cl III.doc

0 rdLong term plan for the III form: total 68 hours

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

Nr. Content Hours Date Homework Notes

SCI SCModule 1 9Lesson 1 Meeting Old Friends 1 .01.09

Spoken In-teraction

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.

AlphabetEx.4p.3

Culture 1 .Learning a poem, which belongs to the culture of the English-Speaking world.

Ex.3p.2 Read ex.4 p.3

Lesson 2 A New Classmate 2 02.0908.09

Spoken In-teraction

2.4.Producing simple questions and answers adequate to certain everyday life situations on the basis of spoken models.

classmate;Asking and answering personal questions.

Reading 3.5.ldentifying 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 Read and translate ex.2 p.4

Culture 1.3.lntroducing elements of the educational systems in English-Speaking countries – subjects, timetable.

1

Integrated Skill Combi-nations

1,2.Reading numbers correctly. The first, the second, etc.: Ex.6p.5

Learn ex.6 p.5

Lesson 3 These Are Children

1 09.09

Spoken In-teraction


1 .Talking about a visit to the zoo.

Written Interaction

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

Integrated Skill Combi-nations

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 Do ex.5,6 p.7

Lesson 4 I Am Your Friend 1 15.09Listening 1 ^-Understanding the general meaning of simple

sentences which present people’s possessions. Sentences are pronounced slowly and clearly.

My, your, his, her, its, our, their; Ex.1 p.8

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe people’s possessions, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about possessions: Ted is my friend, etc: Ex.1 p.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 Do ex.5 p.9

Lesson 5 What Is Her Job? 1 16.09

Listening 2.3.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction.

Ex.3p.10

2

http://Ex.3p.10/

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe people and their professions, using simple words and expressions, syntactic structures and grammar 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.1 p.10 Learn the vocabulary, do

ex.5 p.11

Lesson 6 Where Are the Balls?

1 22.09

Listening 1.1 .Recognizing sounds and groups of sounds specific to the English language, pronounced in isolation and in context.

between, above-

Spoken In-teraction

2.4.Producing simple questions and answers about the location of things on the basis of spoken models. 2.5.Producing simple isolated sentences to briefly describe the location of things and familiar places, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about location of things: Where is the map? It's above the desk.

Reading 3.6.Associating the information from a text with pictures (home, flat).

Ex.1,3p.12-13

Integrated Skill Combi-

nations

lANaming and writing parts of the human body correctly.

Revising parts of the body studied last year.

Do ex.5 p.13

Lesson 7 Round Up 1 23.09

Listening 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.1.3.ldentifying the intention of communication and

3

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.

Culture 1.1 .Identifying and respecting certain norms of verbal and non-verbal communication.

Asking and answering personal questions.


nations

4.7.Filling out a simple form of personal identification.

Completing and answering questions.

Initial Evaluation

- Testing the knowledge acquired in the course of the previous year.

Diagnostic Test-Paper 1

29.09

Module II 10

Lesson 1 Autumn Weather 2 30.0906.10

Listening 1 ^.Understanding the general meaning of simple sentences which describe autumn weather. Sentences are pronounced slowly and clearly.

beautiful, cloudy, cool, rainy, sunny, windy, mushroom, season;

4

Spoken In-teraction

2.1 .Pronouncing sounds and groups of sounds specific to the English language in isolation and in words. 2.3.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction. 2.4.Producing simple questions and answers about autumn weather on the basis of spoken models.

Talking about autumn: What is the weather like today? It's windy. Ex. 5p.16

Reading 3.4.Understanding the general meaning of a simple short text. 3.5.ldentifying simple descriptions of seasons.

Ex.3p.17


nations

1.6.Describing autumn in brief. Read and translate ex.3, write ex.6 p.17

Lesson 2 In the Garden 2 07.1013.10

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe fruits and vegetables, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

vegetables: / like apples, and 1 like plums, too. Ex.13p.19

Reading 3.1 .Recognizing letters, groups of letters and words in isolation and in context either printed or handwritten. 3.4.Understanding the general meaning of a simple short text. 3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress and intonation.

