Form III Long Term Plan.docx

8/10/2019 Form III Long Term Plan.docx

1/25

Form III: total 68 hours:

Specif ic Competence I ndicators (SCI ) and

Sub Competences (SC) Nr . Content Hours Date Notes

SCI SC

Term 1 32

Module I 8

Lesson 1 Meeting Old Fr iends 1

Spoken

Interaction

2.3.Reproducing simple sentences and the

formulas of politeness used in simple

spoken interaction.

Greeting friends.

Reading 3.1.Recognizing letters, groups of letters

and words in isolation and in context either

printed or handwritten.

Alphabet:

Ex.5p.3

Culture 1.6.Learning a poem, which belongs to the

culture of the English-Speaking world.

Ex.2p.2

Lesson 2 A New Classmate 2

SpokenInteraction 2.4.Producing simple questions andanswers adequate to certain everyday life

situations on the basis of spoken models.

classmate;Asking and answering

personal questions.

Reading 3.5.Identifying simple descriptions of

familiar places and everyday actions.3.7.Reading a simple short familiar text,

and demonstrating comprehension by

appropriate fluency, stress, and intonation

Ex.2,3,5p.4-5

Culture 1.3.Introducing elements of the

educational systems in English-Speaking

countriessubjects, timetable.

I ntegratedSkill

Combinations

1.2.Reading numbers correctly. the first, the second, etc.:Ex.6p.5

Lesson 3 These Are Chi ldren 1

Spoken

Interaction

2.4.Producing simple questions and

answers adequate to certain everyday life


1.Talking about a visit to the

zoo.

Written 4.6.Writing lists of words. Writing a list of wild animals.


2/25

Interaction

I ntegrated

Skill

Combinations

1.1.Identifying words and expressions

similar to the words and expressions in the

students mother-tongue in simple written

and oral sentences.

New Vocabulary

Lesson 4 I Am Your Friend 1

Listening 1.5.Understanding the general meaning ofsimple sentences which present peoples

possessions. Sentences are pronouncedslowly and clearly.

my, your, his, her, its, our,their;

Ex.1p.8

Spoken

Interaction

2.5.Producing simple isolated sentences to

briefly describe peoples possessions,

using simple words and expressions,

syntactic structures and grammar forms

that have been practiced.

Talking about possessions:

Ted is my friend. etc:

Ex.1p.8

Reading 3.4.Understanding the general meaning of

a simple short dialogue.

Ex.3p.9

Written

Interaction

4.5.Copying certain short texts, using

punctuation marks and capital letters

correctly.

Ex.5p.9

Lesson 5 What I s Her Job? 1

Listening 2.3.Reproducing simple sentences and the


spoken interaction.

Ex.3p.10

Spoken

Interaction


briefly describe people and theirprofessions, using simple words and

expressions, syntactic structures andgrammar forms that have been practiced.

Talking about jobs:

What are these women?

They are teachers.

Ex.2,3,4p.10-11

Reading 3.6.Associating the information from a text

with pictures.

Ex.1p.10

Lesson 6 Where Are the Bal ls? 1

Listening 1.1.Recognizing sounds and groups of

sounds specific to the English language,

pronounced in isolation and in context.

between, above;


3/25

Spoken

Interaction


answers about the location of things on

the basis of spoken models.


briefly describe the location of things and

familiar places, using simple words and

expressions, syntactic structures andgrammar forms that have been practiced.

Talking about location of

things:

Where is the map?

Its above the desk.


with pictures (home, flat).

Ex.1,3p.12-13

I ntegrated

Skill

Combinations

1.4.Naming and writing parts of the human

body correctly.

Revising parts of the body

studied last year.

Lesson 7 Round Up 1

Listening 1.2.Distinguishing in speech words and

simple short sentences containing sounds,

patterns of intonation and other specific

phenomena. The words and sentences are

pronounced slowly and clearly.

1.3.Identifying the intention of

communication and the formulas of

politeness used in simple spoken

interaction.

