Form VI: total 68 hours:

SCI

Specific Competence Indicators (SCI) and

Sub Competences (SC)
SC

Nr.

Content

Hours

English in Our Life

32
11
1

Term 1
Unit I
Lesson 1

Listening

Spoken
Interaction

Reading
Written
Interaction,
Culture and
Comparison
Area

Grammar
Integrated
Skill
Combination
s

Spoken
Interaction
Reading
Written
Interaction

1.3.Listening to the speakers instructions to perform simple

classroom tasks and following them appropriately.
2.1.Providing oral responses to a spoken prompt from the teacher
on a familiar topic at an appropriate level of difficulty.
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to discuss the importance of
English in the students everyday life. The dialogues are directed
by the teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.

1.Talking about the importance of English:

Ex.1,5p.6-7

2.Talking about pen-friends:

Ex.7,8
Ex.2,6p.6-7
Writing a letter to a pen-friend:
Ex.9p.7

3.3.Identifying the main ideas of the text (silent reading).

4.3.Using words (phrases, sentences) and simple forms to describe
the students personal information in letters to their pen-friends.
1.Identifying and respecting the norms of verbal and non-verbal
communication while interacting orally and in written form.
1.Comparing conversational formulas and specific vocabulary for
written and oral interaction in English-Speaking Countries and
Moldova.
Using prepositions from, in, of, to.
1.Identifying words, expressions, grammar structures similar to the
ones in the students mother-tongue.

Prepositions from, in, of, to.

Ex.4p.7

Lesson 2

Grammar

2.2.Understanding the general meaning of an unknown text and

identifying its type.
3.3.Identifying the main ideas of the text (silent reading).
4.1.Writing a paragraph about a legendary person. The information
conveyed is relevant and clear to the reader.
4.5.Completing a fill-in-the-gap paragraph about King Alfred from
which some words have been omitted (the words are listed below
the paragraph).
Using irregular verbs in Simple Past and articles.

Culture

8.Knowledge of famous people of the target language community.

Lesson 3

Legendary Past
Talking about past events:
Ex.2p.8
Ex.7p.9
Writing about a legendary person:
Ex.9p.9
Filling in the gaps:
Ex.5p.9
Simple past, irregular verbs.
Articles: Ex.5p.9
Ex.1,2,5p.8-9
A Life Devoted to People
Relative Pronouns

Date

Notes

Listening

Spoken
Interaction

Reading

Grammar

1.4.Identifying the general meaning of an easy short text,

containing simple and familiar lexis.
2.1.Providing oral responses to a spoken prompt from the teacher
on a familiar topic (famous people) at an appropriate level of
difficulty.
2.5.Synchronistically translating into the students native language
a paragraph on a familiar topic.
3.3.Identifying the main ideas of the text (silent reading).
3.4.Defining the meaning of unknown words from the context.
Using Relative Pronouns whose, who, that.

Ex.5p.11
Talking about famous people:
Ex.1,3p.10-11

Ex.2,4p.10-11

Lesson 4

Spoken
Interaction

Reading and
Culture

Written
Interaction
and
Integrated
Skill
Combination
s
Grammar

Culture

Spoken
Interaction
and
Community
Area

Reading

Written

2.1.Providing oral responses to a spoken prompt from the teacher

on a familiar topic (seasons) at an appropriate level of difficulty.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
3.3.Identifying the main ideas of the text (silent reading).
3.4.Defining the meaning of unknown words from the context.
2.Knowledge of simple literary texts - fairy tales, rhymes, poems which belong to the culture of English-Speaking countries
(characters, actions, attitudes, feelings, places).
4.1.Writing a paragraph about one of the seasons of the year. The
information conveyed is relevant and clear to the reader.
7.Making a description of a season.

Text: The Grasshopper and the Ant:

Ex.5p.13

Describing seasons of the year:

Ex.3,8p.12-13

Using Simple past.

Using Prepositions at, for, into, till.
9.Memorizing and presenting rhymes, short poems and simple
dialogues which belong to the target language community.