Ex.2p.19Choosing 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.

Do ex.4,5 p.19

Lesson 3 At the Market 1 14.10

5

http://Ex.2p.19/

http://Ex.13p.19/

http://Ex.3p.17/

http://Ex.U5p.16/

Listening 1 AUnderstanding the meaning of simple short instructions and directions related to definite simple situations, formulated directly, in commonly used language, slowly and clearly.

Spoken In-teraction

2.4.Producing simple questions and answers about what people do and don't do on the basis of spoken models. 2.3.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction.

1 Talking about what people do and don't do:What do you do on Sunday? We play on Sunday. Written

Interaction4.6.Writing lists of words. Making a shopping

list.


Talking about doing shopping.

Do ex.6 p.21

Lesson 4 Lunch at a Snack Bar

1 20.10

Listening 1.5.Understanding the general meaning of simple sentences which describe breakfast, lunch, dinner and supper. Sentences are pronounced slowly and clearly.

Spoken In-teraction

2.5.Producing simple isolated sentences to 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: 1 don't like pizza. He doesn't like pizza. Ex.1,2,4p.22-Reading 3.4.Understanding the general meaning of a simple

short text.3.5.ldentifying simple descriptions of what people have for breakfast, dinner, and supper.

Ex.3p.23 Do ex.5,6 p.23

Lesson 5 I Make Salad 1 21.10

6

http://Ex.3p.23/

Listening 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.

add, chop, peel, mix, banana, bowl, knife, orange, sugar;

Spoken In-teraction

2.4.Producing simple questions and answers about cookingdishes on the basis of spoken models.2.5.Producing simple isolated sentences to briefly 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.3.4.Understanding the general meaning of a simple short text.

Ex.4p.25 Read ex.3,do ex.7 p.25

Lesson 6 Afternoon Tea 1 03.11

Spoken In-teraction

2.4.Producing simple questions and 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-case forms of letters, making adequate spaces between words, and organizing a message on a page appropriately.


Ex.1p.26 Do ex 5,6,7 p.27

Lesson 7 Roundup 1 04.11

7

http://Ex.1p.26/

http://Ex.3p.27/

http://Ex.4p.25/

Spoken In-teraction

2.4.Producing simple questions and answers 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, and demonstrating comprehension by 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!earning poems, songs and dialogues for children which belong to the culture of the English-Speaking world.


nations

1.7.Listening to and singing songs. Repeat the module II

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

Test-Paper No.1 1 10.11

Module III 8

Lesson 1 Houses, Houses, Houses

1 11.11

Listening 1Understanding the general meaning of simple sentences which familiar immediate environment. Sentences are pronounced slowly and clearly.

block of flats, large, quiet, look for, may;

8

Spoken In-teraction

2.3.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction. 2.5.Producing simple isolated sentences to briefly describe houses, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about houses and possessions: There is...Is there....? - Yes, there is./No, there isn't. There are..... Are there...? Ex.1,2,3,5,6p.30-31

Reading 3.5.ldentifying simple descriptions of the students'homes.

Ex.4p.31

Written Interaction


Writing about the places the children live in:Ex.7p.31

Read and translate ex.5, do ex.6 p.31

Lesson 2 My Friend's Room 1 17.11

Listening 1.Understanding the meaning of simple short instructions and directions related to definite simple situations, formulated directly, in commonly used language, slowly and clearly.

Spoken In-teraction

2.2.Reproducing certain intonation patterns and other phenomena specific to the English language. 2.5.Producing simple isolated sentences to briefly describe rooms and furniture, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

bookcase, computer, curtain, furniture,shelf, wall;Describing a room:There is....There are....Ex.2,6p.32-33

9

http://Ex.7p.31/

http://Ex.4p.31/

Reading 3.7.Reading a simple short familiar dialogue, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Ex.3p.32Control reading of the dialogue.

