Specific Competences Units Content Nr.

Date Evaluatin Notes

(Units of Competences ) (phonics, grammar, vocabulary) hours
Lesson 1:
Introductory Lesson. “To be”
2.4. Reproducing certain simple sentences, Meeting Friends present
formulas of addressing, greeting people, and other simple
basic formulas of politeness in simple and familiar Vocabulary :
communication situations. age, classmate, country, hobby
Phonetics:
1. 18. Filling out a certain simple form respecting th – /ɵ/
spelling norms specific to the English language; th - /ð/
Speech acts:
4.3. Reproducing songs which belong to the cultural Greeting and introducing friends: Ex. Singing
patrimony of the English speaking countries 1, 2, 5 ABC
Giving personal information:

Unit 1: All About Me

completing one’s profile: Ex. 3, 4
“to be” present simple (review): Ex. 5
Singing ABC (review): Ex. 6

1.2.Distinguishing words which contain sounds and Lesson 2:

groups of sounds specific to the English language in My Friend’s Profile Personal
simple and familiar contexts. The words are and
pronounced slowly, clearly, and repeated several Grammar : possessive
times. Personal and possessive pronouns
pronouns (review)
1.4. Observing grammar structures specific to the Possessive case
English language in short sentences; Dan’s hair is short.
Phonetics:
1.12. Recognizing words and simple sentences in ou – /aʊ/ The genitive
printed and handwritten texts while reading; ou - /əʊ/ case
Vocabulary :
3.1. Identifying the global meaning of spoken and head, nose, eyes, ears, shoulders,
written messages related to personal information knees, toes
and familiar objects; Speech acts:
New vocabulary (parts of the body):
4.3. Reproducing songs which belong to the cultural Ex. 1, 2, 3
patrimony of the English speaking countries. Possessive case: Ex. 1
Reading and responding: Ex. 4, 5, 6,
7
Personal pronouns (review): Ex. 8
1.2.Distinguishing words which contain sounds and Lesson 3:
groups of sounds specific to the English language in What Do You Do Every Day? Formative Present
simple and familiar contexts; Evaluation simple
Grammar : on lessons (affirmative,
1.3. Understanding the meaning of words in simple Irregular plurals (teeth) 1 – 3 from interrogatie)
sentences while listening; Present simple (affirmative, this unit
interrogative) (Review)
1.11. Recognizing groups of letters, syllables in Phonetics:
isolation and in words, in printed and handwritten sh – /ʃ/ “To have”
texts while reading c - /s/ present
c - /k/ simple
1. 12. Recognizing words and simple sentences in Vocabulary :
printed and handwritten texts while reading; face, hair, teeth, hand, finger, legs,
comb, do
4.3. Reproducing songs which belong to the cultural Speech acts:

Unit 1: All About Me

patrimony of the English speaking countries; New vocabulary (parts of the body):
Ex. 1, 2, 3
1. 18. Filling out a certain simple form respecting Reading and responding: Ex. 4, 5
spelling norms specific to the English language. Listening and speaking: Ex. 4, 6
Writing: Ex. 7

