Unitatea de învățământ: Liceul Tehnologic ,,Tomșa Vodă” Solca Nr. Înreg.

:_________/_________
Profesor: Filimon Maria-Magdalena Monica
Aria curriculară: Limbă și comunicare
Disciplina: Limba Engleză
Manual folosit: Manual de Limba Engleză pentru Clasa a IX-a English My Love, Ed. Didactică și Pedagogică, 2014
Rada Bălan, Miruna Carianopol, Ștefan Colibaba
Clasa: a IX-a / L2 ,
Filiera profesionala Avizat șef catedră: _____________
Nr. de ore: 1 h/sapt.
Avizat director:____________________
Sem. I: 15 săpt.
Sem.II: 20 săpt.

PLANIFICARE CALENDARISTICĂ
An școlar: 2019-2020
COMPETENȚE GENERALE ȘI SPECIFICE

1. Receptarea mesajelor transmise oral sau în scris în diferite situaţii de comunicare

1.1 Extragerea ideilor esenţiale dintr-un text oral /scris , pe baza unor întrebări de sprijin.
1.2 Deducerea înţelesului unor elemente lexicale din context , dintr-un text citit
1.3 Selectarea unor informaţii relevante din fragmente de texte informative, instrucţiuni, tabele, hărţi
2. Producerea de mesaje orale sau scrise adecvate unor anumite contexte de comunicare
2.1 Redactarea de instrucţiuni, reclame, articole de jurnal
2.2 Elaborarea (oral sau în scris) unei descrieri simple / unui eveniment / a unor experienţe personale, pe bază de suport vizual sau plan
de idei
2.3 Redactarea de paragrafe
3. Realizarea de interacţiuni în comunicarea orală sau scrisă
3.1 Comunicarea interactivă într-un schimb simplu şi direct de informaţii
3.2. Redactarea unor mesaje / scrisori personale simple de răspuns la o solicitare
3.3. Notarea informaţiilor dintr-o comunicare simplă, rostită clar şi rar, cu solicitare de reformulări sau repetări
3.4 Exprimarea si justificarea acordului / dezacordului faţă de opiniile exprimate în cadrul unui schimb de idei pe teme de interes
4. 4 Transferul şi medierea mesajelor orale sau scrise în situaţii variate de comunicare
4.1 Reformularea, pentru clarificare, a unei replici în cadrul unei conversaţii pe teme familiare
4.2 Înregistrarea informaţiilor receptate oral sau în scris sub formă de notiţe cu suport dat
4.3 Reducerea unui paragraf la o idee esenţială, cu sprijin verbal/ vizual
Nr.
Unitatea de învăţare Conţinuturi Competenţe specifice vizate Nr. ore Sapt. Obs.
crt
1.3 Identificarea de detalii din
Introducing ourselves; mesaje orale / scrise (autentice)
Revision of the 2.1 Săfoloseascălimbajuladecvat
S1-S2
Indicative Tenses, pentru a descrie obiceiuri, activităţi
1 REVISION 4 09/09/2019-13/09/2019
Speaking fluently, cotidiene etc.
16-20.09
Expressing likes and 4. 1 Transformarea unor
dislikes; Initial test mesaje din vorbire directă în
vorbire indirectă
Unit 1–London Topic: the Anglo-Saxon
1.1 Identificarea sensului global al
At the Airport universe; travelling
unui mesaj
Around London Vocabulary: language
1.2 Anticiparea elementelor de
The Tower of related to travelling and
conţinut ale unui text pe baza
London means of transport; S3-S4-S5-S6
titlului / unui stimul vizual
London by Day and language related to 23/09/2019-27/09/2019
2.1 Descrierea (oral / în scris) a
by Night sightseeing. 30-4.10
2 unor activităţi cotidiene, obiceiuri; 8
Round Up: A Day in Structure: use of 7-11.10
2.3 Redactarea de paragrafe / texte
London present tense, past tense 14-18.10
pe o temă de interes
Culture and and present perfect
4. 3 Sintetizarea sub formă de
Civilization: tense in context;
schemă / notiţe a conţinutului unui
Invaders; Heroes question tags.
text scris / mesaj oral
and Monsters Function: asking
for/giving information
3 Unit 2 - Hobbies Topic: leisure activities, 1.1 Identificarea sensului global al 6 S7-S8-S9
Escape Routine the Middle Ages unui mesaj 21/10/2019-25/10/2019
Hooked on.... Vocabulary: language 1.3 Identificarea de detalii din 28-1.11
Collection and related to hobbies, mesaje orale / scrise (autentice) 4-8.11
Collectors collections and 2.1Descrierea (oral / în scris) a
 collectors; homographs;
synonyms; derivation of
Round up: adjectives (suffixes);
unor activităţi cotidiene, obiceiuri;
Treasured Objects idiomatic expressions.
2.3 Redactarea de paragrafe / texte
Culture and Structure: past perfect
pe o temă de interes
Civilization: Life in simple and continuous;
3.1 Formularea de idei / păreri pe
the Middle Ages; hardly/scarcely...when;
teme de interes în cadrul unei
People in the Middle no sooner...than.
discuţii / în mesaje de răspuns
Ages Function: expressing
likes and dislikes;
ordering; concluding;
describing things.
Topic: cultural life,
music, the Elizabethan