Written Interaction

4.6.Writing lists of words. Making a list of pieces of furniture: Ex.1 p.32

Write ex.5,6 p.33

Lesson 3 There Is No Place Like Home

1 18.11

Listening 1.5.Understanding the general meaning of simple sentences which present describe houses and furniture.

Spoken In-teraction

2.4.Producing simple questions and answers about the students'homes on the basis of spoken models.

chimney, cupboard, hall, roof, staircase, wardrobe,downstais, upstairs; Talking about homes: Is there....?Are there....? Ex.1,5,7p.35 Read and

translate ex.3 p.35

Reading 3.2.Recognizing the meaning of punctuation marks - a colon, inverted commas and a dash (used in dialogues). 3.5.ldentifying simple descriptions of homes.

Ex.3,4p.35


nations

1.5.Drawing and presenting a simple plan of a house.

Making a plan of one's house.

Do ex.7 p.35

Lesson 4 Who lives in This House?

1 24.11

10

http://Ex.3p.32/

Listening 1 .Understanding the meaning of simple short instructions and directions related to definite simple situations, formulated directly, in commonly used language, slowly and clearly.

Spoken In-teraction

2.4.Producing simple questions and answers about houses on the basis of spoken models.

Talking about houses and 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 text, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Ex.2p.36:Control reading of the text.

Written In-teraction


Read ex.2 p.36, do ex.4 p.37

Lesson 5 What's Your Address? 1

25.11

Listening 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 ^.Understanding the meaning of simple short instructions and directions related to definite simple situations, formulated directly, in commonly used language, slowly and clearly.

11

http://Ex.2p.36/

Spoken In-teraction

2.3.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction. 2.4.Producing simple personal questions and answers on the basis of spoken models.

address;Asking about and giving one's address: What is your address? It's 23 Quiet Street.

Reading 3.7.Reading a simple short familiar dialogue, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.


Written In-teraction

4.7.Filling out a simple form of personal identification.

Ex.7p.39


nations

1.2.Reading numbers correctly. twenty, thirty, ...one hundred: Ex.2p.38

Learn the numbers and do ex.7 p.39

Lesson 6 In the Street 1 01.12

Spoken In-teraction

2.1 .Pronouncing sounds and groups of sounds specific to the English language in isolation and in words. 2.2.Reproducing certain intonation patterns and other phenomena specific to the English language. 2.4.Producing simple questions and answers about what people can do on the basis of spoken models. 23.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction.

game, lorry, taxi, trolley bus, van; cross the street;1 .Talking about what people can do:Can he drive? - Yes, he can./No, he can't.He can drive.Ex.4,5,6p.41

Reading 3.2.Recognizing the meaning of punctuation marks - a colon, inverted commas and a dash (used in dialogues). 3.7.Reading a simple short familiar dialogue, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.


12

http://Ex.3p.41/

http://Ex.2p.38/

http://Ex.7p.39/

http://Ex.3p.39/

Written Interaction


Ex.7p.41

Culture 1.2.ldentifying the main cities of the English-Speaking countries.1 ALearning 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

Learn the vocabulary,do ex.3,5 p.41


Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe houses, rooms, furniture, addresses, telephone numbers and actions, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

1 .Talking about houses, rooms and furniture.ZAsking about and giving addresses andtelephone numbers.3.Taling 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-

nations

1.2.Reading numbers correctly. Repeat the numbers


Test-Paper No. 2 1 08.12

Module IV 8

Lesson 1 It's Winter 1 09.12

13

http://Ex.7p.41/

Listening 1 ^.Identifying the intention of communication and the formulas of politeness used in simple spoken interaction.

