Autumn Weather and Fruits Lessons for English Class

MINISTERUL EDUCAIEI AL REPUBLICII MOLDOVA
DIRECIA GENERAL EDUCAIE FLETI

LICEUL TEORETIC ,,Mihai Corlteanu
CATEDRA Limb i comunicare
APROBAT _______________
Lungu Efim, director al liceului
_____________________2015
COORDONAT_________________
Corlteanu Tatiana director-adjunct
__________________________2015
PROIECT DE LUNG DURAT

la limba englez pentru clasa a III a
anul de studii 2015-2016
Profesor Colesnic Mihai, grad didacticProiectul este elaborat conform Curricumului modernizat , 2010
Manual de baz: I. Ignatiuc, L. Aladin, L. Foca, D. Puiu, A. Muntean. Magic English 3, Arc 2012.
Discutat i aprobat la edina catedrei
Proces-verbal nr.___ din ______2015
ef catedr:_____________________
Nr.
Specific Competence Indicators (SCI) and Sub
Competences (SC)
Content
H Date The activities of

s
pupils with
Special
Educational
Needs
SCI
SC
Term I
Spoken Interaction
2.3. Reproducing simple sentences and the formulas of politeness used in simple spoken interaction.
Reading
3.1.Recognizing letters, groups of letters and words in isolation

and in context either printed or handwritten.
1.6.Leaming a poem, which belongs to the culture of the
English-Speaking world.
Culture
Module 1
Lesson 1 Meeting Old Friends
Greeting friends.
Alphabet: Ex.4p.3
Hello, glad to see you,

how are you?, Im fine,
thanks.
Alphabet: Ex.4p.3
Ex.2p.2
Lesson 2 A New Classmate

Spoken In2.4. Producing simple questions and answers adequate to
classmate;Asking and answering
teraction
certain everyday life situations on the basis of spoken models.
personal questions. Vocabulary:
classmate, come in, be back thats
why, together.
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
Integrated Skill 1.2. Reading numbers correctly.
The first, the second, etc.: Ex.5,6p.5
Combinations
Vocabulary: classmate,
come in, be back thats
why, together
Ex:2 p.4
The first, the second, the

third
Lesson 3 These Are Children

Spoken Interaction
Written
Interaction
2.4. Producing simple questions and answers adequate to

certain everyday life situations on the basis of spoken
models.
4.6. Writing lists of words.
Integrated
1.1 .Identifying words and expressions similar to the
Skill Combi- words and expressions in the students' mother-tongue in
nations
simple written and oral sentences.
I Talking about a visit to the zoo.

Writing a list of wild animals.
New Vocabulary
Ex: 1 p.6
Lesson 4 I Am Your Friend

Listening
Spoken
Interaction
Reading
Written
Interaction
1.5. Understanding the general meaning of simple

sentences which present people's possessions. Sentences
are pronounced slowly and clearly.
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.
3.4. Understanding the general meaning of a simple
short dialogue.
my, your, his, her, its, our, their;

Ex.1,2 p.8
Ex:1 p.8
Talking about possessions:

Ted is my friend, etc.
Ex.1,2 p.8
I, you, he/she/it, we, you,

they = my,your, his/her/its,
our, your, their
Ex.3p.9
Ex:3 p.8
4.5. Copying certain short texts, using punctuation marks

and capital letters correctly.
Ex.4,5p.9
Lesson 5 What Is Her Job?
Listening
2.3. Reproducing simple sentences and the formulas of

politeness used in simple spoken interaction.
Ex.1,2,3p.10
Ex:1 p.10
Spoken Interaction

describe people and their professions, using simple
words and expressions, syntactic structures and grammar
forms that have been practiced.
3.6. Associating the information from a text with
pictures.
Talking about jobs:

What are these women?
They are teachers. Ex.2,3,4p.1011
Ex.1p.10
Vocabulary p.10
Reading
Ex:4 p.11
Lesson 6 Where Is the Map?