1.1 Identificarea sensului global al
Age
Unit 3 – Music unui mesaj
Vocabulary: language
A Rock Concert 1.2 Anticiparea elementelor de
of music and musical
Here Today Gone conţinut ale unui text pe baza
styles; slang vs.
tomorrow titlului / unui stimul vizual
Standard English
The History of Rock 1.3 Identificarea de detalii din
Structure: be going S11-S12-S13
Music mesaje orale / scrise (autentice) S10-
to...; will future; present 18-22.11
The Roots of 2.1 Descrierea (oral / în scris) a PRACTICA
4 continuous with a 6 25-29.11
Modern Music unor activităţi cotidiene, obiceiuri; COMASATA
future meaning; future 2.-6.12
Round Up: Music 2.2 Relatarea conţinutului unui 11.11-15.11
perfect; punctuation.
Mega-Mix film / al unei povestiri, pe baza
Function: expressing
Culture and unui plan de idei dat
likes/dislikes; giving/
Civilization: The 3.1 Formularea de idei / păreri pe
understanding
Elizabethan Age; teme de interes în cadrul unei
instructions; expressing
Conflicting Passions discuţii / în mesaje de răspuns
personal points of view;
expressing future events
in different ways.
 Topic: health, culinary
habits, William
Shakespeare
Vocabulary: language
Unit 4 – Food 1.1 Identificarea sensului global al
related to food, food
Wayne’s Half the unui mesaj 1.2 Anticiparea
precesses, diets, eating
Man elementelor de conţinut ale unui CHRISTMA’
habits, food industry,
Fit for Life text pe baza titlului / unui stimul S
idiomatic expressions
It’s a Bargain vizual ACTIVITIES
Structure: nouns, the
Picnic Feast 2.1 Descrierea (oral / în scris) a
plural; the possessive
Round Up: Cookery unor activităţi cotidiene, obiceiuri;.
5 form; quantifiers; S14-S15-S16
Book 2.3 Redactarea de paragrafe / texte
some/any/ 6 09/12/2019-13/12/2019
Culture and pe o temă de interes S17-
no+compounds. 16-20.12
Civilization:The 3.2 Adaptarea formei mesajului la PRACTICA
Function: expressing 13-17.01
Swan of Avon; The situaţia de comunicare în funcţie de COMASATA
likes and dislikes;
Shakespearean stilul formal / informal folosit de 20-23.01
inquiring about
Sonnet interlocutor
people’s tastes;
offering, refusing;
accepting; describing
things (II); expressing
surprise (excitement).
6 Revision Progress check 1.3 Identificarea de detalii din 4 S18-S19
Progress test mesaje orale / scrise (autentice) 27/01/2020-31/01/2020
2.1 Descrierea (oral / în scris) a 3.-7.02
unor activităţi cotidiene, obiceiuri;
3.1 Formularea de idei / păreri pe
teme de interes în cadrul unei
discuţii / în mesaje de răspuns
3.2 Adaptarea formei mesajului la
situaţia de comunicare în funcţie de
stilul formal / informal folosit de
 interlocutor
3.3 Redactarea de scrisori de
răspuns în care sunt exprimate
păreri despre subiecte legate de
preocupările tinerilor
Unit 5 –Cinema Topic: cultural life, 1.4 Identificarea sensului global al
Images cinema, theatre unui mesaj
Moving Images Vocabulary: language 1.3 Identificarea de detalii din
The Way to Stardom related to photography mesaje orale / scrise (autentice)
From Books to and cinema; idiomatic 2.1 Descrierea (oral / în scris) a
Films expressions. unor activităţi cotidiene, obiceiuri; S20-S21-S22 S23:2-6.03
7 Round Up: The Structure: modality: 2.3 Redactarea de paragrafe / texte 6 10/02/2020-14/02/2020 PRACTICA
Cinema Studio modal verbs and other pe o temă de interes 17-21.02 COMASATA
Culture and means of expressing 3.2 Adaptarea formei mesajului la 24-28.02
Civilization: attitude. situaţia de comunicare în funcţie de
„Love’s not Time’s Function: formal and stilul formal / informal folosit de
Fool…”; The Power informal language. interlocutor
of Words
8 Unit 6 Fashion Topic: fashion, fashion 1.1 Identificarea sensului global al 6 S24-S25-S26
Passion for Fashion stars, short history of unui mesaj 1.2 Anticiparea 9/03/2020-13/03/2020
You Can’t Judge a fashion elementelor de conţinut ale unui 16-20.03
Book by its Covers Vocabulary: language text pe baza titlului / unui stimul 23-27.03
40 Years of High related to clothes, the vizual
Fashion fashion trends 2.1 Descrierea (oral / în scris) a
Fashion Mosaic Structure: adverbs, unor activităţi cotidiene, obiceiuri;.
Round up: Fashion types of adverbs. 2.3 Redactarea de paragrafe / texte
Magazine Function: paying pe o temă de interes
Culture and compliments, giving 3.2 Adaptarea formei mesajului la
Civilization: The advice, expressing situaţia de comunicare în funcţie de
Power of Reason; preference, inquiring stilul formal / informal folosit de
The Private and the about preference. interlocutor
 Public