Spoken In-teraction

2.4.Producing simple questions and answers about winter on the basis of spoken models.2.5.Producing simple isolated sentences to briefly describe winter, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

fall, ice, snow, snowflake, wind, bare, frosty, snowy, everywhere; The days are frosty. Ex.1,7p.45

Reading 3.1 .Recognizing letters, groups of letters and words in isolation and in context either printed or handwritten. 3.7.Reading a simple short familiar dialogue, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.


Culture 1.6.Leaming a poem which belongs to the culture of the English-Speaking world.

Ex.2p.44


nations

1.6.Describing seasons in brief. Talking about winter.

Read and translate ex.3,do ex.7 p.45

Lesson 2 Winter Is Fun 1 15.12

14

http://Ex.2p.44/

http://Ex.3p.45/

Spoken In-teraction

2.4.Producing simple questions and 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 games the children are playing at the moment of speaking: / 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 ^.Learning a poem, which belongs to the culture of the English-Speaking world.

Ex.3p.47


nations

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 Learn the poem ex.3 p.47

Evaluation - Practical application of knowledge and skills acquired in the course of this term.

Winter Term Test Paper

1 16.12

Lesson 3 Christmas Is Coming

1 22.12

Listening 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.

card, carol, decoration, merry lights, paper, party, tinsel, cut, decorate, prepare;

15

http://Ex.3p.47/

http://Ex.6p.47/

Spoken In-teraction

2.4.Producing simple questions and answers about preparations for Christmas on the basis of spoken models.

Talking about Christmas: They are not watching TV. Are they playing?

Reading 3.3.Understanding certain directions, suggestions and simple instructions.3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Making a Christmas card:Ex.5p.49Ex.4p.49Control reading of the text.

Read and translate ex4 p.49, vocabulary


nations

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

Lesson 4 We Wish You a Merry Christmas!

1 23.12

Listening 1.3.ldentifying the intention of communication and the formulas of politeness used in simple spoken interaction.

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe Christmas celebrations, using simple words and expressions, syntactic structures and grammar forms that have been practiced. 2.6.Reproducing simple poems and songs.

wreath, bring; Talking about Christmas celebrations: Ex.lp.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.50Ex.5p.51

Learn a carol p.50-51

Lesson 5 More about Me 1 12.01

16

http://Ex.5p.51/

http://Ex.2p.50/

http://Ex.lp.50/

http://Ex.4p.49/

http://Ex.5p.49/

Spoken In-teraction

2.3.Reproducing simple sentences and the formulas of politeness used in simple spoken interaction. 2.4.Producing simple personal questions and 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.52-53Asking for and presenting personal information: Ex.2,3p.52

Reading 3.4.Understanding the general meaning of a simple short text.

Ex.6,7p.53 Read ex.6-7 p.53

Lesson 6 Birds In Winter 1 13.01Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe the life of birds and animals in winter, using simple words and expressions, syntactic structures and grammar forms that have been practiced. 2.6.Reproducing simple dialogues.

Bird table, crumb,deep, inside,outside, be sorry, need:Talking about birds and animals in winter:How does the bird feel?Ex.1p.54Ex.3p.55

Reading 3.7.Reading a simple short familiar poem, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Poem:'Birds in Winter': Ex.2p.55

Learn the poem ex.2 and do ex.5 p.55


17

http://Ex.2p.55/

http://Ex.3p.55/

http://Ex.1p.54/

http://Ex.23p.52/

Spoken Interaction

2.4.Producing simple questions and answers about how people feel on the basis of spoken models.

1.Talking about how people feel. 2.Talking about Christmas.

Reading 3.2.Recognizing the meaning of punctuation marks - a colon, inverted commas and a dash (used in dialogues). 3.6.Associating the information from a text with pictures.

Written Interaction

4.1 .Reproducing letters, groups of letters in isolation or in familiar words.4.8.Establishing connections between pronunciation and a written image of a familiar word in one simple sentence, and writing it.