Listening
Spoken Interaction
1.1 .Recognizing sounds and groups of sounds specific

to the English language, pronounced in isolation and in
context.
2.4. Producing simple questions and answers about the
location of things on the basis of spoken models.
between, above;
between, above;
Talking about location of things:

Where is the map? It's above the
desk.
Ex:4 p.13
Reading
describe the location of things and familiar places, using

simple words and expressions, syntactic structures and
grammar forms that have been practiced.
pictures (home, flat).
Ex.1,3p.12-13
Ex:1 p.12
Recapitulation, vocabulary,
grammar
Lesson 7 Round Up
Listening
Spoken
Interaction
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.
2.6. Reproducing simple dialogues, poems and songs.
Reading
3.1 .Recognizing letters, groups of letters and words in

isolation and in context either printed or handwritten.
Written
Interaction
Integrated
4.7. Filling out a simple form of personal identification.
Skill Combinations
P.14-15 understanding the

conditions.
P.14-15
Understanding the
conditions.
Asking and answering personal

questions.
Say the English alphabet

p.14
Making lists of animals,

professions.
Making lists of animals,

professions.
Completing and answering

questions.
Test analasys
Module
II
Lesson 1 Autumn Weather

Listening
Spoken Interaction
Reading
Integrated
Skill Combinations

sentences which describe autumn weather. Sentences are
2.1 .Pronouncing sounds and groups of sounds specific
to the English language in isolation and in words.
2.4. Producing simple questions and answers about
autumn weather on the basis of spoken models.
short text.
3.5. Identifying simple descriptions of seasons.
1.6. Describing autumn in brief.
beautiful, cloudy, cool, rainy,

sunny, windy, mushroom, season;
Talking about autumn:
What is the weather like today?
It's windy.
Ex.1,2p.16
Ex.3p.17
beautiful, cloudy, cool,

rainy, sunny, windy,
mushroom, season;
What is the weather
like today?
It's windy.
Vocabulary p.16
Ex.5 p.17
Lesson 2 In the Garden
Spoken Interaction

describe fruits and vegetables, using simple words and
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.1,3p.18-19
Reading

short text.
3.7. Reading a simple short familiar text, and
demonstrating comprehension by appropriate fluency,
stress and intonation
Ex.2 p.19
Choosing a title for the text.
Control reading of the text.
basket, cabbage, grapes,

harvest, pear, spade,
help, pick, work, busy,
sure; Talking about
fruits and vegetables: I
like apples, and I like
plums, too.
Vocabularu p.18
Written
Interaction
Making a list of fruits and

vegetables.
Saying names of fruits

and vegetables.
Lesson 3 At the Market

Listening
Spoken Interaction
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.
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
Written
Interaction
Culture
1.1.Identifying and respecting certain norms of verbal

and non-verbal communication.
Corn, garlic, market, onion,

pepper, quince, water-melon, buy,
sell.
Corn, garlic, market,

onion, pepper, quince,
water-melon, buy, sell.
1 Talking about what people do

and don't do:What do you do on
Sunday?
We play on Sunday. Ex.1,2,3p.2021
fruit, market, vegetable, buy, sell;
2.Talking about doing shopping at
the market.
Making a shopping list.
Corn, garlic, market,

onion, pepper, quince,
water-melon, buy, sell.
Talking about doing shopping.

Lesson 4 Lunch at a Snack Bar
Listening
Spoken Interaction
Reading

sentences which describe breakfast, lunch, dinner and
supper. Sentences are pronounced slowly and clearly.
describe the location of things and familiar places, using
short text.
3.5. Identifying simple descriptions of what people have
Ex:1,2 p.22
Ex:1,2 p.22
Cola, fries, hamburger, etc.

Talking about food:
I dont like pizza./He doesnt like
pizza.
Ex.1,2,4 p.22-23
Ex.3p.23
I dont like pizza./He

doesnt like pizza.
Cola, fries, hamburger,
hot-dog, juice, lunch
,pizza, sugar,often.
Ex.3p.23
for breakfast, dinner, and supper.

