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Nr. |
Date |
Modules Topics |
Phonetic Drills |
Grammar |
Vocabulary |
Didactic Strategies |
Evaluation |
Hours |
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Checking anterior knowledge |
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Writing drills |
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Module One |
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Back to school |
c-/k/ c-/s/ |
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Loud, clear, field, brook, carefree, butterfly |
Conversation Work in pairs Poem Description |
Read the poem Find pairs of words Ask and answer questions |
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A Trip to Soroca |
ch-/t∫/ ch-/k/ |
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Bank, cave, entrance, spring, tower, trip, high, legendary |
Conversation Text Description |
Describe the picture Read the text Write questions Do exercises |
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Let's Share Impressions |
gh-/g/ gh-/f/ |
Some, Any |
Patient, splendid, miss, share, impressions, show, could you help me? |
Conversation Dialog Letter |
Read the letter and answer the question Read the text and choose the right form Make the sentences interrogative |
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An Invitation to the Village |
ght-/t/ kn-/n/ |
Simple Future |
Relatives, invitation, bottle, camera, chocolate, drive, pack, shall I help you? |
Dialog Work in group The text |
Read and think of a title Do exercises |
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A Weekend in the Village |
i-/aı/ i-/ı/ |
The plural of noun |
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Description Dialog Exercises Riddles |
Read a dialog Speak about fruits, berries, vegetables Find the answers to the riddles |
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Andy's New Pictures |
lk-/k/ nd-/n/ |
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Diary, hobby, nephew, niece, story, carry |
Conversation Description exercises |
Describe the pictures Change the sentences |
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Round Up |
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Writing drills |
Write the given exercises |
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Module Two |
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A Morning with the Family |
ng-/ŋ/ ng-/ŋg/ |
Who, What, When, Where |
Bacon and eggs, cornflakes, marmalade, porridge, slippers, toast, have a shower, wake up, first, then |
Work in pairs Exercises Description Question/answer |
Ask and answer questions Describe the pictures Read the text Fill questions and answer them |
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Andy's School Day |
nk-/ŋk/ ph-/f/ |
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Text Conversation Role-play Poem Description |
Read the conversation Read the correct and wrong sentences Fill in the missing words and read the text Listen, read and learn the poem |
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My School |
ir-/з:/ ir-/aıə/ |
The modal verb Must |
Canteen, floor, ground floor, gymnasium/gym, playground, teacher room, behind, next to |
Spidergram Conversation Dialog |
Read the sentences Read the dialog Do exercises |
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School Rules |
qu-/kw/ |
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Be late, cheat, fight, never, oversleep, promise, think |
Description Exercises |
Describe the picture Read the text Write exercises |
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What's your Favorite Subject? |
s-/s/ s-/∫/ |
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Pen-friend, be fond of, do sums, paint, dull, easy, enjoyable, useful, boring |
Answer/Question Dialog |
Ask and answer questions Play the dialog |
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What Do They Do? |
sh-/∫/ sten-/sn/ |
Play the violin Play the piano Play the guitar |
Artist, baker, cook, detective, engineer, musician, pilot, tailor, vet |
Description Conversation Work in pairs Spidergram |
Describe the picture Make the spidergram Listen and read the poem Talk about parents' job |
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Round Up |
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Writing drills |
Write the given exercises |
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Module Three |
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It's October |
y-/aı/ y-/ı/ |
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Doorbell, ghost, pumpkin, witch, be afraid of, be puzzled, dress up, brilliant, tonight |
Do you know that. Conversation Poem Dialog Description Questions |
Read the text Describe the picture Answer questions Play the dialog Learn the poem |
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Vicky is Pretty |
tch-/t∫/ ture-/t∫ə/ |
Describe a person |
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Exercises Description Dialog Grid |
Complete the sentences Describe the children in the picture Write the exercise Play the dialog |
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Good Friends |
th-/Ө/ th-/ð/ |
Modal verbs: can, must, may |
Devoted, friendly, gentle, helpful, borrow, may, take care |
Description Work in groups Text Do you know that. |
Describe the picture Write exercises Read the text and think of a title Fill in the gaps |
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Making Invitations |
o-/əυ/ o-/סּ/ |
Him/her, me, us, them |
Balloon, invitation, lollipop, scissors, join, invite |
Do you know that. Exercises Dialog |
Complete sentences Read the dialog Make sentences Fill in the blanks |
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Andy Is Going to Have Guests |
tion-/∫n/ xc-/ks/ |
To Be Going To |
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Conversation Dialog Exercises |
