using simple What are these women?
words and expressions, syntactic structures and They are teachers. Ex.2,3,4p.10-11
grammar forms that have been practiced.
Reading 3.6. Associating the information from a text with Ex.1p.10
pictures.

Lesson 6 Where Is the Map?

Listening 1.1 .Recognizing sounds and groups of sounds specific between, above;
to the English language, pronounced in isolation and in
context.
Spoken Interaction 2.4. Producing simple questions and answers about the Talking about location of things:
location of things on the basis of spoken models. Where is the map? It's above the
2.5. Producing simple isolated sentences to briefly desk.
describe the location of things and familiar places,
using simple words and expressions, syntactic
structures and grammar forms that have been practiced.
Reading 3.6. Associating the information from a text with Ex.1,3p.12-13
pictures (home, flat).

Lesson 7 Round Up

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
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interaction.

Spoken Interaction 2.6. Reproducing simple dialogues, poems and songs. Asking and answering personal
questions.

Reading 3.1 .Recognizing letters, groups of letters and words in

isolation and in context either printed or handwritten.

Written Interaction 4.6. Writing lists of words. Making lists of animals,

professions.

Integrated Skill Combi- 4.7. Filling out a simple form of personal identification. Completing and answering
nations questions.

Initial Evaluation - Testing the knowledge acquired in the course of the Diagnostic Test-Paper
previous year.

Module II

Lesson 1 Autumn Weather

Listening 1.5. Understanding the general meaning of simple beautiful, cloudy, cool, rainy,
sentences which describe autumn weather. Sentences sunny, windy, mushroom, season;
are pronounced slowly and clearly.
Spoken Interaction 2.1 .Pronouncing sounds and groups of sounds specific Talking about autumn:
to the English language in isolation and in words. What is the weather like today?
2.3. Reproducing simple sentences and the formulas of It's windy.
politeness used in simple spoken interaction. Ex.1,2p.16
2.4. Producing simple questions and answers about
autumn weather on the basis of spoken models.
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Reading 3.4. Understanding the general meaning of a simple Ex.3p.17

short text.
3.5. Identifying simple descriptions of seasons.
Integrated Skill Combi- 1.6. Describing autumn in brief.
nations

Lesson 2 In the Garden

Spoken Interaction 2.5. Producing simple isolated sentences to briefly basket, cabbage, grapes, harvest,
describe fruits and vegetables, using simple words and pear, spade, help, pick, work, busy,
expressions, syntactic structures and grammar forms sure; Talking about fruits and
that have been practiced. vegetables:
I like apples, and I like plums, too.
Ex.1,3p.18-19
Reading 3.1 .Recognizing letters, groups of letters and words in Ex.2 p.19
isolation and in context either printed or handwritten. Choosing a title for the text.
3.4. Understanding the general meaning of a simple Control reading of the text.
short text.
3.7. Reading a simple short familiar text, and
demonstrating comprehension by appropriate fluency,
stress and intonation
Written Interaction 4.6. Writing lists of words. Making a list of fruits and
vegetables.

Lesson 3 At the Market

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.
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Spoken Interaction 2.4. Producing simple questions and answers about 1 Talking about what people do and
what people do and don't do on the basis of spoken don't do:
models. What do you do on Sunday?
2.3. Reproducing simple sentences and the formulas of We play on Sunday.
politeness used in simple spoken interaction. Ex.1,2,3p.20-21
fruit, market, vegetable, buy, sell;
2.Talking about doing shopping at
the market.
Written Interaction 4.6. Writing lists of words. Making a shopping list.

Culture 1.1. Identifying and respecting certain norms of verbal Talking about doing shopping.
and non-verbal communication.