Writing a dictation.


nations

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

Learn a song about winter

Module V 12

Lesson 1 I Have a Happy Family

2 20.0126.01

Spoken In-teraction

2.2.Reproducing certain intonation patterns and other phenomena specific to the English language. 2.4.Producing simple questions and answers about familiar people on the basis of spoken models.

grandparents, manager, strong, with us; Talking about family members and friends: He is younger, Ex.1,3,5p.59


Ex.2p.58 Translate ex.2 p.58 do ex.5 p.59

18

http://Ex.2p.58/

Lesson 2 Happy Birthday 2 27.0102.02

Listening 1.Distinguishing in speech words and simple short sentences containing certain sounds and patterns of intonation. The words and sentences are pronounced slowly and clearly.

aunt, uncle, cousin, family tree, present, dear;

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe family members, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about family members and friends:Happy birthday!Tim is stronger than Dan.Ex.1,3,4,5p.60-61

Reading 3.4.Understanding the general meaning of a simple short dialogue.

Ex.2p.60

Written Interaction

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

Translate ex.2 p.60 and do ex.6 p.61

Lesson 3 Whose Jacket Is It?

2 03.0209.02

Spoken In-teraction

2.4.Producing simple questions and answers about clothes on the basis of spoken models.

boots, jacket, scarf, sweater, trainers,cheeky, nobody;Talking about clothes:The longest scarf.

Ex.13p.63

Learn the new vocabulary,translate ex.2 p.62


Ex.3p.63

19

http://Ex.3p.63/

http://Ex.13p.63/

http://Ex.2p.60/

Written Interaction

4.5.Copying certain short texts, using punctuation marks and capital letters correctly.4.8.Establishing connections between pronunciation and a written image of a familiar word in one simple sentence, and writing it.

Writing a dictation (articles of clothes).

Culture 1.5.ldentifying certain articles of clothes.

IntegratedSkillCombi-

nations


New Vocabulary Do ex.4 p.63

Lesson 4 In the Morning 2 10.0216.02

Listening 1.5.Understanding the general meaning of simple sentences which present familiar actions. Sentences are pronounced slowly and clearly.

have breakfast, make one's bed

Translate ex.4 p.65

Spoken In-teraction

2.2.Reproducing certain intonation patterns and other phenomena specific to the English language. 2.5.Producing simple isolated sentences to briefly describe morning routine, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about morning routine:I make my bed Iam having lessons now.Ex.2,3,5,7p.64-65


nations

1 i.Telling and writing the time correctly. Ex.1p.64 Do ex.6 p.65

Lesson 5 Stay Healthy 1 17.02Listening 1 AUnderstanding the meaning of simple short

instructions and directions related to definite simple situations, formulated directly, in commonly used language, slowly and clearly.

comb his hair, button his coat, etc.;

20

http://Ex.1p.64/

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly 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 expressions, syntactic structures and grammar forms that have been practiced.

1 .Talking about what people are doing at the moment of speaking: Danny is reading.... Ex.Up.662.Talking about what is good for children:It's good toGet up early. Do you get up early? Yes, 1 do./No, 1 Culture 1.6.Learning a poem, which belongs to the culture of

the English-Speaking world.Ex.5p.67 Learn the

vocabulary and ex.5 p.67

Lesson 6 Cleaning Day 1 02.03

Listening 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.

clean, put away, take the rubbish away, tidy, wash up, water the flowers, vacuum cleaner;

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe familiar actions, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about cleaning the room:1 don't....but...Ex.2,4p.69


Text: 'Jobs at Home': Ex.3p.69

Learn the vocabulary and do ex.5 p.69


21

http://Ex.3p.69/

http://Ex.5p.67/

http://Ex.Up.66/

Listening 1 Understanding the general meaning of simple sentences which present people, animals, objects and familiar immediate environment. Sentences are pronounced slowly and clearly.