Lesson 5 I Make Salad
Listening
Spoken Interaction
Reading
Written
Interaction

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 beenpracticed.
3.3. Understanding certain directions, suggestions and
simple instructions.
short text.
add, chop, peel, mix, banana,

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

banana, bowl, knife,
orange, sugar;
Talking about cooking:

What does she do?
She makes breakfast:
Ex.1,2,5,6p.24-25
add, chop, peel, mix,

banana, bowl, knife,
orange, sugar;
Ex.3p.25
Vocabulary p.24
Ex.7p.25
Lesson 6 Afternoon Tea
Spoken Interaction
2.4. Producing simple questions and answers about afternoon tea on the basis of spoken models.
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.
Talking about afternoon tea:

What does he have for ?
Ex.3p.27
Biscuits, glass, jug, napkin,
sandwich, teapot, tea-spoon
grammar
Biscuits, glass, jug,

napkin, sandwich,
teapot, tea-spoon
Lesson 7 Round Up
Spoken Interaction
Reading
Written
Interaction

models.
2.6. Reproducing simple dialogues, poems and songs.
3.7.Reading a simple short familiar text, and
stress, intonation, sense groups, and etc.
4.8. Establishing connections between pronunciation and
a written image of a familiar word in one simple
sentence, and writing it.
Talking about food, shopping, and

preferences in food.
Telling the names of food in

English.
p.28-29
Find the fruits p.29
Writing a dictation (vocabulary

covered in this unit).
Test analasys
Module
III
Lesson 1 Houses, Houses, Houses
Listening
Spoken Interaction
Reading
Written
Interaction

sentences which familiar immediate environment.
Sentences are pronounced slowly and clearly.
describe houses, using simple words and expressions,
syntactic structures and grammar forms that have been
practiced.
3.5. Identifying simple descriptions of the students'
homes.
block of flats, large, quiet, look

for, may;
block of flats, large,

quiet, look for, may;
Talking about houses and

possessions: There is...
Is there 7 - Yes, there is./No, there
isn't.
There are.....
Are there...? Ex.1,2,4,5,6p.30-31
Ex.3p.31
There is...
Is there 7 - Yes, there
is./No, there isn't.
There are.....
Are there...?

Writing about the places the

children live in:
Ex.7p.31
Vocabulary p.30
Lesson 2 My Friend's Room

Listening
Spoken Interaction
Reading
Written
Interaction
1.4.Understanding the meaning of simple short

2.2. Reproducing certain intonation patterns and other
phenomena specific to the English language.
describe rooms and furniture, using simple words and
Ex:4 p.33
Ex:4 p.33
bookcase, computer, curtain,

furniture, shelf, wall
Describing a room:
There is....
There are....
Ex.2,6p.32-33
bookcase, computer,
curtain, furniture, shelf,
wall
Describing a room:
There is....
There are....
3.7.Reading a simple short familiar dialogue, and

3.5. Identifying simple descriptions of the students'
homes.
Ex.3p.32
Control reading of the dialogue.
Ex.4p.33
Ex:3 p.32
Making a list of pieces of

furniture: Ex.1 p.32
Lesson 3 There Is No Place Like Home
Listening
1, 5.Understanding the general meaning of simple

sentences which present describe houses and furniture.
Ex:1-3 p.34-35
Ex:1-3 p.34-35
Spoken Interaction

students' homes on the basis of spoken models.
Reading
3.2. Recognizing the meaning of punctuation marks - a

colon, inverted commas and a dash (used in dialogues).
3.5. Identifying simple descriptions of homes.
chimney, cupboard, hall, roof,

staircase, wardrobe, downstairs,
upstairs;
Talking about homes:
Is there?/Are there...?
Ex.1,5,7p.35
Ex.3,4p.35
chimney, cupboard,
hall, roof, staircase,
wardrobe, downstairs,
upstairs;
Talking about homes:
Is there?/Are there...?
Ex:3 p.35
Integrated
1.5. Drawing and presenting a simple plan of a house.
Skill Combinations
Making a plan of one's house.
Drawing a house
Lesson 4 Who Lives in this house?

