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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 II 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 2, Arc 2012.
Discutat i aprobat la edina catedrei
Proces-verbal nr.___ din ______2015
ef catedr: _____________________

Specific
Competence
Indicators
(SCI)

Sub Competences (SC)

Nr.

Introduction
Lesson 1
Listening

Spoken
Interaction

Culture

1.6. Understanding the meaning of simple,


short instructions and directions related to
classroom activities, formulated directly, in
commonly used language, slowly and clearly,
and repeated several times.
1.1. Recognizing sounds and groups of sounds,
pronounced in isolation and in words.
1.4. Identifying the intention of communication
and the formulas of politeness used to establish
social contact.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.2. Reproducing certain intonation patterns.
2.3. Reproducing simple sentences and the
formulas of politeness used to establish social
contact.
1.1. Creating and developing linguistic
curiosity and interest towards studying the
English language and the cultures of the
English-Speaking world.
1.2. Raising the students awareness of the
existence of communities and ways of
behaviour different from their own.

Content

Hello!
Look! Listen! Repeat! Do it! Sit
down! Stand up! Say goodbye!
Ex.5p.3
/
m/,/n/,/z/,/j/,/w/,/t/,/g/,/b/,/ei/,/l/,/ai/,/
u/,/o/,/:/
Hello, good bye, I, am, name, my, is,
your, what.
1. Greeting people and saying
Goodbye: Hello, good bye;
2. Introducing oneself:
I am/My name is
What is your name?
Ex.1,2,3,4p.2-3
Talking about the importance of
studying English and about the
countries in which English is used as
mother-tongue-English-Speaking
countries.

Hs

Date

The activities of
pupils with
Special
Educational
Needs
Look! Listen! Repeat!
Do it! Sit down! Stand
up! Say goodbye!

Do it! Sit down! Stand


up! Say goodbye!

Lesson 2
Listening

Spoken
Interaction

Culture

1.6. Understanding the meaning of simple,


short instructions and directions related to
classroom activities, formulated directly, in
commonly used language, slowly and clearly,
and repeated several times.
1.1. Recognizing sounds and groups of sounds,
pronounced in isolation and in words.
1.4. Identifying the intention of communication
and the formulas of politeness used to establish
social contact.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.3. Reproducing simple sentences and the
formulas of politeness used to establish social
contact.
1.4. Discovering a new culture of
communication and acquiring other norms of
verbal and non-verbal behaviour, while
establishing social contact.
1.8. Learning poems, songs and short dialogs
for children which belong to the culture of the
English-Speaking world.

Introducing people and oneself:


Meet my friend.
He/she is my friend.
Ex.1,2,3p.4-5

Spoken
Interaction

1.1. Recognizing sounds and groups of sounds,


pronounced in isolation and in words.
1.4. Identifying the intention of communication
and the formulas of politeness used to establish
social contact.
2.2. Reproducing certain intonation patterns.
2.3. Reproducing simple sentences and the
formulas of politeness used to establish social
contact.
2.5. Reproducing a simple short poem.

Meet, nice, you, he,


she, friend, too, glad,
his, her;

Meet my friend.
He/she is my friend.

Song: A Girl from London:


Ex.4p.5

Lesson 3
Listening

Meet My Friend
Lets talk! Lets sing!
/f/,/h/,/l/,/e/,/u:/,/ju:/,/i:/,//,/r/,/:/,//;
Meet, nice, you, he, she, friend, too,
glad, his, her;

How Are You?


/v/,/k/,/k/,//,/au/,/a:/,//;
How, are, thank you! Fine, and, one,
two, three, four, five, six;
1. Asking about how people
feel:
Hi! How are you?/I am fine, thank
you.
I am fine too.;Ex.1,2p.6
Counting from 1 to 6

How, are, thank you!


Fine, and, one, two,
three, four, five, six;
Hi! How are you?/I am
fine, thank you.

Lesson 4
Listening

Spoken
Interaction

1.1. Recognizing sounds and groups of sounds,


pronounced in isolation and in words.
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, and repeated
several times.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.2. Reproducing certain intonation patterns.
2.3. Reproducing simple sentences and the
formulas of politeness used to establish social
contact.
2.5. Reproducing a simple short song.
Lesson 5

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, and repeated
several times.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.2. Reproducing certain intonation patterns.
2.3. Reproducing simple sentences and the
formulas of politeness used to establish social
contact.
2.5. Reproducing a simple short song.
Lesson 6

Listening

1.5. Recognizing simple, short questions and


answers referred to the students personal
identification. Questions and answers are

Ex.3,4,5,6p.6-7
How Old Are You?
/oi/;
Old, boy, girl, man, woman, seven,
eight, nine, ten, eleven, twelve;
Ex.2,p.8

Old, boy, girl, man,


woman, seven, eight,
nine, ten, eleven,
twelve;

1. Counting from 1 to 12:


Ex. 1,2, p.8, Ex. 5, p.9
2. Talking about age:
How old are you? I am
Ex.3,4,p.9
Song: A Girl from London
Ex. 6 p.9
Where Are You From?
/e/,/g/,//;
Where, from, England,
The USA, Australia, Canada;

Counting from 1 to 12

Talking about ones origin:


Where are you from?
I am from
Ex. 1,2, p.10,
Ex.3,4, p.11
Song: A Girl from London
Ex. 5 p.11
He is from Moldova
Mother, father

Where are you from?