1.2.Distinguishing words which contain sounds and

groups of sounds specific to the English language in Lesson 4:
simple and familiar contexts; My Week Agenda “To do”
present
2.6. Distinguishing simple formulas of greeting and Grammar : simple
addressing people, formulas of exclamation and Present simple (affirmative,
other formulas of politeness corresponding to negative)
communication; I go to school. I don’t get up early.
Phonetics:
4.3. Reproducing songs which belong to the cultural ee – /i:/
patrimony of the English speaking countries; j - /dʒ/
ck - /k/
1. 18. Filling out a certain simple form respecting Vocabulary :
spelling norms specific to the English language; morning, afternoon, evening, night,
breakfast, good, get up, get dressed
1.9.Using correct grammar structures specific to Speech acts:
the English language according to certain models of New vocabulary (parts of the day,
simple short sentences in simple and familiar greetings, daily activities): Ex. 1, 2, 3
communication contexts. Reading and responding: Ex. 4, 5, 6
Writing: Ex. 7
 Unit 1: All About Me
1.4. Observing grammar structures specific to the Lesson 5:
English language in short sentences; Does He Ride His Bike?
1.9.Using correct grammar structures specific to
the English language according to certain models of Grammar :
simple short sentences in simple and familiar Present simple (interrogative)
communication contexts; Does he …?
1.3. Understanding the meaning of words in simple Yes, he does./No, he doesn’t.
sentences while listening; Phonetics:
1. 12. Recognizing words and simple sentences in Silent w
printed and handwritten texts while reading; Vocabulary :
1.10. Applying linguistic norms while reading clock, o’clock, time, excuse
aloud; Speech acts:
1.11. Recognizing letters, groups of letters, syllables Present simple (interrogative and
in isolation and in words, in printed and negative sentences): Ex. 1, 2, 3
handwritten texts, while reading; Asking and telling the time: Ex. 4, 5,
4.6. Applying certain norms of verbal behavior 6
specific to the cultures of the English speaking Reading and responding: Let’s sing
countries in simple and familiar socio-cultural Practicing speech acts in short
contexts; dialogues (polite request): Ex. 7
Writing: Ex. 8

Lesson 6:
Stay Healthy Formative
1.2.Distinguishing words which contain sounds and Grammar : Evaluation
groups of sounds specific to the English language in « Wh » questions on lessons
simple and familiar contexts; What do you have for breakfast? 4 – 6 from
Phonetics: this unit
1.8. Using words and simple short sentences, which ch – /tʃ/
contain sounds specific to the English language , in ch - /k/
simple and familiar communication contexts, Vocabulary :
following models; tea, milk, juice, fruit, sandwich,
vegetable, drink, healthy
1.9.Using correct grammar structures specific to Speech acts:
the English language according to certain models of New vocabulary (food and drinks):
simple short sentences in simple and familiar Ex. 1, 2
communication contexts. Listening and speaking: Ex. 2, 3, 4,
5
Reading and responding: Ex. 6
Present simple (negative
sentences): Ex. 7
Writing: Ex. 8
1.2. Distinguishing words which contain sounds
and groups of sounds specific to the English Lesson 7:
language in simple and familiar contexts; I Am Happy

1.6. Using certain intonation patterns and other Vocabulary :

phenomena specific to the English language in happy, sad, tired, hungry, thirsty,
simple and familiar communication contexts; glass, water, smile, cry
Phonetics:
1.7. Reading aloud certain simple short sentences, silent h
following phonology rules (with appropriate Speech acts:
pronunciation, stress, intonation, sense groups); New vocabulary (feelings): Ex. 1, 2,
3
1.8. Using words and simple short sentences, which Listening and speaking: Ex. 4
contain sounds specific to the English language , in Reading and responding: Ex. 5
simple and familiar communication contexts, Writing: Ex. 4
following models.
Lesson 8: Summative
Let’s Test Our Skills Test
Time for self-assessment Evaluation
:
written
form
Lesson 9:
PROJECT: My Busy Day Project
 Unit 2: The World is Beautiful
1.2. Distinguishing words which contain sounds Lesson 1:
and groups of sounds specific to the English Autumn
language in simple and familiar contexts; Grammar :
Plural nouns
1.14. Understanding the meaning of certain words Phonetics:
and simple short sentences which describe people, Our - /Ə/
objects, and familiar places while reading; Our - /Ɔ:/
Ai - /eı/
1.4. Observing grammar structures specific to the Vocabulary :
English language in short sentences; weather, cloud, rain, sun, wind,
colours
1.9. Using correct grammar structures specific to Speech acts:
the English language according to certain models of New vocabulary (food and drinks):
simple short sentences in simple and familiar Ex. 1, 2
communication contexts. Reading and responding: Ex. 3,4,5,6
Plural nouns: Ex. 3,4
4.3. Reproducing songs which belong to the cultural Writing: Ex. 7
patrimony of the English speaking countries; Listening and singing: Ex. 8