Lesson 4 Lunch at a Snack Bar

Listening 1.5. Understanding the general meaning of simple

sentences which describe breakfast, lunch, dinner and
supper. Sentences are pronounced slowly and clearly.
Spoken Interaction 2.5. Producing simple isolated sentences to briefly Cola, fries, hamburger, etc.
describe the location of things and familiar places, Talking about food:
using simple words and expressions, syntactic I don’t like pizza.
structures and grammar forms that have been practiced. He doesn’t like pizza.
Ex.1,2,4 p.22-23
Reading 3.4. Understanding the general meaning of a simple Ex.3p.23
short text.
3.5. Identifying simple descriptions of what people
have for breakfast, dinner, and supper.
Lesson 5 I Make Salad
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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 Interaction 2.4. Producing simple questions and answers about Talking about cooking:
cooking dishes on the basis of spoken models. What does she do?
2.5.Producing simple isolated sentences to briefly She makes breakfast:
describe Ex.1,2,5,6p.24-25
how to cook dishes, using simple words and
expressions, syntactic structures and grammar forms
that have been practiced.
Reading 3.3. Understanding certain directions, suggestions and Ex.3p.25
simple instructions.
3.4. Understanding the general meaning of a simple
short text.
Written Interaction 4.6. Writing lists of words. Ex.7p.25

Lesson 6 Afternoon Tea

Spoken Interaction 2.4. Producing simple questions and answers about Talking about afternoon tea:
afternoon tea on the basis of spoken models. What does he have for …?
Ex.3p.27
Written Interaction 4.4. Writing legibly and neatly, respecting the rules of
writing capital and lower-case forms of letters, making
adequate spaces between words, and organizing a
message on a page appropriately.
Culture 1.1. Identifying and respecting certain norms of verbal Ex.1p.26
and non-verbal communication.

Lesson 7 Round Up
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Spoken Interaction 2.4. Producing simple questions and answers adequate Talking about food, shopping, and
to certain everyday life situations on the basis of preferences in food.
spoken models.
2.6. Reproducing simple dialogues, poems and songs.

Reading 3.7.Reading a simple short familiar text, and p.28-29

demonstrating comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Written Interaction 4.8. Establishing connections between pronunciation Writing a dictation (vocabulary
and a written image of a familiar word in one simple covered in this unit).
sentence, and writing it.
Culture 1.6. Learning poems, songs and dialogues for children
which belong to the culture of the English-Speaking
world.
Integrated Skill Combi- 1.7. Listening to and singing songs.
nations

Evaluation - Practical application of knowledge and skills acquired Test-Paper No.1

while studying this unit.

Module
III

Lesson 1 Houses, Houses, Houses

Listening 1.5. Understanding the general meaning of simple block of flats, large, quiet, look for,
sentences which familiar immediate environment. may;
Sentences are pronounced slowly and clearly.
Spoken Interaction 2.3. Reproducing simple sentences and the formulas of Talking about houses and
politeness used in simple spoken interaction. possessions: There is...
2.5. Producing simple isolated sentences to briefly Is there 7 - Yes, there is./No, there
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describe houses, using simple words and expressions, isn't.

syntactic structures and grammar forms that have been There are.....
practiced. Are there...? Ex.1,2,4,5,6p.30-31
Reading 3.5. Identifying simple descriptions of the students' Ex.3p.31
homes.

Written Interaction 4.4. Writing legibly and neatly, respecting the rules of Writing about the places the
writing capital and lower-case forms of letters, making children live in:
adequate spaces between words, and organizing a Ex.7p.31
message on a page appropriately.
Lesson 2 My Friend's Room

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 Interaction 2.2. Reproducing certain intonation patterns and other bookcase, computer, curtain,
phenomena specific to the English language. furniture, shelf, wall
2.5. Producing simple isolated sentences to briefly Describing a room:
describe rooms and furniture, using simple words and There is....
expressions, syntactic structures and grammar forms There are....
that have been practiced. Ex.2,6p.32-33
Reading 3.7. Reading a simple short familiar dialogue, and Ex.3p.32
demonstrating comprehension by appropriate fluency, Control reading of the dialogue.
stress, intonation, sense groups, and etc. Ex.4p.33
3.5. Identifying simple descriptions of the students'
homes.
Written Interaction 4.6. Writing lists of words. Making a list of pieces of furniture:
Ex.1 p.32

Lesson 3 There Is No Place Like Home

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Listening 1, 5.Understanding the general meaning of simple

sentences which present describe houses and furniture.