Read the dialog Correct the false sentences Match the sentences |
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Andy's Birthday Party |
wh-/w/ wh-/h/ |
Are you going to .? |
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Dialog Description Question/answer Work in pairs |
Join the balloons Play the dialog Ask and answer questions Make up dialogs Read the text Choose the right word |
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Round Up |
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Writing drills |
Write the given exercises |
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Module Four |
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A
Letter from |
wr-/r/ x-/ks/ |
The degrees of comparison of irregular adjectives |
Corn, turkey, celebrate, hug, kiss, exciting |
Do you know that. Letter Questions Exercises |
Read the letter Complete the dialog Choose the correct word Fill in the right words |
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Wintertime |
o-/Λ/ |
Should, should not |
Gloves, parka, sweater, catch, catch a cold, zip |
Description Spidergram Dialog Crossword Puzzle |
Describe the picture Draw the spidergram Read the dialog Fill in the blanks Complete the crossword puzzle |
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Sandy is Sick |
a-/ei/ a-/æ/ a-/a:/ a-/o:/ a-/סּ/ |
Antonyms |
Medicine, be sick, cough, sneeze, runny nose, sore throat, miserable, unhappy, weak, what's up?, what's a pity! |
Description Question/answer Text Dialog |
Describe the picture Read the text Answer questions Match the opposite adjectives Complete the sentences |
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Merry Christmas |
ar-/a:/ ay-/eı/ |
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Birth, candy cane, mantelpiece, sleigh, tradition, religious, fill, pull |
Dialog Do you know that. Description Work in pairs |
Read the dialog Fill the dialog Unscramble the sentences Find the differences from the pictures |
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Plans for Winter Vacation |
are-/eə/ ai-/eı/ |
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Rucksack, soap, track-suit, trainers, toothbrush, toothpaste, towel, walkman |
Dialog Discussion Crossword Puzzle |
Read the dialog Match the words to make up sentences Talk about winter vacation Complete the crossword puzzle |
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Favourite Sports |
or-/o:/ |
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Boxing, cycling, fishing, hockey, skating, skiing, swimming |
Description Text Exercises Work in pairs |
Describe the pictures Read the text Complete the sentences |
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Round Up |
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Writing drills |
Write the given exercises |
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Module Five |
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Andy's Town |
au-/o:/ aw-/o:/ |
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Building, center, mail, main, neighborhood, pray |
Description Dialog Text Map |
Describe the picture Complete the sentences Read the text |
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The Magic World of Books |
air-/eə/ /eı/ |
Some, Any |
Adventure, fairy tale, story, famous, it's a pity, colourful |
Dialog Conversation Poem Work in pairs Grid |
Read the dialog Fill in the sentences Listen and learn the poem Complete the grid Talk about the books |
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Much and Many |
e-/i:/ e-/e/ |
Much, many |
Lock, save, rest, back, side, road, take care of |
Text Pair work Exercises |
Read the text Read sentences and say true or false Make up word combinations Complete the sentences Fill in the gaps |
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At the Post Office |
ea-/i:/ ea-/e/ |
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Letter, envelop, stamp, postcard, magazine, newspaper, telegram, poster |
Questions Conversation Work in pairs Exercises |
Read the dialog Answer questions Put the sentences in order |
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Shopping |
ear-/ıə/ ew-/ju:/ |
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Description Rhyme Dialog Spidergram |
Describe the picture Ask and answer questions Learn the rhyme Complete the spidergram |
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A Surprise for Mum |
ei-/eı/ ey-/eı/ |
Much/little, many/few |
Oil, pan, pancake, surprise, everything, drop, fry, few, little |
Conversation Description Dialog Exercises Recipe |
Read the dialog Describe the pictures Complete the sentences Complete the questions Fill in sentences |
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Round Up |
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Writing drills |
Write the given exercises |
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Module Six |
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Spring Is Coming |
oor-/o:/ |
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Air, earth, nest, alive, damp, delicious, fresh, tiny |
Poem Conversation Text Answers Exercises |
Read the poem Choose the words Read the text Find the answers to the questions Fill in the right words |
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Springtime |
wor-/wз:/ |
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Drop of blood, petal, heavy, appear, fairy, attack, give in, smile |
Questions Group work Dialog Description |
Answer questions Put the parts of the legend in order Read the legend Read the text |
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Vicky
Learns about |
oo-/υ/ oo-/u:/ |
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Dialogue Questions Do you know that . |
Read the dialogue Answer the questions Complete the questions |