Spoken

Interaction

2.6.Reproducing simple dialogues, poems

and songs.

Asking and answering

personal questions.



printed or handwritten. Written

Interaction

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

professions.

Culture 1.1.Identifying and respecting certain

norms of verbal and non-verbal

communication.

Asking and answering

personal questions.

I ntegrated

Skill

4.7.Filling out a simple form of personal

identification.

Completing and answering

questions.


4/25

Combinations

Initial

Evaluation

- Testing the knowledge acquired in the

course of the previous year.Diagnostic Test-Paper 1

Module II 8

Lesson 1 Autumn Weather 2

Listening 1.5.Understanding the general meaning of

simple sentences which describe autumnweather. Sentences are pronounced slowly

and clearly.

beautiful, cloudy, cool, rainy,

sunny, windy, mushroom,season;

Spoken

Interaction

2.1.Pronouncing sounds and groups of

sounds specific to the English language in

isolation and in words.

2.3.Reproducing simple sentences and theformulas of politeness used in simple

spoken interaction.


answers about autumn weather on the basis

of spoken models.

Talking about autumn:

What is the weather like

today?

Its windy.Ex.1,2,5p.16


a simple short text.

3.5.Identifying simple descriptions of

seasons.

Ex.3p.17

I ntegrated

Skill

Combinations

1.6.Describing autumn in brief.

Lesson 2 I n the Garden 2

Spoken

Interaction


briefly describe fruits and vegetables,using simple words and expressions,



basket, cabbage, grapes,

harvest, pear, spade, help,pick, work, busy, sure;

Talking about fruits and

vegetables:

I like apples, and I like plums,

too.

Ex.13p.19

Reading 3.1.Recognizing letters, groups of letters Ex.2p.19


5/25



3.4.Understanding the general meaning of


3.7.Reading a simple short familiar text,


appropriate fluency, stress and intonation.

Choosing a title for the text.

Control reading of the text.

Written

Interaction

4.6.Writing lists of words. Making a list of fruits and

vegetables.

Lesson 3 At the Market 1

Listening 1.4.Understanding the meaning of simple

short instructions and directions related to

definite simple situations, formulated

directly, in commonly used language,

slowly and clearly.

Spoken

Interaction


answers about what people do and dont

do on the basis of spoken models.



spoken interaction.

1.Talking about what people

do and dont do:

What do you do on Sunday?

We play on Sunday.

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 certainnorms of verbal and non-verbal

communication.

Talking about doingshopping.

Lesson 4 Lunch at a Snack Bar 1


simple sentences which describe breakfast,

lunch, dinner and supper. Sentences arepronounced slowly and clearly.


6/25

Spoken

Interaction


briefly describe breakfast, lunch, dinner

and supper, using simple words and

expressions, syntactic structures and

grammar forms that have been practiced.

cola, fries, hamburger, etc.;

Talking about food:

I dont like pizza.

He doesnt like pizza.

Ex.1,2,4p.22-23


a simple short text.3.5.Identifying simple descriptions of what

people have for breakfast, dinner, and

supper.

Ex.3p.23

Lesson 5 I Make Salad 1






add, chop, peel, mix, banana,

bowl, knife, orange, sugar;

Spoken

Interaction


answers about cooking dishes on the basisof spoken models.

2.5.Producing simple isolated sentences tobriefly describe how to cook dishes, using

simple words and expressions, syntactic

structures and grammar forms that have

been practiced.

Talking about cooking:

What does she do?

She makes breakfast.:

Ex.1,2,5,6p.24-25

Reading 3.3.Understanding certain directions,

suggestions and simple instructions.



Ex.4p.25

Lesson 6 Af ternoon Tea 1

Spoken

Interaction


answers about afternoon tea on the basis of

spoken models.

Talking about afternoon tea:

What does he have for....?

Ex.3p.27

Written

Interaction

4.4.Writing legibly and neatly, respecting

the rules of writing capital and lower-caseforms of letters, making adequate spaces


7/25

between words, and organizing a message

on a page appropriately.