Spoken Interaction 2.4. Producing simple questions and answers about the chimney, cupboard, hall, roof,
students' homes on the basis of spoken models. staircase, wardrobe, downstairs,
upstairs;
Talking about homes:
Is there…?
Are there...?
Ex.1,5,7p.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 Combi- 1.5. Drawing and presenting a simple plan of a house. Making a plan of one's house.
nations

Lesson 4 Who Lives in this house?

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 Interaction 2.4. Producing simple questions and answers about Talking about houses and
houses on the basis of spoken models. possessions: Whose house is cosy?
Danny's house is cosy.
Ex.1,2,5,6,7p.37
Reading 3.7. Reading a simple short familiar dialogue, and Ex.2p.36
demonstrating comprehension by appropriate fluency, Control reading of the text.
stress, intonation, sense groups, and etc.
Written Interaction 4.5. Copying certain short texts, using punctuation
marks and capital letters correctly.
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Lesson 5 What's Your Address?

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 Interaction 2.3. Reproducing simple sentences and the formulas of address;
politeness used in simple spoken interaction. Asking about and giving one's
2.4. Producing simple personal questions and answers address: What is your address?
on the basis of spoken models. It's 23 Quiet Street.
Ex.1,2 p.38
Reading 3.7.Reading a simple short familiar dialogue, and Ex.4p.39
demonstrating comprehension by appropriate fluency, Control reading of the dialogue.
stress, intonation, sense groups, and etc.
Written Interaction 4.7. Filling out a simple form of personal identification. Ex.7p.39

Integrated Skill Combi- 1.2. Reading numbers correctly. twenty, thirty, ...one hundred:
nations Ex.3p.38

Lesson 6 I Can Ride a Bike

Spoken Interaction 2.1. Pronouncing sounds and groups of sounds specific Speak, ride a bike, walk a dog, play
to the English language in isolation and in words. basketball, draw, jump the rope,
2.2. Reproducing certain intonation patterns and other climb a tree.
phenomena specific to the English language. Talking about what people can do:
2.4. Producing simple questions and answers about Can he ride a bike?
what people can do on the basis of spoken models. Yes, he can.
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2.3. Reproducing simple sentences and the formulas of No, he can't.

politeness used in simple spoken interaction. He can ride a bike.
Ex.1,3,4,p.41

Reading 3.2. Recognizing the meaning of punctuation marks - a Ex.2p.41

colon, inverted commas and a dash (used in dialogues). Control reading of the dialogue.
3.7.Reading a simple short familiar dialogue, and
demonstrating comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Written Interaction 4.5. Copying certain short texts, using punctuation Ex.5p.41
marks and capital letters correctly.

Lesson 7 Round Up

Spoken Interaction 2.5. Producing simple isolated sentences to briefly 1 .Talking about houses, rooms and
describe houses, rooms, furniture, addresses, telephone furniture.
numbers and actions, using simple words and 2. Asking about and giving
expressions, syntactic structures and grammar forms addresses and telephone numbers.
that have been practiced. 3. Talking about what people can
do.
Written Interaction 4.6. Writing lists of words. Making lists of pieces of furniture.

Culture 1.1. Identifying and respecting certain norms of verbal

and non-verbal communication.

Integrated Skill Combi- 1.2. Reading numbers correctly.

nations

Evaluation - Practical application of knowledge and skills acquired Test-Paper No. 2

while studying this unit.
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Module
IV

Lesson 1 It's Winter

Listening 13. Identifying the intention of communication and the

formulas of politeness used in simple spoken
interaction.
Spoken Interaction 2.4. Producing simple questions and answers about fall, ice, snow, snowflake, wind,
winter on the basis of spoken models. bare, frosty, snowy, everywhere;
2.5. Producing simple isolated sentences to briefly The days are frosty.
describe winter, using simple words and expressions, Ex.1,5,6,7p.45
syntactic 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. Control reading of the dialogue.
3.7.Reading a simple short familiar dialogue, and
demonstrating comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Culture 1.6. Learning a poem which belongs to the culture of Ex.2p.44
the English-Speaking world.