I am from

Where, from, England,


The USA, Australia,
Canada;

Mother, father
4

Spoken
Interaction
Culture

pronounced slowly, clearly, and repeated


several times.
2.4. Reproducing simple answers and questions
concerning the students personal
identification.

Talking about origin:


He/she is fromWhere is he/she
from?
Ex.1,2,3,4 p.13
Ex.6 p.13

1.8. Learning a song for children which


belongs to the culture of the English-Speaking
world.
Module I
Lesson 1

Listening

Spoken
Interaction
Written
Interaction

1.6. Understanding the meaning of simple,


short instructions and directions related to
classroom activities, formulated directly, in
commonly used language, slowly and clearly,
and repeated several times.
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, and repeated
several times.
1.3. Understanding the meaning of words in
simple sentences.
2.4. Reproducing simple answers and questions
concerning the students familiar objects-school
things.
4.1. Reproducing/copying letters (capital and
lower case forms) in isolation or in familiar
words.
Lesson 2

Listening

1.2. Distinguishing in speech words and


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

This Is a Desk
Pick up! Open! Close!
Show!
This, that, its a, pen, pencil, book,
etc.
ex.1 p.14
ex.3 p.15

Talking about things near and far:


This/That is a/Its a
Whats this/that?
ex.1 p.14; ex.2 p.15
Letters A,E,N,P
Words Ann, pen.
ex.4 p.15
Is This Your Book?
Eraser, sharpener, ball, satchel,
board, teacher

He/she is fromWhere
is he/she from?

Pick up! Open!


Close! Show!
This, that, its a, pen,
pencil, book, etc.

This/That is a/Its a
Whats this/that?
Letters A,E,N,P

Eraser, sharpener, ball,


satchel, board, teacher
5

Spoken
Interaction

phenomena. The words and sentences are


pronounced slowly and clearly, and repeated
several times.
2.2. Reproducing certain intonation patterns.
2.4. Reproducing simple answers and questions
concerning the students familiar objects-school
things.

Written
Interaction

4.1. Reproducing/copying letters (capital and


lower case forms) in isolation or in familiar
words.

Listening

1.2. Distinguishing in speech words and


simple, short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly, and repeated
several times.
1.3. Understanding the meaning of words in
simple sentences.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.2. Reproducing certain intonation patterns.
2.4. Reproducing simple answers and questions
concerning the students familiar objects.
3.1. Recognizing letters, groups of letters,
syllables in isolation and in words in printed
and hand written texts.
4.1. Reproducing/copying letters (capital and
lower case forms) in isolation or in familiar
words.

Lesson 3

Spoken
Interaction

Reading
Written
Interaction

Lesson 4
Listening

1.2. Distinguishing in speech words and


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

1. Asking about things near and


far:
Is this/that your?
Yes, it is./No, it isnt.
2. Talking about school things
Letters: B, L
Words: ball, Ben.
Ex. 3 p.17
Whats this?
New, old, short, long, big, small.

Is this/that your?
Yes, it is./No, it isnt.

Describing things:
This is a new bag.
Ex.1 p.18
Ex.2,3 p.19

This is a new bag.

Letters: M,T,L
Words: name, map, ten.
Ex. 5 p.19
Letters: M,T,L
Words: name, map, ten.
Ex. 5 p.19
Colours
Blue, orange, yellow, brown, green,
red, white, grey, black, pink

name, map, ten

Letters: B, L
Words: ball, Ben.
New, old, short, long,
big, small.

M,T,L

Blue, orange, yellow,


brown, green, red,
white, grey, black, pink
6

Spoken
Interaction
Reading
Written
Interaction
Integrated
Skill
Combinatio
ns

phenomena. The words and sentences are


pronounced slowly and clearly, and repeated
several times.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.4. Reproducing simple answers and questions
concerning the students familiar objects.
3.1. Recognizing letters, groups of letters,
syllables in isolation and in words in printed
and hand written texts.
4.1. Reproducing/copying letters (capital and
lower case forms) in isolation or in familiar
words.
1.2. Identifying colours

Lesson 5
Listening

Spoken
Interaction

Reading

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, and repeated
several times.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language.
2.4. Reproducing simple answers and questions
concerning the students familiar objectsclothes.
3.1. Recognizing letters, groups of letters,
syllables in isolation and in words in printed
and hand written texts.
3.2. Recognizing the meaning of punctuation
marks-a full stop (a period), a comma, a

Describing things using names of


colours:
What is green? My bag is green.
Ex. 1,2,3,4,5 p.20-21
Ex.6 p.21

What is green? My bag


is green.