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The
Sights of |
ou-/aυ/ ow-/aυ/ |
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King, queen, sight, royal, be crowned, take care of |
Dialog Description Exercises |
Read the dialogue Fill in the gaps |
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The Animal World |
ou-/Λ/ |
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Neck, stripe, tail, trunk, domestic, fast, funny, wild, hunt |
Questions Text Do you know that. poem |
Answer the questions Read the text Read and learn the poem Make up sentences |
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Which Animal Is More Intelligent? |
ow-/əυ/ |
The degrees of comparison of composed adjectives |
Jungle, shape, size, playful, attractive, ugly, intelligent |
Description Exercises Do you know that. |
Read the sentences Write exercises |
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Round Up |
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Writing drills |
Write the given exercises |
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Module Seven |
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Val
Talks about the |
oi-/oı/ oy-/oı/ |
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Bridge, gate, hill, stay, wonder, extend, bend, impress, crooked, immense, sharp, steep |
Texts Dialogue Do you know that. |
Read the texts Read the dialogue Read and say true or false Complete the sentences |
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Mother's Day |
oa-/əυ/ |
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Conversation Description Dialog Do you know that. |
Read the dialogue Fill in the blanks Make up sentences Copy the sentences in order |
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The Stans Are Planning a Picnic |
u-/ju:/ u-/u:/ u-/Λ/ u-/υ/ |
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Chicken, landscape, parsley, admire, traditional |
Dialog Questions Work in pairs Poem Description |
Read the dialog Answer questions Agree or disagree Speak about the picnic Read the poem |
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Are You Ready for Fun? |
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First, then, next, at last |
Meadow, change, instead, patiently, still, delightful |
Text Dialogue Pictures exercises |
Read the text Fill in the blanks Make up dialogues Make up a story |
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Holidays and You |
ure-/υə/ |
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Go hiking, holiday, straw hat, sun glasses, swimming costume |
Dialogue Do you know that. Exercises |
Read the dialogue Talk about summer vacation |
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What a dream! |
uy-/aı/ |
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Ashore, boat, chief, pirate, sand, ship, tide, wet |
Questions Text Do you know that. Description |
Answer questions Read the text Unscramble the sentences Describe the picture Complete the sentences |
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Round Up |
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Writing drills |
Write the given exercises |
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Round Up |
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Evaluation of all year |
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Total: 68 hours
Reference Objectives:
I. Listening the oral message. The formation of the receiver capacities.
Reference objectives |
Performance competences |
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1. Identifying the formal organization of the oral message |
- To identify and differentiate the genders: literary (myth, legend, tales), dramatic (pieces, sketches, scenarios), advertising (information, article); - To identify different types of statements in the verbal flux after intonation outline; - To emphasize the phonetic, meaningful and affective value based on growing the voice intensity or varying of the tone (in the word, sentence, phrase); To distinguish the peculiarities of the vocalic sounds in joining the words, in syllables; - To recognize the oral marks of the leaned grammatical categories; - To realize the formal organization of the message: constituents of the oral text (word, sentence, phrase and other types of semantic-syntactic relations that are between these constituents). |
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2. The logic-semantic reception and understanding the oral message |
- To understand the global meaning and key-information from a receipted message; - To recognize the characters, situations, place, action; To realize the logic-semantic organization of the message (the successive content of the text, characters, the main idea, the estimation of described actions etc.); - To select the necessary information for own deductions, conclusions, evaluations from the presentation of the oral message etc.; - To associate the representative thinking with the lexes-grammatical structure of the message; - To use supplementary auditory means for a better understanding of the spoken speech. |
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3. The reaction to the verbal and nonverbal stimulants |
- To understand the nonverbal communication and to intercept a message through gestures, mimes, conventional sonorous signs; - To manifest the interest and curiosity listening the oral messages; - To react to questions, consigns, replies and other verbal stimulants in an adequate mood; - To percept certain affective nuances and to react in the corresponding mood. |
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Reference objectives |
Performance competences |
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1. The conceptualization of the lecture as a communicative act which is very important in the many-sides development of pupils. |