Culture 1.1.Identifying and respecting certain

norms of verbal and non-verbal

communication.

Ex.1p.26

Lesson 7 Round Up 1

SpokenInteraction

2.4.Producing simple questions andanswers adequate to certain everyday life

situations on the basis of spoken models.2.6.Reproducing simple dialogues, poems

and songs.

Talking about food, shopping,and preferences in food.

Reading 3.7.Reading a simple short familiar text,


appropriate fluency, stress, intonation,

sense groups, and etc.

p.28-29

Written

Interaction

4.8.Establishing connections between

pronunciation and a written image of a

familiar word in one simple sentence, and

writing it.

Writing a dictation

(vocabulary covered in this

unit).

Culture 1.6.Learning poems, songs and dialogues

for children which belong to the culture of

the English-Speaking world.

I ntegrated

Skill

Combinations

1.7.Listening to and singing songs.

Evaluation -Practical application of knowledge andskills acquired while studying this unit.

Test-Paper n1 1

Module III 8Lesson 1 Houses, Houses, Houses 1


simple sentences which familiar

immediate environment. Sentences are


block of flats, large, quiet,

look for, may;

Spoken

Interaction



Talking about houses and

possessions:


8/25

spoken interaction.


briefly describe houses, using simple

words and expressions, syntactic structures

and grammar forms that have been

practiced.

There is...

Is there....?Yes, there is. /

No, there isnt.

There are.....

Are there...?

Ex.1,2,3,5,6p.30-31

Reading 3.5.Identifying simple descriptions of thestudents homes.

Ex.4p.31

Written

Interaction

4.4.Writing legibly and neatly, respecting

the rules of writing capital and lower-case

forms of letters, making adequate spaces



Writing about the places the

children live in:

Ex.7p.31

Lesson 2 My Friends Room 1




directly, in commonly used language,slowly and clearly.

Spoken

Interaction

2.2.Reproducing certain intonation

patterns and other phenomena specific to

the English language.


briefly describe rooms and furniture, using



been practiced.

bookcase, computer, curtain,

furniture, shelf, wall;

Describing a room:

There is....

There are....

Ex.2,6p.32-33

Reading 3.7.Reading a simple short familiardialogue, and demonstrating

comprehension by appropriate fluency,

stress, intonation, sense groups, and etc.

Ex.3p.32

Control reading of the

dialogue.

Written

Interaction

4.6.Writing lists of words. Making a list of pieces of

furniture: Ex.1p.32

Lesson 3 There I s No Place Li ke

Home

2


9/25


simple sentences which present describe

houses and furniture.

Spoken

Interaction


answers about the students homeson the

basis of spoken models.

chimney, cupboard, hall,

roof, staircase, wardrobe,

downstairs, upstairs;

Talking about homes:Is there....?

Are there....? Ex.1,5,7p.35

Reading 3.2.Recognizing the meaning of

punctuation marksa colon, inverted

commas and a dash (used in dialogues).

3.5.Identifying simple descriptions of

homes.

Ex.3,4p.35

I ntegrated

Skill

Combinations

1.5.Drawing and presenting a simple plan

of a house.

Making a plan of ones

house.

Lesson 4 Dannys House Is Cosy 1



definite simple situations, formulateddirectly, in commonly used language,

slowly and clearly.

Spoken

Interaction

2.4.Producing simple questions andanswers about houses on the basis of

spoken models.

Talking about houses andpossessions:

Whose house is cosy?

Dannys house is cosy.

Ex.1,2,5,6,7p.37





Ex.2p.36:

Control reading of the text.

Written

Interaction



correctly.


10/25

Lesson 5 Whats Your Address? 1






1.4.Understanding the meaning of simpleshort instructions and directions related to



slowly and clearly.

Spoken

Interaction



spoken interaction.

2.4.Producing simple personal questions

and answers on the basis of spoken

models.

address;

Asking about and giving

onesaddress:

What is your address?