Letters: A,B,E,L,M,N,P,T
Words: name, Ann, Pat, man, Pete,
Ben, pen, ten. Ex. 7 p.21

Letters:
A,B,E,L,M,N,P,T

What Colour Is His Cap?


Colour, tie, dress, blouse, coat, skirt,
shirt, hat, suit;

1. Asking about colours:


What colour is the?
Ex.3,4p.23
2. Talking about clothes:
Ex.1,2 p.22-23

Colour, tie, dress,


blouse, coat, skirt, shirt,
hat, suit;

What colour is the?

Ex.6 p.23

Written
Interaction

Integrated
Skill
Combinatio
ns

question mark and an exclamation mark.


4.1. Reproducing/copying letters (capital and
lower case forms) in isolation or in familiar
words.
4.3. Writing punctuation marks- a full stop (a
period), a comma, a question mark and an
exclamation mark.
1.1. Identifying words similar to the words in
the students mother-tongue in simple written
and oral sentences.

Letters: C, D, G, I.
Ex.5,6 p.23

Lesson 6
Listening

Spoken
Interaction
Written
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, and repeated
several times.
2.4. Reproducing simple answers and questions
concerning the students familiar objects.
4.1. Reproducing/copying letters (capital and
lower case forms) in isolation or in familiar
words.
4.5. Copying words, phrases and simple
sentences according to written models.

Talking about location of things:


Where is the ball? Its in/on/under
Letters F, O, R, S.
Ex 4,5 p.25

Lesson 7
Spoken
Interaction

2.4. Reproducing simple answers and questions


concerning the students familiar objects.

Reading

3.4. Defining connections between sentences


and pictures which go with them.
4.6. Establishing connections between

Written

Where Is the Ball?


Bush, tree, bench, lamp, bird, in, on,
near, under.

Round Up
1. Describing things using
names of colours.
Ex.2,3,4 p.26
2. Talking about location of
things.
Ex.5 p.27
Ex.6 p.27

C, D, G, I.

Bush, tree, bench, lamp,


bird, in, on, near, under.

Letters F, O, R, S.

Describing things using


names of colours.

Ex.1,7 p.26-27
8

Interaction

pronunciation and written images of letters,


groups of letters and familiar words, and
writing them.
Module II
Lesson 1

Listening

1.3. Understanding the meaning of words in


simple sentences.

Spoken
Interaction

2.4. Reproducing simple answers and questions


concerning the students familiar objects.

Reading

3.1. Recognizing letters, groups of letters,


syllables in isolation and in words in printed
and hand written texts.

Written
Interaction

4.1. Reproducing/copying letters (capital and


lower case forms) in isolation or in familiar
words.
4.2. Reproducing symbols of phonetic script.
Lesson 2

Listening

1.2. Distinguishing in speech words and


simple, short sentences containing sounds,
patterns of intonation and other specific
phenomena. The words and sentences are
pronounced slowly and clearly, and repeated
several times.

Spoken
Interaction

2.1. Reproducing certain sounds and groups of


sounds.
2.4. Reproducing simple answers and questions
referred to the students' familiar people - their
family.
3.3. Understanding the meaning of words,
phrases and simple short sentences which

Reading

Tims Ball Is New


Plane, bus, car, train, lorry, bike, kite,
doll, rope, roller skates
Ex.1,2, p.28

Plane, bus, car, train,


lorry, bike, kite, doll,
rope, roller skates

Describing people and things.


Its a new toy.
Ex.3 p.29
Ex.5 p.29

Its a new toy.

Letters H, K, U, Y.
Ex.4,5 p.29

Letters H, K, U, Y.

My Family
Aa - /a:/ father, /0/ what, /0:/ ball, //
and, a, an, etc. mummy, daddy,
granny, grandpa, daughter, son,
sister, brother, kind, tall, pretty,
young;
Talking about the family: Who is
this? This is my mother.
Ex.1,2,3,4,p.30-31

Aa - /a:/ father, /0/


what, /0:/ ball, // and,
a, an, etc. mummy,
daddy, granny, grandpa,
daughter, son, sister,
brother, kind, tall,
pretty, young;
Who is this? This is my
mother.

Ex.2p.30
9

Written
Interaction

identify people of the students familiar


immediate environment.
4.1 .Reproducing / copying letters (capital and
lower case forms), groups of letters in isolation
or in familiar words.
4.5. Copying words, phrases and simple
sentences according to written models.