Listening
Spoken
Interaction
Reading
Written Interaction
1.4. Understanding the meaning of simple short

houses on the basis of spoken models.
Ex:1,2 p.36
Ex:1,2 p.36
Talking about houses and

possessions:Whose house is cosy?
Danny's house is cosy.
Ex.1,2,5,6,7p.37

Ex.2,4 p.36-37
Talking about houses

and possessions:Whose
house is cosy?
Danny's house is cosy.
Cosy, dark, round,
snug, tunnel
Ex:2 p.36
Lesson 5 What's Your Address?

Listening
Spoken Interaction
1.2.Distinguishing in speech words and simple short sentences containing sounds, patterns of intonation and
2.4. Producing simple personal questions and answers on
the basis of spoken models.
Ex:1,2,4 p.38,39
What number is the pet shop?
Twenty one.
Twenty, thirty, forty, fifty, sixty,
seventy, eighty, ninety, one
hundred
address;
Asking about and giving one's
address: What is your address?
It's 23 Quiet Street.Ex.1,2 p.38
Ex:1,2,4 p.38,39
What number is the pet
shop?
Twenty one.
Twenty, thirty, forty,
fifty, sixty, seventy,
eighty, ninety, one
hundred
Asking about and
giving one's address:
What is your address?
It's 23 Quiet Street
Reading
Written Interaction

4.7. Filling out a simple form of personal identification.
Ex.4p.39
Twenty one.
Twenty, thirty, forty,
fifty, sixty, seventy,
eighty, ninety, one
hundred
Ex:4 p.39
Ex.7p.39
Lesson 6 I Can Ride a Bike
Spoken Interaction
2.1.Pronouncing sounds and groups of sounds specific to

the English language in isolation and in words.
people can do on the basis of spoken models.
Speak, ride a bike, walk a dog,

play basketball, draw, jump the
rope, climb a tree.
Talking about what people can do:
Can he ride a bike?
Yes, he can. /No, he can't.
He can ride a bike.Ex.1,3,4,p.41
Speak, ride a bike, walk

a dog, play basketball,
draw, jump the rope,
climb a tree.
Talking about what
people can do:
Can he ride a bike?
Yes, he can. /No, he
can't.
He can ride a bike.
Reading

Ex.2p.41
Ex.2p.41
Written
Interaction
Ex.5p.41
Lesson 7 Round Up
grammar
Spoken Interaction

describe houses, rooms, furniture, addresses, telephone
numbers and actions, using simple words and
Written
Interaction
1 .Talking about houses, rooms

and furniture.
2. Asking about and giving
addresses andtelephone numbers.
3. Talking about what people can
do.
Making lists of pieces of furniture.
Talking about houses,

rooms and furniture.
Module
IV
Lesson 1 It's Winter
Listening
13. Identifying the intention of communication and the

fall, ice, snow, snowflake, wind,

bare, frosty, snowy, everywhere;
The days are frosty.
fall, ice, snow,

snowflake, wind, bare,
frosty, snowy,
everywhere; The days
are frosty.
Spoken Interaction

winter on the basis of spoken models.
describe winter, using simple words and expressions,
practiced.
1.6. Learning a poem which belongs to the culture of the
fall, ice, snow, snowflake, wind,

bare, frosty, snowy, everywhere;
The days are frosty.
Ex.1,5,6,7p.45
Ex:3 p.45
Ex.3p.45
Ex:2,3 p.44, 45
Reading
Culture
Ex.2p.44
Integrated
1.6. Describing seasons in brief.
Skill Combinations
Talking about winter.
Talking about winter.
Lesson 2 Winter Is Fun

Spoken Interaction

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: I am skiing./
They are skating.
Ex.1,2,4,5p.47
Written
Interaction
Culture
1.6. Learning a poem, that belongs to the culture of the

Writing a list of children's

activities:
Ex.6p.47
Ex.3p.47
Integrated
1.1. Identifying words and expressions similar to the
Skill Combi- words and expressions in the students' mother-tongue in
nations
New Vocabulary
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: I am skiing./
They are skating.
Ex.1,2,4,5p.47
Blow, make a
snowman, play hockey,
ride on a sledge.
Lesson 3 Christmas Is Coming