1.2. Distinguishing words which contain sounds

and groups of sounds specific to the English Lesson 2:
language in simple and familiar contexts; I live in Moldova
1.4. Observing grammar structures specific to the
English language in short sentences; Grammar :
1.9. Using correct grammar structures specific to There is/ there are
the English language according to certain models of Phonetics:
simple short sentences in simple and familiar Silent k: know, knee, knock
communication contexts. Vocabulary :
1.7. Reading aloud certain simple short sentences, Fortress, field, forest
following phonology rules (with appropriate Speech acts:
pronunciation, stress, intonation, sense groups); New vocabulary (Moldova): Ex. 1, 2
1.14. Understanding the meaning of certain words There is/ there are: Ex. 3,4,5
and simple short sentences which describe people, Reading and responding: Ex. 5
objects, and familiar places while reading; Writing: Ex. 7
1.2. Distinguishing words which contain sounds Lesson 3:
and groups of sounds specific to the English My town Formative
language in simple and familiar contexts; Evaluation
1.9. Using correct grammar structures specific to Grammar : on lessons
the English language according to certain models of There is/ there are 1 – 3 from
simple short sentences in simple and familiar Phonetics: this unit
communication contexts. ur /З:/
1.3. Understanding the meaning of words in simple Vocabulary :
sentences while listening; town, library, block of flats, church,
1.7. Reading aloud certain simple short sentences, hospital
following phonology rules (with appropriate Speech acts:
pronunciation, stress, intonation, sense groups); New vocabulary (town): Ex. 1, 2
1.14. Understanding the meaning of certain words There is/ there are: Ex. 3,4,5
and simple short sentences which describe people, Listening and responding: Ex. 6,7
objects, and familiar places while reading; Writing: Ex. 8
1.4. Observing grammar structures specific to the Lesson 4:
English language in short sentences; On my street
1.9. Using correct grammar structures specific to
the English language according to certain models of Grammar :
simple short sentences in simple and familiar There is/ there are (interrogative
communication contexts. and negative sent.)
1.7. Reading aloud certain simple short sentences, Numbers 20-100
following phonology rules (with appropriate Phonetics:
pronunciation, stress, intonation, sense groups); Silent e

Unit 2: The World is Beautiful

1.3. Understanding the meaning of words in simple Speech acts:
sentences while listening; There is/ there are: Ex. 1,2
4.5. Comparing certain elements specific to the Reading and responding: Ex. 3,4
culture of the English speaking countries and to the Numbers 20-100: Ex.5,6
student’s own culture. Asking and answering: Ex. 7
Writing one’s address: Ex.8