Letters Jj,Xx,Vv,Ww:
Ex.6p.31
Ex.7p.31
Lesson 3

Listening

Spoken
Interaction
Reading
Written
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, and repeated
several times.
2.4. Reproducing simple answers and questions
referred to the students' familiar people.

Talking about people's jobs and


occupations: What is your father? He
is... Ex.1,2,3,5p.32-33

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
4.1 .Reproducing / copying letters (capital and
lower case forms), groups of letters in isolation
or in familiar words.
4.6. Establishing connections between
pronunciation and written images of letters,
groups of letters and familiar words, and
writing them.
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, and repeated
several times.

li - /ai/1, tie, nice, /i/ is,


it is, etc. pupil, teacher,
policeman, housewife,
doctor, driver, shopassistant;
Talking about people's
jobs and occupations:
What is your father? He
is...

Ex 4p.33

Lesson 4
Listening

What Is Your Father?


li - /ai/1, tie, nice, /i/ is, it is, etc.
pupil, teacher, policeman, housewife,
doctor, driver, shop-assistant;

Letters Jj,Xx,Vv,Ww:

Letters Hh, Jj, Kk, Uu, Vv, Xx, Yy,


Ww: Ex.6,p.33

Letters Hh, Jj, Kk, Uu,


Vv, Xx, Yy, Ww:

She Has a House


0o-/u/open, hello,
// frog, hop, etc.
house, flat, window, door, garage,
garden,
good, we;

0o-/u/open, hello,
// frog, hop, etc.
house, flat, window,
door, garage, garden,
good, we;
10

Spoken
Interaction
Reading
Written
Interaction

2.4. Reproducing simple answers and questions


referred to the students' familiar world-their
homes.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
4.1 .Reproducing / copying letters (capital and
lower case forms), groups of letters in isolation
or in familiar words.
Lesson 5

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, and repeated
several times.
1, 3.Understanding the meaning of words in
simple sentences.
2.4. Reproducing simple answers and questions
referred to the students' familiar world-their
homes.

Reading

3.3. Understanding the meaning of words,


phrases and simple short sentences which
identify people of the students familiar
immediate environment.

Spoken
Interaction

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions referred to the students familiar
world - furniture.

Talking about the house:


He/she has a house.
Ex.1,2,3 p.34-35
Ex.5 p.35

He/she has a house.

Letters Qq, Zz:


Ex.6,p.35

Letters Qq, Zz:

In the House
Oo - // colour,
// from, /u:/ two, /u/ woman,
living-room, bedroom, kitchen,
bathroom, bed, TV-set, fridge, bathtub;
Ex.1 p.36
Talking about the rooms in the
house:
I have a House.
He/she has a house.
Ex.1,2,3p.36-37
Ex.5 p.37

Lesson 6

In the Living-room
Ee - /i:/ he, we, /e/ tell, pen,
/i/ pretty, describe, etc.
sofa, chair, armchair, carpet, floor,
table;
Talking about furniture:
Where is it?
It's in the living-room.

woman,
living-room, bedroom,
kitchen, bathroom, bed,
TV-set, fridge, bath-tub;

I have a House.
He/she has a house.

tell, pen,
pretty, describe, etc.
sofa, chair, armchair,
carpet, floor, table;

11

Reading

Written
Interaction

Ex.1,2,3,5,6p.38-39
Ex.4 p.39

3.3. Understanding the meaning of words,


phrases and simple short sentences which
identify certain objects of the students familiar
immediate environment - furniture.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
4.1 .Reproducing / copying letters (capital and
lower case forms), groups of letters in isolation
or in familiar words.

Ex.7 p.39
Lesson 7

Spoken
Interaction

Written
Interaction

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.4. Reproducing simple answers and questions
referred to the students' familiar people and
objects.
4.1 .Reproducing / copying letters (capital and
lower case forms), groups of letters in isolation
or in familiar words.
4.6. Establishing connections between
pronunciation and written images of letters,
groups of letters and familiar words, and
writing them.

Ex.3,4,5,6,7 p.40-41.

Module III
Lesson 1
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, and repeated
several times.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.2. Reproducing certain intonation patterns

Round Up
Ex 1,2 p.40

How Many?
many, thirteen, fourteen, fifteen,
sixteen, eighteen, nineteen, twenty;

Talking about the number of objects:


How many?
I see five trees. Ex.1,2,3,4,5p.42-43

Hoppy Frog has a


flower. What is pat?
She is a pupil
Ex. 4,6 p.41

many, thirteen,
fourteen, fifteen,
sixteen, eighteen,
nineteen, twenty;
How many?
I see five trees
12

Reading
Integrated
Skill
Combinations

and other phenomena specific to the English


language. 2.4. Reproducing simple answers and
questions concerning the students familiar
people and objects.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
1.4. Participating in activities employing
counting from 1 to 20.
1.5. Writing numbers from 1 to20.