Topic: reading, books,

Unit 7: Books 1.1 Identificarea sensului global al
magazines, literature
Books - The Great unui mesaj 1.2 Anticiparea
Vocabulary: language
Teachers elementelor de conţinut ale unui
related to books and
Books – Passport text pe baza titlului / unui stimul
their parts, kinds of
with a Destination vizual
books, libraries, types S28-S29-S30
The Gutenberg 2.1 Descrierea (oral / în scris) a S27: 30.03-
of reading; idiomatic 22.04-24.04.2020
Galaxy unor activităţi cotidiene, obiceiuri;. 3.04
9 expressions 6 27.04-30.04
Access to Books 2.3 Redactarea de paragrafe / texte SCOALA
Structure: adjectives: 4-8.05
Round Up: The pe o temă de interes ALTFEL
types of adjectives;
Book Exhibition 2.5 Redactarea de texte funcţionale
degrees of comparison;
Culture and simple
-ish adjectives.
Civilzation: The 3.2 Adaptarea formei mesajului la
Function: expressing
Peace Pipe; „We the situaţia de comunicare în funcţie de
strong feelings and
People…” stilul formal / informal folosit de
attitudes
interlocutor
10 Unit 8: Sports Topic: sports, health, 1.1 Identificarea sensului global al
Ready, Steady, Go! games and contests unui mesaj 1.2 Anticiparea 6
The Olympic Games Vocabulary: language elementelor de conţinut ale unui S31-S32-S33
If Only I Could! related to sports; text pe baza titlului / unui stimul 11/05/2020-15/05/2020
Challenges language related to vizual 18.05-22.05
Round up: It’s Up to chairing a debate; 2.1 Descrierea (oral / în scris) a 25.05-29.05
You language related to unor activităţi cotidiene, obiceiuri;.
Culture and parts of the 2.3 Redactarea de paragrafe / texte
Civilization: body+idiomatic pe o temă de interes
Drawing-Room expressions. 2.5 Redactarea de texte funcţionale
Satire Structure: if clauses: simple
as if, as though; if 3.2 Adaptarea formei mesajului la
only..., I wish...; situaţia de comunicare în funcţie de
adjectives+prepositions. stilul formal / informal folosit de
 Function: persuading; interlocutor
making excuses;
expressing opinions;
chairing a debate.
Unit 1 – London –
places to visit, group 1.1 Identificarea sensului global al
working, question unui mesaj 1.2 Anticiparea
asking // Unit 2 – elementelor de conţinut ale unui
Hobbies – criteria for text pe baza titlului / unui stimul
describing things, // vizual
Unit 4 – Food – healthy 2.1 Descrierea (oral / în scris) a
eating, if clauses, unor activităţi cotidiene, obiceiuri;.
individual work, 2.3 Redactarea de paragrafe / texte
suppositions about what pe o temă de interes
to do to lose weight or 2.5 Redactarea de texte funcţionale
to keep healthy and simple
S34-S35
fit // Unit 5 – Cinema – 3.2 Adaptarea formei mesajului la
FINAL REVISION
11 story telling, using situaţia de comunicare în funcţie de 4
02/06/2020 -05/06/2020
tenses, individual work, stilul formal / informal folosit de
9-12.06
changing the tense of interlocutor
the story from Present
to Past and the
necessary changes //
Unit 8 – Sports – the
Subjunctive mood,
sentences starting with
“I wish”, “If only”, “It
is time”, “It is/was +
adjective” pattern,
working on a particular
situation
PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE
Unitatea 1: London
Nr. Ore: 4