1.2. Distinguishing words which contain sounds

and groups of sounds specific to the English
language in simple and familiar contexts; Lesson 5:
1.7. Reading aloud certain simple short sentences, Welcome to Chisinau
following phonology rules (with appropriate Phonetics:
pronunciation, stress, intonation, sense groups); Tre /tə/
1.3. Understanding the meaning of words in simple C /s/
sentences while listening; Vocabulary :
1.6. Using certain intonation patterns and other Museum, park, monument, theatre.
phenomena specific to the English language in Speech acts:
simple and familiar communication contexts; New vocabulary (Chisinau): Ex. 1, 2
1.9. Using correct grammar structures specific to Listening and responding: Ex. 3,4
the English language according to certain models of Reading and responding: Ex.5,6,7
simple short sentences in simple and familiar
communication contexts.
1.14. Understanding the meaning of certain words
and simple short sentences which describe people,
objects, and familiar places while reading;
 Unit 2: The World is Beautiful
1.2. Distinguishing words which contain sounds Lesson 6:
and groups of sounds specific to the English This is Londan Formative
language in simple and familiar contexts; Evaluation
1.3. Understanding the meaning of words in simple Grammar : on lessons
sentences while listening; Comparative degree of adjectives 4 – 6 from
1.14. Understanding the meaning of certain words Phonetics: this unit
and simple short sentences which describe people, tue /ʧu:/
objects, and familiar places while reading; ow /aʊ/
1.4. Observing grammar structures specific to the ow /əʊ/
English language in short sentences;
4.1. Identifying while listening and reading certain Vocabulary :
elements specific to the cultures of the English Town, statue, Big Ben
speaking countries (typical names and surnames of Speech acts:
countries, names countries and their capitals, the New vocabulary (London): Ex. 1, 2
principal cities, traditional holidays) in the Listening and responsing: Ex. 2,3
framework of classroom activities; Reading and responding: Ex. 4
4.4. Describing certain specific to the cultures of the Comparative degree of adjectives:
English speaking countries (the country, the Ex.5,6
capital, traditional holidays) in simple Listening and speaking: Ex.7
communication situations; Writing: Ex. 8
4.5. Comparing certain elements specific to the
culture of the English speaking countries and the
student’s own culture.
1.2. Distinguishing words which contain sounds Lesson 7:
and groups of sounds specific to the English I like travelling by train
language in simple and familiar contexts;
1.3. Understanding the meaning of words in simple Phonetics:
sentences while listening; ou – /aʊ/
1.14. Understanding the meaning of certain words ou /ə/
and simple short sentences which describe people, ou /ʌ/
objects, and familiar places while reading; Vocabulary :
4.5. Comparing certain elements specific to the Transport
culture of the English speaking countries and the Speech acts:
student’s own culture. New vocabulary (transport); Like+…
2.3. Understanding non-verbal language in social ing: Ex. 1, 2
contexts. Listening and responsing: Ex.3
Reading and responding: Ex. 4,6
Listening and speaking: Ex.5,7
Writing: Ex. 8
Lesson 8: Summative
Let’s Test Our Skills Test.
Written
 form
Lesson 9:
PROJECT: My neighborhood Project
Time for self-assessment
Lesson 1:
Winter is fun
1.2. Distinguishing words which contain sounds
and groups of sounds specific to the English Grammar :
language in simple and familiar contexts; Present progressive (now) vs present
3.1. Identifying the global meaning of spoken and simple (usually);
written messages related to personal information Phonetics:
and familiar objects; dg /dƷ/
3.3. Integrating familiar for students linguistic silent gh
structures in simple short real life conversation; Vocabulary :
4.1. Identifying while listening and reading certain Winter games and activities
Speech acts:

Unit 3: Family and Home

elements specific to the cultures of the English
speaking countries (typical names and surnames of New vocabulary: Ex. 1, 4,5
countries, names countries and their capitals, the Giving arguments: Ex. 2,3,7
principal cities, traditional holidays) in the Reading and responding: Ex. 4
framework of classroom activities; Present progressive (now) vs
1.12. Recognizing words and simple sentences in present simple (usually): Rhyme
printed and handwritten texts while reading; time
Understanding instructions: Ex.6,8
1.2. Distinguishing words which contain sounds Lesson 2:
and groups of sounds specific to the English A winter day
language in simple and familiar contexts; Phonetics:
1.3. Understanding the meaning of words in simple ture /tʃə/
sentences while listening; you /jʌ/
1.8. Using words and simple short sentences, which you /iu:/
contain sounds specific to the English language, in your /jƆ:/
simple and familiar communication contexts, Vocabulary :
following models. Winter games and activities
3.2. Implementing communicative functions and Speech acts:
speech acts by using schemes or descriptors of New vocabulary: Ex. 1, 2
spoken and writing interaction; Using degrees of comparison to
1.3. Understanding the meaning of words in simple describe winter clothes and family
sentences while listening; members: Ex. 5,7
1.9. Using correct grammar structures specific to Present progressive (now) vs
the English language according to certain models of present simple (usually): Ex. 3,4
simple short sentences in simple and familiar Writing about a family member: Ex.
communication contexts; 6,8
 Unit 3: Family and Home
Lesson 3:
1.4. Observing grammar structures specific to the They were busy yesterday
English language in short sentences;
1.3. Understanding the meaning of words in simple Grammar :
sentences while listening; “To be” past simple, affirmative,
1.9. Using correct grammar structures specific to negative and interoggative; reading a
the English language according to certain models of chart and producing sentences (oral and
simple short sentences in simple and familiar weitten) with ‘be’ in the past simple;
communication contexts; Phonetics:
1.14. Understanding the meaning of certain words ear /iə/
and simple short sentences which describe people, ear /eə/
objects, and familiar places while reading; Speech acts:
3.3. Integrating familiar for students linguistic past simple: Ex. 1, 2, 3,4
structures in simple short real life conversation; Asking and answering questions:
Ex.5,6,8
Using ‘be’ in the past: Ex.7
Lesson 4: Formative
Cleaning day evaluation
1.1. Recognizing sounds and groups of sounds Phonetics: on lessons
specific to the English language, pronounced in oo /u:/ 1-4 from
isolation and in words, while listening; Vocabulary : this unit
1.2. Distinguishing words which contain sounds cleaning day vocabulary
and groups of sounds specific to the English Speech acts:
language in simple and familiar contexts; New vocabulary: Ex. 1, 2
1.14. Understanding the meaning of certain words Past simple regular verbs: Ex. 3
and simple short sentences which describe people, Exchanging information about past
objects, and familiar places while reading; events: Ex. 4,6
3.3. Integrating familiar for students linguistic Reading to identify the global
structures in simple short real life conversation; message: Ex.5
1.3. Understanding the meaning of words in simple Listening to distinguish present and
sentences while listening; past event: Ex.7
Writing about cleaning day family:
Ex.8
1.4. Observing grammar structures specific to the
English language in short sentences; Lesson 5:
1.3. Understanding the meaning of words in simple Did you have fun yesterday?
sentences while listening; Phonetics:
1.9. Using correct grammar structures specific to a(r) /A:/
the English language according to certain models of Speech acts:
simple short sentences in simple and familiar Past simple regular verbs: Ex. 1,2
communication contexts; Asking and answering about actions
2.5. Applying speech acts and non-verbal language in the past: Ex. 6
in simple social context to demonstrate gratitude, Expressing disagreement: Ex.4
disagreement, regret; Checking comprehension while
1.14. Understanding the meaning of certain words reading/ listening: Ex.3,5
and simple short sentences which describe people, Writing about activities in the past:
objects, and familiar places while reading; Ex.7
4.3. Reproducing songs which belong to the cultural
patrimony of the English speaking countries;
1.2. Distinguishing words which contain sounds Lesson 6:
and groups of sounds specific to the English Shopping day
language in simple and familiar contexts; Vocabulary :
2.5. Applying speech acts and non-verbal language fruit vocabulary
in simple social contexts to demonstrate gratitude, Speech acts:
disagreement, regret; New vocabulary: Ex. 1, 2
3.3. Integrating familiar for students linguistic Making suggestions, polite refusal,
structures in simple short real life conversation; agreeing: Ex. 3,4
1.7. Reading aloud certain simple short sentences, Doing shopping (role play): Ex.6
following phonology rules (with appropriate Checking comprehension while

Unit 3: Family and Home

pronunciation, stress, intonation, sense groups). listening: Ex.5,6,7
1.3. Understanding the meaning of words in simple Writing a shopping list: Ex.8
sentences while listening;