Ex.2p.42
Ex.3, p.43

Lesson 2
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, and repeated
several times.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students immediate
needs, familiar people and objects.

Talking about things near and far:


These/Those are lamps. Ex.1,2,3,4,5
p.44-45
Lesson 3

Listening

Spoken
Interaction

1.3. Understanding the meaning of words in


simple sentences.
1.5. Recognizing simple, short questions and
answers referred to the students familiar
objects. Questions and answers are pronounced
slowly, clearly, and repeated several times.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students familiar
objects.

These Are Lamps


Uu-/ju:/pupil, suit,
IN duck, run, /u:/ blue, June,
/u/ bush, July, hi August, etc.
th-//,/i/,/i:/these, those;

Are These Jeans?


Jeans, shorts, trousers, tights, shoes,
stockings, socks.
Ex.1 p.46

Asking about things near and far:


Are these/those jeans?
Yes, they are. No, they are not.
Ex.2,3p.46-47

Uu-/ju:/pupil, suit,
IN duck, run, /u:/ blue,
June,
/u/ bush, July, hi
August, etc.
th-//,/i/,/i:/these, those;
These/Those are lamps.

Jeans, shorts, trousers,


tights, shoes, stockings,
socks.

Are these/those jeans?


Yes, they are. No, they
are not.

13

Reading

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.

Ex.4p.47
Lesson 4

Listening

Spoken
Interaction

1.6. Understanding the meaning of simple,


short instructions and directions related to
classroom activities, formulated directly, in
commonly used language, slowly and clearly,
and repeated several times.
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, and repeated
several times.
2.4. Reproducing simple answers and questions
concerning the students personal
identification, immediate needs, familiar people
and objects.
2.5. Reproducing one simple short poem and
one song.

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, and repeated
twice
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the seasons of the year.
2.5. Reproducing a simple short poem.

eye, ear, nose, mouth,


face, head, hand, finger,
leg, toe, right, left,
dirty, clean;

Talking about the parts of the body:


Ex.1,2,3p.49
Poem: 'AII about Me': Ex.6p.49

Lesson 5
Listening

All About Me
Point to your.....I
Ex.2p.48
oy-/i/ boy,
our -// colour,
our - /:/ your, four, etc.
eye, ear, nose, mouth, face, head,
hand, finger, leg, toe, right, left,
dirty, clean;

The Seasons
ee - /i:/tree, three, green,
ea - /i:/ teacher, please,
ei - /ei/ eight, ie - /e/ friend,
ey - /ei/ grey,
winter, spring, summer, autumn,
cold, warm, hot, cool;
Talking about the seasons of the
year:
It's winter.
It's a cold season.
Poem: The Seasons':
Ex5 p.51

winter, spring, summer,


autumn, cold, warm,
hot, cool;

It's winter.
It's a cold season.

14

Reading
Integrated
Skill
Combinations

3.4. Defining connections between sentences


and pictures which go with them.
1.6. Identifying months and seasons of the year.

Ex.5 p.51
Ex.2 p 51

Lesson 6
Listening

Spoken
Interaction
Reading
Integrated
Skill
Combinations

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.
1.5. Recognizing simple, short questions and
answers referred to the seasons and months of
the year. Questions and answers are
pronounced slowly and clearly.
2.4. Reproducing simple answers and questions
concerning the seasons and months of the year.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
1.6. Identifying months and seasons of the year.

Talking about the months of the year:


Ex.1,2,3,4,6p.52-53
Ex.5 p.53

Reading

2.4. Reproducing simple answers and questions


concerning the students personal
identification, immediate needs, familiar
people and objects.
2.5. Reproducing simple short dialogues,
poems and songs.
3.1. Recognizing letters, groups of letters,
syllables in isolation and in words in printed
and handwritten texts.

January, February,
March, April, May

January, February,
March, April, May

Ex.1 p52

Lesson 7
Spoken
Interaction

Twelve Months
ar-/a:/large, carpet,
ir-/3:/girl, bird, skirt,
ur-/3:/Thursday, turtle,
or-/:/ shorts, floor,
er - // mother, sister,
January, February, March, April,
May, etc.

Round Up
1.Talking about clothes, describing
articles of clothes: Ex.1,6p.54-55
2.Talking about parts of the body:
Ex.4p.55
3.Talking about things near and far:
Ex.5p.55

Socks, ties, shoes

15

Written
Interaction

4.1 .Reproducing / copying letters (capital and


lower case forms), groups of letters in isolation
or in familiar words.
4.6. Establishing connections between
pronunciation and written images of letters,
groups of letters and familiar words, and
writing them.

Ex.2,3 p.54
Writing a dictation

Module IV
Lesson 1
Listening

Spoken
Interaction

Reading

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, and repeated
several times.
1.3. Understanding the meaning of words in
simple sentences.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students' familiar
environment.
3.4. Defining connections between sentences
and pictures which go with them.