Listening
Spoken Interaction

preparations for Christmas on the basis of spoken
models.
card, carol, decoration, merry

lights, paper, party, tinsel, cut,
decorate, prepare;
Talking about Christmas:
They are not watching TV.
Are they playing?
Ex.1,2,3p.48-49
card, carol, decoration,

merry lights, paper,
party, tinsel, cut,
decorate, prepare;
Are you dancing?
Yes, I am./ No, Im not.
Is she cooking?
Yes, she is/ No, she
isnt.
Reading
3.3. Understanding certain directions, suggestions and

simple instructions.
Making a Christmas card:

Ex.5p.49
Ex.4p.49
Control reading of the text
Ex.4p.49
Lesson 4 We Wish You a Merry

Christmas!
Listening
1.3. Identifying the intention of communication and the

Spoken Interaction

describe Christmas celebrations, using simple words and
have been practiced. 2.6. Reproducing simple poems and
songs.
angel, bell, candle, candy cane,

gift, reindeer, star, wreath, bring;
Talking about Christmas
celebrations:
Ex.l,2,3 p.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
angel, bell, candle,

candy cane, gift, reindeer, star, wreath, bring;
Talking about
Christmas celebrations:
Ex.lp.50
Lesson 5 More about Me

Spoken Interaction

2.4. Producing simple personal questions and answers on
the basis of spoken models.
Reading

short text.
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 presenting
personal information:
Ex.2,3p.52
Ex.6,7p,53
calm, happy, hungry,

sad, shy, thirsty, tired;
Talking about how
people feel:
How do you feel?
Are you sometimes
sad?
Ex:7 p.53
Lesson 6 Birds In Winter

Spoken Interaction

describe the life of birds and animals in winter, using
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.54, Ex.3p.55
bird table, crumb, deep,

inside, outside, be sorry,
need:
Talking about birds and
animals in winter:How
does the bird feel?
Reading
3.7.Reading a simple short familiar poem, and

Poem: Birds in Winter': Ex.2p.55
Poem: Birds in
Winter': Ex.2p.55
Lesson 7 Round Up
Recapitulation
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

3.6.Associating the information from a text with
pictures.
4.1 .Reproducing letters, groups of letters in isolation or
in familiar words.
Ex: 6 p.53
Written
Interaction
Writing a dictation.
Test analasys
Module
V
1 .Talking about how

people feel. 2. Talking
about Christmas.
Vocabulary p.54
Lesson 1 A Happy Family

Spoken
Interaction

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

with us;
Talking about family members
and friends:He is younger.
Ex.1,3,5 p.58-59
Grandparents, manager,
strong, with us;
Talking about family
members and
friends:He is younger.
Reading

short text.
Ex.2p.58
Grandparents, manager,
fat, strong, thin, clean
Lesson 2 Grandmas Birthday

Listening
Spoken Interaction
Reading

sentences containing certain sounds and patterns of
intonation. The words and sentences are pronounced
slowly and clearly.
describe family members, using simple words and
short dialogue.
aunt, uncle, cousin, family tree,

present, dear;
ex:2 p.60
aunt, uncle, cousin,

family tree, present,
dear;
Talking about family members

and friends:Happy birthday!
Tim is stronger than Dan.
Ex.1,3,4,5p.60-61
Ex.2p.60

dear;
dear;
ex:5 p.61
Written
Interaction
Making a list of family members.

Lesson 3 Whose Jacket Is It?
Spoken Interaction

clothes on the basis of spoken models.
boots, jacket, scarf, sweater,

trainers, cheeky, nobody;
Talking about clothes:The long
esscarf.Ex.1 p.63
boots, jacket, scarf,

sweater, trainers,
cheeky, nobody;
Reading

pictures.
Ex.3p.63
Written
Interaction

1.5. Identifying certain articles of clothes.
Writing a dictation (articles of

clothes).
Culture
Integrated
1.1 .Identifying words and expressions similar to the
Skill Combi- words and expressions in the students mother-tongue in
nations
boots, jacket, scarf,

sweater, trainers,
cheeky, nobody;
Ex:3 p.63
New Vocabulary
New Vocabulary
Lesson 4 In the Morning