Simple Past and

Prepositions at, for, into, till.
Poem: A Song of Seasons: p.12
Lesson 5

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe country life in
Moldova.
2.6.Maintaining a conversation about country life in Moldova,
using pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
1.Identifying the ways rural and urban spaces are organized.
2.Identifying and describing the ways of life in communities.
3.3.Identifying the main ideas of the text (silent reading).
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.3.Using words (phrases, sentences) and simple forms to describe

Relative Pronouns whose, who, that.

A Song of Seasons
The Grasshopper and the Ant
Talking about seasons:
Ex.1,2,4p.12-13

In the Country
Talking about life in the country:
Ex.3,7p.14-15

Text: Country Life Is Never Boring:

Ex.4p.14
Writing about grandparents farm:

Interaction
Grammar

the students personal information their grandparents farm.

Using have to, can, must.

Ex.10
Modals.
Lesson 6

Listening

Spoken
Interaction

Reading
Written
Interaction

Grammar

1.2.Understanding the general meaning of an easy, short, oral

message, presented in a simple and clear way.
2.1.Providing oral responses to a spoken prompt from the teacher
on a familiar topic (grandparents houses) at an appropriate level of
difficulty.
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to describe a country house.
The dialogues are directed by the teacher.
3.3.Identifying the main ideas of the text (silent reading).
4.5.Completing a fill-in-the-gap paragraph about preparations for a
picnic from which some words have been omitted (the words are
listed below the paragraph).
Using Countable and Uncountable nouns.

Spoken
Interaction

Reading

2.1.Providing oral responses to a spoken prompt from the teacher

on a familiar topic at an appropriate level of difficulty.
2.6.Maintaining a conversation about the students grandparents,
using pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
2.2.Understanding the general meaning of an unknown text and
identifying its type.
3.5.Producing written messages based on the text.

Written
Interaction
Grammar

4.1.Writing a paragraph on a familiar topic. The information

conveyed is relevant and clear to the reader.
Using Comparisons as...as..., not as...as.

Spoken
Interaction
Reading

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to talk about Francis Drake.
3.3.Identifying the main ideas of the text (silent reading).
3.4.Defining the meaning of unknown words from the context.

Spoken
Interaction

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues and short texts to describe the
students preferences. The dialogues are directed by the teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.

Reading

3.2.Following simple instructions given in written form.

3.3.Identifying the main ideas of the text (silent reading).

Talking about grandparents house:

Ex.1,7p.16-17

Text: My Grandparents Cellar: Ex.2p.16

Filling in the gaps:
Ex.9p.17

Lesson 8

Ex.8p.14

Lesson 7

At My Grandparents
Countable/ Uncountable Nouns

Lesson 9

Countable and Uncountable Nouns.

Granny, Dear Granny
Asking for and giving personal information: talking
about the students grandparents:
Ex.1,3,6p.18-19

Ex.2p.18
Making notes:
Ex.4p.18
Writing an ending to a fairy tale:
Ex.8p.19
Comparisons as...as..., not as...as.
Reading Together
Talking about Francis Drake:
Ex.7p.21
Text: A Page from British History:
Ex.2p.20
Round Up
1.Talking about the role pf English in the students life:
Ex.1p.22
2.Talking about the students favourite seasons:
Ex.5p.22
3.Talking about the students visit to their grandparents:
Ex.6p.22
Ex.8p.23

Integrated
Skill
Combination
s
Evaluation

7.Making a description of a season.

10.Correctly writing and pronouncing numbers in the course of
study activities.

Ex.5p.22
Ex.10p.23

- Practical application of knowledge and skills acquired while

studying this unit.
Unit II
Lesson 1

Spoken
Interaction

Reading and
Integrated
Skill
Combination
s

Grammar

Spoken
Interaction

Reading and
Integrated
Skill
Combination
s

2.2.Understanding the general meaning of an unknown text and

identifying its type (poem, story, biography, dialogue, informative
text, etc.).
2.6.Maintaining a conversation about nature, using pragmatics of
turn-taking, nominating topics, expressing agreement and
disagreement.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.Understanding an informative text related to animals and plants
(the way they look, the food they need, their ways of existence and
their usefulness).
Using sentences with If / When +Simple Present + Will.