Its 23 Quiet Street.

Reading 3.7.Reading a simple short familiardialogue, and demonstrating



Ex.3p.39Control reading of the

dialogue.

Written

Interaction

4.7.Filling out a simple form of personal

identification.

Ex.7p.39

I ntegrated

Skill

Combinations

1.2.Reading numbers correctly. twenty, thirty, ...one

hundred:

Ex.2p.38

Lesson 6 I n the Street 1

SpokenInteraction

2.1.Pronouncing sounds and groups ofsounds specific to the English language in

isolation and in words.





answers about what people can do on the

game, lorry, taxi, trolley bus,van; cross the street;

1.Talking about what people

can do:

Can he drive?Yes, he can.

/ No, he cant.

He can drive.


11/25

basis of spoken models.



spoken interaction.

Ex.4,5,6p.41

Asking the way:

Ex.2p.40


punctuation marksa colon, invertedcommas and a dash (used in dialogues).

3.7.Reading a simple short familiar

dialogue, and demonstrating



Ex.3p.41


dialogue.

Written

Interaction



correctly.

Ex.7p.41

Culture 1.2.Identifying the main cities of the

English-Speaking countries.

1.4.Learning about different means of

transport (a car, a train, a plane, a bike).

Talking about the main cities

in English-Speaking

countries.Revising different means of

transport studied last year

and learning some more new

means of transport.

Lesson 7 Round Up 1

Spoken

Interaction


briefly describe houses, rooms, furniture,

addresses, telephone numbers and actions,


syntactic structures and grammar formsthat have been practiced.

1.Talking about houses,

rooms and furniture.

2.Asking about and giving

addresses and telephone

numbers.3.Taling about what peoplecan do.

Written

Interaction

4.6.Writing lists of words. Making lists of pieces of

furniture.

Culture 1.1.Identifying and respecting certainnorms of verbal and non-verbal

communication.


12/25

I ntegrated

Skill

Combinations

1.2.Reading numbers correctly.

Evaluation -Practical application of knowledge and

skills acquired while studying this unit.Test-Paper n2 1

Module IV 4

Lesson 1 Its Winter 1 Listening 1.3.Identifying the intention of



interaction.

Spoken

Interaction


answers about winter on the basis of

spoken models.

2.5.Producing simple isolated sentences tobriefly describe winter, using simple words

and expressions, syntactic structures and


fall, ice, snow, snowflake,

wind, bare, frosty, snowy,

everywhere;

The days are frosty.Ex.1,7p.45




3.7.Reading a simple short familiar

dialogue, and demonstrating

comprehension by appropriate fluency,stress, intonation, sense groups, and etc.

Ex.3p.45


dialogue.

Culture 1.6.Learning a poem which belongs to the

culture of the English-Speaking world.

Ex.2p.44

I ntegratedSkill

Combinations

1.6.Describing seasons in brief. Talking about winter.

Lesson 2 Winter Is Fun 1

Spoken

Interaction


answers about what children are doing at

the moment of speaking on the basis of

spoken models.

ground, sledge; blow, make a

snowman, play hockey,

throw snowballs, skate, ski;

Talking about the winter


13/25


14/25

Lesson 4 We Wish You a Merr y

Christmas!

1

Listening 1.3.Identifying the intention of



interaction.

SpokenInteraction

2.5.Producing simple isolated sentences tobriefly describe Christmas celebrations,




2.6.Reproducing simple poems and songs.

angel, bell, candle, candycane, gift, reindeer, star,

wreath, bring;

Talking about Christmas

celebrations:

Ex.1p.50

Culture 1.6.Learning poems and songs for children

which belong to the culture of the English-

Speaking world.

Poem: The Snowman:

Ex.2p.50

Christmas Carols: Ex.5p.51

Term 2 36

Module IV 3

Lesson 5 More about Me 1

Spoken

Interaction



spoken interaction.