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
Revision 1.3,2.1,4.1 Exercises Fișe, Test inițial 2h
Manual
1.1 -ask students: “Do you like to travel?”, -textbook -individual -oral practice 1h
-At the Airport 1.3 “Have you travelled recently?”, “How do -notebooks work -homework
2.1 you like to travel?” -blackboard -lockstep -Homework: -
3.2 -ask them what they know about airports ex.VI/p8
4.3 and travelling by plane
-using the picture on page 6, reorder the
sentences from ex. II.1/p6 in order to
show what passengers do in an airport
-Around London(I) 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;

-write on the blackboard the names of the

sights in London and ask students to
match them with the pictures from their
textbook (p. 9-10)
-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
- give students some sentences in the -book -pair work -oral practice 1h
- Around London(II) 1.1 present tense, past tense and present -handouts -lockstep -writing
1.3 perfect tense -notebooks -homework
3.2 -ask what differences they can see and if -blackboard
4.3 they can recognize any of the tenses
-by looking at the examples, ask students
to say how the tenses are formed
-discuss the other aspects of the tenses:
general rules, adverbs etc.
-in pairs solve ex III/p11
-ask what the words in bold mean and
what their role is
-discuss question tags

Type of interaction: Student-teacher,

teacher-students, student-student;

-Homework: exercise II page 11

- The tower of London 1.1 -write on the blackboard the following -textbook -lockstep -homework 1h
1.3 table: -notebooks -group work -oral and written
-London by Day and 2.1 What I What I What I’ve -blackboard practice
by Night 3.2 know want to learned -homework
4.2 know -Homework
4.3 -in groups of four, the students try to write ex1/p13
 as much information as possible for first -Homework:
two columns. Then the presenter of each exIV/p17
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;

-read the sentences from 1 to 9, from

ex.I.1/p14
-scan the text to find out if the sentences
are true or false
-solve ex.I.2/p17 – answer the questions
-write two columns on the blackboard:
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;

-ROUN UP 1.1 -tell students to imagine that they are -textbook -individual -oral practice 1h -ROUN UP
A Day in London 1.3 travelling to London as part of a school -notebooks work -writing A Day in
2.1 exchange link. Om the plane they are -blackboard -group work -homework London
3.2 doing a quiz on London. Students answer
4.2 the questions from ex.I/p18 (in groups of
4.3 four)
 -students get one point for every roght
answer. The team that has the most points
wins
-solve ex.II/p18 – use the right tense to
find out what Dan wrote to one of his
friends
-practice writing wh-questions, Yes/No
questions and question tags by solving
ex.IV/p19

Type of interaction: Student-teacher,

teacher-students, student-student;

-Homework: exVII/p20

PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE

Unitatea 2: Hobbies
Nr. Ore: 4

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
-Escape Routine 1.2 -write the word “hobbies” on the -textbook -pair work -written practice 1h
2.1 blackboard and the students think of some -notebooks -group work -homework
2.2 possible hobbies -blackboard -lockstep
3.1 -students answer the following questions: -handouts
3.4 “Do you have a hobby?”, “What is
4.1 it?”,”Do you know anyone who has an
4.2 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;

