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Unitatea de Învăţământ:LICEUL TEHNOLOGIC AGRICOL BECLEAN VIZAT DIRECTOR,

Disciplina: Limba Engleză Prof. Magdea Mircea Florin


Clasa: a IX-a D (L2 – 1 ora/săptămână)
Profil: mecanic VIZAT ŞEF CATEDRĂ,
Manual: ENGLISH MY LOVE L2 Editura: Didactică şi Pedagogică, R.A (2009) Prof.
An Şcolar:2019/2020
Profesor: Pop Iulia
Conf. OM 3411/16.03.2009

Planificare calendaristică
Clasa a IX-a – profesional/ mecanic
semestrul I – 15 săptămâni, 15 ore
semestrul al II-lea – 22 săptămâni, 22 ore
5 saptamani practica
Săptă
Nr. Unitatea de Nr.
Conţinuturi Competenţe specifice vizate - Observatii
crt învăţare ore
mâna
1.1Desprinderea sensului global/al ideilor esentiale dintr-un text
oral/scris, pe baza unor intrebari de sprijin
DOMENIUL PERSONAL
2.1 Elaborarea (oral sau in scris) unei descrieri simple /unui
Relatii interpersonale
1 REVISION eveniment/ a unor experiente personale, pe baza de suport visual sau 2h S1-2
Introducing ourselves; Expressing
plan de idei
likes and dislikes; Initial test
3.4 Notarea informatiilor dintr-o comunicare simpla cu solicitare de
reformulari sau intrebari
DOMENIUL OCUPATIONAL
Calatorii 1.1 Desprinderea sensului global/al ideilor esentiale dintr-un text
Unit 1–London Topic:Travelling oral/scris, pe baza unor intrebari de sprijin
At the Airport Vocabulary: language related to 1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul
Around travelling and means of transport; contextului
2 London language related to sightseeing. 2.1 Redactarea de instructiuni, reclame, de jurnal. 3h S3-5
London by Day Structure: use of present tense, 2.3 Redactarea de paragrafe
and by Night past tense and present perfect tense 3.2 Comunicarea interactiva intr.-un schimb de informatii simple si
in context; question tags. direct
Function: asking for/giving
information
1
DOMENIUL PERSONAL
1.1Desprinderea sensului global/al ideilor esentiale dintr-un text
Unit 2 - Timpul liber
oral/scris, pe baza unor intrebari de sprijin
Hobbies Topic: leisure activities
1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul contextului
Escape Routine Vocabulary: language related to
3.2 Comunicarea interactiva intr.-un schimb de informatii simple si S7- Practica
3 Collection and hobbies, collections and collectors; 4h S6-10
direct Profesionala
Collectors Structure:adjectives -word
3.6 Notarea informatiilor dintr-o comunicare simpla cu solicitare de
Possessions building;
reformulari sau repetari
Function: expressing likes and
dislikes; describing things.
DOMENIUL PERSONAL
Universul adolescentei 1.1Desprinderea sensului global/al ideilor esentiale dintr-un text
Unit 3 – Music
Topic: cultural life, music oral/scris, pe baza unor intrebari de sprijin
A Rock Concert
Vocabulary: language of music 1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul contextului
Here Today 1.3 Selectarea unor informatii relevante din fragmente de texte
and musical styles
Gone tomorrow informative, imstructiuni, tabele, harti pentru a indeplini o sarcina de
Structure: be going to...; will S11-
4 The History of 2h
future; present continuous with a lucru 12
Rock Music 2.3Redactarea de paragrafe
future meaning
The Roots of 3.1 Formularea acordului/dezacordului fata de opiniile exprimate in
Function: expressing
Modern Music cadrul unei discutii
likes/dislikes;
giving/ understanding instructions;
expressing personal points of view;
DOMENIUL PERSONAL
Alimentatie 1.1Desprinderea sensului global/al ideiloresentialedintr-un text
Topic: health, culinary habits, oral/scris, pe baza unorintrebari de sprijin
Vocabulary: language related to 1.3 Selectarea unor informatii relevante din fragmente de texte
Unit 4 – Food
food, food precesses, diets, eating informative, imstructiuni, tabele, harti pentru a indeplini o sarcina de
Wayne’s Half
habits, lucru
the Man S13-
5 Structure: nouns, the plural; the 3.1 Formularea acordului/dezacordului fata de opiniile exprimate in cadrul 3h
Fit for Life 15
possessive form; quantifiers; unei discutii
It’s a Bargain 3.2 Comunicarea interactiva intr.-un schimb de informatii simple si
Function: expressing likes and
dislikes; inquiring about people’s direct
tastes; offering, refusing; 4.1 Inregistrarea informatiilor receptate oral sau in scris sub forma de
accepting; describing things (II); notite cu suport dat
expressing surprise (excitement).