Integrated Skill Combi- 1.6. Describing seasons in brief. Talking about winter.
nations

Lesson 2 Winter Is Fun

Spoken Interaction 2.4. Producing simple questions and answers about ground, sledge; blow, make a
what children are doing at the moment of speaking on snowman, play hockey, throw
the basis of spoken models. snowballs, skate, ski;
Talking about the winter games the
children are playing at the moment
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of speaking:
I am skiing.
They are skating.
Ex.1,2,4,5p.47
Written Interaction 4.6. Writing lists of words. Writing a list of children's
activities:
Ex.6p.47
Culture 1.6. Learning a poem, that belongs to the culture of the Ex.3p.47
English-Speaking world.

Integrated Skill Combi- 1.1. Identifying words and expressions similar to the New Vocabulary
nations words and expressions in the students' mother-tongue in
simple written and oral sentences.
Evaluation - Practical application of knowledge and skills acquired Winter Term Test-Paper
in the course of this term.

Lesson 3 Christmas Is Coming

Listening 1.2. Distinguishing in speech words and simple short card, carol, decoration, merry
sentences containing sounds, patterns of intonation and lights, paper, party, tinsel, cut,
other specific phenomena. The words and sentences are decorate, prepare;
pronounced slowly and clearly.
Spoken Interaction 2.4. Producing simple questions and answers about Talking about Christmas:
preparations for Christmas on the basis of spoken They are not watching TV.
models. Are they playing?
Ex.1,2,3p.48-49
Reading 3.3. Understanding certain directions, suggestions and Making a Christmas card:
simple instructions. Ex.5p.49
3.7.Reading a simple short familiar text, and Ex.4p.49
demonstrating comprehension by appropriate fluency, Control reading of the text
stress, intonation, sense groups, and etc.
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Integrated Skill Combi- 1.8. Employing non-verbal means of communication- .

nations body movements, facial expressions and actions.

Lesson 4 We Wish You a Merry

Christmas!

Listening 1.3. Identifying the intention of communication and the

formulas of politeness used in simple spoken
interaction.
Spoken Interaction 2.5. Producing simple isolated sentences to briefly angel, bell, candle, candy cane, gift,
describe Christmas celebrations, using simple words reindeer, star, wreath, bring;
and expressions, syntactic structures and grammar Talking about Christmas
forms that have been practiced. 2.6. Reproducing celebrations:
simple poems and songs. Ex.lp.50
Culture 1.6. Learning poems and songs for children which Poem: ‘The Snowman':
belong to the culture of the English-Speaking world. Ex.2p.50
Christmas Carols:
Ex.5p.51
Term 2

Module
IV

Lesson 5 All about Me

Spoken Interaction 2.3. Reproducing simple sentences and the formulas of calm, happy, hungry, sad, shy,
politeness used in simple spoken interaction. thirsty, tired;
2.4. Producing simple personal questions and answers Talking about how people feel:
on the basis of spoken models. How do you feel?
Are you sometimes sad?
Ex.4,8p.52-53
Asking for and presenting personal
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information:
Ex.2,3p.52

Reading 3.4. Understanding the general meaning of a simple Ex.6,7p,53

short text.

Lesson 6 Birds In Winter

Spoken Interaction 2.5. Producing simple isolated sentences to briefly bird table, crumb, deep, inside,
describe the life of birds and animals in winter, using outside, be sorry, need:
simple words and expressions, syntactic structures and Talking about birds and animals in
grammar forms that have been practiced. winter:
2.6. Reproducing simple dialogues. How does the bird feel?
Ex.1p.54
Ex.3p.55
Reading 3.7.Reading a simple short familiar poem, and Poem: ‘Birds in Winter': Ex.2p.55
demonstrating comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Lesson 7 Round Up

Spoken Interaction 2.4. Producing simple questions and answers about how 1 .Talking about how people feel. 2.
people feel on the basis of spoken models. 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 Interaction 4.1 .Reproducing letters, groups of letters in isolation or Writing a dictation.
in familiar words.
4.8. Establishing connections between pronunciation
and a written image of a familiar word in one simple
sentence, and writing it.
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Evaluation - Practical application of knowledge and skills acquired Test-Paper No. 3

while studying this unit.