2.4.Producing simple personal questionsand answers on the basis of spoken

models.

calm, happy, hungry, sad,

shy, thirsty, tired;

Talking about how people

feel:

How do you feel?

Are you sometimes sad?Ex.4,8p.52-53

Asking for and presentingpersonal information:

Ex.2,3p.52



Ex.6,7p.53

Lesson 6 Bir ds I n Winter 1

Spoken

Interaction


briefly describe the life of birds and

bird table, crumb, deep,

inside, outside, be sorry,


15/25

animals in winter, using simple words and



2.6.Reproducing simple dialogues.

need:

Talking about birds and

animals in winter:

How does the bird feel?

Ex.1p.54

Ex. 3p.55 Reading 3.7.Reading a simple short familiar poem,




Poem: Birds in Winter:

Ex.2p.55

Lesson 7 Round Up 1

Spoken

Interaction


answers about how people feel on the basis

of spoken models.

1.Talking about how people

feel.

2.Talking about Christmas.


punctuation marksa 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 in familiar words.




writing it.

Writing a dictation.

I ntegrated

SkillCombinations

1.7.Listening to and singing songs. Singing songs about winter.

Module V 11

Lesson 1 I Have a Happy Family 2

Spoken

Interaction





grandparents, manager,

strong, with us;

Talking about family


16/25

answers about familiar people on the basis

of spoken models.

members and friends:

He is younger.

Ex.1,3,5p.59



Ex.2p.58

Lesson 2 Happy Birthday 2

Listening 1.2.Distinguishing in speech words andsimple short sentences containing certain

sounds and patterns of intonation. Thewords and sentences are pronounced

slowly and clearly.

aunt, uncle, cousin, familytree, present, dear;

Spoken

Interaction


briefly describe family members, using



been practiced.

Talking about family

members and friends:

Happy birthday!

Tim is stronger than Dan.

Ex.1,3,4,5p.60-61


a simple short dialogue.

Ex.2p.60

Written

Interaction

4.6.Writing lists of words. Making a list of family

members.

Lesson 3 Whose Jacket Is I t? 2

Spoken

Interaction


answers about clothes on the basis of

spoken models.

boots, jacket, scarf, sweater,

trainers, cheeky, nobody;

Talking about clothes:

The longest scarf.Ex.1,3p.63

Reading 3.6.Associating the information from a textwith pictures. Ex.3p.63

Written

Interaction



correctly.




Writing a dictation (articles

of clothes).


17/25

writing it.

Culture 1.5.Identifying certain articles of clothes.

I ntegrated

Skill

Combinations




and oral sentences.

New Vocabulary

Lesson 4 In the Morning 2 Listening 1.5.Understanding the general meaning of

simple sentences which present familiar

actions. Sentences are pronounced slowly

and clearly.

have breakfast, make ones

bed, etc.;

Spoken

Interaction




2.5.Producing simple isolated sentences tobriefly describe morning routine, using


structures and grammar forms that havebeen practiced.

Talking about morning

routine:

I make my bed.

I am having lessons now.Ex.2,3,5,7p.64-65

I ntegrated

Skill

Combinations

1.3.Telling and writing the time correctly. Ex.1p.64

Lesson 5 Stay Healthy 1





slowly and clearly.

comb his hair, button his

coat, etc.;

Spoken

Interaction

2.5.Producing simple isolated sentences tobriefly describe the actions that are going

on at the moment of speaking, and to

present the actions that are good for

children, using simple words and



1.Talking about what peopleare doing at the moment of

speaking:

Danny is reading....

Ex.1,2p.66

2.Talking about what is good


18/25

for children:

Its good to.......

Get up early.

Do you get up early?

Yes, I do. / No, I dont.

Ex.3, 4p.67

Culture 1.6.Learning a poem, which belongs to theculture of the English-Speaking world.