1.2. Distinguishing words which contain sounds

and groups of sounds specific to the English Lesson 7:
language in simple and familiar contexts; Let’s make fruid salad
1.3. Understanding the meaning of words in simple Phonetics:
sentences while listening; cious /ʃəs/
1.14. Understanding the meaning of certain words cial /ʃl/
and simple short sentences which describe people, Vocabulary :
objects, and familiar places while reading; fruit/vegetable vocabulary
1.7. Reading aloud certain simple short sentences, Speech acts:
following phonology rules (with appropriate New vocabulary: Ex. 1
pronunciation, stress, intonation, sense groups). Ordering instructions while lestening:
2.5. Applying speech acts and non-verbal language Ex. 2
in simple social contexts to demonstrate gratitude, Reading and observing the use of
disagreement, regret; verbs (regular) in the simple past:
1.8. Using words and simple short sentences, which Ex.3
contain sounds specific to the English language, in Expressing disagreement: Ex.4
simple and familiar communication contexts, Practicing fruit/vegetable salad:
following models. Ex.5,6,7,8
4.3. Reproducing songs which belong to the cultural
patrimony of the English speaking countries;
 Unit 3: Family and Home
1.2. Distinguishing words which contain sounds Lesson 8: Formative
and groups of sounds specific to the English Mother’s Day evaluation
language in simple and familiar contexts; Phonetics: on lessons
1.3. Understanding the meaning of words in simple silent d 5-8 from
sentences while listening; silent t this unit
1.7. Reading aloud certain simple short sentences, Vocabulary :
following phonology rules (with appropriate mother’s day vocabulary
pronunciation, stress, intonation, sense groups). Speech acts:
1.14. Understanding the meaning of certain words New vocabulary: Ex. 1,2
and simple short sentences which describe people, Telling the date and the time: Ex. 6,7
objects, and familiar places while reading; Listening/reading to check
1.9. Using correct grammar structures specific to comprehension: Ex.2,3,4
the English language according to certain models of Reading for specific information:
simple short sentences in simple and familiar Ex.5
communication contexts; Reading and observing irregular
forms (got up, gave, made): Ex.3
1.2. Distinguishing words which contain sounds
and groups of sounds specific to the English
language in simple and familiar contexts; Lesson 9:
1.14. Understanding the meaning of certain words Lunch in a snack bar
and simple short sentences which describe people, Phonetics:
objects, and familiar places while reading; ck /k/
1.9. Using correct grammar structures specific to Vocabulary :
the English language according to certain models of food and drinks vocabulary
simple short sentences in simple and familiar Speech acts:
communication contexts; New vocabulary: Ex. 1,2,4
4.1. Identifying while listening and reading certain Reading a menu. Asking and
elements specific to the cultures of the English answering questions about a menu/
speaking countries (typical names and surnames of lunch: Ex. 3,6
countries, names countries and their capitals, the Practicing reading-comprehension:
principal cities, traditional holidays) in the Ex.5
framework of classroom activities; Practicing past forms of irregular
1.7. Reading aloud certain simple short sentences, verbs in writing: Ex.7
following phonology rules (with appropriate
pronunciation, stress, intonation, sense groups).
1.14. Understanding the meaning of certain words
and simple short sentences which describe people,
objects, and familiar places while reading;
Lesson 10: Summative
Let’s Test Our Skills Evaluation
 Time for self-assessment