Talking about the days of the week:


What day is it today?
It's Monday./On Monday.
Ex.1,2,3,4,5p.56-57

Spoken
Interaction

Reading

1.3. Understanding the meaning of words in


simple sentences.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students familiar
environment.
2.5. Reproducing a simple short poem.
3.6. Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,

get up, wash, eat, read,


write, play, go to bed,
Sunday, Monday,

What day is it today?


It's Monday./On
Monday.

Ex.3p.57
Lesson 2

Listening

What Day Is It Today?


ay-/ei/day, play, say,
ai - /ei/ rain, train,
air - /e/ chair, hair, etc,
get up, wash, eat, read, write, play,
go to bed, Sunday, Monday, etc.;

Writing a dictation

What Time Is It?


th - // mouth, thin, thanks,
th-// the, this, etc.; clock
Asking about and telling the time:
What time is it? It's 7 o'clock.
Excuse me. Thank you.
Ex.1,2,3,4p.58, Ex.7p.59
Ex.5p.59

What time is it? It's 7


o'clock.
Excuse me. Thank you.

16

sense groups, and etc.


Lesson 3
Listening

Spoken
Interaction

Reading

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, and repeated
several times. 1.5. Recognizing simple, short
questions and answers referred to the students
familiar environment. Questions and answers
are pronounced slowly, clearly, and repeated
several times.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students familiar
environment.
3.6. Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.

Talking about the parts of the day:


Its morning.
Good morning.
In the morning
Ex.1,2,3,5 p.60-61
Ex.4 p.61
Lesson 4

Listening

Spoken
Interaction
Reading

1.5. Recognizing simple, short questions and


answers referred to the students personal
interests - sports and games. Questions and
answers are pronounced slowly, clearly, and
repeated several times.
2.4. Reproducing simple answers and questions
concerning the students personal interests sports and games.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.

Do You Play Tennis?


c-/s/pencil, policeman,
c-/k/ cat, cap, colour,
x - /ks/ box, six, text, etc.
tennis, football, chess;
Talking about sports and games:
Do you play tennis?
Yes, I do. No, I don't. Ex.1,2p.62-65
Ex.3p.63

Lesson 5
Spoken
Interaction

It is Morning
r -/r/ read, repeat, rabbit,
morning, afternoon, evening, night,
every;

Does Angela Like Ice-Cream?


ch-/t/teacher, chair,
ch-/k/school,

read, repeat, rabbit,


morning, afternoon,
evening, night, every;

Its morning.
Good morning.
In the morning

tennis, football, chess

tennis, football, chess

bread, butter, cheeses,


coffee, egg, ice-cream,
17

2.2. Reproducing certain intonation patterns


and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students immediate
needs and familiar objects-food.
Reading

ck - /k/ duck, pick, black, etc.


bread, butter, cheeses, coffee, egg,
ice-cream, jam, milk, tea, like;
Talking about food and expressing
likes and dislikes:Does Angela like
ice-cream?
Ex.1,2,3,4p.64-65
Ex.5 p.65

3.6. Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
Lesson 6

Listening

Spoken
Interaction

Reading

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, and repeated
several times.
2.1. Reproducing certain sounds and groups of
sounds in isolation and in words.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students habitual
actions.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.

Ride a bike, jump, run;


Talking about habitual actions:
What do you do on Sunday?
I play on Sunday.
Ex.1,2,4p.66-67

2.4. Reproducing simple answers and questions


concerning the students familiar environment.

Reading

3.4. Defining connections between sentences


and pictures which go with them.
4.4. Writing legibly and neatly, respecting the

Written

sh- // she, show, short,


s - / / usually, pleasure,
etc.

Ride a bike, jump, run;


I play on Sunday

Ex.3 p.67
Lesson 7

Spoken
Interaction

What do you do on Sunday?


sh- // she, show, short,
s - / / usually, pleasure, etc.

jam, milk, tea, like;


Does Angela like icecream?

Round Up
Talking about days of the week,
habitual actions, telling the time and
expressing likes and dislikes:
Ex.1,3,4,6p. 68-69
Ex6 p.69
Writing a dictation

Stadium, supermarket,
bank monument, park,
library,school,hospital
Ex.6 p 69
Writing a dictation
18

Inter action

rules of writing capital and lower-case forms of


letters, and making adequate spaces between
letters.
4.6. Establishing connections between
pronunciation and written images of letters,
groups of letters and familiar words, and
writing them.
Module V
Lesson 1

Spoken
Interaction

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language.

Reading

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
1.3. Drawing a picture in the course of one of
the language activities.

Integrated
Skill
Combinatio
ns

Ex.6p.71

Lesson 2
Spoken
Interaction

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.4. Reproducing simple answers and questions
concerning the students familiar environment.