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6. Vacanţa de
iarnă –
sâmbătă, 23
decembrie
2019 –
duminică, 12
ianuarie 2020
DOMENIUL EDUCATIONAL
Universul cultural de limba
Unit 5 – 1.1 Desprinderea sensului global/al ideilor esentiale dintr-un text
engleza
Cinema oral/scris, pe baza unor intrebari de sprijin
Topic: cultural life, cinema,
Images 2.2 Elaborarea (oral sau in scris) unei descrieri simple/unui eveniment/ a
theatre
Moving Images unor experiente personale, pe baza de suport vizual sau plan de idei
Vocabulary: language related to S16-
7 The Way to 3.4Redactarea unor mesaje/scrisori personale simple de raspuns la o 4h
photography and cinema; 19
Stardom solicitare
Structure: modality: modal verbs 4.3 Reformularea, pentru clarificare, a unei replici in cadrul unei conversatii
Round Up: The
and other means of expressing pe teme familiare
Cinema Studio
attitude.
Function: formal and informal
language.
Unit6 Fashion
DOMENIUL PERSONAL
Passion for
Fashion Stiluri de viata 1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul contextului
Topic: fashion, fashion stars, short 1.3 Selectarea unori nformatii relevante din fragmente de texte
You Can’t
history of fashion informative, imstructiuni, tabele, harti pentru a indeplini o sarcina de
Judge a Book
Vocabulary: language related to lucru S20-
8 by its Covers 4h
clothes, the fashion trends 2.3 Redactarea de paragrafe 23
40 Years of
Structure: adverbs, types of 3.1 Formularea acordului/dezacordului fata de opiniile exprimate in cadrul
High Fashion unei discutii
adverbs.
Round up: 4.2 Reducerea unui paragraph la o idee esentiala
Function: expressing preference,
Fashion inquiring about preference.
Magazine
9 Unit 7: Books DOMENIUL EDUCATIONAL 1.1 Desprinderea sensului global/al ideilor esentiale dintr-un 3h S25- S24 Practica

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Books - The Universul cultural textoral/scris, pe baza unorintrebari de sprijin 26, 28 profesionala
Great Teachers Topic: reading, books, magazines 1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul contextului
Books – Vocabulary: language related to 2.2 Elaborarea (oral sau in scris) unei descrieri simple/unui eveniment/ a
Passport with a books and their parts, kinds of unor experiente personale, pe baza de suport vizual sau plan de idei S27- Scoala altfel
Destination books, libraries, types of reading; 2.3 Redactarea de paragrafe
Access to idiomatic expressions 4.1 Inregistrarea informatiilor receptate oral sau in scris sub forma de
Books Structure: adjectives: types of notite cu suport dat
Round Up: The adjectives; degrees of comparison; 4.2 Reducerea unui paragraph la o idee esentiala
Book -ish adjectives.
Exhibition Function: expressing strong feelings
and attitudes
Unit 8: Sports DOMENIUL PERSONAL 1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul contextului
Ready, Steady, Sanatate 3.1 Formularea acordului/dezacordului fata de opiniile exprimate in cadrul
Go! Topic: sports, health, games and unei discutii
The Olympic contests 3.2 Comunicarea interactiva intr.-un schimb de informatii simple si
Games Vocabulary: language related to direct
3.4 Notarea informatiilor dintr-o comunicare simpla cu solicitare de S 29-
10 If Only I sports; language related to parts of 4h
reformulari sau repetari 32
Could! the body+idiomatic expressions.
Challenges Structure: if clauses: I wish...; 4.1 Inregistrareainformatiilorreceptate oral sau in scris sub forma de
Round up: It’s adjectives+prepositions. notitecusuportdat
Up to You Function: persuading; making 4.2 Reducerea unui paragraph la o idee esentiala
excuses; expressing opinions;