Grammar

Spoken
Interaction
and Culture
Reading

2.1.Providing oral responses to a spoken prompt from the teacher

on a familiar topic at an appropriate level of difficulty.
2.6.Maintaining a conversation on Moldovan Codrii, using
pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.Understanding an informative text related to animals and plants
(the way they look, the food they need, their ways of existence and
their usefulness).
3.5.Producing written messages based on the text.
Using sentences with If / When +Simple Present + Will.

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
5.Ecological education.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.

Test Analysis

1
12
2

Wonders of Nature
Animals Habitat

Talking about nature:

Ex.1p.24
Text: Wonders of Nature:
Ex.2p.24

If / When +Simple Present + Will: Ex.7,8p.25

Moldovan Codrii
Ex.1p.27

Talking about Moldovan Codrii.

Text: The Codrii:
Ex.3p.26

Making up a list of trees which grow in the Codrii.

Lesson 3

Ex.2p.24

Lesson 2

Test-Paper n1

If / When +Simple Present + Will: Ex.7,8p.27

Save Our Nature
The Verb used to
Talking about environment and nature protection:
Ex.1,4p.29
Ex.2p.28:

Written
Interaction

Grammar

4.1.Writing a paragraph on nature protection. The information

conveyed is relevant and clear to the reader.
4.2.Taking a spelling test and correctly spelling the words from
the vocabulary, selected to focus on adjective endings and
numerals.
Using used to.

Writing a paragraph on nature protection:

Ex.8p.29
Writing a dictation.
Used to: Ex.6,7p.29
Lesson 4

Spoken
Interaction

Reading

Written
Interaction
and
Integrated
Skill
Combination
s
Grammar

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe the students
homes. The dialogues are directed by the teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.3.Using words (phrases, sentences) and simple forms to describe
flats and furniture.
2.Drawing and commenting on a plan or a simple scheme.

Describing a room:
Ex. 9p.31

4.5.Completing a fill-in-the-gap paragraph on rooms, flats and

furniture from which some words have been omitted (the words are
listed below the paragraph).
Using used to.

Spoken
Interaction
Reading

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
3.3.Identifying the main ideas of the text (silent reading).
3.5.Producing written messages based on the text.

Grammar

Using Simple Present, Present Progressive, Simple Past, Simple

Future.

Filling in the gaps:

Ex.8p.31
Used to

Lesson 6

Spoken
Interaction

Reading

Written
Interaction,
Culture and
Integrated

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
2.6.Maintaining a conversation on food in Moldova, using
pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
3.3.Identifying the main ideas of the text (silent reading).
3.1.Reading aloud a short fragment of an unknown text with
appropriate fluency, stress, intonation and sense groups.
3.2.Following simple instructions given in written form.
4.3.Using words (phrases, sentences) and simple forms to describe
the students personal information in familiar contexts.
4.5.Completing a fill-in-the-gap paragraph on a suitable topic from
which some words have been omitted (the words are listed below

Ex.3p.30

Lesson 5

Sandys Flat
Talking about flats and furniture:
Ex.1,2,3,6p.30-31

Expecting Guests
Talking about flats and furniture:
Ex.6,7,8p.33
Text: Expecting Guests:
Ex.2p.32
Making up a list of pieces of furniture.
Simple Present, Present Progressive, Simple Past,
Simple Future: Ex.9p.33
Meals and Table Manners
British and American Place Setting
Talking about food in Moldova:
Ex.1,4p.34-35

Text: English Food and Meals:

Ex.2p.34
Ex.7p.35
Writing a paragraph about meals and table manners in
the students families:
Ex.8p.35

Skill
Combination
s

Grammar

Listening

Spoken
Interaction

the paragraph).
3.Identifying and explaining table manners in English-Speaking
Countries.
8.Making a description of some table manners.
Using Prepositions and Imperatives.