Integrated Skill Combi- 1.7. Listening to and singing songs. Singing songs about winter.
nations

Module V

Lesson 1 A Happy Family

Spoken Interaction 2.2. Reproducing certain intonation patterns and other Grandparents, manager, strong,
phenomena specific to the English language. with us;
2.4. Producing simple questions and answers about how Talking about family members and
people feel on the basis of spoken models. friends:
He is younger.
Ex.1,3,5 p.58-59
Reading 3.4. Understanding the general meaning of a simple Ex.2p.58
short text.

Lesson 2 Grandma’s Birthday

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 Interaction 2.5. Producing simple isolated sentences to briefly Talking about family members and
describe family members, using simple words and friends:
expressions, syntactic structures and grammar forms Happy birthday!
that have been practiced. Tim is stronger than Dan.
Ex.1,3,4,5p.60-61
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Reading 3.4. Understanding the general meaning of a simple Ex.2p.60

short dialogue.

Written Interaction 4.6. Writing lists of words. Making a list of family members.

Lesson 3 Whose Jacket Is It?

Spoken Interaction 2.4. Producing simple questions and answers about boots, jacket, scarf, sweater,
clothes on the basis of spoken models. trainers, cheeky, nobody;
Talking about clothes:
The longest scarf.
Ex.1,3p.63
Reading 3.6. Associating the information from a text with Ex.3p.63
pictures.

Written Interaction 4.5. Copying certain short texts, using punctuation Writing a dictation (articles of
marks and capital letters correctly. clothes).
4.8. Establishing connections between pronunciation
and a written image of a familiar word in one simple
sentence, and writing it.
Culture 1.5. Identifying certain articles of clothes.

Integrated Skill Combi- 1.1 .Identifying words and expressions similar to the New Vocabulary
nations words and expressions in the students’ mother-tongue
in simple written and oral sentences.
Lesson 4 In the Morning

Listening 1.5. Understanding the general meaning of simple have breakfast, make one's bed,
sentences which present familiar actions. Sentences are etc.;
pronounced slowly and clearly.
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Spoken Interaction 2.2. Reproducing certain intonation patterns and other Talking about morning routine:
phenomena specific to the English language. I make my bed.
2.5. Producing simple isolated sentences to briefly I am having lessons now.
describe morning routine, using simple words and Ex.2,3,5,7p.64-65
expressions, syntactic structures and grammar forms
that have been practiced.
Integrated Skill Combi- 1.3. Telling and writing the time correctly. Ex.1p.64
nations

Reading 3.4. Understanding the general meaning of a simple Ex.4p.65

short text.
3.7. Reading a simple short familiar text, and
demonstrating comprehension by appropriate fluency,
stress and intonation
Lesson 5 Stay Healthy

Listening 1.4. Understanding the meaning of simple short comb his hair, button his coat, etc.;
instructions and directions related to definite simple
situations, formulated directly, in commonly used
language, slowly and clearly.
Spoken Interaction 2.5. Producing simple isolated sentences to briefly 1. Talking about what people are
describe morning routine, using simple words and doing at the moment of speaking:
expressions, syntactic structures and grammar forms Danny is reading…
that have been practiced. Ex.1,2 p.66
2. Talking about what is good for
children:
It’s good to…
Get up early.
Do you get up early?
Yes I do. No, I don’t.
Ex.3,4 p.67
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Culture 1.6. Learning a poem, that belongs to the culture of the Ex.5p.67
English-Speaking world.

Lesson 6 Cleaning Day

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 Interaction 2.5.Producing simple isolated sentences to briefly Talking about cleaning the room:
describe familiar actions, using simple words and I don't....but....
expressions, syntactic structures and grammar forms Ex.2,4p.69
that have been practiced
Reading 3.4. Understanding the general meaning of a simple Text: 'Jobs at Home': Ex.3p.69
short text.