Ex.5p.67

Lesson 6 Cleanin g Day 1


simple short sentences containing sounds,patterns of intonation and other specific



clean, put away, take the

rubbish away, tidy, wash up,water the flowers, vacuum

cleaner;

Spoken

Interaction


briefly describe familiar actions, using


structures and grammar forms that havebeen practiced.

Talking about cleaning the

room:

I dont....but....

Ex.2,4p.69



Text: Jobs at Home:

Ex.3p.69

Lesson 7 Round Up 1


simple sentences which present people,

animals, objects and familiar immediateenvironment. Sentences are pronounced

slowly and clearly.

SpokenInteraction 2.5.Producing simple isolated sentences tobriefly describe familiar actions, using



been practiced.

Talking about cleaning theroom.


with pictures.

I ntegrated 1.2.Reading numbers correctly. the first, the second, etc.


19/25

Skill

Combinations

Evaluation -Practical application of knowledge and


Module VI 11

Lesson 1 I t Was Cold in Win ter 2

Listening 1.1.Recognizing sounds and groups ofsounds specific to the English language,

pronounced in isolation and in context.


simple sentences which present past


and clearly.

snowdrop, year, melt, last;

Spoken

Interaction


answers about past actions on the basis of

spoken models.

Talking about the past:

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 pictures.

Ex.5p.73

Lesson 2 Was Tim at the Cir cus? 2

Spoken

Interaction


briefly describe people, objects, animals

and familiar places, using simple words

and expressions, syntactic structures and


circus, concert, library,

museum, ring, theatre, zoo;

Asking about the past:

Was Tim at the circus?

Yes, he was. / No, wasnt

Ex.2,3,4,5p.74-75 Reading 3.6.Associating the information from a text

with pictures.Ex.1p.74

Written

Interaction

4.2.Reproducing symbols of phonetic

script.




Writing a dictation.


20/25

writing it.

Lesson 3 They Worked in the Garden

Yesterday

2




phenomena. The words and sentences arepronounced slowly and clearly.

leaf, seed, dry, brush, cook,

plant, rake, turn the soil,

work;

Spoken

Interaction

2.2.Reproducing certain intonationpatterns and other phenomena specific to

the English language.2.4.Producing simple questions and

answers about past actions on the basis of

spoken models.

Talking about what peopledid in the garden:

I washed.I didnt wash.

Did you wash?Yes, I did. /

No, I didnt.

Ex.1,2,4,5p.77

Reading 3.5.Identifying simple descriptions of

familiar everyday actions.

Text: A Busy Saturday:

Ex.3p.77

Lesson 4 We Went Shoppin gYesterday

2

Spoken

Interaction


answers about shopping on the basis of

spoken models.

hair, silk, toyshop, go

shopping, made of, fair;

Talking about shopping in

the past:

I went. I didnt go.

Did you go?

Ex.2,4p.78-79

Reading3.4.Understanding the general meaning of


3.5.Identifying simple descriptions of past

actions.





Ex.1,3,5p.79

Ex.5p.79:

Text: The Selfish Giant


21/25

Culture 1.6.Learning a dialogue for children which

belongs to the culture of the English-

Speaking world.

Lesson 5 Angela Wrote a Letter 1

Spoken

Interaction


answers about the past on the basis of

spoken models.

cotton, glasses, letter, ribbon,

T-shirt, wool;

Talking about the past:She wrote. She didnt write.

Ex.1,2,3,5p.81


a simple short text.3.7.Reading a simple short familiar text,




Text: The Selfish Giant:

Ex.6p.81Control reading of the text.

Written

Interaction

4.6.Writing lists of words. Making a list of irregular

verbs.

Lesson 6 A Picni c in the Countr y 1

Spoken

Interaction


answers about picnics on the basis of

spoken models.

blossom, branch, forest,

grass, river, sandwich, sky,

go on / for a picnic;

Asking about the past:

Did they go for / on a picnic?

Ex.1,4p.82-83




and demonstrating comprehension byappropriate fluency, stress, intonation,


Ex.3p.83



Culture 1.6.Learning a poem for children which

belongs to the culture of the English-

Speaking world.