Filling in the gaps:

Ex.6p.35

Lesson 7
1.1.Listening to a short message on a familiar topic, containing no
unfamiliar words, to determine its style (formal / informal).
1.2.Understanding the general meaning of an easy, short, oral
message, presented in a simple and clear way.
2.2.Understanding the general meaning of an unknown text and
identifying its type (poem, story, biography, dialogue, etc.).
2.6.Maintaining a conversation on the students families, using
pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
3.1.Reading aloud a short fragment of an unknown text with
appropriate fluency, stress, intonation and sense groups.
4.3.Using words and simple forms to describe the students family
members.
4.5.Completing a fill-in-the-gap paragraph on a suitable topic from
which some words have been omitted.

Reading

Written
Interaction

Grammar

Using Adjectives ending in ful and in less.

Reading

Written
Interaction

3.3.Identifying the main ideas of the text (silent reading).

3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.1.Writing a paragraph on a familiar topic. The information
conveyed is relevant and clear to the reader.
4.6.Finding and correcting the mistakes, including spelling, S-Vagreement, tenses, degrees of comparison, relative pronouns and
reported speech.

Spoken
Interaction

Talking about family relationships:

Ex.1,5p.36-37
Writing a paragraph about the students family
members:
Ex.9p.37
Filling in the gaps:
Ex.8p.37
Adjectives ending in ful and in less.
Reading Together
Text: Honesty Is the Best Policy:
Ex.2p.38

Ex.8p.39

Lesson 9

Written
Interaction

Culture
Evaluation

Ex.2p.36

Lesson 8

Prepositions and Imperatives.

A United Family
Ex.6p.37

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
4.1.Writing a paragraph on a familiar topic. The information
conveyed is relevant and clear to the reader.
5.Ecological education.
- Practical application of knowledge and skills acquired while
studying this unit.

Round Up
1.Talking about ecological problems:
Ex.1,2p.40
2.Talking about flats, rooms and furniture:
Ex.7,8p.41
Project Work:
Making up a poster about Moldova: Ex.10p.41
Ex.1,2p.40
Test-Paper n2
Test Analysis

Unit III
Lesson 1

The United Kingdom

1
1
5
1

Spoken
Interaction

Reading

Written
Interaction

Grammar
Community
Area

Spoken
Interaction

Reading

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe the English climate.
The dialogues are directed by the teacher.
3.3.Identifying the main ideas of the text (silent reading).

Written
Interaction
Grammar
Integrated
Skill
Combination
s

4.5.Completing a fill-in-the-gap paragraph on a suitable topic from

which some words have been omitted.
Using the with geographical names.
3.Knowledge of weather forecast symbols and their use in
communicative situations.
10.Correctly writing and pronouncing numbers in the course of
study activities.

2.6.Maintaining a conversation on the United Kingdom, using

pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
3.3.Identifying the main ideas of the text (silent reading).
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.5.Completing a fill-in-the-gap paragraph on a suitable topic from
which some words have been omitted (the words are listed below
the paragraph).
Using Simple Past.
3.Identifying national currencies and some prices in EnglishSpeaking Countries.

Talking about the British Isles:

Ex.1,6,7p.42-43
Text: The United Kingdom:
Ex.3p.42
Filling in the gaps:
Ex.9p.43
Simple Past: Ex.8,9p.43

Lesson 2

The English Climate

Talking about the English climate:
Ex.1,6p.44-45
Text: The English Climate:
Ex.2p.44
Filling in the gaps:
Ex.7p.45
The Definite Article: Ex.8p.45
Ex.4,5p.45

Lesson 3

Listening and
Culture

Spoken
Interaction

Reading
Grammar
Integrated
Skill
Combination
s

Term 2

This Is London
Past Progressive Tense

1.1.Listening to a short message on a familiar topic, containing no

unfamiliar words, to determine its style (formal / informal).
1.4.Identifying the general meaning of an easy short text,
containing simple and familiar lexis.
1.Identifying and respecting the norms of verbal and non-verbal
communication while interacting orally and in written form.
2.2.Understanding the general meaning of an unknown text and
identifying its type (poem, story, biography, dialogue, informative
text, etc.).

Ex.4p.47

3.5.Producing written messages based on the text.