Unit 4: School and Leisure

1.2. Distinguishing words which contain sounds Lesson 1:
and groups of sounds specific to the English My classroom
language in simple and familiar contexts; Phonetics:
1.14. Understanding the meaning of certain words air /eə/
and simple short sentences which describe people, Vocabulary :
objects, and familiar places while reading; classroom vocabulary
1.9. Using correct grammar structures specific to Speech acts:
the English language according to certain models of New vocabulary: Ex. 1,2,3,4,8
simple short sentences in simple and familiar Reading to spot the differences: Ex.
communication contexts; 3
Using like+ing to express favourite
leisure activities: Ex.5,6,7
1.2. Distinguishing words which contain sounds Lesson 2:
and groups of sounds specific to the English We like sport
language in simple and familiar contexts; Phonetics:
1.3. Understanding the meaning of words in simple x /ks/
sentences while listening; Vocabulary :
1.12. Recognizing words and simple sentences in sport vocabulary
printed and handwritten texts while reading; Speech acts:
1.14. Understanding the meaning of certain words New vocabulary: Ex. 1,3,5,6
and simple short sentences which describe people, Listening and reading for specific
objects, and familiar places while reading; information: Ex.1,2,7
3.3. Integrating familiar for students linguistic Using sport vocabulary in short
structures in simple short real life conversation; dialogues: Ex.3,5,6
1.18. Filling out certain simple form representing Writing a short message: Ex.8,9
spelling norms specific to the English language.
1.2. Distinguishing words which contain sounds Lesson 3:
and groups of sounds specific to the English On the animal farm
language in simple and familiar contexts; Phonetics:
1.14. Understanding the meaning of certain words g /dƷ/
and simple short sentences which describe people, g /g/
objects, and familiar places while reading; Vocabulary :
2.5. Applying speech acts and non-verbal language farm animal vocabulary
in simple social contexts to demonstrate gratitude, Speech acts:
disagreement, regret; New vocabulary: Ex. 1,2,5
1.3. Understanding the meaning of words in simple Reading to understand the global
sentences while listening; message: Ex.3,4
3.3. Integrating familiar for students linguistic Asking and answering questions
structures in simple short real life conversation; about farm animals and birds: Ex.6
Listening for specific information:
 Ex.7,8

Unit 4: School and Leisure

1.4. Observing grammar structures specific to the Lesson 4:
English language in short sentences; Once there was…
1.9. Using correct grammar structures specific to Phonetics:
the English language according to certain models of eau /ju:/
simple short sentences in simple and familiar Speech acts:
communication contexts; Observing the difference between
1.14. Understanding the meaning of certain words forms that express the past and the
and simple short sentences which describe people, present: Ex. 1,3
objects, and familiar places while reading; Practice irregular verbs in the past
4.1. Identifying while listening and reading certain simple: Ex.2,4
elements specific to the cultures of the English Reading an English tale: Ex.5
speaking countries (typical names and surnames of Checking comprehension while
countries, names countries and their capitals, the listening/reading: Ex.6,8
principal cities, traditional holidays) in the Use active vocabulary to describe a
framework of classroom activities; picture: Ex.7
1.8. Using words and simple short sentences, which
contain sounds specific to the English language, in
simple and familiar communication contexts,
following models;

1.4. Observing grammar structures specific to the Formative

English language in short sentences; Lesson 5: evaluation
1.9. Using correct grammar structures specific to We like tales on lessons
the English language according to certain models of Phonetics: 1-5 from
simple short sentences in simple and familiar aw /Ɔ:/ this unit
communication contexts; ng /ƞ/
1.14. Understanding the meaning of certain words Speech acts:
and simple short sentences which describe people, Asking and answering questions
objects, and familiar places while reading; using irregular forms in the past: Ex.
4.1. Identifying while listening and reading certain 1,2,3,5,7
elements specific to the cultures of the English Reading an English tale: Ex.6
speaking countries (typical names and surnames of Checking comprehension while
countries, names countries and their capitals, the listening/reading: Ex.6,8
principal cities, traditional holidays) in the Asking and answering about favorite
framework of classroom activities; books
2.5. Applying speech acts and non-verbal language
in simple social contexts to demonstrate gratitude,
disagreement, regret;
1.2. Distinguishing words which contain sounds Lesson 7:
and groups of sounds specific to the English Why do you like summer?
language in simple and familiar contexts; Vocabulary :
1.3. Understanding the meaning of words in simple Summer vocabulary
sentences while listening; Speech acts:
3.3. Integrating familiar for students linguistic New vocabulary: Ex. 1,2
structures in simple short real life conversation; Asking and answering questions
1.14. Understanding the meaning of certain words about summer leisure activities:
and simple short sentences which describe people, Ex.3,8
objects, and familiar places while reading; Reading a chat: Ex.7
1.9. Using correct grammar structures specific to Reading a specific purpose: Ex.4,6
the English language according to certain models of
simple short sentences in simple and familiar
communication contexts;