Listening
Spoken Interaction

sentences which present familiar actions. Sentences are
describe morning routine, using simple words and
1.3.Telling and writing the time correctly.
Integrated
Skill Combinations
Reading
short text.
3.7. Reading a simple short familiar text, and
stress and intonation
have breakfast, make one's bed,

etc.;
have breakfast, make

one's bed, etc.;
Talking about morning routine:

I make my bed.
I am having lessons now.
Ex.2,3,5,7p.64-65
have breakfast, make

one's bed, etc.; I make
my bed.
I am having lessons
now.
Ex.1p.64
Ex.4p.65
Ex:4 p.65
Lesson 5 Stay Healthy

Listening
Spoken Interaction
Culture

describe morning routine, using simple words and
comb his hair, button his coat,

etc.;
ex:5 p.67
comb his hair, button

his coat,
1. Talking about what people are

doing at the moment of speaking:
Danny is readingEx.1,2 p.66
2. Talking about what is good for
children:Its good to/Get up
early.
Do you get up early?/Yes I do. No,
I dont.Ex.3,4 p.67
comb his hair, button

his coat,

Ex.5p.67
Lesson 6 Cleaning Day
Listening
1.2.Distinguishing in speech words and simple short

clean, put away, take the rubbish

away, tidy, wash up, water the
flowers, vacuum cleaner;
Spoken Interaction

describe familiar actions, using simple words and
have been practiced
Talking about cleaning the room:

I don't....but....
Ex.2,4p.69
Reading

short text.
Text: 'Jobs at Home': Ex.3p.69
clean, put away, take

the rubbish away, tidy,
wash up, water the
flowers, vacuum
cleaner;
wash up, water the
flowers, vacuum
cleaner;
wash up, water the
flowers, vacuum
cleaner;
Recapitulation
Lesson 7 Round Up
Listening
Spoken Interaction
Reading

sentences which present people, animals, objects and
familiar immediate environment. Sentences are
describe familiar actions, using simple words and
pictures.
Talking about cleaning the room.
Cleaning the room

vocabulary
Ex:3 p.69
Integrated
1.2. Reading numbers correctly.
Skill Combinations
the first, the second, etc.

Test analasys
Module
VI
Lesson 1 It Was Cold in Winter
Listening
Spoken Interaction
1.1.Recognizing sounds and groups of sounds specific to

the English language, pronounced in isolation and in
context.
sentences which present past actions. Sentences are
2.4. Producing simple questions and answers about past
actions on the basis of spoken models.
snowdrop, year, melt, last;
snowdrop, year, melt,

last;
Talking about the past:

I was at home yesterday.
They were at home yesterday.
snowdrop, year, melt,

last;
Ex.4,5,6p.73
Reading

pictures.
Ex.3p.73
Written
Interaction
Making a list f spring words and a

list of winter words.
Ex:2 p.62
Lesson 2 Was Tim at the Circus?

Spoken Interaction

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, theatre, zoo;
Asking about the past:
WasTim at the circus?
Yes, he was./No, wasn't.
Ex.2,3,4,5p.74-75
Reading
3.6. Associating the Information from d text with

pictures.
Ex.1p.74
Written
Interaction
4.2. Reproducing symbols of phonetic script.

4.8.Establishing connections between pronunciation and
Writing a dictation.
Culture
circus, concert, library,

museum, ring, theatre,
zoo;
WasTim at the circus?
Yes, he was./No, wasn't.
Ex.2,3,4,5p.74-75
circus, concert, library,
museum, ring, theatre,
zoo;
Ex.6p.75
Lesson 3 They Worked in the Garden
Yesterday
Listening
1.2.Distinguishing in speech words and simple short sentences containing sounds, patterns of intonation and
leaf, seed, dry, brush, cook, plant,