Using Past Progressive.
11.Listening to and interpreting some songs for children.

Making up a list of places the man has visited: Ex.2p.46

Past Progressive: Ex.6,7p.47

Ex.2p.46

36

Unit III
Lesson 4

Spoken
Interaction

Reading
Grammar

Spoken
Interaction

Reading
Written
Interaction

Grammar
Culture and
Comparison
Area

Community
Area

Spoken
Interaction
Reading

Grammar

Spoken
Interaction

2.6.Maintaining a conversation on the USA, using pragmatics of

turn-taking, nominating topics, expressing agreement and
disagreement.
3.3.Identifying the main ideas of the text (silent reading).
Using Past Progressive.
Lesson 5
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to describe the USA. The
dialogues are directed by the teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
3.3.Identifying the main ideas of the text (silent reading).
4.5.Completing a fill-in-the-gap paragraph about the Washington
Monument, from which some words have been omitted (the words
are listed below the paragraph).
Using Past Progressive.
7.Identifying and respecting some norms of communication with
familiar people through telephone.
5.Comparing some norms of communication with familiar people
through telephone.
3.Identifying national currencies and some prices in EnglishSpeaking Countries.

Lesson 7

Reading

Written

Past Progressive: Ex.8p.51

Ex.5p.51

Lesson 6

Ex.2p.48
Past Progressive: Ex.7,8p.49
The United States of America
Talking about the USA:
Ex.1,4,5,7p.50-51

6
1

Text: The United States of America: Ex.2p.50

Filling in the gaps:
Ex.6p.51

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
3.3.Identifying the main ideas of the text (silent reading).
3.4.Defining the meaning of unknown words from the context.
Using Simple Past vs Past Progressive.
Using Articles.
2.2.Understanding the general meaning of an unknown text and
identifying its type (poem, story, biography, dialogue, informative
text, etc.).
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to describe the students visits
to museums, galleries, zoos. The dialogues are directed by the
teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.1.Writing a paragraph about a visit to a museum. The

Friends from the USA

Talking about the USA.

Thanksgiving
Talking about holidays in Moldova, Great Britain and
the USA: Ex.1,6p.52-53
Text: Thanksgiving
Ex.2p.52
Simple Past vs Past Progressive: Ex.7p.53
Articles: Ex.8p.53
The Adventure Continues...
Ex.1p.54

Talking about the students visits to museums, galleries,

zoos:
Ex.6,7p.55
Ex.1p.54
Writing a paragraph about a visit to a museum:

Interaction
Grammar

information conveyed is relevant and clear to the reader.

Using Simple Past vs Past Progressive.

Spoken
Interaction

Reading and
Culture

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe folk heroes in
Moldova. The dialogues are directed by the teacher.
3.3.Identifying the main ideas of the text (silent reading).
3.4.Defining the meaning of unknown words from the context.
2.Knowledge of simple literary texts - fairy tales, rhymes, poems which belong to the culture of English-Speaking countries
(characters, actions, attitudes, feelings, places).

Lesson 8

Spoken
Interaction

Written
Interaction
Evaluation

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
4.1.Writing a paragraph on a familiar topic. The information
conveyed is relevant and clear to the reader.
- Practical application of knowledge and skills acquired while
studying this unit.

Round Up
1.Making up weather forecasts: Ex.3p.58
2.Talking about the UK and the USA: Ex.5,6,8p.58-59
Project Work:
Making up a poster about the USA: Ex.9p.59
Test-Paper n3
Test Analysis

Unit IV
Lesson 1

Spoken
Interaction

Reading

Written
Interaction

Grammar

2.2.Understanding the general meaning of an unknown text and

identifying its type (poem, story, biography, dialogue, informative
text, etc.).
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to describe beautiful buildings
and places in Moldova. The dialogues are directed by the teacher.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.4.Editing simple short functional texts.
4.6.Finding and correcting the mistakes, including spelling, S-Vagreement, tenses, degrees of comparison, relative pronouns and
reported speech.
4.5.Completing a fill-in-the-gap paragraph on a suitable topic from
which some words have been omitted (the words are listed below
the paragraph).
Using Prepositions about, through, with.