-Hooked on… -Homework: exVI/p23

-ask students to read the excerpt from a
newspaper article from ex.I.1/p24. They
have to guess which hobby it refers to.
The same word is needed to fill each
space and there are several clues in the
text
-tell the students that one of the pictures
from the exercise suggests the answer
-ask students to look at the diagram from
ex.III.1/p25 and explain the term of non-
perfect synonyms
-tell students to look at the non-perfect
synonyms in the box next to the diagram
and choose the right one to complete the
sentences from the exercise
 -explain the term of “homographs”
-solve ex.II.2.b/p25

Type of interaction: Student-teacher,

teacher-students, student-student;

-Homework: exercise III.3 page 26

- Collections and 1.2 -ask students if they collect anything and -textbook -pair work -oral practice 1h
Collectors(I) 2.2 what, and if it was difficult to start -notebooks -group work -writing
3.1 -show flashcards with the items from -blackboard -individual -discussion
3.4 exII(having the name of the object on the -handouts work
4.1 back)
4.2 -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

-ask students to read the text from

- Collections and ex.IV.1/p28, paying attention to the words
Collectors(II) in bold
-ask them if they can recognize the
grammatical structures and how they are
formed
-tell students to look at the questions
surrounding the text and try to answer
 them – elicit the cases of usage
-solve ex.IV.3/p28
-read the second paragraph of Catherine’s
letter (p27) and ask students to explain
what changes take place when using the
adverb “hardly”
-explain the usage of the adverbs:
“hardly”, ”scarcely”, ”no sooner”
-solve ex.V.2/p29 – combine the pairs of
sentences in one using the adverbs

Type of interaction: Student-teacher,

teacher-students, student-student;

-Homework: exercise VI page 29

-Possessions 1.2 -bring a set of different objects(coins, -textbook -individual - written evaluation 1h
2.1 books, watches…) and ask students to -notebooks work -homework
2.2 describe them -blackboard -lockstep
3.1 -tell students to look at the REMEMBER -handouts
3.4 box for help
4.1 -write the following table on the
4.2 blackboard:
smooth roug soft hard
h
-write the nouns in the appropriate
column
-solve ex.II.2/p31 – complete the sentence
with an appropriate adjective from
ex.III.1/p31

Type of interaction: Student-teacher, -homework

teacher-students, student-student; -textbook -pair work
-notebooks -individual
-Homework: exercise III.4 page 32 -blackboard work
-worksheets
-ROUND UP 1.2 -ask students to read the titles from -textbook -pair work -written practice 1h
Treasured Objects(I) 2.1 ex.I.1/p33. Then read the article from -notebooks -group work -homework
2.2 ex.I.2/p33 and decide which title would -blackboard -lockstep
3.1 be more appropriate -handouts
3.4 -translate the sentences from ex.II/p33
4.1 -give students worksheets to practice the
4.2 Simple Past Perfect and the Past Perfect
Continuous

-Type of interaction: Student-teacher,

teacher-students, student-student;

-Homework exercise I.3 page 33

-ROUND UP
Treasured Objects(II)
-ex.III/p34 – complete the text with the
appropriate time words and phrases from
the box
-tell students to look at the pictures from
ex.VI.1/p35. Taking into consideration the
title of the lesson, the topic of the unit and
the pictures, ask the students to guess
what the text from exVI.2/p35 is about.
-read to see how much of the prediction
was true

-Type of interaction: Student-teacher,

teacher-students, student-student;

- Homework: Group the words from

exercise VI.3 page 35 under the headings
“positive” and “negative” (suggest using a
dictionary)
PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE
Unitatea3: Music
Nr. Ore: 3

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
-A Rock Concert 1.3 - tell students to look at the pictures in the 1h
2.3 textbook -textbook -lockstep -oral practice
3.3 -ask students if they recognize the persons -notebooks -pair work
3.4 in the picture what kind of music they -blackboard
play etc.
-the students have to think of as many
types of music 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

-Here Today Gone 1.1 -discuss the questions from ex.I/p39 -individual 1h
Tomorrow(I) 1.3 -read the text from ex.II/p39 and answer -textbook work -oral practice
2.3 the questions on the text -notebooks -pair work -writing
3.3 -tell the students to look at the verbs in -blackboard -discussion
-handouts
4.3 the text. Ask which ones express a future
. action and if they can recognize the tenses
-discuss the tenses which express future
actions