- To know to select the necessary literature for a liked lecture or for any specific goals (the accumulation of certain vocabulary on the experience areas, the development or the amplification of a certain learned theme etc.); - To recognize the most spreaded literary species (the tale, the poem, the short story etc.) and the moods of speech: narration, description, dialogue, monologue; - To know to select and use the didactic and graphic materials (maps, tables, graphics) for sharing certain information. |
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2. The comprehension and the development of the reading technique |
- To read correct, in a loud voice or in their mind, texts built from the material of the known language or easy original texts, correctly reproducing the pronunciation and intonation; - To confirm the comprehension of the read text through exercises of answering questions; - To read in loud voice for the personal pleasure or for others; - To use, if it is necessary, strategies of recognizing the significations of the words to decode the write message; - To can see, by the reading act, the orthographic and punctuation characteristics of the written message. |
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3. The organization and the lecture of the written message |
- To read expressively and to prove the global understanding of the text through the correct answers of the teacher questions, the retelling of the text, the right solving of diverse types of lexes-grammatical exercises; - To follow a line of a subject which implies more characters; - To know the structure elements of the literary text: introduction, content, culminant point, denouement, conclusion; - To reproduce the content of a simple text to enrich the lexical baggage with new words and word combinations; - To identify the main ideas, details and their consecutive order. |
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4. The development of the transfer skills |
- To develop the capacity of identifying the eventual sources of influence through translation exercises. |
I. Oral expression. The formation of the speaker capacities
Reference objectives |
Performance competences |
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1. The formal and logic-semantic organization of the message |
- To know the constitutive elements and their organization in emitting the oral message: the word, the sentence, the word order in the sentence, relation elements of sentences in the phrase. |
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2. The development of the (re)production and structure capacities of the oral message |
- To restore successively the context of a known text, adapted or original, respecting the logic-semantic organization of the content; - To initiate a conversation, respecting the logic and grammatical integrity of the statements; - To make detailed oral presentations and well organized; - To know certain artistic modalities and to use them to characterize the characters: the direct characterization (realized by the author or by one of the characters), the indirect characterization (realized on the base of conduct, behavior, spoken language etc.); - To formulate correctly questions and to answer the questions of the colleges; - To compound dialogues or simple narrations, after the model of some concrete useful situations already studied; - To present little stories, jokes, amused scenarios; - To describe and characterize, through the analogy with the studied model, a real person, a simple situation, a picture, an object, an animal; - To express feelings (admiration, anxiety, regret etc.). |
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3. The acquisition of the verbal and nonverbal means |
- To memorize short dialogues, poems, songs, fragments (with elements of physic or moral description of a character from the listened texts); - To learn the conventional representation of sounds specific of studied language through phonetic symbols. |
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4. The development of transfer capacities |
- To translate the oral messages integrally or selectively. |
Reference objectives |
Performance competences |
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1. The cognition of types of written communication |
- To be familiarized with different types of written expression (ticket, letter, postal book, newspaper, magazine, dictionary, text-book), to be able to write a congratulation, expressing wishes of goodness or happiness with the coming of a important event, a certain anniversary (birthday, New Year, Christmas), to be able to write the feelings, thoughts, impressions; - To compound and write the plan of a read message, to make notes on the text etc. |
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2. The cultivation of the perception and (re)production skills of written messages |
- To make in written form different didactic activities: open the brackets, fill in the blanks with lexes-grammatical units, answer the questions etc.; - To formulate a written communication, using orthographic and grammatical rules already learned; - To produce written messages based on a nonverbal support; - To realize in written form the plan of a read or listened message; - To be able to make the act of writing without a visual support, after a dictation or from memory; - To distinguish, to retain and write correct the lexical and grammatical homonyms, the learned verbal forms, the grammatical categories marks already known (gender, number, person, tense). |
Hour distribution:
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Teaching/learning |
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Recapitulation/evaluation |
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To the teacher's disposition |
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TOTAL |
68 hours - 2 hours a week |
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