Spoken
Interaction

Reading

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe modern inventions.
The dialogues are directed by the teacher.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.

Wonders of the Ancient World

1
1
13
1

Ex.1p.60

Talking about beautiful places of Moldova:

Ex.3p.61
Ex.1p.60:
Correcting mistakes:
Ex.6p.61
Filling in the gaps:
Ex.5p.61

Lesson 2

Text: Robin Hood:

Ex.2p.56

Lesson 9

Ex.9p.55
Past Simple vs Past Progressive: Ex.8p.55
Reading Together
Talking about folk heroes of Moldova:
Ex.8p.57

Prepositions: Ex.5p.61
Inventions in Our Life
Past Perfect Tense
Talking about inventions:
Ex.1,2p.62
Ex.3p.62

Grammar

Using Past Perfect.

Lesson 3

Spoken
Interaction

Reading

Grammar

2.4.Producing a simple message with appropriate fluency, stress,

intonation and sense groups.
2.6.Maintaining a conversation about TV, using pragmatics of turntaking, nominating topics, expressing agreement and disagreement.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
Using Past Perfect.

Listening

Spoken
Interaction

Reading

Written
Interaction

Grammar

Integrated
Skill
Combination
s

1.2.Understanding the general meaning of an easy, short, oral

message, presented in a simple and clear way.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
2.6.Maintaining a conversation about computers, using pragmatics
of turn-taking, nominating topics, expressing agreement and
disagreement.
3.3.Identifying the main ideas of the text (silent reading).
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.2.Taking a spelling test and correctly spelling the words from
the vocabulary, selected to focus on adjective endings and
numerals.
Using Modal Verbs must, should.

2.1.Providing oral responses to a spoken prompt from the teacher

on a familiar topic (sport) at an appropriate level of difficulty.
3.3.Identifying the main ideas of the text (silent reading).
Using Subject Pronouns vs Object Pronouns.

Integrated
Skill
Combination
s

5.Correctly writing and pronouncing the parts of a human body.

Text: Computerland:
Ex.2p.66
Writing a dictation.
Modals must, should:
Ex.8p.67
Ex.3p.66

1.Identifying words, expressions, grammar structures similar to the

ones in the students mother-tongue.

Spoken
Interaction
Reading
Grammar

Past Perfect: Ex.8p.65

Computerland
Modal Verbs mustand should
Ex.5p.67
Talking about computers:
Ex.1,6,7p.66-67

Lesson 5

Ex.2p.64

Lesson 4

Past Perfect: Ex.7p.63

Television Is Fun
Advantages and Disadvantages of TV
Talking about TV:
Ex.1,7p.64-65

Lesson 6

The Olympic Games

Pronouns
Talking about the history of Olympic Games:
Ex.1,5p.69
Ex.2p.68
Using Subject Pronouns vs Object Pronouns:
Ex.7,8p.69

Shall We Go Shopping?

Possessive Pronouns

Listening

Spoken
Interaction
and Culture

Reading

Grammar

1.4.Identifying the general meaning of an easy short text,

containing simple and familiar lexis.
2.3.Employing everyday conversational formulas and giving
relevant details to discuss shopping. The dialogues are directed by
the teacher.
6.Acquiring primary knowledge of some public institutions:
mayoralty, post office, shop.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
Using Possessive Pronouns.

Ex.5p.71
Talking about shopping:
Ex.1,2,6p.70-71

Ex.3p.70

Lesson 7

Spoken
Interaction
and
Integrated
Skill
Combination
s
Reading

Written
Interaction

Grammar

2.6.Maintaining a conversation about after school activities, using

pragmatics of turn-taking, nominating topics, expressing
agreement and disagreement.
6.Oral commenting on some recreational activities (gymnastics).

3.1.Reading aloud a short fragment of an unknown text with

appropriate fluency, stress, intonation and sense groups.
3.4.Defining the meaning of unknown words from the context.
4.1.Writing a paragraph on the students hobbies. The information
conveyed is relevant and clear to the reader.
4.6.Finding and correcting the mistakes, including spelling, S-Vagreement, tenses, degrees of comparison, relative pronouns and
reported speech.
Using Possessive Adjectives vs Possessive Pronouns.