Reading

3.5. Understanding the meaning of simple,


short instructions and directions.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,

My Town
Ng-// thing, spring,
ng - /g/ English, England,
nk - /k/ think, thank you, etc.
baby, bank, bus stop, hospital, park,
school, shop, street, town;
There is a park in the town.
Ex1,2,7 p.71
Ex.3p.71

In the Street
w - /w/ we, well, window,
wh - /w/ what, where,
wh-/h/who,
traffic lights;
Asking the way. Learning to be
polite in English: You are welcome.
Ex.4p.73
Ex.2, 3p.72
Ex.4p.73 Control reading.

baby, bank, bus stop,


hospital, park,
school, shop, street,
town;
There is a park in the
town.

Ex.6 p.61

You are welcome. Well,


window, what, where.

Ex.4p.73 Control
reading.

19

sense groups, and etc.


Lesson 3
Spoken
Interaction

2.4. Reproducing simple answers and questions


concerning the students actions and familiar
environment.

Reading

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
4.5. Copying words, phrases and simple
sentences according to written models.

Written
Interaction

I Am Playing
st - /s/ listen, sw - /s/ answer,
rh - /r/ rhyme,wr - /r/ write wear;
Talking about actions going on at the
moment of speaking: I am reading.
Ex.1,2,3,4p.74-75
Ex.5p.75
Ex.4 p.75

Lesson 4

In the Village
g,j-/d/orange, jam,
g - /g/ go, good, game,
ph - /f/ telephone,
qu - /kw/ question,
apple, nut, tomato, potato, carrot,
flower,
well, yard, village;
Talking about the village;
Ex.1,2,5 p.76-77
Ex.2 p.77

I am reading.

Ex.5p.75 write wear;


answer.
Ex.4 p.75

Spoken
Interaction

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.4. Reproducing simple answers and questions
concerning the students familiar environment.

apple, nut, tomato,


potato, carrot, flower,
well, yard, village;

Reading

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.

Integrated
Skill
Combinations
Written
Interaction

1.7. Reading and writing the names of fruit and


vegetables correctly.

Ex.1 p76

Apple, nuts, bananas,


carrots, potatoes.

4.5. Copying words, phrases and simple


sentences according to written models.

Ex.3,4 p.77

Apple, nuts, bananas,


carrots, potatoes, apple,
nut, tomato, potato,
carrot, flower,
well, yard, village;

apple, nut, tomato,


potato, carrot, flower,
well, yard, village;

20

Lesson 5
Spoken
Interaction

2.4. Reproducing simple answers and questions


concerning the students actions.
2.5. Reproducing a simple short song.

Reading

3.6. Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
1.8. Learning poems, songs and short dialogs
for children which belong to the culture of the
English-Speaking world.

Culture

2.4. Reproducing simple answers and questions


concerning the students familiar environment
and objects.

Reading

3.6. Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
1.7. Reading and writing the names of domestic
animals correctly.

Integrated
Skill
Combination

2.4. Reproducing simple answers and questions


concerning the students actions.

Reading

3.4. Defining connections between sentences


and pictures which go with them.

On the Farm
horse, cow, sheep, hen, chicken,
farm,
farmer;
Talking about the farm:
Ex.1,2 p.80
Asking about actions going on at the
moment of speaking.
Ex.3 p.81
Control reading
Ex.1 p.80

Lesson 7
Spoken
Interaction

Are you watching TV?


-Yes, I am. No, I am not.

Ex.4 p.79
Control reading.

Ex.5 p.79
Lesson 6

Spoken
Interaction

Is Jemmy Playing?
nd - /n/ look and say, etc.
sing, watch TV;
Asking about actions going on at the
moment of speaking:
Are you watching TV?
-Yes, I am. No, I am not. etc.:
Ex.1,2,3p.78-79
Ex.4 p.79
Control reading.

Round Up
Talking about actions going on at the
moment of speaking.
Ex.5p.82

horse, cow, sheep, hen,


chicken, farm,
farmer;

Ex.1 p.80
Dog, cat, cow, horse,
mouse.

Reading the names of


domestic animals
correctly.
Match the words with
the pictures, Ex.5p.82
21

Written
Interaction

Integrated
Skill
Combinations

4.4. Writing legibly and nearly, respecting the


rules of writing capital and lower-case forms of
letters, and making adequate spaces between
letters.
4.6. Establishing connections between
pronunciation and written images of letters,
groups of letters and familiar words, and
writing them.
1.9. Employing movements and active games
in the classroom to use non-verbal
communication.
Module VI
Lesson 1

Spoken
Interaction

Reading

2.2. Reproducing certain intonation patterns


and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students familiar
environment.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
2.4. Reproducing simple answers and questions
concerning the students familiar environment.

Reading

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.

