PROGRAMA PENTRU CURSUL OPTIONAL

English, My Love!

CURRICULUM LA DECIZIA ȘCOLII

CLASA a VIII-a
AN SCOLAR 2022-2023

Profesor: Elena-Daniela Păpăruș

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 PROGRAMA PENTRU CURS
OPȚIONAL

DENUMIREA OPȚIONAL: „ENGLISH, MY LOVE!”

TIPUL: INTEGRAT

ARIA CURRICULARĂ: LIMBA SI COMUNICARE

CLASA: a VIII- a

DURATA: 1 AN

NR.ORE: 1 ORĂ/SĂPTAMANĂ

PROFESOR: ELENA – DANIELA PĂPĂRUȘ

UNITATEA DE INVAȚĂMÂNT: SCOALA GIMNAZIALA ʺVASILE

ALECSANDRIʺ, BRĂILA

LOCUL DESFĂȘURĂRII: SALA DE CLASĂ

PROGRAMA ȘCOLARĂ

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 PENTRU DISIPLINA OPȚIONALĂ
“ENGLISH IS FUNTASTIC”

CLASA a VIII-a
CURRICULUM INTEGRAT PENTRU LIMBA ENGLEZA

Introductory note
This proposal for an integrated curriculum for the VIII th grade is in accordance
with the new teaching methods and techniques in teaching foreign languages.
The course aims to familiarize students with the sounds of English, to stimulate
interest in cultural study and English language, to develop the capacity for reception and
oral and written expression, as well as the spirit of observation, reproductive and creative
thinking. The activities of this course are mostly based on motivational tasks that provide
a stimulus for improving fluent speaking. Through such activities as information gaps,
Venn diagram, the Cube, the Snow Ball, KWL chart, matching exercises students are will
be motivated to work in groups or pairs.
The perspectives offered by in-depth learning English (access to the Internet,
means of communication, taking exams in English, possible further studies abroad, etc.)
should not be neglected. Onset foreign language learning brings benefits in developing
abilities and skills through a natural strategy of learning similar to learning their mother
language, learning is done in specific game situations. Designed activities are meant to
place students in communication situations similar to those in real life, thus stimulating
their desire to interact verbally with those around them and also to build self-confidence.
Respecting age and individual characteristics, the optional ENGLISH IS FUNTASTIC is
focused on activities based on a variety of communicative activities, grammar, controlled
writing, vocabulary games, speaking and reading skills.
The themes of this course aim to develop skills and acquire intuitive notions,
which will be developed later throughout the course.
The supplementary course will take place during a school year and will develop
a new set of social relations because of the personal note that motivate students. During
this course students will discuss various topics of interest, understand and apply rules of
correct English practice.
This School Curriculum contains general competencies, values and attitudes,
bibliography, specific competencies and examples of learning activities. These content
elements can be modified during the school year, to meet the proposed objectives.
I. General Skills:

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 1. Developing communication skills in English;
2. Producing oral or written messages in logical and fluent of ideas, feeling and
opinions;
3. Achieving interest in the development of culture and civilization elements specific
to the British culture;
4. Decoding oral or written messages in various situational contexts.

II. Specific Skills:

1. Producing oral or written messages transmitted in different communication
situations

Specific Skills Contents

Participating in oral conversation on a
familiar topic and producing responses to
simple direct questions.
Editing simple description of events,
undertaking activities, personal
experience.
Identifying parts of an essay
Question/Answer exercises
Multiple choice exercises
Writing report
Filling in exercises

2. Making oral or written communication interactions

Specific Skills Contents

Raising the students’ awareness of the Giving arguments
existence of communities and ways of Expressing concession
behavior different from their own. Expressing personal opinion
Identifying relations among characters of Writing/Acting dialogues
different texts (familiar, friendly, official) Writing essay/a shot story/a letter/an
email

3. Producing appropriate messaged to particular events

Specific Skills Contents

Defining the form and logical structure of
a non-literary text.
Raising the students’ awareness of the
existence of communities and ways of
behavior different from their own.
Excerpts / texts on general topics
Opinion comments
Dialogues (recorded or interpreted)
Shot texts

4. Transferring oral or written messages in various communication situations

Specific Skills Contents

Editing short texts based on familiar Interpretation of table
topics. Writing a letter/email
Raising the students’ awareness of the Completing exercises
existence of communities and ways of Writing paragraphs
behavior different from their own.

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III. Content:
Lesson 1: Getting to know you
Language structures: Questions; Vocabulary: Leisure activities: Jobs, Sports.
Lesson 2: A regular thing
Language structures: Comparatives and Superlatives; Vocabulary: Phrasal Verbs,
Daily Activities, Personal belongings.
Lesson 3: You live and learn
Language structures: (grammar): Expressing opinions, making suggestions
Vocabulary: School objects, School subjects, School activities.
Lesson 4: All the best Books
Language structures: Past Simple, can, could
Vocabulary: Types of books.
Lesson 5: Exam practice: Practice test 1
Lesson 6: Holiday adventures
Language structures: Time clauses with; When, before, after, while, during; Must, can,
can’t, may for deduction
Vocabulary: Types of holidays, Things to pack, Transport, Accommodation, Scenery,
Souvenirs; Verbs of preferences.
Lesson 7: Just the job
Language structures: Past Simple, Past Continuous
Vocabulary: Jobs, Job related suffixes –or, -er, -ist; Noun suffixes –tion, -ment -ance.
Lesson 8: House and home
Language structures: Prepositions of place, There is, there are
Vocabulary: Rooms, Furniture
Lesson 9: Interesting people
Language structures: Relative pronouns, making recommendations, comparing things,
complaining, give warnings.
Vocabulary: Physical description, Personality adjectives
Lesson 10: Exam practice: Practice test 2
Lesson 11: Places of interest
Language structures: Imperatives
Vocabulary: Holiday attractions
Lesson 12: Getting there
Language structures: Future: will, going to, present continuous
Vocabulary: Means of transport, Verbs related to transport
Lesson 13: What a bargain
Language structures: Asking for prices, item of clothing
Vocabulary: Clothes, Shops
Lesson 14: Exam practice
Recycling the language structures and vocabulary areas taught in the previous units
Lesson 15: Food and drink
Language structures: Express an opinion,
Vocabulary: Food and drink, Verbs of cooking, Sequence linkers
Lesson 16: Close to nature