Spoken
Interaction

Reading

Writing a paragraph about the students favourite after

school activities:
Ex.8p.73

2.2.Understanding the general meaning of an unknown text and

identifying its type (poem, story, biography, dialogue, informative
text, etc.).
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
3.5.Producing written messages based on the text.

Spoken
Interaction

Reading

Written

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe modern life and life
in the past. The dialogues are directed by the teacher.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.1.Writing a paragraph on a familiar topic. The information

Possessive Adjectives vs Possessive Pronouns: Ex.9p.73

Reading Together
Text: Midas:
Ex.2p.74

Text: Midas:
Ex.2p.74

Lesson 9

Ex.3p.72

Lesson 8

Possessive Pronouns: Ex.7p.71

When Classes Are Over
Talking about after school activities:
Ex.1,2,5,6,7p.72-73

Making up a list of adjectives that characterize Midas:

Ex.8p.75
Round Up
Ex.4p.77
Ex.1p.76
Project Work: Making up a poster about a famous

Interaction
and
Integrated
Skill
Combination
s
Evaluation

conveyed is relevant and clear to the reader.

9.Drawing pictures and collages in the course of study activities
and briefly commenting on them.

Olympic Champion: Ex.6p.77

- Practical application of knowledge and skills acquired while

studying this unit.
Unit V
Lesson 1

Spoken
Interaction

Reading

Written
Interaction

Grammar

2.6.Maintaining a conversation on the advantages and

disadvantages of means of transport, using pragmatics of turntaking, nominating topics.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
3.3.Identifying the main ideas of the text (silent reading).
3.5.Producing written messages based on the text.

Spoken
Interaction

Reading
Written
Interaction

Grammar

4.1.Writing a paragraph about advantages and disadvantages of

different means of transport. The information conveyed is relevant
and clear to the reader.
Using Simple Present vs Simple Past.

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe travelling by plane.
The dialogues are directed by the teacher.
3.3.Identifying the main ideas of the text (silent reading).
4.2.Taking a spelling test and correctly spelling the words from
the vocabulary, selected to focus on adjective endings and
numerals.
Using Reported Speech.

Spoken
Interaction,
Culture,
Comparison
Area and
Community
Area

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues about the students
neighbourhood. The dialogues are directed by the teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
4.Identifying and explaining some common symbols in public
places (street, public transport, recreation areas).
2.Comparing some common symbols in public places (street,
public transport, recreation areas) in English-Speaking Countries
and Moldova.
5.Identifying some common signs and symbols in public places

Test Analysis

1
13
2

At the Railway Station

Advantages /Disadvantages of Travelling by Train
Talking about means of transport, their advantages and
disadvantages:
Ex.1,7p.78-79

Simple Present vs Simple Past

Travelling by Plane
Reported Speech
Talking about travelling by plane:
Ex.1,6,7p.80-81

Ex.2p.80
Writing a dictation.

Lesson 3

Text: At the Railway Station: Ex.3p.78

Making up lists of advantages and disadvantages of
travelling by train: Ex.6p.79
Writing a paragraph about different means of transport:
Ex.8p.79

Lesson 2

Test-Paper n4

Reported Speech: Ex.8p.81

In the Street
Talking about the students neighbourhood:
Ex.1,2,3p.82-83

Reading and
Comparison
Area
Written
Interaction
Grammar

(street, public transport, recreation areas) in English-Speaking

Countries.
3.3.Identifying the main ideas of the text (silent reading).
4.Comparing the ways of giving instructions while following an
itinerary in English-Speaking Countries and Moldova.
4.5.Completing a fill-in-the-gap paragraph on a suitable topic from
which some words have been omitted (the words are listed below
the paragraph).
Using Adverbs of Places.