Poem: Six Honest Serving

Men:

Ex.2p.82

Lesson 7 Round Up 1



22/25

simple sentences which present past


and clearly.

Spoken

Interaction


briefly describe past actions, using simple


and grammar forms that have beenpracticed.

Talking about what people

did in the past.




p.85

Written

Interaction

4.4.Writing legibly and neatly, respectingthe rules of writing capital and lower-case

forms of letters, making adequate spaces



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


Module VII 9

Lesson 1 I Li ve in M oldova 1

Spoken

Interaction





briefly describe Moldova, using simple

words and expressions, syntactic structuresand grammar forms that have been

practiced.

bunch, country, fortress, horn

of plenty, key, landscape,

monastery, native land,

golden;

Talking about Moldova:

What country are you from?Where do you live?

Ex.1p.86





Ex.2,3p.86

Lesson 2 Welcome to Chiinu 1


23/25

Spoken

Interaction


briefly describe familiar places, using



been practiced.

2.3.Reproducing simple sentences and theformulas of politeness used in simple

spoken interaction.

alley, capital, palace, place

of interest, puppet show,

statue, writer, enjoy;

Talking about places of

interest in Moldova:

Ex.4p.89

Asking for directions:

How can I get to...?

You can get there by....

Ex.2p.88



Text: Welcome to

Chiinu: Ex.3p.89

Written

Interaction

4.3.Writing punctuation marksa colon,

inverted commas and a dash (used in

dialogues).

4.6.Writing lists of words (objects, actions

and familiar activities).Lesson 3 At the Puppet Show 1

Spoken

Interaction

2.4.Producing simple questions andanswers about past actions on the basis of

spoken models.


briefly describe past actions, using simple

words, syntactic structures and grammar

forms that have been practiced.

box-office, ticket, visit;

Talking about past actions:

Where did you go?

Ex.3,4p.91

Reading 3.5.Identifying simple descriptions offamiliar places.

Ex.2p.90

I ntegrated

Skill

Combinations




and oral sentences.

New Vocabulary.

Final Evaluation -Practical application of knowledge and

skills acquired in the course of this

academic year.

Final Test-Paper 1


24/25

Lesson 4 Plans for the Summer

Vacation

1

Spoken

Interaction





briefly describe plans for the future, usingsimple words and expressions, syntactic


been practiced.

mountain, postcard, seaside,

summer camp, go hiking,

spend, in the country, next;

Talking about the future:I will go to the seaside.

He wont go to the seaside.

Ex.1,2,4,5,6p.92-93



Ex.3p.93

Written

Interaction

4.2.Reproducing symbols of phonetic

script.

4.6.Writing lists of words.

Lesson 5 Summertime 1


simple sentences which present futureaction. Sentences are pronounced slowly

and clearly.

Spoken

Interaction


answers about future actions on the basisof spoken models.

Asking about the future:

Will you go there?What will you do there?

Ex.2,4,5,6p.95

Lesson 6 Our Engli sh I s Better 1

Spoken

Interaction


answers adequate to certain everyday life


Talking about what children

like and dislike:

Ex.2,3p.97

Reading 3.7.Reading a simple short familiar text,and demonstrating comprehension by

appropriate fluency, stress, intonation


Lesson 7 Round Up 1


simple sentences which present the

studentsfamiliar immediate environment.


25/25

Spoken

Interaction


answers places of interest in Chiinu on

the basis of spoken models.

End-of-

the-Book

Round Up 1

Spoken

Interaction


briefly describe seasons, people, objects,animals and familiar places, using simple


and grammar forms that have been

practiced.

Talking about seasons,

clothes, houses, furniture,past and future actions.


with pictures.

Culture 1.5.Identifying certain articles of clothes.

I ntegrated

Skill

Combinations

1.5.Drawing and presenting a simple planof a house.

1.6.Describing seasons in brief.

Documents

Form III Long Term Plan.docx