1.2 Desprinderea sensului global/al ideilor esentiale dintr-un text


Unit 1 – London – places to visit, oral/scris, pe baza unor intrebari de sprijin
question asking // Unit 2 – 1.2 Deducerea intelesului unor elemente necunoscute cu ajutorul contextului
Hobbies – criteria for describing 2.3 Redactarea de paragrafe
FINAL things, // Unit 4 – Food – healthy 3.2 Comunicarea interactiva intr.-un schimb de informatii simple si S35, S36, S37-
S33-
11 REVISION eating, suppositions about what to direct 2h Practica
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do to lose weight or to keep 3.3 Redactarea unor mesaje/ scrisori personale simple de raspuns la o Profesionala
healthy and fit // Unit 5 – Cinema solicitare
– story telling, using tenses// Unit 4.1 Inregistrarea informatiilor receptate oral sau in scris sub forma de
8 – Sports notite cu suport dat
4.2 Reducerea unui paragraph la o idee esentiala

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Manual: ENGLISH MY LOVE

PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 1


“ LONDON”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.


Materiale Procedurale
Unit 1- London 1.1 -ask students: “Do you like to travel?”, “Have you travelled -textbook -individual work
-At the Airport 1.2 recently?”, “How do you like to travel?” 3h -notebooks -lockstep -oral practice
Around London(I) 2.1 -ask them what they know about airports and travelling by -blackboard -homework
London By day and by 2.3 plane
night 3.2 -using the picture on page 6, reorder the sentences from ex.
II.1/p6 in order to show what passengers do in an airport before
boarding a plane
-discuss the unknown words/expressions
-solve ex.V/p8 – match the tickets in the pictures with the
sentences

Type of interaction: Student-teacher, teacher-students, student-


student;

-Homework: - ex.VI/p8
-write on the blackboard the names of the sights in London and -textbook
ask students to match them with the pictures from their -notebooks -lockstep -oral practice
textbook (p. 9-10) -blackboard -group work -homework
-ask what do all those places have in common and if they can
guess the topic of the lesson
-students read the texts on pages 9-10 to check their predictions
about the sights
-tell students to identify the unknown words, write them on the
blackboard and in groups of 4-5 students try to understand the
meaning of the word from context and explain/translate them
-make up sentences of their own using the new words from the
texts

Type of interaction: Student-teacher, teacher-students, student-


student;

-Homework: ex.3/p11

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-write on the blackboard the following table: -textbook -lockstep -oral and
What I know What I want to What I’ve learned -notebooks -group work written
know -blackboard practice
-in groups of four, the students try to write as much -writing
information as possible for first two columns. Then the -homework
presenter of each group writes the answers on the blackboard
-read the paragraphs from ex.II/p12 and rearrange them in the
right order while also checking the predictions from the table
-solve ex.II.2/p13 – write wh-questions for the answers
-fill in the last column of the chart with the information learned

Type of interaction: Student-teacher, teacher-students, student-


student;

-Homework ex1/p13
-read the sentences from 1 to 9, from ex.I.1/p14 -textbook -individual work -oral and
-scan the text to find out if the sentences are true or false -notebooks written
-solve ex.I.2/p17 – answer the questions -blackboard practice
-write two columns on the blackboard: -homework
Likes Dislikes
for each of the people from ex.II/p17
-read the texts and complete the tables

Type of interaction: Student-teacher, teacher-students, student-


student;

-Homework: exIV/p17

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PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 2

“ HOBBIES”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.

MAteriale Procedurale

-Escape Routine 1.1 -write the word “hobbies” on the blackboard and the 4h -textbook -pair work -written
1.2 students think of some possible hobbies -notebooks -group work practice
3.2 -students answer the following questions: “Do you -blackboard -lockstep -homework
3.6 have a hobby?”, “What is it?”,”Do you know anyone -handouts
who has an unusual hobby?”, “What is it?”
-point to the pictures in the textbook and ask
students to choose the right names for the hobbies
shown in the pictures
-students tell their partners the things they like or
don’t like using the expressions from the language
box
-in groups of four, the students associate the
hobbies from exII.1/p21 with the ideas from the box
at ex.III.1/p22;then decide upon: the four most
attractive hobbies, the four most dangerous
hobbies, two advantages and two disadvantages of
having a hobby (using the language box)
-solve ex.IV/p22 – read the text about a hobbies
turned into a full-time job, and fill each gap with a
word from the table above the text
-ask students to read the paragraphs from
ex.V.1/p23 and find phrases or sentences in each
paragraph which show why each person finds their
hobby important
-answer the questions from ex.V.2/p23