Text: Marys Walking Tour: Ex.5p.83

Filling in the gaps:

Ex.7p.83

Lesson 4

Spoken
Interaction,
Comparison
Area and
Community
Area
Reading

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues to describe safety rules. The
dialogues are directed by the teacher.
3.Comparing the norms of behaviour in the street (traffic rules) in
English-Speaking Countries and Moldova.
4.Knowledge and use of behaviour rules in the street.
3.3.Identifying the main ideas of the text (silent reading).
3.5.Producing written messages based on the text.

Grammar

Using Reported Speech.

Spoken
Interaction

Reading and
Culture

Written
Interaction

Grammar

2.1.Providing oral responses to a spoken prompt from the teacher

on a familiar topic (at the post-office) at an appropriate level of
difficulty.
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to describe means of
communication. The dialogues are directed by the teacher.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
6.Acquiring primary knowledge of some public institutions: post
office.
4.1.Writing a paragraph on a familiar topic. The information
conveyed is relevant and clear to the reader.
4.4.Editing simple short functional texts.
Using Reported Speech.

Listening

Spoken
Interaction
Reading

Making up lists of safety rules: Ex.3p.84

Reporting speech: Ex.8,9p.85
At the Post Office
Talking about means of communication:
Ex.1,3,6p.86

Ex.4p.86

Lesson 6

Ex.2p.84

Lesson 5

1.1.Listening to a short message about jobs, containing no

unfamiliar words, to determine its style (formal / informal).
1.4.Identifying the general meaning of an easy short text,
containing simple and familiar lexis.
2.1.Providing oral responses to a spoken prompt from the teacher
on a familiar topic (jobs.).
3.3.Identifying the main ideas of the text (silent reading).

Adverbs of place.
Play Safe and Stay Safe
How to Cross the Road
Asking and talking about safety rules:
Ex.1,4p.84

Writing a paragraph about what students can do at the

post office:
Ex.10p.87
Reported Speech: Ex.8p.87
Its a Great Job
Ex.7p.89

Talking about jobs:

Ex.1p.88
Ex.2p.88

Written
Interaction

Grammar

Spoken
Interaction

Reading

Written
Interaction
Grammar

4.3.Using words (phrases, sentences) and simple forms to describe

the students personal information in familiar contexts.
4.5.Completing a fill-in-the-gap paragraph on a suitable topic from
which some words have been omitted (the words are listed below
the paragraph).
Using Prepositions.

Writing about jobs:

Ex.10p.89

Lesson 7

2.1.Providing oral responses to a spoken prompt from the teacher

on a familiar topic (clothes) at an appropriate level of difficulty.
2.3.Employing everyday conversational formulas and giving
relevant details in simple dialogues to describe clothes.
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.
4.1.Writing a paragraph on a familiar topic. The information
conveyed is relevant and clear to the reader.
Using Simple Future.

Spoken
Interaction
Reading

2.5.Synchronistically translating into the students native language

a paragraph on a familiar topic.
3.3.Identifying the main ideas of the text (silent reading).
3.1.Reading aloud a short fragment of an unknown text (chosen by
the teacher) with appropriate fluency, stress, intonation and sense
groups.

Spoken
Interaction

Integrated
Skill
Combination
s

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues and short texts to describe the
students preferences. The dialogues are directed by the teacher.
2.4.Producing a simple message with appropriate fluency, stress,
intonation and sense groups.
11.Listening to and interpreting some songs for children.

End-of-theBook
Spoken
Interaction

Written
Interaction

2.3.Employing everyday conversational formulas and giving

relevant details in simple dialogues and short texts to describe the
students preferences. The dialogues are directed by the teacher.
4.1.Writing a paragraph on a familiar topic. The information
conveyed is relevant and clear to the reader.

Writing about future actions:

Ex.10p.91
Simple Future: Ex.9,10p.91
Reading Together

Text: Wayland the Smith:

Ex.2p.92
Lesson 9

Ex.3p.90

Lesson 8

Filling in the gaps:

Ex.9p.89
Prepositions: Ex.9p.89
The Clothes We Wear
Talking about clothes:
Ex.1,8p.90-91

Round Up
1.Talking about travelling:
Ex.1p.94
2.Talking about the students neighborhood:
Ex.2p.94

Round Up