SchoolUnit 4:
1.4. Observing grammar structures specific to the Lesson 8:
English language in short sentences;
1.9. Using correct grammar structures specific to Plans for the summer
the English language according to certain models of Speech acts:
simple short sentences Expressing plans for the summer
1.4. Observing grammarinstructures
simple and familiar
specific to the Lesson 9:
English language in short sentences; Grammar revision
1.9. Using correct grammar structures specific to
the English language according to certain models of Speaking about the future ‘be going
simple short sentences in simple and familiar to’
communication contexts; Interviewing the classmates about
1.18. Filling out certain simple form representing summer plans using ‘be going to’
spelling norms specific to the English language. Giving positive and negative
1.14. Understanding the meaning of certain words responses
and simple short sentences which describe people,
objects, and familiar places while reading;
2.5. Applying speech acts and non-verbal language
in simple social contexts to demonstrate gratitude,
disagreement, regret;

1.4. Observing grammar structures specific to the Lesson 10:

English language in short sentences; Summer vacation
1.9. Using correct grammar structures specific to
the English language according to certain models of Speaking about summer vacation:
simple short sentences in simple and familiar Ex.1,2
communication contexts; Matching the answers to the
1.18. Filling out certain simple form representing questions: Ex.4
spelling norms specific to the English language. Speaking about the future “will/
1.14. Understanding the meaning of certain words won’t”: Ex.5
and simple short sentences which describe people,
objects, and familiar places while reading;
2.5. Applying speech acts and non-verbal language
in simple social contexts to demonstrate gratitude,
disagreement, regret;

1.4. Observing grammar structures specific to the Lesson 11:

English language in short sentences; Summertime
1.9. Using correct grammar structures specific to
the English language according to certain models of Talking about summer: Ex.1
simple short sentences in simple and familiar Speaking about the future:Ex.2
communication contexts; Answering special and alternative
1.18. Filling out certain simple form representing questions:Ex.3,4
spelling norms specific to the English language. Interviewing the classmates about
1.14. Understanding the meaning of certain words summer plans: Ex.5
and simple short sentences which describe people, Giving positive and negative
objects, and familiar places while reading; responses: Ex.6
2.5. Applying speech acts and non-verbal language
in simple social contexts to demonstrate gratitude,
disagreement, regret;
2.5. Applying speech acts and non-verbal language Lesson 12: Formative
in simple social contexts to demonstrate gratitude, evaluation
disagreement, regret; Are you ready for fun? on lessons
2.6 Applying the strategies of producing spoken 7-12from
messages using familiar words and expressions to Talking about picnics:ex.5,6p.91 this unit
organize the discourse, respecting the models of Writing a story”ex.7p.93 First, Then,
discourse, respecting the models of discourse; self- Next, At last
correcting in oral interaction; employing the formulas
of politeness; using non-verbal means of
communication.
1.7. Reading aloud certain simple short sentences,
following phonology rules (with appropriate What a dream!
pronunciation, stress, intonation, sense groups);
1.14. Understanding the meaning of certain words Talking about summer holidays
and simple short sentences which describe people, Text” What a dream!”
objects, and familiar places while reading; Ex.2p.96
1.3. Understanding the meaning of words in simple
sentences while listening;
3.3. Integrating familiar for students linguistic
structures in simple short real life conversation;

Summative evaluation Summative

Let’s Test Our Skills Evaluation

Revising the material

Analysing the test papers and working on the Analyse of
mistakes. the test
Time for self-assessment paper

Project: My favourite sport Project

My self-assessment sheet

1.1 participating in a familiar communicative

situation, using the norms of verbal and non-verbal End-of-the book
communication. ROUND-UP
1.6 learning about education, entertainment and sport
in English-Speaking countries.