Ex. 2 p.82

Easter Sunday
cake, egg, candle, holiday, Easter,
etc. Talking about holidays: Easter is
in April. Ex.1,3,4,5,6p.84-85

cake, egg, candle,


holiday, Easter. Easter
is in April.

Ex.2p.84 Control reading


Lesson 2

Spoken
Interaction

Ex. 2,3,4 p82

It is Tommys Birthday
Cup, saucer, plate, fork, spoon,
kettle;
Talking about the utensils.
Pass me the cup, please. Here you
are.
Ex 1, 5 p.86-87
Ex.3p.87
Control reading.

Ex.2p.84 Control
reading
Cup, saucer, plate, fork,
spoon, kettle;
Pass me the cup,
please. Here you are.
Cup, saucer, plate, fork,
spoon, kettle;
Pass me the cup,
please. Here you are.
Ex.3p.87
Control reading.
22

Culture

1.8. Learning poems, songs and short dialogues


for children which belong to the culture of the
English-Speaking world.
Lesson 3

Spoken
Interaction

Reading

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students past actions.
2.5. Reproducing a simple short poem.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
Lesson 4

Spoken
Interaction

Reading
Written
Interaction

2.1. Reproducing certain sounds and groups of


sounds in isolation and in words.
2.2. Reproducing certain intonation patterns
and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students past actions.
3.6.Reading aloud simple, short sentences with
appropriate pronunciation, stress, intonation,
sense groups, and etc.
4.4. Writing legibly and nearly, respecting the
rules of writing capital and lower-case forms of
letters, and making adequate spaces between
letters.
Lesson 5

Spoken
Inter- action

2.2. Reproducing certain intonation patterns


and other phenomena specific to the English
language. 2.4. Reproducing simple answers and
questions concerning the students familiar
objects - pets. 2.5. Reproducing simple short
poems.

Song: 'Happy Birthday':


Ex. 2 p.86

Song: 'Happy Birthday':


Ex. 2 p.86

It was Sunday Yesterday


yesterday, princess, singer, rainy,
sunny; Talking about the past: It was
Sunday yesterday. Ex.4p.91

yesterday, princess,
singer, rainy, sunny;

Ex.2, 3p.89 Control reading.

Ex.2 p89

A School Trip
Talking about the future:
I will have a trip
Ex.1, 3, 4, 5 p.90-91

Trip, tour, journey

Ex.2 p.90

Ex.2 p.90

Ex.4 p.91

Ex.4 p.91

At the Pet Shop


hedgehog, parrot, pet, turtle;
Talking about pets:
I have a pet.
Ex.3,4,5,7p.92-93

hedgehog, parrot, pet,


turtle;
ex.3 p92

23

Reading
Integrated
Skill
Combinations
Culture

3.4. Defining connections between sentences


and pictures which go with them.
1.7. Reading and writing the names domestic
and wild animals correctly.

Ex.2p.92

Ex.2p.92

Ex.1p.92

Ex.1p.92

1.8. Learning poems, songs and short dialogues


for children which belong to the culture of the
English-Speaking world.

Ex.6 p.93

Ex.6 p.93

Lesson 6
Spoken
Interaction

2.4. Reproducing simple answers and questions


concerning the students familiar environment.

Reading

3.6.Reading aloud simple, short sentences with


appropriate pronunciation, stress, intonation,
sense groups, and etc.
Lesson 7

Spoken
Interaction
Reading
Written
Interaction
Practical
Application
of
Knowledge

2.4. Reproducing simple answers and questions


concerning the students personal
identification, immediate needs, familiar
people and objects.
3.4. Defining connections between sentences
and pictures which go with them.
4.4. Writing legibly and neatly, respecting the
rules of writing capital and lower-case forms of
letters, and making adequate spaces between
letters.
4.6. Establishing connections between
pronunciation and written images of letters,
groups of letters and familiar words, and
writing them.
End-of-theBook

School Is Over
sea, beach, sun, water, sunbathe,
swim, play, have fun;
Talking about vacation:
What will you do in the summer?
Ex.1,2,4,5p.94-95
Ex3p.95

sea, beach, sun, water,


sunbathe, swim, play,
have fun;
Ex3p.95

Round Up
Talking about holidays, pets,
favourite things and vacation.
Ex.1,4p.95

Telling the names of


domestic animals,
favourite things.

Ex.3p.95

Ex.3p.95

Ex.2,5,6p.96-97

Ex.2 p.96

Final Test-Paper

Ex2,5 p.96-97

I Know English
24

Round up
Spoken
Interaction

2.4. Reproducing simple answers and questions


concerning the students personal
identification, immediate needs, familiar
people and objects.

1.Talking about one's personal


identification:Ex.1,4p. 98-99
2.Talking about one's familiar
environment: Ex.2,3,5p.100-101

Ex.1,4 p.98-99

25