Lesson 7 Round Up

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 Interaction 2.5. Producing simple isolated sentences to briefly Talking about cleaning the room.
describe 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 Combi- 1.2. Reading numbers correctly. the first, the second, etc.
nations
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Evaluation - Practical application of knowledge and skills acquired Test-Paper No. 4

while studying this unit.

Module It was Cold in Winter

VI

Specific Competence Indicators (SCI) and Sub Nr. Content Date

Competences (SC)
Listening 1.1. Recognizing sounds and groups of sounds specific Lesson 1 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 Interaction 2.4. Producing simple questions and answers about past Talking about the past:
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.3p.73
pictures.

Written Interaction 4.6. Writing lists of words. Making a list f spring words and a
list of winter words.

Lesson 2 Was Tim at the Circus?

Spoken Interaction 2.5. Producing simple isolated sentences to briefly circus, concert, library, museum,
describe people, objects, animals and familiar places, ring, theatre, zoo;
using simple words and expressions, syntactic Asking about the past:
structures and grammar forms that have been practiced. Was Tim at the circus?
Yes, he was./No, wasn't.
Ex.2,3,4,5p.74-75
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Reading 3.6. Associating the Information from d text with Ex.1p.74

pictures.

Written Interaction 4.2. Reproducing symbols of phonetic script. Writing a dictation.

4.8. Establishing connections between pronunciation
and a written image of a familiar word in one simple
sentence, and writing it.
Culture 1.6. Learning a poem, that belongs to the culture of the Ex.6p.75
English-Speaking world.

Lesson 3 They Worked in the Garden

Yesterday
Listening 1.2. Distinguishing in speech words and simple short leaf, seed, dry, brush, cook, plant,
sentences containing sounds, patterns of intonation and rake, turn the soil, work;
other specific phenomena. The words and sentences are
pronounced slowly and clearly.
Spoken Interaction 2.2. Reproducing certain intonation patterns and other Talking about what people did in
phenomena specific to the English language. the garden:
2.4. Producing simple questions and answers about past I washed. I didn't wash.
actions on the basis of spoken models. Did you wash? - Yes, I did. /No, I
didn't.
Ex.1,2,4,5p.76-77
Reading 3.5. Identifying simple descriptions of familiar Text: ‘A Busy Saturday':
everyday actions. Ex.3p.77

Lesson 4 We Went Shopping Yesterday

Spoken Interaction 2.4. Producing simple questions and answers about hair, silk, toyshop, go shopping,
shopping on the basis of spoken models. made of, fair;
Talking about shopping in the past:
I went. I didn't go.
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Did you go?

Ex.2,3p.78-79

Reading 3.4. Understanding the general meaning of a simple Ex.1,4,p.79

short text. 3.5. Identifying simple descriptions of past Ex.5p.79:
actions. 3.7.Reading a simple short familiar text, and Text: The Selfish Giant'
demonstrating comprehension by appropriate fluency,
stress, intonation, sense groups, and etc.
Lesson 5 Angela Wrote a Letter

Spoken Interaction 2.4. Producing simple questions and answers about the cotton, glasses, letter, ribbon, T-
past on the basis of spoken models. shirt, wool;
Talking about the past:
She wrote. She didn't write.
Ex.1,2,3 p.81
Reading 3.4. Understanding the general meaning of a simple Ex.4p.81
short text. Text: The Selfish Giant':
3.7.Reading a simple short familiar text, and Ex.6p.81
demonstrating comprehension by appropriate fluency, Control reading of the text.
stress, intonation, sense groups, and etc.
Written Interaction 4.6. Writing lists of words. Making a list of irregular verbs.