Type of interaction: Student-teacher,

teacher-students, student-student;
 -Homework exercise III page 40

-Here Today Gone - give students worksheets on future

Tomorrow(II) tenses
-solve ex.VI/p41 – put the verbs in the
correct form
-ask students to read the dialogue from
ex.VII.1/p41, then translate the dialogue

Type of interaction: Student-teacher,

teacher-students, student-student;

-Homework: exercise VI.2 page 41-

students have to bring from home the
operating instructions from some similar
device, read them in class and let the
others guess what it is.
-The Roots of Modern 1.1 -ex.II.1/p46 – in groups read the magazine -textbook -group work -oral and written 1h
Music(I) 1.3 cuttings. Every group reads an article, -notebooks -individual practice
2.1 discusses its main points with the -blackboard work
2.3 members of the group and then the group
3.3 presenter tells the other groups about the
3.4 information in the article. The students
4.3 take notes.

Type of interaction: Student-teacher,

teacher-students, student-student;

-The Roots of Modern -ex.II.2/p47 – match the statements with

Music(II) the four articles (A,B,C,D)
-ask the students to think of appropriate
titles for the articles
-ex.4/p47 – choose the conclusion for the
articles
 -students write a letter to their favourite
singer asking for an autographed photo
Type of interaction: Student-teacher,
teacher-students, student-student;

-Homework: exercise IV.1 page 47

PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE

Unitatea 4: Food
Nr. Ore: 4

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
- Wayne’s Half the Man 1.3. - give students matching worksheets: “first of 1h
3.1. all DICE/ the carrots into small pieces.”, -worksheets -lockstep -oral practice
3.4. “When they are boiled Mash/ the potatoes -textbook -pair work - homework
4.3. with a mixer.”, “You must not forget to -notebooks -individual
BAKE/the bread in a heated oven.”, “At the -blackboard work
end you should GRATE/some cheese over the
pasta.”
-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

-Fit for Life - ask students what they know about healthy
eating
-discuss the main food groups
-ask students to solve ex.III/p54
-students solve ex.V.1/p55 while paying
attention to the useful language boxes. The
dialogue will be acted out in 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

-It’s a Bargain!(I) 1.2. -students read the text “Unpleasant Situation” -handouts -lockstep -oral practice 1h
1.3. and try to answer the questions around the text -textbook -individual
2.3. -ask students to what the most questions refer -notebooks work
3.4. to(nouns) -blackboard
-tell students to give the definition of the noun
-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;

-It’s a Bargain!(II) -explain uncountable nouns and their use with

quantifiers
 -draw students attention to the REMEMBER!
Box
-ask students to solve ex.III/p58 and IV/p58
-discuss possessive forms
-solve ex.V, VI/p59

Type of interaction: Student-teacher, teacher-

students, student-student;

Homework: Compose sentences of your own

using ten possessive forms

-Picnic Feast 1.2. -ask students to read the two texts and select -textbook -individual -oral evaluation 1h
2.2. the most suitable title for each -notebooks work -homework
3.1. -check reading comprehension by asking -blackboard -pair work
3.1. students to solve ex.II.1/p60 -group work
4.3. -students read the sentences from ex.IV/p61
and choose the right idiom to be filled in for
each case.
-encourage students to find Romanian
equivalents for each idiom whenever possible
-give students time to read the useful language
boxes(p62). In turns, one student describes
various food items using details from the
boxes
while the other tries to guess what the
description refers to (pair work)

Type of interaction: Student-teacher, teacher-

students, student-student;

Homework: exercise V.2 page 62

-ROUND UP 1.2. -ask students to solve, in groups of four, -textbook -individual -oral and written 1h
Cookery book 2.2. ex.I/p63 -notebooks work practice
3.1. -encourage students to find Romanian -blackboard -group work -discussion
3.1. equivalents whenever possible and help them -handouts -homework
to paraphrase when no equivalents exist
 -discuss ex.IV.2/p64 – using correct intonation

Type of interaction: Student-teacher, teacher-

students, student-student;

Homework: exercise IV.3 page 64

REVISION 1.3. Reluari din continuturile anterioare. 1h

2.1. Recapitularea si sistematizarea temelor
3.1. parcurse in semestrul I.
3.2.
4.1.

PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE

Unitatea 5: Cinema
Nr. Ore: 3

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
-Images 1.1. -students look at the picture from page 66. 1h
2.1. They have to say what the girl’s face
2.3. expresses. They can choose from: shyness, -tape -lockstep -reading
2.4. surprise, joy, embarrassment, playfulness. -student’s -listening
2.5. They must explain their choice and give a title book -homework
4.1. to the picture -pictures
-exercise II.1 page 66 in pairs, students read
the text 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