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Language structures: What’s the weather like? Will for predictions
Vocabulary: Weather, Endangered species
Lesson 17: Exam practice

IV. Examples of learning activities accompany the content of this course and suggests
concrete ways of organizing the teaching-learning processes, starting from the students’
experience.
Examples of proposed learning activities for reading, writing, speaking and listening:
- active reading exercises: to extract main ideas from a text, to identify relations among
the characters of various texts (familiar, friendly, official), to deduce the meaning of
unfamiliar words, to extract general and specific information from a text (silent reading)
to define the form and logical structure of a nonliteral text.
- writing exercises: to write a description of a person or a place, to give and ask personal
information, to edit simple descriptions of events or personal experiences, to rephrase
sentences, to write a short story on a given theme, to test the level of written skills
acquired, to make sentences using specific, to write an informal letter, to write an e-mail,
to make short sentences, to write a short story, to write an e-mail to a friend about future
plans and places they will go to, to write a short story, to write an e-mail to a friend about
future plans and places they will go to, to edit simple descriptions of items and event
using personal references, to fill in a lacunar text, to edit simple description of events, to
get the factual information from a text.
- speaking exercisers: to speak about different activities and actions, to describe
personal experiences, to use questions words, to participate in oral conversations on a
familiar topic, to describe the action form a picture and then compare it to their partner in
order to find specific items, to describe a room or a house, to describe a room using
adverbs of place, to describe their house in a conversation, to speak of a historical place
they visited and bring pictures to help them better describe, to produce responses to
simple direct questions, to express their own opinion on a specific topic using personal
experiences, to express their own opinion.
- listening exercises: to participate in oral conversations on a familiar topic, to repeat or
reformulate and produce responses to simple direct questions, to understand and take
notes while listening to a phone call recording, to get the factual information from a
message that is clear and runs at a normal speed, to extract specific information from a
message, to understand specific information from a message and fill in a table, to extract
general and specific information from a message by filling in a multiple choice exercise.

V. Assessment is carried out mainly for learning, through forms, methods and tools as
diverse as possible, focused on training and developing the skills pursued.
1. Forms of assessment: frontal assessment, written assessment.
2. Assessment methods: conversation, explanation, systematic observation of the
activity and student behavior, problem solving, self-assessment, teaching game,
portfolio, investigation, case study, project, etc .;
3. Assessment tools: worksheets or individual worksheets, sets of questions,
structured, questionnaires, evaluation tests, etc.
Assessment is an integral part of teaching and learning. Priority is given to the
modern approach to assessment as a learning activity. In this context, methods such as:

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systematic observation of students’ behavior, monitoring personal progress, self-
assessment, projects that capitalize on children’s acquisitions and at the same time
stimulate the development of values and attitudes, in natural contexts, adapted to age.
Assessment should be done by reference to general standards and not to the class level.
Also, the evaluation guides the teacher in regulating the teaching strategies, for a better
adequacy to the individual and age particularities of the students. The assessment process
will emphasize the recognition of learning experiences and skills acquired by children in
non-formal or informal contexts.
Throughout the learning and assessment activity, the progress of each child will
be monitored, encouraged and valued.
Consequently, special attention must be paid to all components of assessment in
order for it to be an integral part of the learning process, to be formative and to provide a
permanent feedback on the educational action in relation to the projected intentions.

VI. Methodological suggestions:

The methodological suggestions include recommendations for the design of the
didactic approach, having the role of orienting the teacher in the instructive-formative
approach towards reaching the performance standards associated with the competences,
the formation of skills, values and attitudes provided by the curriculum. In addition, they
have the role of guiding the teacher in applying the curriculum for the design and
development of teaching-learning-assessment activities in the classroom, in accordance
with the specific correlating approaches thus helping the students acquire the targeted
skills.
The methodological suggestions address the perspective of transforming the
way students are stimulated to learn and are taught to process information. The student
does not receive ready-made knowledge but builds his own knowledge, as much as
possible through his own efforts. In this way the use of new techniques are oriented
towards learning, towards the learner, coming to support and encourage the active and
constructive approach to learning.
To achieve this goal, for example, tasks such as these, can be suggested to
students:
- information, access, collection of information from several sources:
- information processing and building new knowledge;
- performing critical analyzes, syntheses, analogies;
- logical structuring of ideas;
- rendering, elaboration and formulation of arguments;
- transformation of information into graphic representations;
- critical reports to reality;
- identification of problems within the explored subject and finding solutions
for them;
- exercise problem-solving skills;
- exploration of reality, investigation, search, discovery;
- formulating hypotheses, experimenting, conducting case studies;
- understanding and interpretation.

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VII. Topics:
Personal life
Elements of British culture and civilization
Democracy and human wrights
Aspects of contemporary life (political, economic, social)

VIII. Bibliography:

https://www.gamestolearnenglish.com/
https://learnenglishkids.britishcouncil.org/
https://en.islcollective.com/
https://www.liveworksheets.com/
https://www.twinkl.ro/