Type of interaction: Student-teacher, teacher-


students, student-student;

-Homework: exVI/p23

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- Collections and Collectors(I) -ask students if they collect anything and what, and -textbook -pair work -oral practice
if it was difficult to start -notebooks -group work -writing
-show flashcards with the items from exII(having the -blackboard -individual -discussion
name of the object on the back) -handouts work
-in groups of five guess the names of the objects
-the group that has the most points wins
-read the letter from page 27 and make a list of
collections mentioned (pair work)
-solve ex.4b/p28 – fill in the gaps from the
sentences using the right word associations from
the list

Type of interaction: Student-teacher, teacher-


students, student-student;

-Homework: exercise III.2 page 28

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PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 3
“MUSIC”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.


Materiale Procedurale
-A Rock Concert 1.1 - tell students to look at the pictures in the textbook 2h
Here Today Gone 1.2 -ask students if they recognize the persons in the -textbook -lockstep -oral
Tomorrow(I) 1.3 picture what kind of music they play etc. -notebooks -pair work practice
The History of rock music 2.3 -the students have to think of as many types of music -blackboard
The roots of modern music 3.1 as they can and of a singer/band for each gender.
-ex.II.4.a/p37 – tell students to make a list of five of
their favourite singers or bands.
-ex.II.4.b/p37

-Type of interaction: Student-teacher, teacher-students,


student-student;

-Homework: exercise II.3 page 37

- . -discuss the questions from ex.I/p39 -individual work


-read the text from ex.II/p39 and answer the questions -textbook -pair work -oral
on the text -notebooks practice
-tell the students to look at the verbs in the text. Ask -blackboard -writing
which ones express a future action and if they can -handouts -discussion
recognize the tenses
-discuss the tenses which express future actions

Type of interaction: Student-teacher, teacher-students,


student-student;

-Homework exercise III page 40

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-ask students if they can see any connection between -textbook -lockstep -oral
music and clothes -notebooks -individual work practice
-discuss the fact that the clothes people wear can -blackboard -homework
convey certain feelings and attitudes towards life. Ask
them to give examples
-explain the notion of “skimming”, then ask students to
skim the text from ex.II.1/p42 and decide its main
purpose. Students have four variants to choose from.
-solve ex .III/p43 – scan the text and answer the
questions

Type of interaction: Student-teacher, teacher-students,


student-student;

-Homework: exercise IV.1 page 44

-ex.II.1/p46 – in groups read the magazine cuttings. -textbook -group work -oral and
Every group reads an article, discusses its main points -notebooks -individual work written
with the members of the group and then the group -blackboard practice
presenter tells the other groups about the information in
the article. The students take notes.

Type of interaction: Student-teacher, teacher-students,


student-student;

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PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 4
“FOOD”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.


Materiale Procedu-rale
- Wayne’s Half the Man 1.1. - give students matching worksheets: “first of all DICE/ 3h
Fit for Life 1.3. the carrots into small pieces.”, “When they are boiled -worksheets -lockstep -oral
It’s a bargain 3.1. Mash/ the potatoes with a mixer.”, “You must not forget -textbook -pair work practice
3.2 to BAKE/the bread in a heated oven.”, “At the end you -notebooks -individual - homework
4.2 should GRATE/some cheese over the pasta.” -blackboard work
-ask questions: “What do the sentences have in
common?”’ “Can you guess what we are going to talk
about today?”
-ask students to look at the pictures from ex.I/p51 and in
pairs solve the tasks
-students read the title “Success Story: Wayne’s Half the
Man” and predict the main idea of the text
-students read the sentences from ex.II.1/p52 and choose
their predictions
-ask students to skim the text in order to find out the
main idea and check their predictions
-tell students to read the text out loud paying attention to
details
-students have to identify unknown words from the text
and try to explain them from context

Type of interaction: Student-teacher, teacher-students,


student-student;

Homework: exercise III.1 page 53

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- ask students what they know about healthy eating -handouts -discussion
-discuss the main food groups -textbook -pair work -oral
-ask students to solve ex.III/p54 -notebooks -lockstep practice
-students solve ex.V.1/p55 while paying attention to the -blackboard -individual -homework
useful language boxes. The dialogue will be acted out in work
class
-solve ex.V.2/p55 – the students choose two topics from
each column(pair work)

Type of interaction: Student-teacher, teacher-students,


student-student;

Homework: exercise VI page 56

-students read the text “Unpleasant Situation” and try to -handouts -lockstep -oral
answer the questions around the text -textbook -individual practice
-ask students to what the most questions refer to(nouns) -notebooks work
-tell students to give the definition of the noun -blackboard
-give students the main rules of forming the plural of
nouns and ask them to give examples

Type of interaction: Student-teacher, teacher-students,


student-student;

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PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 5
“CINEMA”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.