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe familiar actions, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about cleaning the room.



nations

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

To repeat the module V



Module VI 12Lesson 1 It Was Cold in

Winter2 10.03

16.03

Listening 1.1 .Recognizing sounds and groups of sounds specific 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.

snowdrop, year, melt, last;

Spoken In-teraction

2.4.Producing simple questions and 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

Vocabulary,ex.3 p.73,ex.6 p.73

22


Ex.5p.73

Lesson 2 Was Tim at the Circus?

2 17.0323.03

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe people, objects, animals and familiar places, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

circus, concert, library,

museum, ring, the-atre, zoo;Asking about

the past: Reading 3.6.Associating the information from a text with pictures.

Ex.1p.74 Vocabulary,ex.4 p.75

Written Interaction

4.2.Reproducing symbols of phonetic script. 4.8.Establishing connections between pronunciation and a written image of a familiar word in one simple sentence, and writing it.

Writing a dictation.

Ex.6 p.75 to read and translate

Lesson 3 They Worked in the Garden Yesterday

2 24.0330.03

Listening 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.

leaf, seed, dry, brush, cook, plant, rake, turn the soil, work;

Spoken In-teraction

2.2.Reproducing certain intonation patterns 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 people did in the garden: / washed. I didn't wash.Did you wash? - Yes, I did./No, I didn't. Ex.1,2,4,5p.77

23

http://Ex.1p.74/

http://Ex.5p.73/

Reading 3.5.ldentifying simple descriptions of familiar everyday actions.

Text:'A Busy Saturday': Ex.3p.77

Ex.3 p.77 read and translate, ex.5 p.77 to write

Lesson 4 We Went Shopping Yesterday

2 31.0306.04

Spoken In-teraction

2.4.Producing simple questions and answers about shopping on the basis of spoken models.

hair, silk, toyshop, go shopping, made of, fair;

Talking about

Ex.1 p.78 to translate

Reading 3 AUnderstanding the general meaning of a simple short text. 3.5.ldentifying simple descriptions of past actions. 3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Ex.l,3,5p.79 Ex.5p.79:Text:'The Selfish Giant'

Culture 1.6.Learning a dialogue for children which belongs to the culture of the English-Speaking world.

Ex.3 p.79,ex.5 to read

Lesson 5 Angela Wrote a Letter

1 07.04

Spoken In-teraction

2AProducing simple questions and answers about the past on the basis of spoken models.

cotton, glasses, letter, ribbon, T-shirt, wool; Talking about the past: She wrote. She didn't write. Ex.l,2,3,5p.81

Reading 3 AUnderstanding the general meaning of a simple short text.3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Text:'The Selfish Giant': Ex.6p.81Control reading of the text.

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http://Ex.6p.81/

http://Ex.5p.79/

http://Ex.3p.77/

Written Interaction

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

Read and translate ex.4,6 p.81

Lesson 6 A Picnic in the Country

1 21.04

Spoken In-teraction

2.4.Producing simple questions and answers about picnics on the basis of spoken models.

blossom, branch, forest, grass, river, sandwich, sky, go on / for a picnic; Reading 3.4.Understanding the general meaning of a simple

short text.3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Ex.3p.83Text:'The Selfish Giant': Ex.5p.83Control reading of the text.

Culture 1 learning a poem for children which belongs to the culture of the English-Speaking world.

Poem:'Six Honest Serving Men': Ex.2p.82

Vocabulary,ex.3,5 p.83 to read and translate


Listening 1.5.Understanding the general meaning of simple sentences which present past actions. Sentences are pronounced slowly and clearly.

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe past actions, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about what people did in the past.

Reading 3 AUnderstanding the general meaning of a simple short text.

Text:'The Selfish Giant': p.85

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http://Ex.2p.82/

http://Ex.5p.83/

http://Ex.3p.83/

Written Interaction


Culture 1.6.Learning poems, songs and dialogues for children which belong to the culture of the English-Speaking world.