-Moving images -some sentences containing genitive

apostrophe, are written on the blackboard;
-students are supposed to make the difference
between 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.
The Way to Stardom -find information -posters, -T-S Write a 200-word 1h
1.2 - answer questions pictures -S-S study about Ingrid
3.1 -true/false sentences -coursebook -pair work Bergman foe a
3.3 -make decisions -worksheet -group work magazine
4.4 -write paragraphs -make a collage for
-talk about film credits your museum
-express opinions

-answer questions
From Books to Films -find the writers
-read a text
-discuss about books/films
 put the paragraphs in order
-describe pictures

Round Up: The .4.1 -do the activities -coursebook -group work write the steps 1h
Cinema Studio 3.2 -translate into Romanian -pieces of -pair work involved in making a
2.3 -put the sentences in order paper -S-S film
3.2 -role play -pictures -T-S
4.2

-some sentences containing possessive

Possessive adjectives adjectives are written on the blackboard
-students are asked the following question:
“How do you say these sentences in your
language?”

-after some minutes of discussion the teacher

tells the students that these words are called
possessive adjectives.
-all the possessive adjectives are written on
the blackboard:
-students are supposed to repeat the
possessive adjectives and give their own
examples.
-students are supposed to solve exercise 5
from page 37. In turns they go to the
blackboard.
Type of interaction: Student-teacher, teacher-
students, student-student;
PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE
Unitatea 6: Fashion
Nr. Ore: 4

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
Passion your Fashion 1.1 - SS are asked whether they think appearance -student’s - pairwork -exercises 1h
1.2 is important and why book - group work - homework
1.3 - SS listen to the cassette and do the tasks - cassette - individual
2.2 assigned (Ex. 1 and 2, p.81) - handouts work
2.3 - SS work in pairs and classify the clothing - lockstep
3.1 men and women wear, while using the new
language learned (ex. 4/82)
-SS work in 3 groups and do ex.VII/83. They
use the new language to support their choice.

You Can’t Judge a Book 1.1 - SS are asked what the title refers to and the - student’s - pairwork - exercises 1h
by its Covers 1.2 advantages and disadvantages of shopping book - group work - homework
1.3 alone - role cards - individual - discussions
2.2 - SS read the text on p.84 and answer the - hand-outs work
2.3 questions in ex.2 - lockstep
3.1 - SS do ex. III and IV on p.84, while working
in pairs or in groups to solve the task
- SS are asked to play the roles on the role
cards, while using the language expressing
preferences

40 Years of High Fashion 1.1 - SS read the text on p.88 and state the - student’s - pairwork - exercises 1h
1.2 answers for the questions in ex. II.1 and II.2, book - group work - homework
1.3 II.3. - hand-outs - individual - discussions
2.2 - using the information in the text, SS work
2.3 complete the sentences in III and discuss in - lockstep
3.1 pairs to include the images in a certain decade

Fashion Mosaic
 -SS work inside their groups to give an
appropriate title to the article assigned to
them and answer the questions asked by
their colleagues in the other 3 groups
- SS do ex. 2 p.91 and discover the
adverbs which cannot be transformed into
the corresponding adjectives (of time,
frequency, duration, place, manner,
degree)
Round up: Fashion 1.1 -SS have to match the captions to the - student’s - pairwork - exercises 1h
Magazine 1.2 pictures to form advertisements (I p.93) book - group work - homework
1.3 - SS are assigned a project work on a - hand-outs - individual - discussions
2.2 personal museum, while following the work
2.3 - lockstep
guidelines on p.94
3.1
- SS do ex.V and fill in the sentences with
the appropriate adverbs
- SS discuss the fashion items which
come from US or UK

PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE

Unitatea 7: Books
Nr. Ore: 4

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
Books –The Great 1.2 -SS match the parts of the book with the parts - student’s - pairwork - exercises 1h
Teachers 1.3 on the image ( II. p.96) book - group work - homework
3.1 - SS work in pairs to match the type of book - hand-outs - individual - discussions
3.3 with the picture by using the chart in ex. III.1 work
- SS do ex. III.2 and fill in the chart by using - lockstep
4.4
the useful language in the “language box”
Books – Passports with a 1.2 -SS read text II.1 and answer the questions in - student’s - pairwork - exercises 1h
Destination 1.3 II. book - group work - homework
3.1 - SS read the jokes and write down the - hand-outs - individual - discussions
3.3 unknown words work
- SS do ex. V.1 and acquire the necessary - lockstep
4.4
language in order to write a letter to a friend
recommending a book they like
The Gutenberg Galaxy 1.2 -SS read the six texts in II.1 and choose the - student’s - pairwork - exercises 1h
1.3 appropriate titles. They II.2 and II.3, book - group work - homework
3.1 answering the questions with the exact - hand-outs - individual - discussions
3.3 information work
- SS transform the group of words in bold in - lockstep
4.4
ex. II into adjectives, so as to shorten the text
given

Access to Books -SS are asked to match COLUMN A,

containing structures words related to
libraries with their meaning found in
COLUMN B
- SS answer the questions in III.1 by
choosing one of the option given
-SS listen to an interview to Mrs. Larsen
and answer the question given
- SS fill in the gap in the sentences with
the superlatives of the adjectives listed
Round Up: The Book 1.2 -SS read the text entitled Coming out of - student’s - pairwork - exercises 1h
Exhibition 1.3 the shadow and group the adjectives on book - group work - homework
3.1 their appropriate headings - hand-outs - individual - discussions
3.3 - SS work in pairs to translate the work
- lockstep
4.4 fragments in bold in the text given at ex.2
- SS do the book quiz on p.110 and find
out the name of important books and
authors which have written in English.
PLANIFICARE PE UNITĂȚI DE ÎNVĂȚARE
Unitatea 8: Sports
Nr. Ore: 4

Detalieri de conţinut Competente Activitǎţi de învǎţare Resurse Evaluare Timp Obs.

specifice Materiale Procedurale
Ready, steady, go! 1.1 -the teacher asks the students: what sports do -tape 1h
2.1 you enjoy practicing/watching?, Do you ever -pictures -lockstep -listening
2.3 go in for competitions or championships?’ Do -students’ -pair work -speaking
3.2 you know anyone who goes in for an unusual book -writing
4.2 kind of sport?
-students look at the list on page 111 and
identify the 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 -tape -individu-al 1h
2.1. topic :the Olympic Games Students’ work
2.3. -exercise II page 114 – fill in the gaps with a Book -group work -listening
2.5. suitable word from the list -flipchart -writing
4.1. -debating and discussing – exercise V.1 page sheets -speaking
115 -home-work

Type of interaction: teacher-students, students-

teacher, student-student

-homework: exercise III page 114

-If only I could… 2.1. - The teacher gives the students handouts -individual -speaking 1h
2.2. with a song. The teacher tells the students to -students’ work -writing
3.1. watch a short video and pay attention to the book -pair work -exercises
4.1. type of sentences and verbs. -worksheets -group work
The teacher asks: ‘Do you like the song?’,
‘What would you 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 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, stu dent-student

-homework: exercise 5 on the worksheet

-Challenges -SS read the text in ex. II and answer the

question in II.4 and II.5
- SS do exercise in IV and complete the
gapped sentences with the prepositions
studied in the remember box
-SS learn about idioms containing body
parts by doing ex.VII p.122
Round Up: It’s Up to 1.1. -SS do ex. IV and match the questions -individual -speaking 1h
You 2.1. with the appropriate answers -students’ work -writing
2.3. - SS work in pairs to create the story of book -pair work -exercises
2.5. -worksheets -group work
 4.1. Mr. Briggs from the images given in V.1
and then finish their husband’s complains
given in V.2 by using if clauses
- SS combine the adjectives in box A with
the appropriate suffix in box B and then
use the nouns obtained to do ex. VII
FINAL REVISION - places to visit, group working, question 1h
asking
Unit 1. London - criteria for describing things, practical
Unit 2. Hobbies description
– story telling, using tenses, individual work,
Unit 4. Cinema
changing the tense of the story from Present to
Unit 7. Sports Past and the necessary changes
– the Subjunctive mood, sentences starting
with “I wish”, “If only”, “It is time”, “It
is/was + adjective” pattern, working on a
particular situation – my favourite football
team loses one very important match – what
do I wish and what they should have done to
prevent this from happening