Materiale Procedu-rale
-Images 1.1. -students look at the picture from page 66. They have 4h
Moving Images 2.2. to say what the girl’s face expresses. They can choose
The way to stardom 3.4. from: shyness, surprise, joy, embarrassment, -tape -lockstep -reading
Round up: the cinema 4.3. playfulness. They must explain their choice and give a -students’s -listening
studio title to the picture book -homework
-exercise II.1 page 66 in pairs, students read the text -pictures
and try to guess the meaning of the words in italics
then use them in sentences of their own
-the teacher asks students to look at the dictionary
definitions and find the missing words from the list
given

Type of interaction: Student-teacher, teacher-students,


student-student

Homework: exercise IV.2 page 67


- -some sentences containing genitive apostrophe, are -students’s -lockstep -reading
written on the blackboard; book -pair work -homework
-students are supposed to make the difference between -workbook -exercises
genitive apostrophe used in the sentences written on
the blackboard. (example: This is Emily’s room. That is
the boys’ room.)
-the genitive apostrophe is explained to students.
- students are supposed to give similar examples;
-in pairs students are supposed to rewrite some
sentences with the genitive apostrophe in the correct
place;
-many students go to the blackboard.
Type of interaction: Student-teacher, teacher-students,
student-student;
-homework: the students are given some sentences to
translate.

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PROIECTUL UNITǍŢII DE ÎNVǍŢARE NR: 8
“SPORTS”

Detalieri de conţinut O.R. Activitǎţi de învǎţare Timp Resurse Evaluare Obs.


Materiale Procedu-
rale
Ready, steady, go! 1.1 -the teacher asks the students: what sports do you enjoy -tape
The Olympic Games 2.1 practicing/watching?, Do you ever go in for competitions or 4 -pictures -lockstep -listening
If only I could 2.3 championships?’ Do you know anyone who goes in for an -students’ -pair work -speaking
3.2 unusual kind of sport? book -writing
Challanges 4.2 -students look at the list on page 111 and identify the
Round up: It’s up to you activities which they would regard as sports.
-discussion on persuading and making excuses
-exercise IV page 112-fill each gap with the suitable verb
from the box

Type of interaction: Student-teacher, teacher-students,


student-student.
-The Olympic Games 1.1. -the teacher and the students discuss the topic :the Olympic -tape -individu-al
2.1. Games Students’ work
2.3. -exercise II page 114 – fill in the gaps with a suitable word Book -group work -listening
2.5. from the list -flipchart -writing
4.1. -debating and discussing – exercise V.1 page 115 sheets -speaking
-home-
Type of interaction: teacher-students, students-teacher, work
student-student

-homework: exercise III page 114

-If only I could… 2.1. - The teacher gives the students handouts with a song. The -individu-al -speaking
2.2. teacher tells the students to watch a short video and pay -students’ work -writing
3.1. attention to the type of sentences and verbs. book -pair work -exercises
4.1. The teacher asks: ‘Do you like the song?’, ‘What would you -worksheets -group work
do with a million dollars?’, ‘What type of sentences can you
notice in the text?’ ‘How do you know?’, ‘Give me some
examples of verbs.
The teacher shows them a powerpoint presentation with the
second conditional.
She asks the students to match the beginning of some
sentences with their endings. The students will find 3

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conditional sentences.
The teacher asks them: ‘What do the following sentences
express?’
The students are given some worksheets(worksheet number
3). In pairs they must solve the first exercise.
The teacher explains : ‘You are supposed to choose the
correct form of the verb.’
-In groups of four, students have to solve exercise 2. They
must identify the conditional sentences and underline the
verbs.
The group that finds many verbs is the winner.

The teacher checks the exercise.

Type of interaction: teacher-students, students-teacher,


student-student

-homework: exercise 5 on the worksheet

Final Revision individu-al speaking


- Mixed types of exercises 2h work -writing
Student’s -pair work -exercises
book -group work
worksheet

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