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

cook, plant, rake, turn
the soil, work;
Spoken Interaction

Reading
3.5. Identifying simple descriptions of familiar everyday

actions.
Talking about what people did in

the garden:I washed. I didn't
wash.
Did you wash? - Yes, I did. /No, I
didn't.
Ex.1,2,4,5p.76-77
Text: A Busy Saturday':
Ex.3p.77

the soil, work;

the soil, work;
ex:1 p.76
Lesson 4 We Went Shopping Yesterday

Spoken Interaction

shopping on the basis of spoken models.
Reading

short text. 3.5. Identifying simple descriptions of past
actions. 3.7.Reading a simple short familiar text, and
hair, silk, toyshop, go shopping,

made of, fair;
Talking about shopping in the
past:
I went. I didn't go./Did you go?
Ex.2,3p.78-79
Ex.1,4,p.79
Ex.5p.79:
Text: The Selfish Giant'
hair, silk, toyshop, go

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

shopping, made of, fair;
ex:1 p.78
Lesson 5 Angela Wrote a Letter

Spoken Interaction

past on the basis of spoken models.
Reading

short text.
cotton, glasses, letter, ribbon, Tshirt, wool;

Talking about the past:
She wrote. She didn't write.
Ex.1,2,3 p.80-81
Ex.4p.81
Text: The Selfish Giant':
Ex.6p.81
cotton, glasses, letter,

ribbon, T-shirt, wool;
cotton, glasses, letter,

ribbon, T-shirt, wool;
ex: 1 p.80
Written
Interaction
Making a list of irregular verbs.

Lesson 6 A Picnic in the Country
Spoken Interaction

picnics on the basis of spoken models.
Reading

short text.
1.6. Learning a poem for children which belongs to the
culture of the English-Speaking world.
Culture
blossom, branch, forest, grass,

river, sandwich, sky, go on / for a
picnic;
Did they go for/on a picnic?
Ex.1,4p.82-83
Ex.3p.83
Text: The Selfish Giant':
Ex.5p.83
blossom, branch, forest,

grass, river, sandwich,
sky, go on / for a picnic;
blossom, branch, forest,

grass, river, sandwich,
sky, go on / for a picnic;
ex:1 p.82
Poem: Six Honest Serving Men':

Ex.2p.82
Recapitulation
Lesson 7 Round Up
Listening
Spoken Interaction
Reading

sentences which present past actions. Sentences are
describe past actions, using simple words and
short text.
Talking about what people did in

the past.
Vocabulary p.82
Text: The Selfish Giant': p.85
The selfish Giant part 4

p. 85
Written
Interaction

Test analasys
Module
VII
Lesson 1 I Live in Moldova
Spoken Interaction

describe Moldova, using simple words and expressions,
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
Reading

Ex.2,3p.86
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 p.86
Lesson 2 Welcome to Chiinu

Spoken Interaction

describe familiar places, using simple words and
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
Asking for directions: How can 1
get to...? You can get there by...
Ex.2p.88
alley, capital, palace,

place of interest, puppet
show, statue, writer,
enjoy;
Reading

short text.
Text: Welcome to Chiinu':

Ex.3p.89
Written
Interaction
4.3. Writing punctuation marks - a colon, inverted

commasand a dash (used in dialogues).
4.6. Writing lists of words (objects, actions and familiar
activities).
Ex:5 p.89
alley, capital, palace,

place of interest, puppet
show, statue, writer,
enjoy;
ex:3 p.89
Lesson 3 At the puppet show

Spoken Interaction
Reading

describe past actions, using simple words, syntactic
structures and grammar forms that have been practiced.
3.5. Identifying simple descriptions of familiar places.
Integrated
1.1. Identifying words and expressions similar to the
Skill Combi- words and expressions in the students mother-tongue in
nations
box-office, ticket, visit;

Talking about past actions:
Where did you go?
Ex.3,4p.91
Vocabulary p.90
Ex.2p.90
Ex:2 p.90
New Vocabulary.
Lesson 4 Plans for the Summer Vacation
Spoken Interaction

describe plans for the future, using simple words and
Reading

short text.
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.1,2,4,5,6p.92-93
Ex.3p.93
Ex:1 p.92
Ex:4 p.93
Written
Interaction
4.2. Reproducing symbols of phonetic script.