Lesson 6 A Picnic in the Country

Spoken Interaction 2.4. Producing simple questions and answers about blossom, branch, forest, grass,
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
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Reading 3.4. Understanding the general meaning of a simple Ex.3p.83

short text. Text: The Selfish Giant':
3.7.Reading a simple short familiar text, and Ex.5p.83
demonstrating comprehension by appropriate fluency, Control reading of the text.
stress, intonation, sense groups, and etc.
Culture 1.6. Learning a poem for children which belongs to the Poem: ‘Six Honest Serving Men':
culture of the English-Speaking world. Ex.2p.82

Lesson 7 Round Up
Listening 1.5. Understanding the general meaning of simple
sentences which present past actions. Sentences are
pronounced slowly and clearly.
poken Interaction 2.5. Producing simple isolated sentences to briefly Talking about what people did in
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': p.85
short text.
Written Interaction 4.4. Writing legibly and neatly, respecting the rules of
writing capital and lower-case forms of letters, making
adequate spaces between words, and organizing a
message on a page appropriately.
Culture 1.6. Learning poems, songs and dialogues for children
which belong to the culture of the English-Speaking
world.
Evaluation - Practical application of knowledge and skills acquired Test-Paper No.5
while studying this unit.
Module
VII
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Lesson 1 I Live in Moldova

Spoken Interaction 2.2. Reproducing certain intonation patterns and other bunch, country, fortress, horn of
phenomena specific to the English language. plenty, key,
2.5. Producing simple isolated sentences to briefly landscape, monastery, native land,
describe Moldova, using simple words and expressions, golden;
syntactic structures and grammar forms that have been Talking about Moldova:
practiced. What country are you from?
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 Chişinău

Spoken Interaction 2.5. Producing simple isolated sentences to briefly alley, capital, palace, place of
describe familiar places, using simple words and interest, puppet show, statue, writer,
expressions, syntactic structures and grammar forms enjoy; Talking about places of
that have been practiced. 2.3. Reproducing simple interest in Moldova: Ex.4p.89
sentences and the formulas of politeness used in simple Asking for directions: How can 1
spoken interaction. get to...? You can get there by...
Ex.2p.88
Reading 3.4. Understanding the general meaning of a simple Text: ‘Welcome to Chişinău':
short text. Ex.3p.89

Written Interaction 4.3. Writing punctuation marks - a colon, inverted

commas and a dash (used in dialogues).
4.6. Writing lists of words (objects, actions and familiar
activities).
Spoken Interaction 2.4. Producing simple questions and answers about past Lesson 3 At the Puppet show
actions on the basis of spoken models. box-office, ticket, visit;
2.5. Producing simple isolated sentences to briefly Talking about past actions:
describe past actions, using simple words, syntactic Where did you go?
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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 Skill Combi- 1.1. Identifying words and expressions similar to the New Vocabulary.
nations words and expressions in the students’ mother-tongue
in simple written and oral sentences.
Final Evaluation - Practical application of knowledge and skills acquired Final Test-Paper
in the course of this academic year.

Lesson 4 Summer Vacation

Spoken Interaction 2.2. Reproducing certain intonation patterns and other mountain, postcard, seaside,
phenomena specific to the English language. summer camp, go hiking, spend, in
2.5.Producing simple isolated sentences to briefly the country, next;
describe plans for the future, using simple words and Talking about the future:
expressions, syntactic structures and grammar forms I will go to the seaside.
that have been practiced. He won't 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 Interaction 4.2. Reproducing symbols of phonetic script.
4.6. Writing lists of words.

Lesson 5 Summertime

Listening 1.5. Understanding the general meaning of simple

sentences which present future action. Sentences are
pronounced slowly and clearly.
Spoken Interaction 2.4. Producing simple questions and answers about Asking about the future: Will you
future actions on the basis of spoken models. go there? What will you do there?
Ex.2,4,5,6p.95
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Lesson 6 A busy week

Spoken Interaction 2.4. Producing simple questions and answers adequate Talking about what children like
to certain everyday life situations on the basis of and dislike: “ Ex.2,3p.97
spoken models.
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

aListening 1.5. Understanding the general meaning of simple

sentences which present the students’ familiar
immediate environment.
Spoken Interaction 2.4. Producing simple questions and answers places of
interest in Chişinău on the basis of spoken models.

End-of- Round Up
the-Book

Spoken Interaction 2.5. Producing simple isolated sentences to briefly Talking about seasons, clothes,
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 Skill Combi- 1.5. Drawing and presenting a simple plan of a house.
nations 1.6. Describing seasons in brief.
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