To read and translate 'The Selfish Giant': p.85



Module VII 9

Lesson 1 I Live in Moldova 1 04.05

Spoken In-teraction

2.2.Reproducing certain intonation patterns and other phenomena specific to the English language. 2.5.Producing simple isolated sentences to briefly describe Moldova, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

bunch, country, fortress, horn of plenty, key,landscape, monastery, native land, golden;

Talking about Reading 3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress, intonation, sense groups, and etc.

Ex.2,3p.86 Do ex.3,5 p.87

Lesson 2 Welcome to Chisinau

1 05.05

26

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe familiar places, using simple words and expressions, syntactic structures and grammar forms that have been practiced. 2.3.Reproducing simple sentences and the formulas 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


Text:'Welcome to Chisinau': 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).

Read ex.3 and do ex.5 p.89

Lesson 3 At the Puppet Show

1 11.05

Spoken In-teraction

2.4.Producing simple questions and answers about past actions on the basis of spoken models. 2.5.Producing simple isolated sentences to 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.ldentifying simple descriptions of familiar places. Ex.2p.90


nations


New Vocabulary. Write ex.5 p.91

Final Evalu-ation

- Practical application of knowledge and skills acquired in the course of this academic year.

Final Test-Paper 1 12.05

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http://Ex.2p.90/

http://Ex.3p.89/

http://Ex.4p.89/

Lesson 4 Summer Vacation 1 18.05

Spoken In-teraction

2.2.Reproducing certain intonation patterns and other phenomena specific to the English language. 2.5.Producing simple isolated sentences to briefly describe plans for the future, using simple words and expressions, syntactic structures and grammar forms that have 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 won't go to the seaside. Ex.l,2,4,5,6p.92-93


Ex.3p.93

Written Interaction

4.2.Reproducing symbols of phonetic script. 4.6.Writing lists of words.

Translate ex.4 do ex.5 p.93

Lesson 5 Summertime 1

11

19.05

Listening 1.5.Understanding the general meaning of simple sentences which present future action. Sentences are pronounced slowly and clearly.

Spoken In-teraction

2.4.Producing simple questions and answers about future actions on the basis of spoken models.

Asking about the future: Will you go there? What will you do there? Ex.2,4,5,6p.95

translate ex.3 p.95

Lesson 6 A Busy Week 1 25.05

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http://Ex.3p.93/

Spoken In-teraction


Talking about what children like and dislike:

Ex.2,3p.97Reading 3.7.Reading a simple short familiar text, and demonstrating comprehension by appropriate fluency, stress, intonation

Ex.1p.96Control reading of the text.

Do ex.6 p.97

End-of-the-Book

Lesson 7

Round Up 1 26.05 35h Round Ups-7

Listening 1 Understanding the general meaning of simple sentences which present the students'familiar immediate environment.

Total 67 hEvaluari 14

Spoken Interaction

2.4.Producing simple questions and answers places of interest in ChisjnSu on the basis of spoken models.

To repeat the moduleVII

End-of-the-Book

Round Up 1

Spoken In-teraction

2.5.Producing simple isolated sentences to briefly describe seasons, people, objects, animals and familiar places, using simple words and expressions, syntactic structures and grammar forms that have been practiced.

Talking about seasons, clothes, houses, furniture, past and future actions.


Culture 1.5.ldentifying certain articles of clothes.


nations

1.5.Drawing and presenting a simple plan of a house. 1.6.Describing seasons in brief.

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http://Ex.1p.96/

The Ministry of Education of the Republic of MoldovaThe Ministry of Education of the Republic of MoldovaGeneral Department of Education, Youth and Sport, FăleştiGeneral Department of Education, Youth and Sport, Făleşti

Gimnasium Făleştii Noi

Approved:__________ Date: september2014

Long Term Plan rd

For the III form((SchoolSchool year – 2014 - 2015) year – 2014 - 2015)

Nr. of lessons a week : 2 hours

Teacher: Nichitin Natalia

30

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Documents

cl III.doc