4.6.Writing lists of words.
Ex:5 p.93
Lesson 5 Summertime
Listening
Spoken Interaction
Spoken Interaction
Reading

sentences which present future action. Sentences are
future actions on the basis of spoken models.

models.
stress, intonation
Ex:1 p.94
Asking about the future: Will you
go there? What will you do there?
Ex.2,4,5,6p.95
Lesson 6 Our English Is Better
Ex:1 p.94
Ex:5 p.95
Talking about what children like

and dislike: " Ex.1,2,3p.97
Ex:3 p.97
Ex.1p.96
Ex:1 p.96
Recapitulation
Lesson 7 Round Up
Listening
Spoken
Interaction
1.5.Understanding the general meaning of simple

sentences which present the students familiar immediate
environment.
2.4. Producing simple questions and answers places of
interest in Chiinu on the basis of spoken models.
Ex:1 p.96
Ex:1 p.96
Ex:3 p.97
Write the past forms of: buy,
write, get, go, eat, wash, play.
Test analasys
Ex:3 p.97
Spoken Interaction
Reading
Culture

describe seasons, people, objects, animals and familiar
places, using simple words and expressions, syntactic
structures and grammar forms that have been practiced.
pictures.
1.5. Identifying certain articles of clothes.
Integrated
1.5. Drawing and presenting a simple plan of a house.
Skill Combi- 1.6. Describing seasons in brief.
nations
End-of- Round Up
theBook
Talking about seasons, clothes,
houses, furniture, past and future
actions.
Ex:1 p.96
Talking about seasons,

clothes, houses,
furniture, past and
future actions.
Ex:1 p.96
Name the places of interest in

Chisinau
Name the places of

interest in Chisinau
Drawing a beautiful summer place
Drawing a beautiful
summer place
Test analasys

Autumn Weather and Fruits Lessons for English Class

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MINISTERUL EDUCAIEI AL REPUBLICII MOLDOVA

DIRECIA GENERAL EDUCAIE FLETI

PROIECT DE LUNG DURAT

H Date The activities of

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

Hello, glad to see you,

Lesson 2 A New Classmate

The first, the second, the

Lesson 3 These Are Children

2.4. Producing simple questions and answers adequate to

I Talking about a visit to the zoo.

Lesson 4 I Am Your Friend

1.5. Understanding the general meaning of simple

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

Talking about possessions:

I, you, he/she/it, we, you,

4.5. Copying certain short texts, using punctuation marks

2.3. Reproducing simple sentences and the formulas of

2.5. Producing simple isolated sentences to briefly

Talking about jobs:

Lesson 6 Where Is the Map?

1.1 .Recognizing sounds and groups of sounds specific

Talking about location of things:

describe the location of things and familiar places, using

1.2. Distinguishing in speech words and simple short

3.1 .Recognizing letters, groups of letters and words in

4.6. Writing lists of words.

P.14-15 understanding the

Asking and answering personal

Say the English alphabet

Making lists of animals,

Making lists of animals,

Completing and answering

Lesson 1 Autumn Weather

1.5. Understanding the general meaning of simple

beautiful, cloudy, cool, rainy,

beautiful, cloudy, cool,

2.5. Producing simple isolated sentences to briefly

basket, cabbage, grapes, harvest,

3.1 .Recognizing letters, groups of letters and words in

basket, cabbage, grapes,

4.6. Writing lists of words.

Making a list of fruits and

Saying names of fruits

Lesson 3 At the Market

1.4. Understanding the meaning of simple short

4.6. Writing lists of words.

1.1.Identifying and respecting certain norms of verbal

Corn, garlic, market, onion,

Corn, garlic, market,

1 Talking about what people do

Corn, garlic, market,

Talking about doing shopping.

1.5. Understanding the general meaning of simple

Cola, fries, hamburger, etc.

I dont like pizza./He

for breakfast, dinner, and supper.

1.2. Distinguishing in speech words and simple short

add, chop, peel, mix, banana,

add, chop, peel, mix,

Talking about cooking:

add, chop, peel, mix,